ICT4DPLAYBOOK
2017
A guide for Peace Corps Staff
and Volunteers on Information
and Communication
Technologies for Development.
Thank you
GlossaryAF AFRICA REGION
CED COMMUNITY ECONOMIC DEVELOPMENT
CSPP CROSS-SECTOR PROGRAMMING PRIORITY
EMA EUROPE, MIDDLE-EAST, AND ASIA REGION
ICT INFORMATION AND COMMUNICATION TECHNOLOGIES
ICT4D INFORMATION AND COMMUNICATION TECHNOLOGIES FOR DEVELOPMENT
IAP INTER-AMERICA AND THE PACIFIC REGION
IT INFORMATION TECHNOLOGY
OPATS OFFICE OF OVERSEAS PROGRAMMING AND TRAINING SUPPORT
PC PEACE CORPS
PCV PEACE CORPS VOLUNTEER
STEM SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
T4D TECHNOLOGY FOR DEVELOPMENT
UX USER EXPERIENCE
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ContentSummary 6
Overview 11
Service in a Digital Age 12
History 13
Peace Corps’ ICT4D Strategy 14
Staff Guide 19
Focus Areas 16
ICT4D Model 20
Volunteer ICT4D Committees 24
Post ICT4D Checklist 29
Activity Links 38
CSPP 21
Services and Support 27
Volunteer ICT4D Committee 33
PC/Washington 25
Sector Integration Examples 30
Post Highlights 42
Roles and Competencies 26
ICT4D Resources 32
Volunteer Guide 31
Staff ICT4D Support 23
Integrating ICT4D at Post 22
Training and Reporting 28
Small Grants and Funding 34
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How this Playbook is organized
1. OverviewIncludes a general overview and introduction to the latest on
digital development at Peace Corps, background on the Initiative
itself, focus areas of interest, and its principles for digital
development-related activities.
2. Staff GuidanceAimed at Peace Corps staff—lays out the integration strategy for
digital development at Peace Corps, covering the mission, goals,
objectives, theory of change, logic model, and specific strategies for
integrations with post project frameworks.
3. Volunteer Guide.Introduction to ICT4D in general, and how covers ICT4D-related
resources, organizations, and strategies for Volunteers to engage
more deeply with ICT4D subjects.
The Peace Corps ICT4D Playbook provides Peace Corps
Volunteers and staff with the knowledge and basic skills to
leverage digital information and technologies for greater
impact during a Volunteers’ service.
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Gabriel KrieshokICT4D Program Specialist
AcknowledgementsThe following guidance builds on past
Peace Corps ICT for Development
integration efforts including
programming manuals, training
and other materials. It is connected
to whole of U.S. Government
efforts to leverage information and
communication technologies in
the developing world for positive
development outcomes.
This playbook is more comprehensive
and is intended for staff, Volunteers
and community counterparts in
their efforts to ensure that ICT4D
is integrated into projects for more
effective development. Gabriel Krieshok
has been the primary author of this
playbook.
Finally, Peace Corps Staff and
Volunteers have a long history of being
innovative with ICTs in challenging
and low-resource environments. They
constantly push the envelope and
redefine what can be done in their
service, all the while pushing the agency
mission forward.
The stories of their work around the
world continue to inspire.
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Summary
The mission of the ICT4D CSPP is to
mainstream the use of ICT4D-related
solutions to increase Volunteer
programmatic impact and service
opportunities.
The Mission
Today’s Peace Corps Volunteers are
helping people in developing countries
take part in the digital and technological
revolution that many in the western
world take for granted.
They are bridging the digital divide by:
• Teaching students and teachers to effectively use computers and the Internet for education.
• Helping local entrepreneurs to create web sites to market their goods around the world
• Helping extend the reach of healthcare services.
• Training counterparts to use data for decision-making.
Vision
Peace Corps’ Information and
Communication Technologies for
Development (ICT4D) cross-sector
programming priority (CSPP) is
premised on the belief that ICTs can be
leveraged by and for local communities
to themselves drive and facilitate
development processes.
Defining ICT4D“This technology will,
in my view, simply give volunteers
the green light to innovate, in bridging
the digital divide, while remaining true
to the core mission that President
Kennedy set out for the Peace Corps – to
help the people of the developing world
help themselves”
– Former Peace Corps Director Mark
Schneider
ICT4D Goals
Empower programming efforts.
Amplify Volunteer reach.
Support activities and initiatives.
Empower Amplify Support
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All Volunteers now engage in using ICTs for Development to a certain extent in their service – it is less a question of “if” and now a question of “to what extent” and “how.”
“I envision a Peace Corps that is rooted in our vibrant past, but ready to harness the tools, technologies, and opportunities of the 21st century.”
— Former Peace Corps Director
Carrie Hessler-Radelet
Volunteers
+1,983 In FY 2016, nearly 2,000 Volunteers reported on ICT4D-related acti viti es.
FY14 FY15 FY16
1,376 9611,983
Activities
+4,888 In FY2016, nearly 5,000 ICT4D-related acti viti es were reported by Volunteers.FY14 FY15 FY16
2,599 1,6664,888
Annual Volunteer Survey
8%In FY2016, 9% of Volunteers reported that “ICT for Development’ is part of their work in Peace Corps.
FY14 FY15 FY16
9%7% 8%
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ICT4D is a very active cross-sector activity that works within and across other Peace Corps priorities and initiatives.
According to FY2016 data, 58% of Volunteers report engaging in ‘cross-sector’ activities.
Initiatives
ICT4D gets leveraged through a lot of different mechanisms—short-term positions, grants, and communities of practice.
Reach
STEM (Science, Technology, Engineering, and Mathematics) activities are used to help engage young girls and women in as a way to encourage education activities.
Let Girls Learn
!There were 11 Peace Corps Response positions with an ICT-related focus filled in FY16.
Compare to 9 (FY15), 8 (FY14).
11Peace Corps Response Positions
11 grants where ICT4D is the ‘primary’ focus, and 35 where it is ‘secondary’ (FY16).
Compare to 11 primary, 25 secondary (FY15), and 20 primary, 46 secondary (FY14)
46Grants
The Facebook group, ‘Digital Peace Corps’ had a total of 688 members in FY16 (PCVs, RPCVs, sector experts, etc.)
There are also ICT4D-related Facebook groups at the post-level—active groups include: Botswana, Colombia, Ukraine, and Ghana.
688Facebook group members
"
Volunteers are using innovative mobile data projects to collect, monitor, and assess their activities related to food security.
Food Security
#
Volunteers are using digital tools to communicate, collaborate, and spread the word about activities related to activities that help educate about and promote the eradication of malaria around the world.
Stomp Out Malaria
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IAPInter-America and the
Pacific
AFAfrica Region
EMAEurope, Mediterranean,
and Asia Region
19Active ICT4D posts
533ICT4D-reporting Volunteers
1,222ICT4D activities
4ICT4D CommitteesParaguay • Nicaragua • Colombia • Costa Rica
22Active ICT4D posts
701ICT4D-reporting Volunteers
2,002ICT4D activities
4ICT4D CommitteesThailand • Georgia • Mol-dova • China • Ukraine
749ICT4D-reporting Volunteers
1,664ICT4D activities
5ICT4D CommitteesBotswana • Ghana • Ethio-pia • Uganda • Madagascar
17Active ICT4D posts
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OVERVIEW
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Service in a Digital AgeVolunteers can communicate
electronically not just with their
counterparts, communities, and Peace
Corps staff within the country, but also
with friends, family, and experts across
the globe—at any hour, night or day.
This global connectivity illustrates
that opportunities for Peace Corps
Volunteers to more effectively carry
out the mission of world peace,
cross-cultural understanding, and
grassroots development are both
evident and vital.
Yet through all of this technological
development, Peace Corps’ mission
has remained constant throughout.
and so, has the relevance and impact
of the Volunteers who, year after year
dedicate their lives to improving the
lives of those around them -- using
every tool available to them.
1. The information landscapeThe information and technology environment (particularly connectivity and Internet access) of host country environments has changed dramatically during the last decade, which has brought mobile phones and connectivity to all but the most remote of environments where Volunteers serve.
2. Volunteer expectationsVolunteers find it routine to pack their mobile devices (phones, laptop computers, tablets, etc.) from home service. They are comfortable using communication tools and technologies for their professional work.
3. Host-country demandHost country projects, local counterparts, and host communities have established a high demand for ICT- related projects and skill sets for achieving their development outcomes.
4. Cultural and social integrationA weaving of the previous three points leads to a landscape of Volunteers, counterparts, and communities where the existence and use of technology for both personal and professional purposes is less taboo and is the status quo if not an outright requirement.
Communities where Volunteers serve are no longer the isolated, connectivity oasis’ they once were. They have access to information and digital services never before within their reach and they have new opportunities to influence the world around them.
Seventeen years ago, Peace Corps made a wager that information and communication technologies (ICTs) would change the way that Volunteers would be able to serve their communities.
Four factors for Peace Corps and ICT4D
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IT v. ICTThe difference between IT and ICT
generally is both misunderstood and
underestimated.
IT can be considered the “hard side” of
technology—hardware, code, systems
administration, server maintenance,
and generally thankless but crucial work
that allows us all to use project IT assets
like computers, web, and server.
ICT is generally the “soft side” of
technology—designing and managing
digital strategies, content and
processes, integrating software
and technology tools into project
programming, working alongside
software firms and project staff to
customize tools to meet project needs.
HistoryPeace Corps Volunteers have long been
on the cutting edge of finding ways for
their communities and counterparts to
leverage technology for as long as Peace
Corps has been around—through the
decades that span everything from ham
radio and television to tele-centers to
computers labs now to mobile phones
and open data.
What we see in the ICT4D landscape
within Peace Corps is that while the
tools may change over time, what
remains constant is the central drive
of all Peace Corps Volunteers—to start
where they are, with what they have,
to do what they can to make a better,
more inclusive, more connected world.
Volunteers recognize that using
information and communication
technologies (ICTs) are an essential
ingredient to making the most of their
service. But it’s important to remember
that at the end of the day, Peace Corps
has been (and will continue to be)
about people. It’s about promoting
world peace and friendship through
shared experiences and grassroots
development.
Since 2000, Peace Corps has had more than 1,000 Volunteers serve as IT Volunteers.
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Peace Corps’ ICT4D Strategy
What are CSPPsCSPPs (cross-sector programming priorities) are
on-going, cross-sector areas of development in which
the agency seeks to maximize quality, quantity, and
impact of Volunteer activities at a global level. Current
CSPPs include ICT4D, youth as resources, HIV/AIDS,
gender empowerment and women’s equality, working
with people with disabilities, and volunteerism.
Justification for ICT4DPeace Corps’ Information and Communication
Technologies for Development (ICT4D) cross-sector
programming priority (CSPP) is premised on the
belief that ICTs can be leveraged by and for local
communities to themselves drive and facilitate
development processes.
ICT4D MissionThe Peace Corps ICT4D Initiative mission is
to mainstream the use of ‘Information and
Communication Technologies for Development (ICT4D)’
solutions to facilitate Volunteer impact and service
opportunities.
Goals and ObjectivesThere are three goals that Volunteers engage in at a
very high level to support their communities. These
goals, in turn, are what Peace Corps staff in-turn
cascade to the Volunteers, which further cascades
from Volunteer to community, and community to
community.
Seventeen years ago, Peace Corps made a wager that
information and communication technologies (ICTs) would
change the way that Volunteers would be able to serve
their communities.
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Empower programming efforts.Provide resources, guidance and institutional infrastructure to
support Volunteer efforts in promoting and teaching digital literacy
and transferring technology skills to counterparts, and communities,
and host countries in general, and specifically towards disadvantaged
populations with respect to ICT awareness and opportunities including
youth, women and girls, and rural populations.
Amplify the reach, efficiency, and impact of Volunteer programs.Amplify information and communication technologies as an enabling
tool for Volunteer efforts. Amplify the efficiency, effectiveness and
impact of Volunteer programs and projects. ICT serves as a means to
achieve particular ends and therefore plays a role in all activities.
Support activities and initiatives.Support communities of information and resource exchange through
technological channels and opportunities. Manage communities of
practice and interest in ICT4D areas for Peace Corps Volunteers, staff,
counterparts, strategic partners, and the general public through the
blended use of digital and traditional tools of communication.
There are three ‘cascading’ goals for ICT4D at Peace Corps. ‘Cascading’ these goals
allow ICT4D assistance to be applied systemati cally and consistently from Specialist
to Post Staff , Post Staff to Volunteer, and Volunteer to Community.
Cascading Goals
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Focus AreasVolunteers engage their communities in digital
activities and ICT for Development-related efforts in a
number of ways.
Focusing on just ten areas allows Peace Corps staff
and Volunteers to narrow our efforts and to provide
quality, consistent support across all programs and
activities.
Volunteers amplify the reach of their programs through broadcast media
such as radio, television, and the Internet.
Volunteers use mobile messaging platforms such as SMS to be more
inclusive, have a broader reach, and to communicate in real-time.
Volunteers use mobile technologies to monitor their projects, collect
feedback, and evaluate their work, and scale their successes.
Volunteers use digital audio photography and videography in order to act as
storytellers and to engage the Third Goal of Peace Corps.
Radio and Broadcast Media
Mobile Communications
Mobile Data
Media Production
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Volunteers use geospatial information systems (GIS) and mapping
approaches to assist in community assessments, participatory analysis, and
sector-specific projects.
Volunteers help to promote, build, renovate, and support local learning in
their communities and to encourage skills development.
Volunteers educate their communities and counterparts on the use of
digital tools, mobile phones, and computers, and software.
Volunteers engage and girls in STE(A)M to teach students critical thinking,
creative capacity-building, and the value of education.
Volunteers use ICTs to contribute to education universally and to ensure it
is accessible, equitable, impactful, and sustainable.
Volunteers use design thinking and promote creative capacity-building to
respond to the challenges of their host communities and counterparts.
GIS and Mapping
Libraries and Makerspaces
Digital Literacy
STEM Education
ICTs for Education
Design Thinking
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STAFF GUIDE
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ICT4D Model
Theory of ChangeThe starting point for ICT4D’s theory
of change is essentially that the
application of human agency plus
knowledge plus technology to solve
people-centered problems results in
development. In other words
The Peace Corps NichePeace Corps Volunteers are able to have
the most impact when they operate at
the intersection of national priorities
and resources, community priorities
and assets, and the Volunteers’ own
knowledge, skills, and attitudes.
Recognizing that particular roles and
projects are going to be more easily
accessible and achievable by Volunteers
is key to the Peace Corps having the as
much an impact as possible.
People+
Knowledge+
Technology=
Development
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CSPPICT4D is one of six cross-sector
programming priorities that support
Volunteers and staff in their program
and project activities as part of the
Office of Overseas Programming and
Training Support.
The agency defines CSPPs as, “On-going,
cross sector areas of development in
which the agency seeks to maximize
quality, quantity, and impact of
Volunteer activities.”
The six (6) CSPPs currently are:
1. Information and Communication Technologies for Development (ICT4D)
2. Gender Equality and Women’s Empowerment
3. Youth as Resources
4. HIV/AIDS
5. V2 Volunteerism
6. People with Disabilities
These 6 CSPPs were signed into
their current form by Director Carrie
Hessler-Radelet in 2012.
Why ICT4D is a CSPPAt a fundamental level, ICT4D is an
enabling lens -- it allows the work of
our Volunteers and their counterpart
communities to be more impactful,
sustainable, to communicate more
effectively, and to be all-around better
Volunteers in their service.
The already-cross-cutting nature of
ICT4D requires that it is understand
as both broad and quite flexible,
depending on the circumstances.
Some posts might focus exclusively on
geospatial information systems (GIS)
as part of their project frameworks,
while others focus on STEM and digital
literacy for young girls’ education. Both
of these are considered ICT4D efforts,
and do not need to necessarily overlap
in significant ways.
It is difficult to find Volunteer projects in
2016 that do *not* leverage innovative
approaches to how information,
communication, technologies, data, and
reporting play a role.
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Integrating ICT4D at PostAt the post level, there are a variety
of models for providing technical
support to Volunteers on ICT4D- related
issues. Many posts have designated
an ICT4D point-of-contact, Volunteer
committees, lists of ICT4D-related
partners and counterparts, engagement
with local IT staff, and other roles
and responsibilities in various
configurations.
There is no perfect or fixed type of
integration. Below are some suggested
general roles and responsibilities for the
ICT4D point of contact, programming
staff, and training staff:
• Train Volunteers to understand the opportunities and limits with ICT resources.
• Support ICT approaches, tools, and techniques within existing programs and projects.
• Amplify the reach, efficiency, and impact of Volunteer (and community) programs and projects.
• Review ICT4D Trainings, learning, and ongoing needs.
Getting Started for Post Staff
• Make sure your post has a ICT4D point of contact and support him or her to build the capacity of post staff in ICT4D programming.
• Support programming staff to promote ICT4D-related activities within their work, and to include it in project frameworks and plans as they are being developed or revised.
• Ensure trainees are receiving adequate training on ICT4D in PST both within the Global Core and within their sectors.
• Analyze the annual Volunteer data to determine whether programs are reaching targeted populations and Volunteers are addressing ICT4D.Document and share your success stories on promoting ICT4D equality and female empowerment within your post, with other posts, and with PC/Washington.
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Staff ICT4D SupportICT4D Point-of-Contact Most posts have designated a ICT4D point of contact. This person is usually a member of the programming and training team (but could be an IT Specialist, LCF, etc.), and his or her role may include the following:
• PC/Washington. Serve as point person for PC/Washington for ICT4D.
• Integration. Coordinate with programming staff to support ICT4D integration into project frameworks, plans, resources, and other program documents.
• Training. Work with training staff to support delivery of ICT4D training in PST, IST, and within sector-specific trainings.
• Analysis. Analyze data for ICT4D to inform post programming and complete periodic reports.
• Support. Liaise between the Volunteer-led ICT4D committee and Peace Corps staff at post to support their efforts promoting ICT4D activities and provide an institutional memory as Volunteers start and finish their tour of service.
• Knowledge Hub. Share and disseminate ICT4D resources and information with associate Peace Corps directors, trainers, and Volunteers.
Post Programming Staff• Associate Peace Corps directors,
program managers, regional managers, programming and training managers, directors of programming and training all contribute to ICT4D integration. Some of their roles might include:
• Ensure ICT4D is integrated into project frameworks and project plans where appropriate.
• Ensure ICT4D sessions and ICT4D issues are integrated into training.
• Promote Volunteers’ use of ICT4D.
• Provide support and resources to Volunteers as they implement their activities.
• Perform ICT4D analysis of VRT/VRF data with the ICT4D point of contact.
• Share success stories and promising practices.
Post Training Staff• Training staff at post have the
responsibility for ensuring that Volunteers receive adequate and relevant training on ICT4D. Some of their roles include:
• Plan and/or facilitate Global Core sessions on ICT4D and tailor them to the cultural context of the host country.
• Ensure ICT4D considerations are integrated into PACA and intercultural sessions. • Plan and organize ISTs that include sessions or content on ICT4D.
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Volunteer ICT4D CommitteesAround 20 Peace Corps (as of
2017) posts have Volunteer-led
ICT4D committees that can
support the integration of a
ICT4D perspective into Peace
Corps programming and training.
These committees take
several different forms. Some
committees are very active,
help facilitate trainings, and
coordinate a large number of
activities and events throughout
the year. Others are more
responsive to Volunteer
on-demand needs (media
production and IT support).
Many committees publish
newsletters or maintain
websites, blogs, or Facebook
groups. There is no one defined
standard for these committees,
but some best practices include
the following:
Mission. Committees have a
simple mission statement and
goals to maintain focus on core
principles and activities.
Board. Most committees have a
board or executive committee
that includes a president, vice
president, and secretary, and the
post ICT4D point of contact.
Regular Meetings. The core
group may meet once, twice, or
three times a year, frequently
during an already planned event
such as a Volunteer conference.
Volunteer-Staff Coordination.
The committee maintains close
coordination with the staff ICT4D
point-of-contact (if there is one).
Integration. Engage ICT
resources in assessment, design
and implementation of sector
projects.
Training. Offer training for ICT
camps, conferences, and clubs
that relate to Volunteers’ sector
work.
Typical ICT4D Committee ActivitiesIntegration. Promote the inclusion
of ICT4D considerations into Peace
Corps project planning, design,
implementation, and evaluation.
Promotion. Building awareness among
Volunteers of ICT4D issues in the host
country by working through newsletters
or other communication channels or
integrating information about ICT4D
roles into pre-service training and
in-service training.
Support. Support Volunteers with
resources, tools, and examples
for doing ICT4D analysis, planning
ICT4D-related activities, and integrating
ICT4D into their other work projects.
Partnerships. Promote working with
counterparts and local organizations
particularly through student groups,
scholarship programs, clubs, camps,
other U.S. government agencies, etc.
Special Events. Organize special events
that raise awareness of ICT4D equality,
such as bike tours, film screenings, or
competitions.
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PC/WashingtonICT4D Working GroupThe PC/Washington ICT4D Working
Group includes members from
different offices that lead various
ICT4D-focused activities. Members
are motivated to highlight current
global and domestic ICT4D topics
through discussions, films, events,
guest speakers, and panels.
ICT4D Technical Advisory BoardSelect PC/Washington and Post
Staff will collaborate to enhance
ICT4D-related activities, support,
and opportunities as needed.
Peace Corps Offices and InitiativesPartnershipsRegularly communicate ICT4D
program priorities to appropriate
staff, provide as-updated list
of organizations on the ICT4D
radar (US-based, host-country
community, and international
organizations), and facilitate
high-level priority shifts and
available opportunities (“the iron
is hot with XYZ and it meshes with
ABC priority – let’s roll).
‘Aligned partner activities
(not requiring high-level
coordination and memorandum
of understanding)—use tiered
system for potential partnerships
(PCV community, PCV, Post, PC/
Washington [OSP]) as appropriate.
Support pilot initiatives and
partnerships with an ICT4D lens.
Peace Corps ResponseCommunicate on Statement of
Works (SOWs) that have an ICT4D
focus/component, and promote
opportunities/positions to external
ICT4D networks.
Support PCR Volunteers and post
with particular projects, activities,
and programs. 5. Develop training
/ onboarding materials for PCR
Volunteers as needed.
OCIOCoordinate with OCIO around
flexible roles of IT Staff at overseas
posts.
Support OCIO with
Volunteer-related ICT identified
needs and opportunities.
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Role Role in ICT4D Integration Competencies Needed
Post ICT4D Point-of- Contact Coordinate ICT4D integration throughout
PT&E at post by liaising with PT&E staff,
Volunteer ICT4D committees, post
leadership, and PC/Washington.
Awareness of ICT4D and development concepts
and ICT4D issues in the host country.
Ability to integrate ICT4D into project planning
documents, training sessions, and evaluation.
Ability to deliver or coordinate training on ICT4D
and development.
Post Programming Staff Ensure that ICT4D is integrated into project
frameworks and plans, and that Volunteers
have the resources they need to work on
ICT4D.
Ability to integrate ICT4D into project planning
documents, training sessions, and evaluation, with
support from ICT4D point of contact at post and
PC/Washington as needed.
Post Training Staff Ensure that trainees and Volunteers receive
adequate and relevant training on ICT4D
during PST and can meet the ICT4D terminal
learning objective. Work with programming
staff to select and organize appropriate
ICT4D-related ISTs.
Ability to train others on ICT4D and development,
or ability to organize training with qualified
trainers.
Volunteer ICT4D Committee Promote ICT4D integration among
Volunteers, and share resources, tools, and
examples. Liaise with staff to support ICT4D
training or other activities like camps or
hackathons.
Awareness of ICT4D and development concepts
and ICT4D issues in the host country.
Ability to identify, organize, and promote
successful ICT4D activities for Volunteers.
Post Leadership (CDs, DPTs) Support ICT4D integration throughout PT&E
by supporting the commitment of time,
financial, or other resources needed for
ICT4D integration.
Awareness of ICT4D and development concepts
and ICT4D issues in the host country.
PC/Washington Provide PT&E resources to posts that
support ICT4D integration. Gather and share
stories and best practices among posts and
help define the Peace Corps approach and
best practices.
Knowledge of the ICT4D and development field
and evidence- based best practices from different
sectors and regions. Ability to apply best practices
to the Peace Corps context.
Roles and Competencies
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Services and Support
Programming & Evaluation ConsultationsSpecialists develop a customized data trends report by project area, topic or region. The consultation includes guidance on promising practices from other posts. This may take place annually or once a new staff person is hired as a programming onboarding session.
• Example: Digital Literacy in Africa -- Peace Corps Review 2016
• Outcome: Increased knowledge of global trends and Peace Corps promising practices
• Time: 1-2-hour meeting
• Audience: P&T staff
• Planning: As required
Framework ReviewSpecialists review draft frameworks and provide programming guidance and support to post staff in the development or revision of sector project frameworks.
• Example: REVISED Ecuador Youth Development project framework
• Outcome: Technically-sound, evidence- based project framework
• Time: 1-3 hours of meetings
• Audience: DPT; P&T staff
• Planning: Ongoing or project-based
Project ReviewSpecialists conduct a paper review of the post project sector to gather information on the effectiveness of the project, and then conduct a field review.
• Examples: Albania’s Health ICT4D project review; Mongolia’s Youth Development ICT4D project review
• Outcome: Technically-sound, evidenced- based project design
• Time: 6 months + post visit
• Audience: DPT; P&T staff
• Planning: Timing; budget; travel
Training of Trainers WorkshopSpecialists facilitate customized Training of Trainers workshop to guide post staff in assuming an integrated approach to Programming, Training, and Evaluation for a specific content area.
• Examples: GIS and Mapping TOT; Mobile technologies in M&E TOT
• Outcome: Increased knowledge and skills to deliver content in a specific program area
• Time: 3-7-day event
• Audience: P&T staff
• Planning: budget; travel
Staff & Volunteer TrainingSpecialists design and facilitate customized training in a specific content area to build capacity of Volunteers and staff and/or to socialize new concepts and tools.
• Example: Tech Literacy for Volunteers; Data for Development
• Outcome: Increased knowledge, skills, and attitudes in specific programming topic
• Time: 3-7-day event
• Audience: P&T staff
• Planning: budget; travel
Curriculum & Tool DevelopmentSpecialists collaborate with post colleagues to develop
field-requested resources, such as training packages, ideas
books, or toolkits.
• Examples: Sector-specific Gender Guidance; ICT4D Playbook
• Outcome: Technically sound field-endorsed programming materials and resources
• Time: As needed
• Audience: DPT; P&T; staff; PCVs
• Planning: timing; budget
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Training and ReportingTraining PackagesTraining around ICT4D, much like project
framework integration, is going to
differ from post to post and depend on
program needs, Volunteer priorities,
and managing ICT4D as a priority along
with other training priorities.
Currently, there is a 1-hour training
session on ICT4D that is intended to
serve as a general introduction to ICT4D
as a cross-sector priority and how best
to think about integrating ICT4D-related
principles and priorities into Volunteer
projects.
Additionally, there are various ‘guides’
available in ICT4D that allow Peace
Corps staff and Volunteers to explore
particular focus areas more closely
as they are appropriate for particular
projects.
Volunteer ReportingVolunteers have the opportunity to
report on all CSPPs in the Volunteer
Report Form (VRF). Volunteers are
advised to consider these tips when
filling out the VRF and their activities
have an explicit or implicit ICT4D focus:
Check the “ICT4D” box for activities
where Volunteers leverage technologies
(they are encouraged to be inclusive
here—better to be counted even for
broad use than not counted at all. No
penalties.); and
Use hashtags (#) to call out specific
subjects, topical areas, technologies,
and anything else that has a keyword
value. This helps Peace Corps staff
identify and sort the key words and
phrases that Volunteers highlight. This
isn’t official policy, by the way -- it’s just
an incredibly helpful internal hack.
There are additional reporting tips for
Volunteers (and also apply to staff!)
around reporting by writing their
experiences, case studies, and results in
various forums, including Peace Corps
Stories.
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Post ICT4D Checklist □ Clear Messaging
Post has clear, simple messaging on why the post leverages (and/or chooses as CSPP) ICT4D with materials on how Volunteers can engage with the CSPP.
□ CommitteePost has a Volunteer-led committee with a staff liaison to guide ICT4D integration efforts.
□ Community of PracticePost actively participates in and contributes to the Facebook Community or other Community of Practice.
□ Integrated FrameworkPost has incorporated ICT4D-related goals, objectives and/or activities into the project framework.
□ PartnershipsPost has effective partnerships with ICT4Dg organizations that can sustain the Volunteers efforts.
□ ReportingPost has effectively prepared Volunteers to report in the VRT on leveraging ICT4D.
□ ResourcesPost utilizes human and financial resources to leverage ICT4D-related projects. Small grants, community volunteers, or special events can help catapult ICT4D-related efforts.
□ ResponsePost designs specific Volunteer roles to support ICT4D, such as PCVL or PC Response positions to more intentionally leverage ICT4D efforts.
□ StaffingPost has a staff point of contact responsible for integrating ICT4D CSPP into programming and training to advocate for the efforts and support Volunteer activities.
□ TrainingPost has integrated ICT4D into the technical training for all relevant sectors by engaging staff and Volunteers in understanding ICT4D as a programming priority.
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Sector Integration ExamplesCED
• An Environment PCV uses GIS and mapping to help educate their community on environmental education issues.
• An Environment PCV helps their counterpart organization to carry out a mobile data collection survey of forest resource allocation.
• An Environment PCV uses media production skills to film, edit, and produce a video documenting the progress of their projects.
Agriculture
• An Agriculture PCV works with local farmers to monitor and communicate their cashew farming initiatives.
• An Agriculture PCV works with their counterpart organization to facilitate GIS and mapping capacity-building for organization activities.
• An Agriculture PCV helps develop media production (radio and broadcast) packages for education distribution.
Education
• An Education PCV teaches basic computer skills to their students.
• An Education PCV facilitates a workshop for teachers to introduce ICT-related services and resources (lesson plans, multimedia, applications, etc.) for use in classroom teaching.
• An Education PCV uses digital tools to enhance and amplify student opportunities for literacy, numeracy, and TEFL education.
Environment
• An Environment PCV uses GIS and mapping to help educate their community on environmental education issues.
• An Environment PCV helps their counterpart organization to carry out a mobile data collection survey of forest resource allocation.
• An Environment PCV uses media production skills to film, edit, and produce a video documenting the progress of their projects.
Health
• A Health PCV works with their counterpart organization to conduct a mobile data collection survey on malaria bed-net distribution efficacy.
• A Health PCV uses mobile communications to broadcast a social media or SMS reminder to their community members to attend a health education seminar.
• A Health PCV works with their counterpart to develop digital data repositories of available global health data that will be useful to counterpart activities.
Youth
• A Youth Development PCV gives a workshop to youth to teach them Internet responsibility, awareness of cyber-bullying, online privacy and safety, and additional resources to support and protect marginalized groups and individuals.
• A Youth Development PCV creates a social media campaign for a local Youth Soccer Tournament.
• A Youth Development PCV helps to procure makerspace and DIY tools and equipment to expand the resources and local engagement of a library.
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VOLUNTEER GUIDE
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ICT4D ResourcesThese resources are extracted from the publicly-available ICT4D Field Guide (http://ict4dguide.io) which has a great introduction and orientation to ICT4D targeted at international fieldworkers.
Principles of Digital Development (http://digitalprinciples.org/)—These principles seek to institutionalize lessons learned in the use of information and communication technologies (ICTs) in development projects. They were written by and for international development donors and their implementing partners, but are freely available for use by all.
Best Practices in the use of ICTs (http://ow.ly/uLrRM) – Recently published discussion paper from United Methodist Communications to give ICT practitioners a list of the best practices in the use of ICTs for development.
Knowledge Management for Development (KM4DEV) (http://www.km4dev.org/) – Community of international development practitioners who are interested in knowledge management and knowledge sharing issues and approaches.
Knowledge Sharing Tools (http://www.kstoolkit.org/) – Resource of knowledge sharing tools, framed in the context of international development with a focus on agriculture, fisheries, food and nutrition, forestry and sustainable development.
Kopernik Impact Tracker (http://impacttrackertech.kopernik.info/) – For nonprofits and social enterprises without strong it capacities: affordable, simple tools to collect data, communicate with clients, and measure impact.
NetHope Solutions Center (http://solutionscenter.nethope.org/) – Catalog of technology solutions products, and services as well as toolkits and guides from NetHope.
Global Innovation Exchange (http://www.globalinnovationexchange.com/) – Global online marketplace for innovations, funding, insights, resources and conversations.
Engineering for Change - Solutions Library (http://solutions.engineeringforchange.org/) – Search, compare and contribute solutions in their growing catalog. Explore performance data, implementation and purchasing options among energy, agriculture, health, water, sanitation, info systems, transport, and housing.
Tactical Technology Collective (https://tacticaltech.org/) -- Non-profit that explores the political and social role of technology.
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Volunteer ICT4D CommitteeVolunteers form ICT4D (or T4D) committees in order to meet a specific need among their fellow Volunteers by pooling together the resources and Volunteer support of those are more knowledgeable and interested in the data, information, communications, and technology aspects of their service.
A tech or ICT4D committee should be formed at every post. This committee consists of at the very least two elected Volunteers from each volunteer group.
What is an ICT4D committee?Volunteers are able to share information, collaborate, and work as a team to help all Volunteers in their post (and more and more at the global level) by forming working groups or committees that revolve around a given topic, such as Gender Equality, Volunteer Advisory Councils, Youth as Resources, etc.
Why ICT4D committees?The purpose of an ICT4D committee is to address post-specific ICT challenges and opportunities.
These committees can exist as very formal and organized committees with staff input, all the way to just an informal group of Volunteers communicating digitally on these topics. What they all have in common is the recognition that projects and activities can be made more effective and impactful by appropriately leveraging ICTs.
Under the right circumstances, having a core group of Volunteers on hand to help support other Volunteers, to fill the gaps of technical and technological skill sets and to make communications simpler pays incredible dividends to all Volunteers in a country (and by extension around the world.)
The Swaziland Computer Society started in 2010 and is an excellent example of a tech-community created that allows collaboration between country residents and PCVs in an unprecedented fashion.
Incredible partnerships, learning opportunities, and networking have benefitted over 1000 members since its creation.
They even have a Facebook Group where you can learn more. By partnering with NetSquared these tech communities enable a whole new level of global participation for the members, with an incredible reach into the world of technology aimed at non-profits and the developing world.
Example—Swaziland Computer Society
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Small Grants and FundingSmall grants can make a significant difference in a community’s development and have an outsized impact on your projects and activities. Whether it is bringing young girls together to participate in a STEM camp, introducing mobile financial payment services to a local women’s group, or implementing an HIV/AIDS GIS training for at-risk, individuals —— small grants can lead to lasting positive change.
When to think about Grants and FundingWhen it comes to ICT4D initiatives, there are a few things you’ll want to consider in addition to all of the standard grant and project management policies and procedures. Primarily, you’ll just want to make sure that your project proposal is using information and/or communication technologies in a way that enables or empowers your community in a sustainable, accessible, and impactful way.
This probably isn’t something that you’ll want to jump into out of the gate as a new Volunteers, but should be worked out in conjunction with your Peace Corps country staff and community counterparts.
Types of Small GrantsThe primary funding sources
specifically for Peace Corps
Volunteers are the Small Projects
Assistance (SPA) and the Peace
Corps Partnership Program (PCPP).
Under the umbrella of small grants,
there are useful categories of
reserved funding to keep in mind.
So, there are various programs
Volunteer Activities Support and
Training (VAST), Feed the Future
(FTF), Global Education Framework
(GEF), and Energy Climate
Partnership of the Americas (ECPA).
In addition to the various
categories above, there are
ones that would be particularly
interesting for ICT4D projects.
Ambassador J. Christopher Stevens Memorial FundThe Ambassador J. Christopher Stevens Memorial Fund was established to honor the memory and service of former United States Ambassador and returned Peace Corps Volunteer, J. Christopher Stevens, who served in Morocco. Contributions to this fund support approved community-initiated and Volunteer-led projects that build bridges between young people globally.
Business Development FundVolunteers are posted throughout the developing world to help local businesses thrive in ways they never thought possible. Increasing the opportunities presented to local businesses promotes a sense of empowerment that can truly change a community. Contributions to this fund will support Volunteer and community projects such as microfinance, agribusiness, business education, and artisan collectives.
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APPENDIX
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Activity Links
Nicaragua | March 24, 2016 — Chat Salud is an SMS-based health
information service that any Nicaraguan with a phone can access thanks
PCV Nishant Kishore and his community.
https://www.youtube.com/watch?v=8cs-uUFs6r0
Chat Salud
Ghana | May 4, 2016 — Interviews with Peace Corps Ghana staff and
attendees of the Peace Corps Let Girls Learn Hackathon.
https://www.youtube.com/watch?v=P5YM02qZ4U4
LGL Hackathon
Comoros | May 12, 2016 — Current Volunteer discusses the devices that
work best during his service.
https://www.youtube.com/watch?v=8Z_hKeRfEmQ
Peace Corps Electronics
The following links are examples from
Volunteer projects and their own postings
over the past year.
These are obviously not comprehensive
of all of the various projects and activities
of Volunteers, but they help to provide
a sampling of the breadth of Volunteer
projects.
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Senegal | November 15, 2016— In the Kedougou region of Senegal,
healthcare workers are now relying on a mobile app to streamline data
collection and improve efficiency in malaria treatment.
Moldova | January 29, 2017 — Technovation Moldova launched its 4th year
of participation in the global competition of Technovation Challenge, where
teams spent a full day identifying problems in their communities and being
introduced to the App Inventor program.
https://www.youtube.com/watch?v=RrGyPGb7HSA
https://sarajoyhoy.com/2017/01/29/technovation-launches-its-4th-year-in-moldova/
Fighting Malaria with a Cell Phone
Technovation Launches its 4th Year in Moldova
Ghana | May 20, 2016 — Overview of the partnership between Peace Corps
and IBM in Ghana.
https://www.youtube.com/watch?v=yLhCPDQqSio
IBM Corporate Service Corps
Moldova | July 23, 2016 — Working with local Moldovan schoolgirls to
build apps and compete in the Technovation Challenge internationally.
https://sarajoyhoy.com/
Technovation Moldova
South Africa | September 7, 2016 — Robotics workshop with students
using Lego-Mindstorms kits.
https://www.youtube.com/watch?v=0xRtdreCrSw
Lego Robotics Workshop
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South Africa | October 19, 2016 — 120 girls in Grade 7 in an empowerment,
leadership, and STEM education initiative.
Zambia | November 4, 2016 — Preparing for a technology camp for
adolescent girls from rural communities. Focus on computer programming,
digital literacy, and girls entrepreneurship.
https://www.youtube.com/watch?v=WAk7gr0jd3E
https://www.peacecorps.gov/stories/girls-can-code/
Girls of Tomorrow
Welcome to Girls Can Code! Camp
Zambia | March 1, 2017 — Facilitating the Girls Can Code camp in Zambia
from one of the Volunteers.
Rwanda | March 29, 2017 — Computer lab donation progress in Rwanda
with the help of Peace Corps Volunteers.
Guatemala — Using pico projectors paired with a smartphone to deliver
WASH health education activities to local students.
https://www.youtube.com/watch?v=WAk7gr0jd3E
https://twitter.com/WorldConnectUS/status/847160806563233792/
https://www.youtube.com/watch?v=WAk7gr0jd3E
They came as campers. They left as coders.
Computer lab in Rwanda
Pico Projectors for Health Education
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Guatemala | November 12, 2016— Using pico projectors paired with a
smartphone to deliver WASH health education activities to local students.
http://www.peacecorpsguatemala.com/peace-corps-guatemala-daily-activities-6-
what-am-i-doing-today/
Pico Projectors for Health Education
Uganda | April 6, 2017 — Project raising funds for a computer lab within a
teacher’s college in Uganda.
https://donate.peacecorps.gov/donate/project/computer-laboratory-for-core-
primary-teachers-college/
Computer Laboratory for Teachers
Vanuatu | April 17, 2017 — SolarSPELL is a Solar Powered Educational
Learning Library: a digital library over an off-line WiFi hotspot, designed to
simulate an online experience -- used by Volunteer teachers in Micronesia
and Vanuatu.
https://ict4dviewsfromthefield.wordpress.com/2017/04/17/1864/
100 SolarSPELLs Built in One Day!
Moldova | April 17, 2017 — The latest Volunteer coaching a team for the
Technovation Challenge.
https://daveinmoldova.tumblr.com/post/159819595704/or-or-our-technovation-
challenge-team
2017 Technovation Challenge
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Post Highlights
• Coached four girls in community problem-solving, business planning, and android application design as part of the Technovation Challenge.
• Developed and delivered a cultural writing exchange activity with students here and former students in the U.S. through the World Wise Schools program.
• Worked with local community center summer camp and delivered a two-day session on digital map-making.
• Created Facebook Group to promote youth development computer club.
ACTIVITIES: 56 VOLUNTEERS: 114
ACTIVITIES: 163 VOLUNTEERS: 53
Albania
Armenia
Volunteers periodically report on their
activities via the Volunteer Reporting Form.
This form allows Volunteers to report the
nature and impact of their work while also
identifying broad categories of focus that
are associated with the scope of the activity,
such as its role in promoting gender equality
and women’s empowerment, educating on
HIV/AIDS, and of course, using various ICTs
as part of their work, and focusing on ICTs
specifically.
These highlights listed below are a very
small sampling from the various countries in
which Peace Corps Volunteers are active.
They help to provide a more complete
picture of the range of activities, locations,
and varities of ICT topics across the Peace
Corps global scope.
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• Mapped the local community with help from community members to map locations of interest for the national statistical institute.
• Managed a newspaper club that meets regularly with students to manage and contribute to a local youth newspaper.
ACTIVITIES: 29 VOLUNTEERS: 16
Belize
• Used mobile phones to collect data on at-risk population areas exposed to malaria, and to ensure that anti-malarial bednets would be distributed to the appropriate areas.
• Helped to create digital surveys for pregnant mothers in order to track their health visits.
ACTIVITIES: 82 VOLUNTEERS: 28
Benin
• Initiated a youth photography project that empowers youth to examine challenges in their communities, and enables leaders to learn more about what is important to the rising generation.
• Tutored local staff and counterparts in ways of using SMS and texting more effectively.
ACTIVITIES: 257 VOLUNTEERS: 79
Botswana
• Used Peace Corps Partnership funds to renovate an existing computer lab in their school.
• Worked on an ongoing solar panel project that provides light and electricity to local elementary schools that have computer labs.
ACTIVITIES: 17 VOLUNTEERS: 13
Burkina Faso
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• Worked with the local library to install three computers with Internet access, subsidized with assistance from the local school director.
• Taught four-day training on teacher and student learning around ways to teach and learn computer skills in the classroom.
ACTIVITIES: 79 VOLUNTEERS: 32
Cambodia
• Worked with health-sector counterparts in delivering statistics-based trainings for use with computers and on the Internet.
• Worked with local librarians to aid in organizing and cataloguing all books and materials using spreadsheets.
ACTIVITIES: 45 VOLUNTEERS: 22
Cameroon
• Worked with students taking an online TOEFL prep course that will allow them study in the U.S. for two years.
• Taught digital literacy skills over the course of two weeks to a group of 90 English teachers.
ACTIVITIES: 7 VOLUNTEERS: 4
China
• Managed a large-scale eco-tourism project with many stakeholders through the use of computers, online communities , and phones to coordinate planning.
• Used computer and internet-connectivity to facilitate a video exchange project with local students to students back in the U.S.
ACTIVITIES: 53 VOLUNTEERS: 21
Colombia
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• Worked with local supermarkets to deliver trainings around computerized accounting practices and their specific accounting system.
• Facilitated an adult computer literacy course that met 3 times per week to deliver basic computer skills and trainings.
ACTIVITIES: 82 VOLUNTEERS: 41
Costa Rica
• Delivered computer classes for teachers in collaboration with another Peace Corps Volunteer.
• Worked with the municipal librarian and the Municipal Development Committee to increase community use of the library.
ACTIVITIES: 120 VOLUNTEERS: 55
Dominican Republic
• Used maps and digital GIS to help local NGO with planning hand-washing lessons and activities.
• Trained individuals working with local health center to gain knowledge of programs and services via mobile phones.
ACTIVITIES: 7 VOLUNTEERS: 3
East Timor
• Helped local teachers in school district to use digital assessment tool for regional schools.
• Assisted in the conversion of an empty classroom space into a fully-functional school library.
ACTIVITIES: 50 VOLUNTEERS: 19
Eastern Caribbean
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• Helped put on a GLOW/BRO camp with 30 students that helped teach ICT lessons and trainings.
• Worked with local youth group on financial literacy and entrepreneurship focusing on digital literacy skills and abilities.
ACTIVITIES: 57 VOLUNTEERS: 30
Ecuador
• Held a basic ICT training for an entire group of health center community staff.
• Facilitated youth clubs through movie nights that relied on projecting equipment.
ACTIVITIES: 112 VOLUNTEERS: 64
Ethiopia
• Facilitated female empowerment training program for local ministry of youth that made extensive use of digital equipment and technologies.
• Assisted in developing a local community electronics lab that began from a workshop the preview year.
ACTIVITIES: 62 VOLUNTEERS: 23
Fiji
• Worked with local teachers to train them on the use of digital SMART boards to facilitate interactive technology in the classroom.
• Worked wit a local organization that uses an agriculture app to facilitate educational agriculture activities for youth.
ACTIVITIES: 32 VOLUNTEERS: 15
Gambia
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• Created a website with local NGO that focuses on staff capacity-building and communications skills.
• Developed youth radio program that focuses on promoting young entrepreneurs and their activities.
ACTIVITIES: 192 VOLUNTEERS: 84
Georgia
• Carried out teaching parts of the national curriculum that require each and every student in Ghana to receive ICT literacy and training.
• Carried out human-centered design training programs in partnership with MIT.
ACTIVITIES: 83 VOLUNTEERS: 45
Ghana
• Used a pico projector (small projector) to educate local women’s group on breast-feeding practices.
• Conducted midwife training that made extensive use of digital teaching technologies.
ACTIVITIES: 10 VOLUNTEERS: 3
Guatemala
• Helped facilitate a STEAM Youth Camp — STEAM (Science, Technology, Engineering, Arts, and Math) Youth Camp to promote Guinean youth to complete their education and to seek higher education in STEAM fields.
• Worked with local Guinean farmers to use digital tools to help get their goods to market.
ACTIVITIES: 4 VOLUNTEERS: 2
Guinea
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• Developed a custom website for local government to be able to track protected areas.
• Collected data about the organization and current measurements and reporting of services to improve monitoring of programs and services.
ACTIVITIES: 66 VOLUNTEERS: 31
Guyana
• Used Peace Corps Partnership funds to renovate a local library and add on computers with Internet access.
• Developed videos made by local students in partnership with a U.S.-based middle school to transfer experiences of learning English in the classroom.
ACTIVITIES: 76 VOLUNTEERS: 31
Indonesia
• Created a Facebook page to help local farmers communicate with one another about local practices.
• Worked with local school to set up computer lab that had been donated but not yet set up.
ACTIVITIES: 88 VOLUNTEERS: 38
Jamaica
• Worked with local government office to create digital drawings and specifications for repairs to a broken mosque built in 1455.
• Gave presentations to teachers in local school district that focused on developing Internet skills.
ACTIVITIES: 108 VOLUNTEERS: 22
Kosovo
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• Made use of online videos to help local emergency services wax their skis most effectively for emergency response purposes.
• Began 8-week computer literacy course in partnership with the U.S. embassy’s American Corner for local students.
ACTIVITIES: 75 VOLUNTEERS: 34
Kyrgyzstan
• Tutored women in local villages with zero previous computer experience to reach basic levels of digital literacy.
• Worked with local radio stations to promote Earth Day awareness and events.
ACTIVITIES: 42 VOLUNTEERS: 18
Lesotho
• Worked with a local development organization to facilitate a STEM laboratory demonstration in schools.
• Used digital lesson plans during Malaria Month to promote malaria awareness and eradication activities.
ACTIVITIES: 11 VOLUNTEERS: 5
Liberia
• Organized a photography club with exhibitions that included many photos taken with smartphone devices.
• Conducted GLOW (Girls Leading Our World) camp that included digital literacy as a focus area.
ACTIVITIES: 38 VOLUNTEERS: 23
Macedonia
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• Taught mapping and geospatial awareness to vocational students in order to provide them better awareness of their local surroundings for data-driven work.
• Used GIS maps and mapping efforts to promote equitable malaria bednet distribution in certain communities in Madagascar.
ACTIVITIES: 76 VOLUNTEERS: 34
Madagascar
• Worked with CDC to improve the Site Improvement Monitoring System database to aid local community health clinics.
• Taught local community classes to adults on computer and Internet literacy.
ACTIVITIES: 56 VOLUNTEERS: 26
Malawi
• Provide online video-conferencing English-speaking sessions to students via Skype in order to practice English.
• Developed a product design laboratory with a local business to make makerspace items available to the community, including CNC lathes, 3d printers, band saws, and more.
ACTIVITIES: 98 VOLUNTEERS: 29
Mexico
• Developing a translation app with a Peace Corps Response Volunteer to translate between Kosraean and English.
• Conducted workshop with local school to explore and discuss Internet resources for use in the classroom.
ACTIVITIES: 13 VOLUNTEERS: 9
Micronesia and Palau
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• Competed with local teams of girls in the international Technovation competition that builds apps to solve local problems.
• Help computer class ‘office hours’ for local library staff and library patrons.
ACTIVITIES: 309 VOLUNTEERS: 68
Moldova
• Co-facilitated UN Population Fund Training for local NGO group that made use of digital literacy and intermediate computer skills.
• Worked with local school district to assist teachers who had received new laptops but didn’t have the skill sets to take sufficient advantage of them.
ACTIVITIES: 233 VOLUNTEERS: 52
Mongolia
• Started a ‘Humans of’ project that has local students interviewing ordinary people ‘on the street’ which are then edited and posted on a public blog to improve writing and blogging skills.
• Worked with local students around employability tutoring and resume/CV writing exercises with computer office suite software.
ACTIVITIES: 92 VOLUNTEERS: 48
Morocco
• Used geospatial data to create engaging reports and graphics for the national health ministry.
• Used digital surveys as part of a local community needs assessment for work with counterpart organizations.
ACTIVITIES: 107 VOLUNTEERS: 54
Mozambique
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• Worked with local radio stations to help program and deliver local community health messages in coordination with local healthcare facilities.
• Assisted local community center in using social media platforms to promote community-centered videos and community messages.
ACTIVITIES: 167 VOLUNTEERS: 67
Namibia
• Taught agriculture-related topics at a local agriculture school using videos to promote best practices in agriculture for Nepal.
• Trained local community center in computer skills including productivity software and resume-writing.
ACTIVITIES: 18 VOLUNTEERS: 12
Nepal
• Worked with local counterparts to make effective, sustained digital classroom materials.
• Developed mobile app to assist micro and small retail businesses with gaining access to entrepreneurial services.
ACTIVITIES: 82 VOLUNTEERS: 33
Nicaragua
• Worked with local computer lap to develop a PowerPoint competition to facilitate presentation abilities and digital skills development.
• Conducted a community assessment that leveraged mobile data collection around environmental issues.
ACTIVITIES: 25 VOLUNTEERS: 14
Panama
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• Used digital messaging service WhatsApp to support a neighborhood watch program to support the police and united communities members in efforts to preventing crime.
• Conducted a photography class that covered mostly digital storytelling, focused on agricultural issues.
ACTIVITIES: 159 VOLUNTEERS: 67
Paraguay
• Helped organize and promote local mango festival using many digital channels including mobile phones, radio, and videos.
• Conducted soil mapping workshop using digital tools for use by local national park community members.
ACTIVITIES: 119 VOLUNTEERS: 56
Peru
• Used publishing software to help local NGO develop children’s book targeting local deaf schoolchildren.
• Taught a ‘Tech, Education, Discovery, Design, and Share’ (TEDDS) program for local schools to take advantage of digital technologies.
ACTIVITIES: 109 VOLUNTEERS: 46
Philippines
• Created a digital resource center to help all students and staff have access to relevant teaching and learning materials.
• Helped teach statistical analysis with help of health center data manager to local lab technicians.
ACTIVITIES: 34 VOLUNTEERS: 21
Rwanda
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• Gave regular computer classes to secondary schoolchildren focusing on begging computer literacy.
• Used SolarSpell package (solar-powered mini computer and hard drive) to use with local school to deliver digital teaching materials without electricity.
ACTIVITIES: 23 VOLUNTEERS: 10
Samoa
• Used mobile data collection surveys to promote household-level data around malaria indicators.
• Helped local artist and textile weaver use online translation services to improve their website and conservatory museum in order to reach a wider audience.
ACTIVITIES: 37 VOLUNTEERS: 27
Senegal
• Carried out science-centered girls camp that focused on promoting girls’ abilities and women’s empowerment by promoting women in science.
• Helped host organization to digitize and update their essential documents for record-keeping and easy access.
ACTIVITIES: 159 VOLUNTEERS: 58
South Africa
• Facilitated ‘digital storytelling workshop’ with twelve organizations.
• Helped a library renovation project by using computers for cataloguing the collection of books.
ACTIVITIES: 33 VOLUNTEERS: 21
Swaziland
PEACE CORPSPG // 54 ICT4D PLAYBOOK PG // 55
• Taught computer studies courses to secondary-school students.
• Used radio as a way to deliver lesson plans about the proper use of malaria prevention mosquito nets.
ACTIVITIES: 56 VOLUNTEERS: 30
Tanzania
• Facilitated educational ‘Hour of Code’ initiative to teach computer programming to students of all ages.
• Taught an integrated ‘English, Technology, and STEM training’ workshop as a guest lecture at a local university.
ACTIVITIES: 80 VOLUNTEERS: 43
Thailand
• Used mobile phones to help organize and facilitate English tutoring lessons to secondary school children.
• Used mobile phones during environmental field trips with schoolchildren to record and later discuss items seen and discovered during the field trip.
ACTIVITIES: 42 VOLUNTEERS: 19
Togo
• Conduct a ‘Wednesday Morning Reading Program’ on the radio focused on developing simple English skills among the local community.
• Helped create a ‘sight word’ book that used simplified words for tongas-contextualized stories.
ACTIVITIES: 22 VOLUNTEERS: 12
Tonga
PEACE CORPSPG // 54 ICT4D PLAYBOOK PG // 55
• Facilitated countrywide science camp for girls that focused on STEM-related activities and empowerment.
• Worked with local company and Ministry of Health to develop supply chain management capacity building knowledge management tool.
ACTIVITIES: 102 VOLUNTEERS: 50
Uganda
• Built a local digital community map using Open Street Map with local English club.
• Worked with local NGO to develop website and English translations of website materials.
ACTIVITIES: 302 VOLUNTEERS: 90
Ukraine
• Helped local community set up Internet cafe with sustainable business model and open community access.
• Worked with local health center to develop telemedicine capabilities at the local level.
ACTIVITIES: 64 VOLUNTEERS: 26
Vanuatu
• Facilitated Girls Can Code camp that taught computer programming and STEM activities for education engagement in rural communities.
• Worked with local schools to expand an existing computer lab to offer a greater variety of services.
ACTIVITIES: 110 VOLUNTEERS: 51
Zambia
PEACE CORPSPG // 56 ICT4D PLAYBOOK PG // 57
PEACE CORPSPG // 56 ICT4D PLAYBOOK PG // 57
ICT4DPLAYBOOK
2017
A guide for Peace Corps Staff
and Volunteers on Information
and Communication
Technologies for Development.
Thank you