Programming and Training 

Booklet 5 

How to Implement a Project 

Peace Corps

ICE T0117

Design or Revise 

Implement Assess 

Train 
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Programming and Training 

Booklet 5 

How to Implement a Project

Peace Corps 

November 2001 

Information Collection and Exchange 

Publication No. T0117 
iv Peace Corps 

Preface 

The Peace Corps Programming and Training Guidelines is composed of 6 Booklets. The booklets 

provide agency-wide programming and training (P&T) guidance for Peace Corps staff and project 

partners. 

Booklet 1: Programming and Training: The Basics is an overview of the Peace Corps’ approach 

to P&T. 

Booklet 2: How to Design or Revise a Project offers a step-by-step approach for designing or 

revising a project, beginning with analyzing the situation in a country and ending with a complete 

project plan. 

Booklet 3: How to Integrate Second and Third Goals Into Programming and Training provides 

ideas on how to integrate the Peace Corps’ cross-cultural second and third goals into 

programming and training. 

Booklet 4: How to Assess a Project shows how to design and implement a monitoring and 

evaluation plan. 

Booklet 5: How to Implement a Project provides guidance, tips, and tools to use in implementing 

a project including information on site development, how to train and support Volunteers, and the 

agency’s planning and budgeting system. 

Booklet 6: How to Integrate Programming and Training offers guidance on how to effectively 

develop training that supports programming goals. 

The Peace Corps first developed agency guidelines for programming and training through the 

production of the Programming and Training System (PATS) in 1990. In response to feedback 

from posts, numerous field and headquarters staff revised and updated the publication. The Peace 

Corps gratefully acknowledges the contributions of everyone who participated in the 

development and production of this manual. 
 v 

Table of Contents 

Introduction ......................................................................................1

About this booklet ..........................................................................1

Plan and Budget................................................................................3

Agency–wide Planning and Budgeting Processes..........................3

Integrated Planning and Budget System (IPBS) ........................3

Planning and Budget Cycle ........................................................4

IPBS and Periodic Budget Review.............................................5

Quarterly Trainee Request System.............................................5

Volunteer Request Process.........................................................5

Project Status Reports (PSRs) ....................................................6

Training Status Reports (TSRs) .................................................6

Annual Planning Cycle...............................................................6

Planning and Budget Activities Annual Calendar......................7

Post–Specific Planning Processes and Tools.................................8

Staff Work Plans ........................................................................8

Post Annual Calendar of Events.................................................9

Annual Calendar.......................................................................11

Monthly Calendars ...................................................................12

Weekly and Daily To–Do Lists................................................12

Events Matrices and Checklists................................................12

Develop Sites ...................................................................................13

Site Development .........................................................................13

Site Identification and Selection...................................................14

Develop a Volunteer Placement Strategy.................................14

Develop Site Selection Criteria ................................................18

Develop Tools to Use in the Process........................................19

Develop a Site Identification and Selection Strategy ...................24

Survey Potential Sites...............................................................26

Meet with Potential Partners ....................................................27

Assess and Select Sites.............................................................28

Volunteer Placement ....................................................................29

Conduct Trainee Interviews .....................................................29

Consider Trainee Preferences...................................................29

Match Trainees to Sites ............................................................31

Announce Site Placements .......................................................31

Timeline for Site Identification and Selection..............................33

Partner Agreements..................................................................34

Site History Files......................................................................36

Ongoing Partnership.....................................................................37

Phasing Out Peace Corps’ Involvement .......................................37

Train and Support Volunteers ......................................................39

Training Volunteers......................................................................39

Pre–Service Training (PST)..........................................................40

Trainee Site Visits ....................................................................40

In–Service Training (IST) ............................................................43

Mid–Service Conference..............................................................43
vi Peace Corps 

Close of Service (COS).................................................................44

Site Visits..................................................................................46

Standards and Guidelines .........................................................47

Site Visit Reports......................................................................48

Questions to Ask Volunteers During Site Visits ......................48

Questions to Ask Supervisors and Community Partners during 

Site Visits..................................................................................50

Technical Resources .....................................................................52

Volunteer Project Books...........................................................52

Volunteer Site Notebooks.........................................................52

Technical Resource Books .......................................................53

Information Resource Centers ..................................................53

Funding Sources .......................................................................53

Site Exchanges..........................................................................53

Volunteer Support Guide..........................................................54

Supporting Volunteers ..................................................................54

Communicate with Stakeholders...................................................57

Communication Tools for Invitees, Trainees, and Volunteers .....57

Invitee Materials.......................................................................57

Staging Materials......................................................................57

Pre–Service Training Materials ................................................58

Volunteer Newsletters ..............................................................58

Feedback on Volunteer Periodic Reports .................................58

Communication Tools for Project Partners...................................58

Peace Corps Program Brochure................................................59

Peace Corps Program Sheet......................................................59

Peace Corps Data Sheets ..........................................................59

Project Description Sheet .........................................................59

Posters.......................................................................................59

Project Partners Newsletter.......................................................60

Annual Report...........................................................................61

Videos.......................................................................................61

Press Releases...........................................................................61

Peace Corps Information Folders .............................................61

Resources.........................................................................................63

Agency Survey Form....................................................................63

Community Agreement for Placement of a Volunteer .................65

Community Survey Form .............................................................69

Event Checklist.............................................................................71

Event Matrix .................................................................................73

Health Criteria for Site Selection..................................................75

Housing Checklist.........................................................................77

Housing Survey Form...................................................................79

Peace Corps Volunteer Leader Statement of Work ......................82

Placement Criteria for Secondary School Teachers......................83

PCV Replacement Request Form for Agroforesty .......................84

PCV Site Visit Report...................................................................86

Role of a Community Partner .......................................................87

Role of Peace Corps......................................................................88

Role of the Supervisor ..................................................................89
 vii 

Role of the Volunteer ...................................................................91

School Information Form .............................................................92

Site Assessment Summary Sheet..................................................95

Site Development Workshops ......................................................97

Site Evaluation by PCV................................................................98

Site Placement Factors to Consider..............................................99

Site Selection Status Log............................................................101

Site Visit Debriefing Session Plan..............................................102

Site Visit Feedback Form from PCV to APCD..........................103

Site Visit Meeting with School Administration .........................104

Site Visit Report .........................................................................106

Supervisor’s Handbook ..............................................................108

Ten Things To Do at Site ...........................................................120

Use of Advisory Committees .....................................................121

Volunteer Request Form.............................................................123

Volunteer Request Form For Teachers.......................................125

Volunteer Teacher Observation Form ........................................127

Acronyms ......................................................................................129

Glossary.........................................................................................133

Index ..............................................................................................139

P&T Booklet 5: How to Implement a Project 

 1 

Introduction 

The previous booklets in this series present the Peace Corps’ 

approach to development: how to design or revise a project, how to 

integrate the second and third goals, and how to assess a project. 

This booklet incorporates those topics and provides additional ideas 

and tools on how to implement a project. 

Implementing a project involves planning and budgeting, identifying 

sites, selecting sites, supporting Volunteers, and reporting activities 

and accomplishments. It also involves leading people—sharing a 

vision, inspiring partners, building teams, supporting them to reach 

high levels of performance, giving feedback, and solving problems. 

While this booklet includes processes, lists, and forms, remember 

that working in development involves working with others to support 

their dreams of a better life. 

This is a booklet for programming staff, which include Program and 

Training Officers (PTOs), Associate Peace Corps Directors 

(APCDs), Program Managers (PMs), and Program Assistants (PAs). 

This booklet takes into consideration the fact that different posts 

have different positions, use different titles, and assign various roles 

to different staff members. When the role is generally assigned to 

APCDs or Program Managers, the term APCD is used rather than the 

generic one that refers to all programming staff. 

About this booklet 

The focus of this booklet is primarily on process—the how to. It 

includes many helpful hints within the text and a collection of 

reference materials used in the field in the Resources section. There 

is also an emphasis on leadership and working with people. This is 

because the Peace Corps believes that it is not only what is done that 

is important, but also how it is done. 

Implement 

Plan and Budget 

Train and Support 

Volunteers

Communicate 

Develop Sites 
P&T Booklet 5: How to Implement a Project 

2 Peace Corps 

The information and materials included in this booklet represent 

ideas from the Peace Corps staff and Volunteers, as well as tools and 

practices from around the world. Because each post is unique, not all 

the details presented here will be appropriate for every situation. 

Therefore, focus on the intent of the material and tailor it to meet the 

particular situation. Most of the materials referred to are included in 

the Resources section. 

After the project plan has been designed or revised using sound 

development principles, it is time to look at ways to effectively 

implement it. This booklet is divided into four major areas that 

provide ideas on how to: 

• Plan and budget 

• Develop sites and place Volunteers 

• Train and support Volunteers 

• Communicate with stakeholders 
P&T Booklet 5: How to Implement a Project 

 3 

Plan and Budget 

This section presents information on 

the various planning cycles in use 

throughout Peace Corps and on 

processes that are managed by posts. 

These processes reflect the 

individuality of their programs, 

projects, partners, Volunteers, and 

staff. 

Agency–wide Planning 

and Budgeting 

Processes 

Integrated Planning and Budget System 

(IPBS) 

The Peace Corps uses the IPBS to coordinate agency–wide planning 

and budget functions. In the Peace Corps, project planning and 

budget work go hand in hand. Therefore, it is important that each 

post works carefully through the IPBS process. 

The strategic plan and budget process is where the Peace Corps 

posts and headquarters each develop and/or update a three–year 

strategic plan. This plan, which is submitted by each post in April, 

includes an analysis of the country, how the post is addressing 

development needs in an integrated fashion, and areas in which the 

post plans on concentrating its efforts. It also includes a statement 

that outlines how the post is going to move from the current state to 

the future state. This part of the plan lists goal statements as well as a 

summary of resources that posts will need to reach their goals. The 

approach mirrors the process for developing a project plan, from a 

strategic macro overview to a detailed operational level. Because 

each project plan is interrelated with a post’s strategic plan, posts are 

encouraged to include all stakeholders. These include Volunteers, 

project partners, and community members. 

Implement 

Plan and Budget 

Train and Support 

Volunteers

Communicate 

Develop Sites 
P&T Booklet 5: How to Implement a Project 

4 Peace Corps 

Planning and Budget Cycle 

Integrated Programming and Budget Events 

Volunteer Delivery System Events 

Programming and Training Reports 

QTRS & VADs 

Due Dec 15 

IPBS Operating 

Plan 

Due ≈ Aug 15 

Start of Fiscal Year 

Oct 1 

PBR 2 

Due ≈ Jun 15

PSR & 

TSR 

Due 

QTRS & VAD 

Due Sep 15

QTRS & VAD 

Due Mar 15

QTRS & VAD 

Due Jun 15

IPBS Strategy 

Statement 

Due ≈ Apr 1 

PBR 1 

Due ≈ Jan 15
P&T Booklet 5: How to Implement a Project 

 5 

The Operating Plan is based on headquarters’ feedback to posts 

concerning their strategic plans as well as decisions made by the 

regions. The Administrative Officer (AO) usually completes the 

Operating Plan and Budget, submitted in August. However, it is 

based on input from programming and training staff who provide 

projections on the number of trainees requested, the timing of trainee 

inputs, as well as programming and training activities. This part of 

the IPBS process also includes requests for U.S. consultants for PreService Training (PST). The numbers of Trainees and Trainee inputs 

are indicated in the three-year Volunteer-Year (V-year) Chart 

submitted in March. 

Periodic Budget Reviews (PBRs) occur twice during the fiscal year, 

the first in February and the second in June. Each PBR provides 

headquarters with a brief update on the post’s progress in achieving 

its goals and any modifications that may be needed. 

IPBS and Periodic Budget Review 

The IPBS sets forth a three–year plan of action for Peace Corps posts 

and headquarters. It starts with the development of an overall 

Strategy Statement, then a clarification of the budget and resources 

needed to implement the plan for the up–coming fiscal year. Once 

the fiscal year begins, posts have two Periodic Budget Reviews in 

which they can ask for adjustments to their budget due to 

circumstances that were not foreseen in the Strategy Statement and 

Operating Plan. 

Quarterly Trainee Request System 

The Quarterly Trainee Request System (QTSR) informs headquarters 

of the number and type of Trainees the post needs to meet its 

programming strategy for the next year. 

Volunteer Request Process 

The strategic planning process involves determining how many 

Trainees need to be requested and what kinds of skills they need in 

order to meet the goals and objectives of the project. Posts submit a 

three–year V–year chart to headquarters each March. Specific 

requests for Volunteers must be submitted to the Office of Volunteer 

Recruiting and Selection. Determining the skill sets and the process 

for requesting Volunteers are discussed in detail in P&T Booklet 2: 

How to Design or Revise a Project, in the section Creating a 

Strategy. 
P&T Booklet 5: How to Implement a Project 

6 Peace Corps 

Project Status Reports (PSRs) 

Project Status Reports offer opportunities for programming staff and 

their project partners to reflect on the progress and future plans for 

each project. The PSR relies on the monitoring and evaluation of 

each project and provides information on both the activities and 

outcomes that have been accomplished through the work of 

Volunteers, their community partners, and project participants. It 

also includes the strengths and challenges of the project; lessons 

learned; information on post’s training cycle; follow–up actions 

planned; and reporting on Center–funded activities. Information on 

monitoring and evaluation and Project Status Reports is included in 

P&T Booklet 4: How to Assess a Project. 

Training Status Reports (TSRs) 

Training Status Reports are similar to PSRs. They capture 

information about training that has occurred during the last year. 

They also describe plans for improvement. TSRs are used by 

headquarters to share promising practices and to identify resources 

that may be needed at post. TSRs are completed by the person at post 

responsible for training and should include feedback and input from 

programming staff. 

Annual Planning Cycle 

The Planning and Budget Activities Annual Calendar on the next 

page outlines the timing of the IPBS cycle. Notice when reports and 

Center requests are due. Posts identify general Center requests in the 

first IPBS document that is sent to the region office at headquarters 

in April. There are three additional times during the fiscal year when 

posts submit detailed requests and/or updates: once with the 

Operating Plan and Budget in August, again in February, and again 

in June. 

To become familiar with the IPBS process, ask the Country Director 

(CD) for a copy of The Guide to the Integrated Planning and Budget 

System and review your post’s IPBS document. The Catalog of 

Resources Available to Posts describes the types of support that 

posts can request through The Center. In addition, the section Create 

A Strategy in P&T Booklet 2: How to Design or Revise a Project has 

a number of ideas on helpful resources. 
P&T Booklet 5: How to Implement a Project 

 7 

Planning and Budget Activities Annual 

Calendar 

Related to Managing a Project 

Planning Events IPBS Center Requests/Reports 

JAN 

FEB Post receives Peace Corps 

Director’s guidance for 

developing a three–year 

strategic plan. 

Periodic Budget Review 

(PBR) 1 

Second time post can make a 

Center request for the current

fiscal year. 

MAR Post submits three–year V–

year chart. 

 

APR Post submits IPBS, including 

three–year strategic plan, 

budget enhancements/ and/or 

reductions, Center requests, 

and requests to regional office 

for U.S. contractors. 

 First opportunity for post to 

signal that a Center request 

may be coming for the next

fiscal year. Post provides 

activity name and estimated 

cost. 

MAY 

JUN Post receives feedback from 

the region on IPBS 

submission. 

PBR 2 Third time Post can make a 

Center request for the current

fiscal year. 

JUL 

AUG Post submits Operating Plan 

and Budget that reflects IPBS 

planning and feedback. 

First time post makes detailed 

Center Requests (in the Ops 

Plan) for the next fiscal year. 

New requests can be 

introduced, and activities 

listed in the IPBS in April can 

be dropped. 

SEP Current fiscal year ends. 

OCT New fiscal year begins. Post submits Project Status 

Report (PSR) and Training 

Status Report (TSR). 

NOV 

DEC Throughout the year The 

Center can give technical 

assistance (via phone, fax, 

e–mail) on project–specific 

issues. 
P&T Booklet 5: How to Implement a Project 

8 Peace Corps 

Post–Specific Planning Processes 

and Tools 

It is helpful to take post’s IPBS goals and objectives and translate 

them into manageable pieces. The following processes and tools can 

be used to move from a strategic focus to operational details. 

Staff Work Plans 

Many posts have found that staff work plans help individuals 

establish priorities based on agency–wide and project–related 

activities. 

Programming staff work plans may include the following areas: 

• project design and redesign 

• site development: site identification and selection 

• Volunteer support, including site visits 

• monitoring and evaluation processes 

• planning for and involvement in Pre–Service Training 

(PST), In–Service Training (IST), and Close of Service 

(COS) training events 

• sector conferences and workshops, etc. 

developing collegial relationships and host–country national 

partnerships 

Work plans may also include personal development goals, like plans 

to improve skills in specific areas. 

Work plans identify what will be accomplished, by when, who needs 

to be involved, and the resources required. The following are 

examples of specific activities that programming staff might include 

in their work plans. Benchmarks, or interim steps, are included only 

for the first activity. 

Activity 1 Revise the project plan to conform to the new project 

framework by 12/20 

Activity 2 Meet with advisory committee quarterly (3/15, 6/15, 

9/15, 12/15) to review purpose, goals, and objectives 

vis–à–vis information from other sources 

Activity 3 Review project plan with Volunteers at Mid–Service 

and COS Conferences to review goals and objectives 

and also determine if there are better ways to collect 

and report activities and outcomes 

Activity 4 Discuss project plan at site visits with Volunteers, 

supervisors, and community partners to identify 

strengths and weaknesses 
P&T Booklet 5: How to Implement a Project 

 9 

Activity 5 Complete site visits to new group of Volunteers before 

In–Service Training (IST) 

Activity 6 Develop documents with senior staff to use when 

visiting agencies, including Peace Corps brochures, 

project description sheet, and Volunteer request form 

Activity 7 Publish two supervisor/work partner newsletters based 

on information from Volunteer periodic reports, site 

visits, and training events 

Activity 8 Develop a system that involves Volunteers in site and 

partner agency identification processes 

Activity 9 Review and rewrite project tasks and competencies for 

PST 

Activity 10 Attend classes in computer skills and develop 

calendars to improve time management skills 

When you develop a work plan include other Peace Corps staff who 

are involved in the activities either directly or indirectly as work 

plans are developed. This will encourage broader support for 

programming efforts. If there are budget implications in work plans 

review them with the administrative officer so that the post’s budget 

requests mirrors the programming needs. 

Developing the work plan helps prioritize activities and define what 

has to be accomplished. The document itself reminds staff what they 

are planning to accomplish. At the end of the work period it is 

appropriate for the staff member to sit down with their supervisor 

and discuss what was accomplished, what was not accomplished, and 

why. This information is useful for planning future activities and for 

preparing performance appraisals. 

Post Annual Calendar of Events 

There are a number of interrelated processes and activities that 

impact the annual calendar of programming staff. The list below 

outlines the activities to include in an annual calendar. The activities 

are also represented in an example of an annual calendar that 

follows. 

Planning and Budgetary Processes: 

• IPBS 

Periodic Budget Reviews 

Programming Processes: 

• Volunteer requests and invitee materials 

• Project Status Reviews and Reports 

• Trainee input(s) 

• Local, sub–regional, and regional conferences 
P&T Booklet 5: How to Implement a Project 

10 Peace Corps 

• Project design, re–design, and evaluation 

• Site identification, selection, and orientation processes 

• Host family identification, selection, and orientation for 

sites, if appropriate 

Site visits 

Training Events: 

• PST, ISTs, COS Conference, and Supervisor/Community 

Partner Conference 

• Project Development and Management Workshop, etc. 

All Volunteer Conference 

Staff Development: 

• Overseas Staff Training (OST) 

Regional and sub–regional conferences 

Post–wide events: 

• Staff retreat for IPBS and/or teambuilding 

Visit(s) from headquarters staff 

National and Religious Events (that impact the implementation of 

projects) 

• School breaks 

• Harvests or cotton picking season 

Extended religious holidays 

Staff Leave Time 
P&T Booklet 5: How to Implement a Project 

 11 

Annual Calendar 

For Programming Staff 

This annual calendar is for a fairly new post that has one Trainee Input (TI) per year in 

September. A calendar for a post that has more than one input would be more complex. 

Programming 

Planning/ 

Reporting to 

Headquarters 

PCT/PCV 

Input/ 

COS 

Site Development 

and Volunteer 

Support 

PCT/PCV 

Training 

Events 

Staff 

Training 

Events 

Religious/ 

National/ 

Sector Events 

JAN Group 6 MSC APCD/ED 

to OST 

School Break 

thru Jan 12 

FEB 

Center 

requests with 

PBR 1 

 Site Visits Group 7 

Begin Site ID for 

Group 8 

 

MAR 

IPBS Staff 

Retreat 

V–Year Chart 

to HQ 

 Site Visits Groups 6 

and 7 

Site ID Group 8 

HE/Lang 

&Tech IST 

TEFL/Lang 

&Tech IST 

 Spring Break 

APR 

IPBS to HQ Site Visits Groups 6 

and 7 

Site ID Group 8 

SBD/Lang & 

Tech IST 

 

MAY 

TEFL Project 

Evaluation 

 Site Visits Group 7 

Site ID Group 8 

 Sub–Reg 

Health Conf 

JUN 

Center 

requests with 

PBR 2 

 Site ID Group 8 Summer break 

begins Jun 3 

JUL 

Operating 

Budget Prep 

Numbers to 

Admin 

 Site ID Group 8 Regional 

CBT Conf 

APCD/HE 

to OST 

AUG 

Center 

Requests with 

Operating Plan 

and Budget 

 ID final sites for 

Group 8 

PST Host Family 

Orientation 

Group 6 COS 

Conf PST 

Prep TOT 

Regional CC 

& Diversity 

Workshop 

SEP Group 8 

Arrives 

 PST School Begins 

Sep 12 

OCT 

 Assign Sites Group 8 PST Harvest time 

when students 

work 

NOV 

PSR/TSRs due 

to DC 

 Site Host Family 

Orientation 

Supervisor Conf 

PST 

Swear In 

 

DEC 

 Group 6 

COS 

 All PCV 

Conference 

Computer 

skills 

training 
P&T Booklet 5: How to Implement a Project 

12 Peace Corps 

Monthly Calendars 

An annual calendar is helpful in seeing the overall picture of future 

events. It is helpful to develop detailed monthly calendars that 

include all of the activities in an annual calendar with the addition of 

specific dates and timeframes. Staff can also modify them to include 

items on their work plans. Monthly calendars become particularly 

useful as staff review upcoming activities and events at weekly 

senior staff and programming staff meetings. At these meetings it is 

important to review what has been accomplished, to celebrate 

successes, and to identify what remains to be done, by whom, and by 

when. This is also a time to optimize resources by coordinating 

schedules. Remember that these calendars are not cast in stone but 

remain fluid as plans change and as new activities are scheduled. 

 Where are the staff? 

Do Volunteers say that they can’t reach Peace Corps 

staff members? Some posts reserve a certain day each 

week for staff meetings (Monday mornings) and another day for calls 

from and meetings with Volunteers (Fridays). Other posts designate 

one week per month as a no-travel-week for staff. Both of these 

practices help Volunteers reach and communicate with staff more 

easily. 

Weekly and Daily To–Do Lists 

Some staff find that weekly and daily to-do lists help them stay on 

track and prioritize the numerous things that need to be done. It also 

gives them a sense of accomplishment when they can check off 

activities they have completed. 

Events Matrices and Checklists 

Event matrices and checklists are two additional tools that assist staff 

as they plan and manage events. The event matrix identifies what 

needs to be done, by whom, and by when. The matrix is most useful 

if it is developed or reviewed a few months prior to an event and if it 

is referred to at meetings where status updates are presented. Using 

these tools over and over again helps staff continually improve what 

they are doing so that they don’t have to re–invent the wheel each 

time. Refer to the Event Matrix in the Resources section of this 

document. 
P&T Booklet 5: How to Implement a Project 

 13 

Develop Sites 

Site Development 

Volunteers need meaningful work 

that supports the purpose and goals 

of the project. They also need 

community partners who have the 

interest and resources to support 

them in their work. Site 

development helps fulfill these 

needs. It begins with the first 

contact the Peace Corps makes 

with a community or organization 

and continues until the Peace Corps 

leaves. 

Site development is divided into four areas: 

• Identification and selection 

• Volunteer placement 

• On–going partnership 

Phasing out 

During site development Peace Corps staff are involved in the 

following activities with each partner: 

• orienting the community to the Peace Corps’ development 

philosophy and project plan 

• discussing possibilities for working together 

• getting agreement on expectations for the duration of the 

Peace Corps’ involvement 

• getting agreement on each partner’s roles and responsibilities 

• assigning Volunteers to increase local capacities if the 

partner meets the Peace Corps criteria and if Volunteers with 

appropriate skills are available 

• including partners in monitoring and evaluation processes 

• communicating activities and outcomes related to the project 

• including agency staff and community members in 

workshops where information on the Peace Corps, technical 

knowledge, and skills are learned 

Agreeing when the Peace Corps’ support is no longer needed 

This collaboration provides a mutual sharing of ideas and a process 

of mutual growth as the Peace Corps and the community learn about 

and work with each other. 

 Implement 

Plan and Budget 

Train and 

Support Volunteers 

Communicate 

Develop Sites 
P&T Booklet 5: How to Implement a Project 

14 Peace Corps 

Including advisory committees throughout site development help 

develops appropriate and effective strategies and processes. For 

additional ideas, see the Use of Advisory Committees document in 

the Resource section of this booklet. 

Site Identification and Selection 

The Peace Corps provides Volunteers with sites that are safe and 

with assignments that are viable and meaningful. For more 

information on the policy that governs safety and security during the 

site identification and selection processes refer to the Peace Corps 

Manual Section 270. 

Viable means that the community or organization in which the 

Volunteer works is able to develop successfully and has the 

resources to support a Volunteer. 

Meaningful means that each Volunteer has opportunities to make 

significant contributions to the project and community and that their 

work supports the purpose and goals of the project. 

During the site identification and selection process, programming 

staff: 

• develop a Volunteer placement strategy 

• develop site selection criteria 

• develop tools to use in the process 

• develop a selection strategy 

• survey potential sites 

• assess and select sites that meet the criteria 

If the Ministry decides where to place 

Volunteers... 

In some countries a ministry identifies sites. If this is the 

case in your country, all of these guidelines may not 

apply. It is important, however, that the ministry understands and 

honors Peace Corps’ placement criteria. They too should strive to 

provide safe, viable, and meaningful sites for Volunteers. 

By involving ministries actively in site visits and monitoring and 

evaluation Peace Corps staff can help them better understand what 

makes a site successful. This collaboration also creates an important 

partnership that will have a positive impact on the success of the 

project. 

Develop a Volunteer Placement Strategy 

The project strategy designed for the project framework describes: 
P&T Booklet 5: How to Implement a Project 

 15 

• how many Volunteers are needed 

• what experience and skills they should have 

• where they will be placed 

• what resources will be needed 

To review these elements of a project plan, see the section “Create a 

Strategy” in P&T Booklet 2: How to Design or Revise a Project.

A placement strategy identifies how you determine where to assign 

Volunteers. As you develop or revise your strategy, consider the 

questions below. Remember that the strategy depends on a number 

of variables. These variables include the goals and objectives of the 

project, the skills of Volunteers, safety and security, partner agency 

capacity for appropriate Volunteer support, participation of other 

development agencies, and availability and interest of partner 

agencies to work with Volunteers. Because programs and projects 

differ, there are no “right” answers to the questions. 

Question: Should Volunteers be assigned to rural or urban sites? 

Considerations for rural and urban placements: 

• When other development organizations provide resources to 

the urban areas, the Peace Corps can play a role in 

addressing the needs of rural areas 

• Often rural placements provide jobs that are appropriate for 

generalists that the Peace Corps can recruit 

• Rural placements fit the grass–roots development image and 

expectations that many Volunteers have when they join 

Peace Corps (such as the “mud hut” experience). Placing 

them in rural areas may contribute to their overall 

satisfaction 

• It is often easier for Volunteers to identify with a rural 

community into which they can integrate and work on 

community activities 

• Rural areas often have lower crime rates than urban areas, 

decreasing Volunteer exposure to risk 

• Because of urban migration these areas often have the largest 

number of people needing assistance 

• Collaborating with other development agencies in urban 

settings can strengthen the total impact. Other agencies can 

provide financial and/or technical resources while the Peace 

Corps provides the human resources 

• Urban sites usually have better communication and 

transportation infrastructures, facilitating a quicker response 

to safety and security, and health situations 
P&T Booklet 5: How to Implement a Project 

16 Peace Corps 

Placing a few more highly skilled Volunteers in urban centers to 

work with the staff of an organization (such as Junior 

Achievement or the Ministry of Education’s curriculum 

department) improves the organization’s support for the work 

that Volunteers do in rural areas 

Question: Should Volunteers be placed throughout the 

country/region (decentralized) or concentrated in one or more 

areas (centralized)? 

Considerations for decentralized and centralized placements: 

• Decentralized placements reach more areas of the host 

country 

• Decentralized Volunteers who like to work strictly with 

host–country national colleagues are able to do so since 

other Volunteers are not close–by 

• Centralized placements allow the Peace Corps to infuse an 

area/region with information and skills. Communities and 

colleagues begin to speak the same “language” which 

reinforces the use of new information and behaviors. This 

can deepen the overall impact of the Peace Corps’ 

development efforts 

• Centralized project stakeholders are able to collaborate with 

each other across communities, enabling them to learn from 

each other and to see their issues and efforts in a broader 

context 

• Centralized Volunteers can more easily collaborate with 

each other 

• Safety and security may be enhanced by proximity of 

Volunteers to each other 

It is easier to monitor and support new projects in a smaller area. 

Being able to visit more Volunteers in a smaller area enables the 

Peace Corps staff to spend less time traveling and more time in 

site development activities. 

Question: Should Volunteers from the same sector or from 

different sectors be clustered? 

Considerations for clustering: 

• Volunteers with similar jobs and skills can collaborate with 

each other 

• APCDs can place one more highly skilled Volunteer near 

generalist Volunteers to provide technical support 

• Community partners from different agencies can collaborate 

more easily 
P&T Booklet 5: How to Implement a Project 

 17 

• An APCD from one sector can visit more Volunteers in the 

project with less travel. This approach also facilitates the site 

identification process 

Collaboration cross–sectorally sets up a situation where 

Volunteers with different skills and knowledge learn from each 

other and provide more complete support to their community 

partners. In this way the whole becomes greater than the sum of 

its parts. For example, if poor nutrition is a critical problem 

within a community, clustering Volunteers in education, health, 

and agriculture enables them to reach children, parents, 

grandparents, and farmers with information and skills that will 

influence what is produced as well as consumed. 

Some words of caution 

Be careful not to place too many Volunteers in one site or 

area. Clustering too many Volunteers may lead to their 

spending too much time with each other. This could negatively impact 

their integration into and involvement with the community. Too many 

Volunteers could also hinder local capacity building and project 

sustainability if Volunteers ended up doing much of the work. In 

addition, some Volunteers join the Peace Corps to submerge 

themselves into another culture. Therefore, they usually prefer to be the 

only Volunteer at a site. 

If clustering Volunteers is a part of the placement strategy, include this 

information in early communications to invitees. During PST and ISTs, 

work with trainees and Volunteers on teamwork skills, ways to 

integrate activities successfully, and ways to ensure project 

sustainability. 

Question: Should Volunteers be replaced after their two years of 

service or have overlapping terms of service? 

Considerations for replacing or overlapping: 

• The second and third Volunteers at a partner agency or in a 

community can continue some activities and initiate others. 

They can help a community deepen and broaden skills and 

knowledge. This on–going support over three generations of 

Volunteers may better ensure sustainability. But be aware 

that too many Volunteers may encourage dependency rather 

than sustainability. 

• Assigning Volunteers with different skill sets supports a 

partner agency’s development in different areas. For 

example, a Business Volunteer skilled in accounting might 

help a partner agency that works with handicapped youth set 

up their books. A second Business Volunteer might help 

them develop income–generating projects, while a Health 
P&T Booklet 5: How to Implement a Project 

18 Peace Corps 

Volunteer might work with the staff to develop activities to 

improve their clients’ motor skills and self–esteem. 

• A Volunteer who has been working in a community or 

partner agency for a year can act as a mentor for an in–

coming Volunteer. The Volunteers do not necessarily have 

to be doing the same job within the same organization. 

The second Volunteer can continue to support collaboration after 

the first Volunteer leaves. 

Different approaches may be appropriate during different phases of a 

project’s life cycle. And, more than one approach can be used 

simultaneously. Experimenting on a small scale and over time can 

help determine what works best for each project. 

Develop Site Selection Criteria 

Establish and document selection criteria for selecting communities, 

partner agencies, and housing for Volunteers. Below are ideas that 

can help. Some of the criteria require more specificity. For example, 

security of housing means different things at different posts. In one 

post it may mean solid core doors and dead bolt locks on all outside 

doors along with bars on windows. At another post these precautions 

are neither available nor necessary given the safety and security 

situation in the country. 

Health and safety criteria 

• absence of frequent civil unrest 

• absence of serious environmental hazards 

• frequency of public transport 

• access to emergency transport 

• access to services (clinics, markets, police) 

• access to reliable communications 

• availability of potable water 

• security of housing 

proximity of neighbors 

Criteria for Partner Agency and/or Community Placement 

• demonstrated needs that are consistent with project goals and 

objectives 

• leaders who demonstrate support for Peace Corps program 

and project 

• members who demonstrate interest in working with PCVs 

• demonstrated needs with limited access to resources and 

opportunities for assistance 
P&T Booklet 5: How to Implement a Project 

 19 

• opportunity for increasing local capacity 

• interest in sustainable results that complement other 

development efforts 

• promotion of gender relationships and women’s participation 

• Volunteer does not displace qualified and available local 

worker(s) 

• need for skills that the Peace Corps can recruit 

• designated supervisor and community partner able to support 

a Volunteer 

• clear job description 

provision for or identification of housing that meets Peace Corps 

standards 

Because safety and security are a high priority for the Peace Corps, 

there are policies that govern safety criteria. The following policy 

from the Peace Corps Manual Section 270 governs aspects of the 

site development process: 

MS 270, 5.1 Policy 

Each [Volunteer/Trainee] V/T site should be inspected 

before the V/T’s arrival to ensure placement in appropriate, 

safe, and secure housing and work sites. Site selection 

should be based on established safety and security criteria 

that reflect consideration, among other things, of: any 

relevant site history; access to medical, banking, postal, and 

other essential services; availability of communication, 

transportation, and markets; different housing options and 

living arrangements; and other V/T support needs. 

MS 270, 5.2 Responsibilities 

The CD is responsible for establishing safety and security 

criteria for prospective V/T sites. The CD is also responsible 

for establishing procedures to ensure that prospective sites 

meet the criteria before a V/T’s arrival at site; that post staff 

work closely with host communities and Counterpart 

agencies to help prepare them for a V/T’s arrival; that post 

staff provide guidance to host communities and Counterpart 

agencies regarding their respective roles in supporting V/Ts 

throughout their service; and that post staff make regular 

visits to each V/T’s site.

Develop Tools to Use in the Process 

Some posts incorporate the selection criteria in Site Survey forms.

APCDs and their site selection team use these forms when they 

interview potential partner agencies. They also include some of the 

criteria in Volunteer Request forms that posts ask partner agencies or 

communities to complete to demonstrate their interest in working 
P&T Booklet 5: How to Implement a Project 

20 Peace Corps 

with the Peace Corps. These forms include not only the criteria 

above but also other information that staff need in order to evaluate 

each site. 

Here is some information to include in Site Surveys and Volunteer 

Request forms. 

Partner Agency Information for Site Survey and Volunteer 

Request Forms 

• Name of agency, school, or organization 

• Location including address, region, province 

• Supervisor’s name, address, and telephone number 

• Description of agency’s work: goals and objectives, 

projects, clients/beneficiaries, challenges, collaboration with 

other agencies, current and potential funding sources 

• Description of potential and future projects 

• Number of staff and their functions; for schools, number of 

teachers, students, and boarders 

• Description of need that Peace Corps Volunteer would fill 

• Similarity of their goals with the goals and objectives of the 

Peace Corps project plan 

• Job Description: Volunteer’s primary responsibilities and 

activities; identification or description of staff Volunteer 

would be working with directly and indirectly 

• Identification of community partner(s)/counterpart(s) 

• Commitment to support mutual transfer of skills, Volunteer 

orientation to partner agency and community, opportunities 

for collaboration, technical training for Volunteer 

• Ideas for community projects 

• Resources provided by partner agency: access to reliable 

communications, desks, office materials, computers, e–mail, 

libraries, resource centers, translators, language tutors, etc. 

• Transportation support provided by partner agency for 

official business and emergencies 

• Housing: ability and commitment to provide or locate 

housing that meets Peace Corps criteria 

• Reasons for specific request for Volunteer: male or 

female, couple, particular skill set, etc. 

• Former PCVs working with partner agency, project, or 

community 

• Locator Map for Peace Corps staff follow–up 
P&T Booklet 5: How to Implement a Project 

 21 

Community Information for Site Survey and Volunteer 

Request Forms 

• Name of village, province, region, etc. 

• Names and titles of key people and contact information: 

ministry, police, agency, health facility, community leaders 

(chief) 

• Individuals contacted: name, title, contact information 

Location 

• Frequency and type of public transport 

• Distance, mode of travel, and time to capital, provincial 

capital/major city 

• Distance, mode of travel, and time to nearest village/town 

• Distance, mode of travel, and time to nearest airport 

• Distance, mode of travel, and time to Peace Corps office 

• Geographical distinctions that impact PCV’s work or 

require special abilities 

• Historical interests, facts 

Safety and security 

• Political stability, history of conflicts, crime data, etc. 

• Transport available in case of emergency, type, owner, 

contact information/telephone number 

• Availability of reliable private and/or public telephone 

• Availability of reliable private and/or public radio 

• Nearest PCV, name, sector, location, distance 

• Accessibility to village during rainy season, necessity of 

four–wheel drive vehicle 

Health 

• Accessibility of safe drinking water 

• Evidence of endemic diseases with a direct threat to PCVs 

• Environmental hazards with a direct threat to PCVs 

• Accessibility to medical facility, type, staffing, sponsor of 

facility 

• Accessibility to markets, market days, availability of 

protein/vegetables 

• Climatic conditions that might impact placement decisions 

Population 
P&T Booklet 5: How to Implement a Project 

22 Peace Corps 

• Number of people, ethnic divisions, major religion(s), 

language(s) 

• Major cultural practices that might impact PCV’s work 

• Primary sources of income, women’s participation in the 

economy 

Accessibility to bank(s), post office 

Receptivity and readiness for having a Peace Corps Volunteer 

• Interest expressed by ministry officials, government 

offices, community leaders 

• Understanding of and familiarity with Peace Corps and the 

project 

• Role community has played in development projects over 

last three years 

• Plans/priorities community has for next one to five years 

• Biggest challenges community faces in achieving its goals 

• Resources community has for achieving its goals 

• Description of biggest challenges PCV might have in 

community 

• Description of greatest benefits/rewards of working in 

community 

Former PCVs in the village/city: names, assignment, dates 

Housing Information for Site Survey and Volunteer 

Request Forms 

• Location Information: Address, owner, contact 

information/ telephone number 

• Type of housing: house, apartment, duplex, compound, 

hostel/dorm, on school grounds 

• Occupants of housing: PCV only; host family (number, 

sex, and ages); roommates (sex, age, and language) 

• Organization providing or recommending housing, contact 

person, and contact information/telephone number 

• Safety and security 

• Type of neighborhood, proximity to bars, trash dump, 

swamps 

• Locks on all exterior doors 

• Window bars on first and second–story housing 

• Lighting at entry, in communal hallways 
P&T Booklet 5: How to Implement a Project 

 23 

• Access to reliable communication (public/private 

telephone, radio) 

• Proximity of neighbors 

• Distance, mode of travel, and time to hospital/clinic 

• Distance, mode of travel, and time to police station 

• Distance, mode of travel, and time to telephone 

• Distance, mode of travel, and time to market 

Comfort and need for privacy 

• Number of rooms 

• Kitchen facilities and control over cooking 

• Private sleeping arrangement with locked door 

• Electricity, source of light 

• Running water or distance and time to safe water 

• Required furniture: own bed and mattress, one table, two 

chairs, clothing storage 

Health 

• Cleanliness of housing and surrounding area 

• Environmentally safe 

• Absence of rodents, pests, bats 

• Running water for drinking 

• Toilet or latrine (four foot drop); how many use facility 

• Bathing facility; running water, private or shared with 

others 

• Condition of roofing 

• Heating in freezing climate 

• Screening on windows 

• Yard clear of weeds to protect from snakes 

Location 

• Distance, mode of travel, and time to work assignment 

• Distance, mode of travel, and time to nearest market, bus 

stop, train 

• Frequency of transport in housing area 

Repairs that need to be made, who will do them, materials, cost, 

completion date 

• Date available, map for follow–up 
P&T Booklet 5: How to Implement a Project 

24 Peace Corps 

• Former PCV living in housing, name and date 

• Recommendation of person inspecting housing 

Designing Site Survey Forms 

In order to make the site survey tools more flexible, 

consider designing them in three separate sections: one for 

general information on the area and community, one for specific 

information on the partner agency, and one for specific information on 

housing. This will enable you to use the general information for more 

than one partner agency within the same community. It will also enable 

you to share more easily information with other APCDs who may be 

considering the same community for one of their Volunteers. 

For examples of site survey criteria see these documents in the 

Resource section: 

• Placement Criteria for Secondary School Teachers

Health Criteria for Site Selection 

For additional information on safety refer to Volunteer Safety—Best 

Practices, available on diskette from the Peace Corps Office of 

Volunteer Safety and Overseas Security. 

The following examples of Site Survey Forms are included in the 

Resource section of this booklet: 

• Community Survey Form 

• Agency Survey Form 

• School Information Form

• Housing Survey Form 

Housing Checklist 

The following Volunteer Request Forms are included in the Resource 

section of this booklet: 

• Volunteer Request Form 

Volunteer Request Form for Teacher 

Develop a Site Identification and Selection 

Strategy 

In addition to developing criteria and forms to use in the field, it is 

important to develop a strategy that will help use available resources 

efficiently and effectively. Decide who to include in the recruiting 

process, how they will identify sites, and by when the various tasks 

must be completed. The required number of sites should be 

identified, selected, and ready for their Volunteers well before 

Swearing–In. 

Example of Peace Corps 

Staff Collaboration in Site 

Selection 

In Mozambique the APCD and 

Peace Corps medical officer 

(PCMO) work closely together 

to develop programming and 

health criteria for site selection. 

The APCD has expertise in 

developing sites where 

Volunteers have meaningful 

experiences in both their work 

and community involvement. The 

PCMO has expertise in 

evaluating sites in respect to 

physical, mental, and emotional 

health and safety issues. They 

approach site evaluation as a 

team effort, keeping both 

perspectives in mind 
P&T Booklet 5: How to Implement a Project 

 25 

Remember: Programming staff support the CD in 

this responsibility 

Peace Corps Policy Manual Section 270 

5.1 Responsibilities 

The CD is...responsible for establishing procedures to ensure that 

prospective sites meet the criteria before a V/T’s arrival at site.... 

As you develop a site identification and selection team, consider 

including the following people: 

• ministry officials, 

• Peace Corps staff, 

• advisory committee members, 

• Volunteers, 

• Volunteer Leaders and Coordinators, 

• current project partners, 

• U.S. Embassy regional security officer (RSO), and 

• staff from other development organizations. 

The following list includes ideas on how to involve each of these 

resources: 

• A programming staff member meets with ministry officials 

to discuss ideas for placing new Volunteers. 

• The advisory committee meets to discuss the Volunteer 

placement strategy and possible sites for Volunteers. 

• The APCD sends out letters to relevant district authorities 

asking for suggestions for new sites. 

• The APCD contacts organizations who in the past have 

expressed interest in working with Volunteers or who the 

APCD thinks might meet the site selection criteria and might 

be interested in having a Volunteer. 

• Programming staff holds regional workshops where current 

and interested agencies receive information about the Peace 

Corps, the project, and working with Volunteers. 

• The APCD and appropriate Peace Corps staff and 

Volunteers travel to sites where there may be appropriate 

placements. They discuss the Peace Corps’ program and the 

project with officials, organizations, and community 

members. 

• Programming staff communicates with other development 

organizations to identify projects where it would be 
P&T Booklet 5: How to Implement a Project 

26 Peace Corps 

appropriate and beneficial for the Peace Corps to become 

involved. 

• The APCD meets with Volunteers at ISTs, Mid–Service 

Conferences (MSCs), and COS conferences, asks them for 

ideas, and requests that they encourage interested 

communities and/or agencies to submit Volunteer Request 

Forms. 

• The APCD requests current Volunteers to complete Site 

Evaluation Forms describing their sites and the 

appropriateness of placing other Volunteers there. 

• Programming staff work with the U.S. Embassy regional 

security officer to check crime data and identify areas that 

may not be safe for Volunteers. 

Working with Site Survey Teams 

Before Peace Corps staff, Volunteers, and others involved 

in the site identification and selection process go into the 

field to conduct site surveys, consider holding at least one planning 

session. During this session participants should review the kinds of 

meetings that they will hold and agree on site survey schedules. They 

should also discuss question and observation techniques, review 

possible questions/issues that may arise, review the survey forms, and 

agree on information submission dates. 

In each of the above activities the objective is to identify agencies 

and communities who are interested in becoming partners with the 

Peace Corps. They also must be able to provide viable and 

meaningful placements, support Volunteers, and contribute to 

achieving the project’s goals and objectives. 

For ideas on PCV site information forms that current Volunteers 

complete, see the Resource section of this booklet. Forms used by 

posts include: 

• PCV Replacement Request Form 

• Site Evaluation by PCV 

Survey Potential Sites 

Recruiting Potential Partners 

The placement strategy generally determines where and when 

Volunteers are placed. The criteria used help measure the 

appropriateness and readiness of each potential site. Now the task is 

to identify the target number of sites needed for the incoming group 

of Trainees. 

During this process post sends out informational material and talks to 

officials, communities, and development organizations about PCV 

Meetings with Interested 

Schools 

Peace Corps/Bulgaria uses 

regional meetings where all 

schools who have expressed an 

interest in working with Peace 

Corps are invited to attend. 

Details on the regional 

meetings are in the Resource 

section under Site Development 

Workshops. 
P&T Booklet 5: How to Implement a Project 

 27 

placement. Staff and others on the site selection team may make 

preliminary site visits to identify interested communities. During 

these preliminary site surveys they promote the Peace Corps, both its 

program and the specific project. They leave materials behind and, if 

it appears that the site has potential for being a partner with the Peace 

Corps, they encourage the agency or community to submit a 

Volunteer Request Form. 

Peace Corps Information Packets 

Some posts have developed Peace Corps Information 

Packets. These packets include a brochure about the 

program, an overview of the project, expectations of the 

Peace Corps and partners, overview and timing of the site selection 

process, and a Volunteer Request Form. The materials are organized in 

a folder that can easily be mailed or left at a site. For more information 

on these packets, see the section “Communicate with Stakeholders” in 

this booklet. 

Meet with Potential Partners 

Review all the Volunteer Request forms that have been submitted 

plus the preliminary Site Survey forms and information provided by 

Volunteers to identify potential sites. Team members then visit those 

sites that meet the criteria. This may require a second visit to sites 

where preliminary site surveys were conducted. 

During the assessment meetings the members of the site 

identification and selection team interview community authorities 

and leaders, agency supervisors, other development organizations 

working in the area, community partners/counterparts/work partners, 

Volunteers, and community members. The purpose of each visit is to 

orient the potential partners to the Peace Corps and the project’s 

goals, to verify the information submitted, and to obtain additional 

information that will assist in the selection process. Discuss the 

project with the partner agency and community so that they 

understand and support what the project is trying to accomplish and 

have clear expectations of what they and the Volunteer will do. 

Team members complete a Site Survey form for each community, 

partner agency, and housing/host family that they visit. 

During the initial meetings it is important to understand the reasons 

why the community wants a Volunteer. In some cases the reasons 

given may not be the real reasons. Be aware that some potential 

partners may want a Volunteer only for the status that having one 

will bring. Others may want a Volunteer only to raise money. It is 

also possible that a non–governmental organization (NGO) is really a 

private business. By asking questions and interviewing community 

members, useful information in determining whether or not to place 

a Volunteer at a site can be gathered. 

Categories for Ranking 

Sites 

The following categories are 

used by Peace Corps/Kyrgyz

Republic when they scout for 

potential sites: 

Promising Sites: Sites which 

must be further developed, but 

which are generally 

enthusiastic about and 

prepared for collaboration with 

a PCV, and which have no 

unresolved issues or concerns 

(such as a safety concern, 

unclear expectations, etc.) 

Borderline Sites: Sites which 

could be developed as suitable 

sites if necessary, or sites which 

are promising but have one or 

more unresolved issues (such as 

safety concerns, unclear 

expectations, etc.) which must 

be resolved before the site can 

be considered “ready.” 

Currently Unsuitable Sites: 

Sites which are not prepared or 

suitable for collaboration with 

a PCV at this time. 
P&T Booklet 5: How to Implement a Project 

28 Peace Corps 

In addition, it is important to interview the potential supervisor and 

community partner/counterpart. Their interest and commitment to 

working with a Volunteer is critical to a Volunteer’s overall 

satisfaction and the success of the project. Orienting them to the 

Peace Corps, their responsibilities, and the goals and objectives of 

the project plan are critical. 

Assess and Select Sites 

After all the sites have been visited, review the information, apply 

the selection criteria, and identify the best sites for Volunteer 

placement. It may be helpful to summarize the many pages of 

documentation on a single page for each site. The Site Assessment 

Summary sheet provides the critical data from the community, 

agency, and housing surveys and ranks the site. See the Resource 

section for a sample Site Assessment Summary sheet. 

After assessing each site develop a list of final sites plus three or 

more extra sites just in case some withdraw their applications or are 

not able to provide suitable housing before the end of PST. 

Notify sites that have been chosen to receive a Volunteer. It is also 

important to inform those sites that will not have a Volunteer and the 

reasons why as soon as possible so that the community does not 

incur unnecessary expenses. When communicating with the sites that 

have been selected, it is appropriate to relate when the sites will 

know the name and skills of the Volunteer, relevant information 

about site visits if they are a part of PST, and information on any 

conferences that include supervisors and community partners. Also 

mention that until the Trainees Swear–In, there may be changes. 

Often during site identification post staff negotiate housing and/or 

job assignment details with the partner agency or community. In 

these cases a member of the selection team will need to return to the 

site to ensure that all criteria and agreed upon expectations have been 

met. Always make a personal visit to the site at least once before the 

Volunteer arrives at the site. This contact with the site will help 

prevent anxiety and dismay that some Volunteers feel when they get 

to their site and no one is prepared for their arrival or knows what to 

do with them. 

Keep post senior staff informed of the site selection progress. One 

way of communicating the status of site selection process is to 

maintain a log that lists critical information about each site. The log 

contains information such as: the location, agency, yes/no decision, 

date the Peace Corps letter was sent, date the Volunteer Request form 

was received, date(s) of site visit(s), housing status, and comments. 

If additional details are needed by staff during a status review, the 

APCD can also provide the Site Assessment Summary sheets and the 

Site Survey and Volunteer Request forms. See the Resource section 

for a sample Site Selection Status Log. 

Strategy for Host Families 

In Lesotho, programming staff use 

a very effective strategy to ensure 

that host families are ready for 

their Volunteers. Programming 

staff give each host family a date 

when they will return to video 

tape their house and family. They 

explain that the tape will be 

shown to the Trainee during PST. 

If accommodations for the 

Volunteer are not ready by the 

specified date, the Peace Corps 

will not video their home, and the 

family will not host a Volunteer. 
P&T Booklet 5: How to Implement a Project 

 29 

Volunteer Placement 

Sites have been identified and selected. Now it is time to match 

Trainees to those sites. Successful Volunteer placement is based on a 

combination of: 

• knowledge and skills required or requested by the partner 

agency 

• knowledge and skills of the Trainee 

• health–related considerations 

• knowledge of the site based on site inspections and follow–

up visits 

• input from PST trainers and Peace Corps staff who have 

worked with and interviewed Trainees 

• Trainee preferences 

Volunteer placement includes the following steps: 

• conduct Trainee interviews 

• consider Trainee preferences 

• match Trainees to sites 

• announce site placements 

Conduct Trainee Interviews 

The first few weeks of PST provide opportunities to get to know the 

Trainees. Preliminary discussions along with subsequent 

conversations during PST help staff collect information to use when 

they meet to decide where to place each Trainee. On occasion, there 

are medical considerations that must be factored into the Trainee–site 

matching process. This is another reason why the Peace Corps 

medical officer (PCMO) should be a part of the site selection team 

and Trainee placement process. 

Consider Trainee Preferences 

Some posts have found that involving Trainees in the matching 

process builds a collaborative relationship from the beginning. 

Trainees and Volunteers want and need to have control over their 

lives. They also have ideas on what will sustain them through their 

two years of service. Allowing them to have input into the process 

gives them a sense of control, and, in most cases, staff can match 

them to one of their preferences. 

Here are some ideas on how to include Trainees in the site matching 

process: 

• Hand out a list of the sites, their location, and any other 

information that differentiates one site from another (such as 
P&T Booklet 5: How to Implement a Project 

30 Peace Corps 

job description, skills needed, new site versus replacement 

site, geographical factors, climate, etc.). 

• Some posts make Site Information packets available to 

Trainees. These packets, one for each site, contain selected 

non–confidential information from the Site History Files (see 

description and list of contents below). Try to include the 

same kinds of information for each site so that, as much as 

possible, all sites are represented equally. 

The following documents may be included in Site Information 

Packets: 

• Volunteer Request form

• Site Survey forms (community, partner agency, housing) 

• Volunteer COS report if a Volunteer has been at the site 

• site visit information that is not confidential and adds value 

to understanding the site and assignment 

• map of the region showing where the site is located 

• photographs of the site and agency activities 

• newspaper clippings about the site 

• information on other development efforts at the site or in the 

area 

Site Information Packets 

Make copies of the documents from the Site History files. 

Also, consider stapling or binding each file. Many people 

will be handling these files, so it is wise to do whatever is necessary to 

prevent loss or damage. In addition, consider providing a box in a 

centralized location for easy retrieval and return. 

After the Trainees have had an opportunity to look at the site list 

and/or Site Information packets, and after they have had 

opportunities to ask programming staff questions about assignments, 

meet with each Trainee to discuss site preferences. Ask each Trainee 

to complete a Preference Sheet. 

The Preference sheet asks Trainees to: 

• identify their strengths and skills 

• choose between rural and urban sites, between being close to 

or far away from another Volunteer, living alone or having a 

roommate, etc. 

• list their three site preferences, giving reasons for each 

choice 
P&T Booklet 5: How to Implement a Project 

 31 

The Preference sheet should also caution the Trainees that, while 

Peace Corps staff will make every effort to place them in one of their 

choices, for a number of reasons it may not be possible. The decision 

of the APCD is final, and the Peace Corps expects that Volunteers, 

as professionals, will do their best wherever they are placed. See the 

Resource section for the Site Placement Factors to Consider.

Match Trainees to Sites 

The next step in Volunteer placement includes reviewing site 

requirements and trainee skills. If trainee preferences are included in 

the process they should be factored in. After all the factors have been 

reviewed, the staff should discuss where to place each trainee and 

make placement decisions. 

There are a number of staff members who can add value to the 

process, including the PST director and trainers, PCMO, PTO, and 

CD. Staff members may be involved in different parts of the process: 

the input stage, the decision–making stage, and the final review 

stage. For example, it might be appropriate for the technical and 

language instructors to be involved in the input stage. The PTO and 

PCMO may choose to be involved in all three stages. The CD may 

choose to be involved in all of the stages or only in the review stage 

before the final decisions are made. Where critical skills are needed, 

it might also be prudent to involve the ministry or project partners in 

the placement of these special Volunteers. 

After the matching process is complete, consider giving those 

involved in the site selection decision process time to think about 

their decisions, at least overnight. Because these decisions impact 

both the Volunteers and their colleagues at their site, having time to 

review and think about the decision may be beneficial. 

Announce Site Placements 

Trainees can be anxious as they wait for their “fate” to be 

announced. There are several procedures and protocol that staff can 

use to ease the tension and make site announcements an enjoyable 

event. 

First, consider announcing all the placements on the same day at the 

same time. If one APCD announces site placements on one day and 

another APCD announces site placements on another day, it may 

cause bad feelings toward one or both of the APCDs. 
P&T Booklet 5: How to Implement a Project 

32 Peace Corps 

When is it best to make site announcements? 

Posts handle the timing of site announcements differently. 

Some posts announce site placements within the first or 

second week of PST. This is because there is more than one language 

spoken in the country and they need to group Trainees by the language 

that they will speak at their site. 

Some posts make the announcements during the last several weeks of 

PST. They feel that this timing allows staff to get to know Trainees 

better so that they can match their skills to the needs of the partners. 

Other posts find that the following benefits of announcing placements 

in the early weeks of PST outweigh the advantages of waiting until the 

last few weeks. Trainees aren’t anxious about their future homes for a 

long period of time and they have a better context into which to put 

information and skill building which leads to increased learning. 

Trainees can also concentrate earlier on what they feel they will need at 

site. 

Consider asking your current Volunteers when they recommend 

announcing site placements. They have experienced the process and 

may have some valuable insights. 

Plan special activities for the day of site announcements. Some posts 

create a large map of the country on the ground or floor and 

announce, one–by–one, who is going to which site. Each APCD 

takes a Trainee by the hand and leads them to their site on the map. 

Some Education APCDs ask the students at each site to write 

welcome letters to their new teacher, even though they don’t know 

who it is yet. Other APCDs give each Trainee specific information 

about their site. This can be the same information that was included 

in the Site Information packets. After the announcements staff join 

the Trainees for cookies and punch, and let the Trainees have the 

afternoon off so that they can celebrate the news and decide what 

they need to do in preparation for their life and work in their future 

homes. 

The following timeline can help in planning and implementing post’s 

strategy. 
P&T Booklet 5: How to Implement a Project 

 33 

Timeline for Site Identification and Selection 

Time Frame Prior 

to Posting 

New PCVs

ACTIVITIES 

10 months 

– Review PCV placement strategy with senior staff. 

– Start generating list of potential sites. Meet with ministry, other development 

agencies, and community leaders. 

– Review Volunteer COS Site Reports. 

8–10 months 

– At IST and Mid–Service Conference ask PCVs for recommendations for 

replacement and new sites. 

– Send letters to new and old prospective sites. Include information on Peace Corps, 

project description, mutual expectations of Peace Corps and agency partner, selection 

process, and Volunteer Request Form. 

– Conduct preliminary site surveys at prospective sites where PCVs have not served 

before. Hold meetings and leave info packets and Volunteer Request Forms. 

6–8 months 

– Review submitted Volunteer Request Forms and preliminary site visit surveys and 

identify those that meet Peace Corps criteria. 

– Conduct assessment site surveys. 

– Complete Site Survey Forms (general, partner agency, housing). 

4–6 months – Continue to conduct site assessment surveys. 

– Identify host families (if to be used). 

2–3 months 

– Complete site assessments and revise list of sites. 

– Meet with any sites where issues needed to be resolved. 

– Finalize list of sites. 

– PST begins. 

1–2 months 

– Match Trainees to sites and announce site assignments. 

– Inform sites who will receive and who will not receive PCVs. 

– Facilitate host family orientations if families are used. 

1 month 

– Facilitate supervisor/Counterpart conference. 

– Partner agencies and Peace Corps sign agreements if post uses them. 

– Trainees visit sites (if this is an activity used during PST). 

0 – Volunteers travel to sites after Swearing–In. 
P&T Booklet 5: How to Implement a Project 

34 Peace Corps 

Partner Agreements 

Some posts have found that having a written statement of 

commitment and mutual expectations is advisable. It offers a point of 

reference for the Peace Corps and each partner agency as they enter 

into the relationship. It also helps if there are problems later on. This 

is not required since there is a Country Agreement between the Peace 

Corps and the government of the host country. However, if the 

Country Director (CD) and the programming staff feel that it is 

beneficial to the program to have such a document, the list below 

provides ideas on what to include. This document can be signed 

during a site visit or during a supervisor’s conference when the 

appropriate people are in attendance. 

In general, this agreement defines the expectations of the Peace 

Corps and the host–country partner agency. It includes the roles and 

responsibilities of the Volunteer, the Peace Corps, and the partner 

agencies. The agreement and the discussions that precede signing the 

agreement help form a closer alliance and reduce the potential for 

misunderstandings that may get in the way of managing a productive 

partnership. 

The CD has the authority to negotiate and sign the agreement in 

accordance with the terms of the Peace Corps Country Agreement. 

The agreement does not need to be approved by headquarters, but the 

CD should consult with headquarters if the content deviates 

substantially from the recommended list below. 

In designing the agreement, ensure that it does not conflict with the 

terms of the Peace Corps Country Agreement and Peace Corps’ 

responsibility to Volunteers. As the list of possible topics is 

reviewed, the decision may be that some of them would be better 

covered in detail in a Supervisor’s Handbook. In that case, the 

agreement would contain only the essential expectations and roles 

and responsibilities. 

Topics to Include in an Agreement 

Preamble: The reason for cooperation between Peace Corps and the 

host agency. 

Purpose: Refers to the Country Agreement, host agency 

development needs, and the Peace Corps’ response to those needs 

through the project plan. 

Project Development: Refers to the collaborative development of 

the project. 

Request for Volunteers: Outlines how posts can request Volunteers 

and the Peace Corps’ timing, standards, and qualifications for 

applicants. 

Training: Refers to on–going knowledge and skill building during 

the PST and ISTs. Identifies the components (technical, language, 

cultural, health, and safety). 
P&T Booklet 5: How to Implement a Project 

 35 

Volunteer Assignment: Refers to how sites are identified, minimum 

criteria, procedures for site reassignment. 

Partner Agency Responsibilities: Lists expectations, including 

day–to–day supervision of Volunteer, provision of viable work that 

does not take the place of a qualified and available local person, 

orientation to the agency/community including introductions to key 

people, mutual transfer of knowledge and skills through formal and 

informal training, designation of a work partner, provision of 

communication in the event of an emergency, provision of materials 

and supplies, reimbursement for job–related transportation, provision 

for or identification of housing, provision for part of either the 

settling–in or monthly living allowance (if applicable), provision of a 

translator or language tutor, permission for Volunteer to participate 

in the Peace Corps trainings and functions, provision for Volunteer 

to participate in activities in addition to the primary assignment. 

Volunteer Responsibilities: Lists expectations, including dedication 

to supporting partner agency through meeting expectations of job 

description, mutual transfer of skills and knowledge, community 

activities in addition to the primary assignment, following of Peace 

Corps policies and guidelines as outlined in the Volunteer Handbook, 

guidelines for leave and time away from site, procedures for 

authorization from host supervisor for leave, living and working in 

accordance to the laws of the U.S. and the host country. 

Peace Corps Responsibilities: Lists expectations, including 

settling–in allowance and monthly living allowance that supports 

Volunteer style of living at the level of host–country staff, medical 

and dental care, Peace Corps–related domestic and international 

travel to and from site, training throughout the two years of service, 

and site visits. 

Peace Corps Policies: Lists the policies that will cause the Peace 

Corps to begin procedures for Administrative Separation. 

Period of Assignment: Refers to length of tour of duty and criteria 

and procedures for transfers, resignations, and extensions. 

Extension of Service: Refers to procedure and criteria for continued 

Volunteer service, as well as timing of requests. 

Problem Solving: Refers to procedures that the host–country partner 

agency should use if there is a problem that they cannot solve by 

working with the Volunteer, and procedures for reassigning or 

replacing a Volunteer. 

Project Evaluation: Refers to Peace Corps activities (quarterly 

reports, MSCs, evaluation instruments, etc.) and collaborative 

efforts. 

Amendments: Refers to procedure for amending agreement. 

Termination: Refers to termination of agreement, giving 30 days 

written notice. 
P&T Booklet 5: How to Implement a Project 

36 Peace Corps 

Other Agreements: Includes in the sections above any other 

agreements that the Peace Corps has made with the partner agency. 

Signatures: Principal person from the community or partner agency, 

the Peace Corps, community members, or Volunteers. 

For an example of a Community Agreement, see the Resource section. 

Site History Files 

Establishing a site history file for each site is a useful way to ensure 

that information can be retrieved during current and future site 

selection processes, when problems arise, and at other times when 

site–specific information is needed. 

The following is a list of the various kinds of materials that may be 

included in site the history files: 

• original Volunteer Request form 

• Site Survey forms for the community, partner agency, and 

housing 

• copies of all agreements 

• copies of crime incident reports (with non–confidential 

information only) 

• copies of site locator form and/or map 

• Volunteer COS Site Report 

• PCV Replacement Request form completed by partner 

agency and/or Volunteer 

• site visit documentation that is not confidential 

• brochures or other documents that the agency has produced 

• historical information 

• photographs of the site and agency activities 

• newspaper clippings about the community and/or Peace 

Corps activities there 

• information on other development organizations working at 

site or in the area 

How to Organize Site History Files 

Keeping site history files by geographical area rather 

than by sector will facilitate their use by other Peace 

Corps staff during their site development processes. 

Policy Reference: MS 270 

5.1 The CD is responsible for establishing procedures to ensure that 

...site history forms are maintained....
P&T Booklet 5: How to Implement a Project 

 37 

Ongoing Partnership 

When the Peace Corps enters into an agreement with a partner, there 

should be a discussion on how many Volunteers Peace Corps may 

place at the site over a period of time. The length of time should be 

sufficient to achieve the goals of the project and the corresponding 

needs of the community. Leaving a site too soon may negatively 

impact opportunities for sustainability. Staying too long may create 

dependency. 

It is helpful to identify collaboratively the benchmarks or key 

decision points that will measure progress toward achieving the goals 

of the partner and the project plan. These benchmarks also help 

determine the Volunteers’ focus during their length of service and 

the skill sets needed. Some posts have learned through experience 

that three generations of Volunteers contribute optimally to the site’s 

development and the goals of the project. Other posts have found 

that more or less time is necessary. 

Consider dividing the length of the Volunteer’s assignment into three 

stages: the beginning stage when information, ideas, and skills are 

introduced; the middle stage when information, ideas, and skills are 

deepened and broadened; and the phase out stage when the final 

efforts for self–sufficiency are facilitated. Each stage may require the 

same or different Volunteer assignments and consequently the same 

or different skills. 

There are other factors that influence the length of time that Peace 

Corps remains at a site. These include: 

• the amount of support provided by the partner agency or 

community 

• the amount and kind of interest and involvement of the 

supervisor and community partner/counterpart 

• the needs of the community and ability of Peace Corps to 

meet those needs 

• the involvement of other development organizations 

• safety and security 

• environmental conditions 

• PCV early terminations, although Peace Corps may decide to 

place another Volunteer at the site with the next input 

Phasing Out Peace Corps’ Involvement 

It is not easy to decide when it is time to leave a site. It is a 

discussion that should take place with each generation of Volunteers. 

Progress towards meeting the goals should be reviewed during site 

visits so that it is not a surprise when a site no longer receives a 

Volunteer. 

TOT prior to COS 

In Panama, programming staff 

hold a three–day Business 

Training of Trainers (TOT) for 

Volunteers and their community 

partners/counterparts. It takes 

place three to six months prior to 

the Volunteers’ COS. The 

purpose of the TOT is to increase 

the partners’ facilitation skills 

and provide them with specific 

business training techniques so 

that they can continue the 

Volunteers’ work after the 

Volunteers leave. The workshop 

not only validates the 

contributions of the partners but 

also demonstrates Peace Corps’ 

trust that they have the ability to 

continue the activities that they 

and the Volunteers have started. 

Before the workshop ends the 

Volunteers and their partners 

develop action plans of activities 

to accomplish before the 

Volunteers leave. 
P&T Booklet 5: How to Implement a Project 

38 Peace Corps 

Phasing out Peace Corps’ involvement should be seen as an 

accomplishment. Communities should be proud of the progress they 

have made. For this reason, it is appropriate to hold a special event 

that celebrates the partnership. Consider inviting officials and the 

press. Recognize those who have worked hard and achieved their 

goals. Peace Corps can then leave knowing that Volunteers and staff 

and their host–country partners have made a difference. 
P&T Booklet 5: How to Implement a Project 

 39 

Train and Support 

Volunteers 

The Peace Corps staff support Trainees 

and Volunteers through training, 

coaching, counseling, and problem 

solving. They also provide access to 

technical materials and share 

information about development, the 

project, and the activities that are going 

on in the country. 

In this section a broad overview of 

training is treated separately from other 

kinds of Volunteer support. Training is 

also covered in more depth in P&T Booklet 6: How to Integrate 

Programming and Training. For things to consider as you discuss the 

project plan with Volunteers during training events, refer to P&T 

Booklet 2: How to Design or Revise a Project. For information to use 

as you discuss monitoring and evaluation tools and processes with 

Volunteers, refer to P&T Booklet 4: How to Assess a Project. 

Training Volunteers 

Training refers to all the learning activities that occur during the time 

that Trainees and Volunteers are involved with the Peace Corps, 

from the time that they receive invitee materials until the time that 

they close their service. Training events provide Trainees and 

Volunteers with opportunities to improve their skills, broaden their 

knowledge, and enhance their abilities to integrate into and work in 

another culture. Each of these has a positive impact on their 

experience and the effectiveness of a project. 

Peace Corps training is a continuum that usually includes: 

• Invitation Packet 

• Pre–Departure Materials 

• Pre–Service Training (PST) 

• In–Service Training (IST) 

• Mid–Service Conference (MSC) 

• Close of Service (COS) Conference 

At each post there is one person in charge of training. In some 

countries, this is the PTO. In others it is an APCD or training 

manager/officer. The person responsible for training ensures that 

there is successful design, implementation, and evaluation of the 

training. Programming staff should work closely with the person 

responsible for training so that the elements of project content and 

managing a project are woven into training events and materials.

Implement 

Plan and Budget 

Develop Sites 

Communicate 

Train and Support 

Volunteers 
P&T Booklet 5: How to Implement a Project 

40 Peace Corps 

Pre–Service Training (PST) 

Programming staff play a significant role in the training design of 

PST. APCDs know the project plan and the work that Volunteers and 

their partners are doing. They know the challenges and have had 

experience in problem solving with Volunteers and their partners. 

This experience gives them a valuable perspective on the content of 

sessions. Because task analyses also drive the content of training, it 

is critical that APCDs review and update the analyses so that they 

can be used for creating competencies, or skills, that Volunteers need 

for their jobs. These competencies provide the structure around 

which technical sessions are developed. P&T Booklet 2: How to 

Design or Revise a Project has information on developing task 

analyses. 

In preparation for sessions on the project plan, it is helpful to develop 

a one or two page document that introduces Trainees to the project. 

This sheet provides a simple overview of the project and the goals 

and tells the story of the project. Later in PST it is appropriate to 

share the full project plan when Trainees have a context for the 

conceptual framework and the details of the project plan. 

Trainee Site Visits 

Some posts send Trainees to their sites during PST. Other posts send 

trainees to shadow current Volunteers. In either case, visiting sites 

enables trainees to visualize themselves both living and working at 

site. Often they return from site visits with renewed energy and 

commitment because they understand the purpose and value of 

training. 

Site visits offer opportunities for training staff to give assignments 

that can be done during the visit and then reviewed when the trainees 

return. Assignments might include recording observations about the 

community, women’s roles, key resources, work hours, language, 

availability of produce at markets, etc. These observations can lead 

to discussions that introduce new concepts or reinforce concepts 

presented earlier during training. 

If trainees visit their future sites during PST, consider the following: 

• Because first impressions are so critical, both the trainees 

and the people at their sites need to be prepared for the visits. 

This may require that the APCD follow–up on some 

unfinished details at sites, like housing, confirmation of a 

community partner, etc. It may also require that APCDs and 

trainers talk to the trainees about appropriate clothing, 

manners, and protocol for visits to officials. 

• During the visit trainees can discuss the technical aspects of 

their jobs with their supervisors and community partners. 

They might also identify safety and security issues that need 

to be resolved. 
P&T Booklet 5: How to Implement a Project 

 41 

• Sometimes trainees return with concerns about their 

assignment, supervisor, community, or partner/counterpart. 

These concerns offer an opportunity to talk about problem 

solving, a process that many trainees and Volunteers need to 

practice in order to do well in a different culture. 

• It is also possible that a few trainees may return with 

concerns about their community in relation to safety and 

security. These concerns must be addressed. 

Remember: Programming Staff support CDs in 

safety and security 

Policy Reference: Manual Section 270, 5.2 

The CD is responsible for establishing procedures to ensure that 

...safety and security concerns expressed by V/Ts regarding their sites 

are addressed in a timely manner. 

See the Resource section for an example of a Site Visit Debriefing 

Session Plan. It addresses one way to approach trainee concerns 

through sharing ideas on problem solving. 

Supervisor/Community Partner Conference 

As a part of Pre–Service Training, many posts hold a 

Supervisor/Community Partner Conference either before trainees 

visit their sites or just before Swearing–In. 

A Supervisor/Community Partner Conference is an opportunity to 

meet a number of objectives, including the following: 

• Discuss aspects of working together and problem solving 

• Introduce trainees and their supervisor to each other and/or 

community partner 

• Review the goals of the Peace Corps and its history in the 

country 

• Review key concepts of development (such as partnership, 

community involvement, appreciative inquiry, sustainability, 

gender and development, girls’ education, etc.) 

• Review the goals and objectives of the project and how they 

are carried out 

• Review the expectations, roles, and responsibilities for Peace 

Corps, Volunteers, and partner agencies 

• Discuss Peace Corps policies and procedures that impact 

Volunteers and partner agencies 

• Discuss safety and security precautions and procedures to 

handle emergencies 
P&T Booklet 5: How to Implement a Project 

42 Peace Corps 

• Discuss the value of diversity, the benefits and challenges of 

cultural differences and work styles 

• Participate in teambuilding activities 

• Review Peace Corps’ annual calendar of trainings, 

workshops, and conferences 

• Facilitate networking between host–country partner agencies 

and host–country nationals in similar positions 

• Provide time for trainees and their host–country national 

colleagues to develop a work plan for the first three months 

at site 

• Review ways that supervisors can support Volunteers in 

completing a Community Entry/Orientation Checklist (see 

description below) 

• Sign agreements that outline expectations 

• Make final arrangements for moving to site 

Even though much of the above information is included in Peace 

Corps brochures and communications, posts have found it helpful to 

revisit these broad concepts and discuss details that impact the 

success of the project and the goals of Peace Corps. 

For an example of a Supervisor’s Handbook, see the Resource 

section at the end of this booklet. 

Community Entry and Orientation Checklist 

The activities of the Volunteer during the first few weeks at site 

often set the tone for the remainder of service. Therefore, it is helpful 

to provide some guidelines on community entry. In addition to 

sessions on how to integrate into a community, consider providing a 

checklist of activities that each Volunteer should accomplish before 

the APCD’s first visit. Ideas for the checklist may come from former 

PCVs, trainers, staff, and the Trainees themselves. 

Here are some ideas for a community entry checklist: 

• Complete and submit a Site Locator form (within the first 

two weeks at site). 

• Informally gather information about the community, 

including women’s and men’s roles, work patterns, seasonal 

planting/harvesting and impact, youth activities, etc. 

• Meet with government officials and community leaders, 

religious leaders, key health personnel, and safety officials. 

• Discuss your job description with your supervisor and 

community partner. 

• Introduce yourself to your neighbors. 
P&T Booklet 5: How to Implement a Project 

 43 

• Become acquainted with the local youth. Often they are the 

keys that open the doors to the community. 

• Attend cultural events. 

• Keep notes on your feelings and observations about living 

and working in your community. 

For additional ideas, see Ten Things to Do at Site in the Resource 

section. 

Remember: Programming Staff support CDs in 

maintaining files 

Policy Reference: MS 270, 5.2 Responsibilities 

The CD is responsible for establishing procedures to ensure that site 

locator forms are revised and updated as and when necessary. . . 

In–Service Training (IST) 

One of the primary purposes of training is to increase Volunteers’ 

skills and knowledge. Therefore, much of the training content is 

based on what staff have observed Volunteers doing in their work 

and on what Volunteers think they need. To accomplish the latter, 

send out a questionnaire before each event and gather information 

during site visits. When asking for input, try to incorporate it into the 

training content and tell Volunteers how their ideas and requests 

have been included. 

In addition to skills development, training events also provide 

excellent opportunities to: 

• review the strengths and weaknesses of project plans 

• get input on how to continually improve the project and the 

total Peace Corps program 

• generate ideas for cross–sectoral collaboration 

• begin the design of technical resources 

• obtain information on potential sites for the next group of 

Trainees 

• get suggestions for revising the project plan 

• give Volunteers Peace Corps Information packets to take to 

potential agency partners 

Mid–Service Conference 

Some posts hold Mid–Service Conferences (MSC) in addition to 

ISTs. Topics at an MSC might include: 

• how to work effectively in your job and community; 
P&T Booklet 5: How to Implement a Project 

44 Peace Corps 

• ideas for community activities; 

• making the most of the second year; and 

• accomplishments and lessons learned. 

Close of Service (COS) 

The COS Conference is another good opportunity to get feedback 

from Volunteers. Some posts use this time to ask Volunteers to 

complete Site Evaluation Forms that the staff can use in the site 

selection process. COS is also an opportunity to give Volunteers 

Peace Corps Information Packets to distribute to potential partners. 

Try to interview each Volunteer to gather any additional information 

that will help in managing the project. This is also a time to 

congratulate and thank Volunteers for their service. 

Review to Improve 

Shortly after each training event, meet to discuss what 

went well and should be continued and what did not go 

so well and should be changed. Even though it seems that the 

experience will never be forgotten, time and a hectic pace tend to erase 

memories. That is why it is helpful to hold a review-to-improve 

meeting. Make sure someone takes notes and documents them so that 

they can be referred to when staff plans for a similar event in the 

future. 

The training calendar on the following page outlines the training 

events, the preparation that programming staff are typically involved 

in, and the monitoring and evaluation activities that staff use to 

improve this kind of Volunteer support. 
P&T Booklet 5: How to Implement a Project 

 45 

Training Calendar 

Based on 

Trainees’ 

Arrival 

Preparation by 

Programming Staff 

Training 

Event 

Monitoring and Evaluation of Programming 

Content/ Materials/Processes 

9 months 

prior 

– Review, update, and 

submit Volunteer Activity 

Descriptions (VADs). 

 

6 months 

prior 

– Review, update, submit 

Trainee Information Packet. 

 

3–6 months 

prior 

– Review, update, and 

submit Pre–Departure 

materials. 

– Begin programming 

elements of PST design. 

– Review task analysis and 

competencies for technical, 

language, and cross–culture. 

– Review technical sessions 

with trainers. 

– Design sessions on project 

plan and working with 

partners. 

 

Trainees 

Arrive 

–Design Supervisor/ 

Community Partner 

Conference. 

PST 

Begins 

– Conduct sessions on project plan and 

working with partners. 

– Use observations and feedback to tell what is 

going well and what needs to improve. 

– Coordinate Trainee site visits. 

– Match Trainees to sites. 

– Conduct site announcements. 

– Conduct Supervisor/ Community Partner 

Conference. 

2–3 months 

after 

 Trainees 

Swear–In 

– Evaluate programming and technical 

sessions. 

– Participate in review-to-improve meetings 

with training staff. 

3 months after – Conduct needs assessment for IST. 

4–6 months 

after 

– Design IST based on 

needs assessment plus 

observations and 

information from site visits. 

IST – Review PST during IST. 

– Facilitate and Monitor sessions. 

– Evaluate IST. 

– Participate in review-to-improve. 

12 months 

after 

 – Conduct needs assessment for MSC. 

14–15 months 

after 

– Design MSC based on 

needs assessment plus 

observations and 

information from site visits. 

MSC – Review VADs/materials/project plans with 

PCVs, make adjustments. 

– Begin site identification process. 

– Evaluate MSC. 

21 months 

after 

 – Conduct needs assessment for COS. 

23–24 months 

after 

 COS – Participate in overview of service with PCVs. 

– Collect Site Evaluation Forms. 

– Evaluate COS. 

– Participate in review-to-improve. 

27 months 

after 

 PCVs 

Depart 

– Conduct interviews with PCVs. 

– Collect site reports 
P&T Booklet 5: How to Implement a Project 

46 Peace Corps 

Site Visits 

One of the primary goals of site visits is to provide technical support 

to Volunteers. 

Observing Volunteers while they work provides specific information 

that APCDs can use to give Volunteers feedback on how to increase 

their effectiveness. Taking time to sit and talk one–on–one 

encourages Volunteers to assess their situation and identify where 

they need to take action or ask for assistance. 

In addition to technical support, site visits also offer opportunities for 

Peace Corps staff to: 

• congratulate Volunteers and their partners on their 

accomplishments; 

• reinforce the goals and objectives of the project with 

Volunteers, supervisors, and community partners; 

• gather information for project monitoring and evaluation 

purposes (such as information that helps track the 

benchmarks that have been achieved, what is going well, and 

what changes need to be made); 

• identify technical training needs for ISTs; 

• continue building professional relationships with Volunteers 

and their colleagues; 

• problem solve; 

• pay visits to local officials whose support is critical to the 

success of the project and Peace Corps’ work within the 

country; 

• gather information to use in deciding whether or not Peace 

Corps should place another Volunteer at the site; and 

• identify other sites within the community where it might be 

appropriate to place Volunteers. 

Little things mean a lot 

There are little things that Peace Corps staff can do that 

are greatly appreciated by Volunteers and demonstrate a 

genuine caring and support. Before leaving for site visits, identify the 

Volunteers in the area that will be visited. Then gather as many of their 

packages and mail that can fit into the vehicle or be carried. Also ask 

the PCMO if there are any medical items needed by those Volunteers. 

And check with other staff to see if there are messages that can be 

delivered. 

At the end of each site visit, write a short note to the PCVs visited 

showing appreciation for different aspects of the visit, giving support 

Walking the Talk 

 In Panama, Peace Corps 

administrative staff go out to the 

field once a year. But they do not 

merely travel by Peace Corps 

vehicle. Instead, they take the 

same transport that Volunteers 

use, whatever it takes to get them 

to the site and back to the office. 

They also spend the night! This 

experience helps them 

understand and appreciate 

Volunteer challenges and 

requests for support. 
P&T Booklet 5: How to Implement a Project 

 47 

and feedback, making observations, and stating what follow–up will be 

done and by when. 

Site visits are made not only by programming staff, but also by the 

CD, PCMO, training staff, and administrative staff. However, visits 

by other staff do not take the place of site visits from APCDs. 

Because many Volunteers perceive their APCD to be their Peace 

Corps “boss,” it is critical that APCDs make the agreed–upon 

scheduled visits to Volunteer sites and sit down with each Volunteer 

alone to discuss what and how they are doing. 

Standards and Guidelines 

Standards and guidelines for site visits help ensure that time spent is 

productive and is valued by Volunteers, their supervisors/community 

partners, and community members. Standards and guidelines are 

post–specific and should be developed collaboratively by 

programming and training staff, Volunteers, and partners. 

Standards quantify expectations and identify the: 

• number of visits the APCD will make to each PCV during 

their two years of service (for example, at least one per year 

and when there is a serious issue that cannot be resolved 

other than by a visit); 

• timing of the first site visit (such as within the first three to 

four months of service); 

• length of time prior to the APCD’s visit that Volunteers and 

partner agencies will be informed of the visit; 

• minimum amount of time that the APCD will spend with 

each Volunteer during a visit; 

• amount of time after the site visit that the APCD will send a 

note to the partner agency and Volunteer; and 

• amount of time after a site visit that the APCD will respond 

to Volunteer issues/requests. 

Guidelines are suggested activities and indicate: 

• officials and project partners the APCD checks in with and 

talks to during site visits; 

• what kinds of things the APCD observes and discusses with 

each of those persons; 

• what data the APCD collects for monitoring and evaluation 

purposes; 

• how the APCD documents the site visit; and 

• how the APCD follows up on issues, concerns, and requests. 
P&T Booklet 5: How to Implement a Project 

48 Peace Corps 

For ideas on how and when to collect data for monitoring and 

evaluating the project, refer to P&T Booklet 4: How to Assess a 

Project. 

 

Communicate your Schedule 

Posts have found it useful to publish site visit dates one to 

two months ahead of time so that Volunteers know in 

advance when staff will be in their area. This facilitates sending and 

receiving messages. It also helps project partners plan their schedules 

around the visit. 

Site Visit Reports 

Most posts develop forms that are based on the above guidelines and 

provide a record of each visit. A Site Visit Report records general 

information, such as places visited, meetings held, names and titles 

of people met, amount of time for each meeting, and anecdotes that 

can be used in project reports and newsletters. The rest of the report 

records information the APCD hears while talking to the Volunteer 

and their supervisor and colleagues and while observing the 

Volunteer’s actions and interactions. Remember that sometimes one 

will learn more from observing the Volunteer interacting with others 

than from asking direct questions. Keeping both eyes and ears open 

during site visits will help an APCD assess how the Volunteer is 

doing and where additional support might be needed. 

Asking questions 

Using directive and open–ended questions allows and 

encourages Volunteers, supervisors, and community 

partners to elaborate on information. For example, “Tell me about your 

relationship with your supervisor” may elicit more relevant information 

than “How are things going between you and your supervisor?” 

Questions to Ask Volunteers During Site 

Visits 

Volunteer Performance and Satisfaction 

• What is going particularly well, both personally and 

professionally? 

• What are you proud of? 

• What are you doing to foster good working relationships? 

• How are you integrating into the community? 

• What activities and outcomes are meeting the goals and 

objectives of the project? 
P&T Booklet 5: How to Implement a Project 

 49 

• What additional activities related to the project are you 

doing? 

• What community activities are you involved in? 

• How do you feel about the value of your work? 

• Do you have too much to do? Not enough to do? 

• To what extent is the partner agency supporting you? Is 

more support needed? What kind of support? 

• Do you feel stress and/or dissatisfaction? 

Volunteer Skill Development 

• What skills are you working on to improve? How? Need for 

assistance? 

• What progress have you made in language skills? What has 

worked? Tutoring? 

• What topics should be covered in the next IST? 

• How helpful was PST in preparing you for your site and 

your work? What topics should have been covered or 

covered more thoroughly in PST? 

Physical and Emotional Well–being 

• Have there been any problems with availability of staple 

supplies? Water? 

• What issues have there been with host family members? 

How have they been resolved? 

• Are there any safety and security issues? 

• What challenges have you faced integrating into the 

community? 

• What friendships are you developing within the community? 

• What local authorities have you met and/or registered with? 

• Have there been any health issues? 

• Have there been any cross–cultural issues? How have you 

addressed them? 

• Are there any insights or lessons learned that may help other 

Volunteers? 

Follow–up Needed 

• What follow–up actions has the Volunteer requested and/or 

agreed to? 
P&T Booklet 5: How to Implement a Project 

50 Peace Corps 

Questions to Ask Supervisors and 

Community Partners during Site Visits 

Work Performance 

• Has a staff member observed the Volunteer in their work? 

What is going well? 

• What impact is the Volunteer making? 

• What skills has the Volunteer transferred and to whom? 

• What activities and outcomes are related to the goals and 

objectives of the project? 

• What is supporting their achievement? What is detracting 

from their achievement? 

• What could the Volunteer do to be more effective? 

• Are there any skills that the Volunteer should improve? 

• What other activities or responsibilities is the Volunteer 

involved in? 

Volunteer Adjustment 

• How does the Volunteer seem to be adjusting to the 

community and work? 

• Are the Volunteer’s language skills improving? 

• How is the Volunteer interacting with staff and members of 

the community? 

• Does the Volunteer participate in staff meetings? 

Working with Volunteers 

• How did staff help their Volunteer integrate into the work 

team? Community? 

• How effectively are the Volunteer and community partners 

working together? 

• What is the partner agency doing to improve staff skills? 

• What can be done to improve collaboration? 

• How is the supervisor facilitating transfer of skills? 

• What steps is the partner taking to ensure sustainability of 

the work that has been done? 

• How are partner agency staff showing appreciation for the 

work the Volunteer is doing? 

• In what other ways are staff supporting their Volunteer? 
P&T Booklet 5: How to Implement a Project 

 51 

Other 

• Are there any unresolved issues that the Volunteer or APCD 

should address? 

• What challenges is the partner agency facing? 

• What are the strategies that the partner agency is using to 

continually meet its goals? 

• What other organizations are supporting the partner agency 

and in what capacity? 

• What factors suggest that the Peace Corps should/should not 

place another Volunteer in this site? 

Posts approach Site Visit Reports differently. Some find it useful to 

include written questions. Others divide the form into broad 

categories and leave it up to the APCD to ask the appropriate 

questions and report the relevant information. Posts with projects in 

education often use forms during classroom observations. This 

facilitates feedback on lesson content and teaching skills. 

For ideas on Site Visit Reports, refer to the following documents in 

the Resource section: 

• PCV Site Visit Report

• Site Visit Form for Meeting with School Administration

• Volunteer Teacher Observation Form

• Site Visit Feedback Form from PCV to APCD 

Don’t leave home without it! 

A camera! There can never be enough good photographs 

of Volunteers and their partners in action. Photos can be 

used in reports that go to ministries, agencies, and Peace Corps 

headquarters. They can be sent to supervisors and community 

partners/Counterparts as a “thank you” for their support and a 

productive site visit. They can be posted on boards in the Peace Corps 

office to show Volunteers and staff the great things that are happening 

at sites. But be careful. Limit the number of posed group shots where 

everyone lines up in rows. A better choice is action photos that tell a 

story, the project’s story. 
P&T Booklet 5: How to Implement a Project 

52 Peace Corps 

Technical Resources 

In addition to site visits, there are other ways that staff can support 

Volunteers in their work. The following documents provide 

information on projects, ideas and directions for making resources, 

funding sources, etc. 

Volunteer Project Books 

Some posts find it useful to develop Volunteer Project Books that 

include parts of the project plan as well as ideas for implementing 

the project. Sections may include: 

• project purpose, goals, objectives; 

• task timeline; 

• examples of activities that support the project’s goals and 

objectives; 

• ideas for community projects; 

• project report instructions; 

• project report forms; and 

• samples of completed reports. 

The Volunteer Project Book might also include advice on how to 

carry out the goals and objectives. It might include ideas on what to 

do the first few months at site when Volunteers are orienting 

themselves to their new home and need to find constructive ways to 

integrate into their communities. Because these books contain ideas 

and report documents, they are usually given to Trainees during PST. 

Volunteer Site Notebooks 

Some posts ask Volunteers to keep site notebooks that they can give 

to the Volunteer who follows them at their site. These notebooks 

might contain: 

• daily/weekly logs of activities; 

• periodic reports; 

• site survey information; 

• memos; 

• contact lists; 

• important people to met; and 

any other information that will help the next Volunteer integrate 

effectively into the community and become productive. 
P&T Booklet 5: How to Implement a Project 

 53 

Technical Resource Books 

Technical resource books are tools that come from a number of 

different sources, including Volunteers, staff, ICE, and community 

agencies. These tools might be instructions on how to make a mud 

oven, how to construct and use a sediment water filter, or activities 

for International Women’s Day. ISTs are a good time to ask 

Volunteers to begin to create this type of resource, using their 

experience and expertise to help others. These resources can be used 

in training and can be stored in the post’s resource center. Letting 

Trainees and Volunteers know about them and making them easily 

available prevents Volunteers from having to “reinvent the wheel.” 

Information Resource Centers 

Each post decides how best to collect, store, distribute, and track 

resource books. Most posts have an Information Resource Center 

(IRC) at the Peace Corps office. However, some posts find that 

regional resource centers better serve their Volunteers. These 

regional centers may be at a Volunteer’s office, home, or other safe 

place where Volunteers at that and nearby sites can use and check 

out books without having to go into the capital. In order to make the 

resources available to generations of Volunteers, it is important to 

have checkout and inventory systems to track these resources. 

Funding Sources 

Although the Peace Corps does not focus on projects that require 

funding, there are times when Volunteers can help communities 

obtain financial resources for a project. Funding sources include 

Peace Corps Small Projects Assistance (SPA), the Ambassador’s 

Fund, and possibly other sources that are available locally in your 

country. 

For information on funding sources available through Peace Corps 

headquarters, refer to The Center’s Catalog of Resources Available 

to Posts, P&T Booklet 2: How to Design or Revise a Project, and 

materials provided by the Office of Private Sector Relations and 

International Volunteerism. Ask the U.S. Embassy in your country 

for guidelines on the Ambassador’s funds. 

Site Exchanges 

Sometimes Volunteers are the best resources for other Volunteers 

and their counterparts. They have credibility and often have excellent 

skills to share with each other. This exchange of information and 

skills can happen at ISTs or at a Volunteer conference. It can also 

take place in the field as Volunteers visit other Volunteers, with 

permission from their supervisor and their APCD(s). For example, a 

Volunteer who needs assistance might go to another site to observe a 

Volunteer using the skills that they need to improve. Or a Volunteer 

might invite another Volunteer to visit in order to observe and be 

coached in a field in which the host Volunteer has expertise. Site 

Post Exchanges 

Some posts are close enough to 

each other to facilitate 

regional meetings where 

Volunteers and staff visit one 

another to share information. 

For example, staff and 

Volunteers in Uzbekistan 

wanted to learn about the 

successful English summer 

camps in Turkmenistan. One 

APCD and four Volunteers 

traveled to Turkmenistan, 

learned about the program, 

and returned to their country 

with materials and new ideas 

to implement. 
P&T Booklet 5: How to Implement a Project 

54 Peace Corps 

exchanges also offer opportunities for cross–sectoral collaboration if 

Volunteers are not clustered in a way that facilitates this kind of 

teamwork. 

To support site exchanges, some posts include the Volunteer travel 

expense in their budgets. Another option is to ask the partner agency 

to support travel expenses. 

Volunteer Support Guide 

Some posts have found it useful to work with current Volunteers to 

create a booklet that other Volunteers can refer to when things are 

not going well. This booklet contains words of wisdom, words of 

humor, words of support, and things to consider or do before 

Volunteers decide to early terminate (ET). While this is not a 

technical guide, it is a kind of support document since Volunteers 

who are not happy are usually not productive. And, obviously, 

Volunteers who ET are no longer able to contribute their efforts to 

the project. 

Supporting Volunteers 

Volunteer support is providing guidance as well as understanding 

and encouragement to Volunteers as they work through challenges. 

This booklet covers some of the technical aspects of Volunteer 

support. 

The Office of Special Services (OSS) provides resources that can be 

used to develop personal skills and to train Volunteers on a variety of 

issues critical for their personal safety, cross–cultural adjustment and 

overall effectiveness. Contact OSS if these resources are not 

available at post. 

A Few Minor Adjustments, a handbook for Volunteers to help them 

with the adjustment to a new country and culture, distributed during 

training. 

On the Home Front, a handbook for the families of Volunteers to 

help answer some of the common questions about Peace Corps life, 

distributed to Trainees to be sent to families. 

A Slice of Life, a training video and accompanying training manual to 

help Volunteers understand and manage harassment and unwanted 

attention within a cross–cultural context. Available at all posts; 

distributed October 1995. 

Volunteer Safety––Best Practices, a diskette giving ideas and 

suggestions on Volunteer safety from Peace Corps countries. Also 

included is a Personal Awareness Safety Manual. Available at all 

posts; first distributed March 1995; new version distributed January 

1997 on CD–ROM and diskette. 

Crisis Management Handbook, a compilation of policies, 

recommended procedures and lessons learned from emergency 

planning and crisis management experience, designed to complement 
P&T Booklet 5: How to Implement a Project 

 55 

your existing crisis management resources; distributed on CD–ROM 

from the Office of Policy, Planning, and Analysis (PPA) in 

December 1996 and will be available in hard copy. 

Rape Response Handbook, a guide for Country Directors and their 

staffs, to better prepare for and cope with the complex issues ranging 

from the rape of a Volunteer or Trainee. Available in hard copy and 

on CD–ROM from PPA in May 1998. 

Volunteer Support Training for Overseas Staff (available at all 

posts), a set of training modules distributed March 1995 in binder, 

June 1996 on diskette. 

Peer Helping, provides Volunteers with basic skills in peer support. 

Effective Volunteer Interactions, Part One: Basic Steps, helps staff 

develop more effective ways to interact with Volunteers, especially 

in difficult situations. 

Effective Volunteer Interactions, Part Two: Skills and Techniques, 

reviews and applies basic communication skills such as active 

listening, use of open questions, giving feedback, and delivery of bad 

news. 

Risk Management, provides guidance to Peace Corps staff in 

assessing and managing risks to personal safety and security. 

Crisis Management, prepares Volunteers to respond to and manage a 

variety of crisis situations, using case studies and small group 

exercises. 

Team Building, provides Peace Corps staff with practical approaches 

to developing and managing a more effective team. 

Administrative Separation, guides staff through the process of 

improving Trainee/Volunteer performance, the permissible grounds 

for administrative separation, and the proper procedures for 

separation. 

Safety and Security, provides Peace Corps Staff with practical 

guidance to address safety issues at post. 

P&T Booklet 5: How to Implement a Project 

 57 

Communicate with 

Stakeholders 

The following tools offer additional 

ways to communicate the activities and 

outcomes that Volunteers and their 

partners are accomplishing in the field. 

Note that the materials below do not 

have to be elaborate or take a lot of time 

to develop. Keeping them simple makes 

them more likely to be produced and 

read. As the materials are developed, 

have fun and be creative. To make the 

materials versatile, develop them in 

English and in the local language(s). 

Communication Tools for Invitees, 

Trainees, and Volunteers 

Invitee Materials 

Consider developing materials in addition to those that the Peace 

Corps headquarters sends to invitees, especially if the post is 

considered a hard–to–fill post. For example, develop a sheet of 

photos and quotes from current Volunteers. Or ask Volunteers to 

develop an audio tape that generates enthusiasm about coming to the 

country. Work with the country desk unit at headquarters to facilitate 

getting these materials in the mail. As the Peace Corps develops web 

pages, contribute quality photos and anecdotes that capture the 

excitement and challenges of Volunteer life and work. Remember 

that a post’s staff and Volunteers are the best advocates for the 

project, so continually gather photographs and information about 

what is happening. Then send them to headquarters so that they can 

be included in publications! 

Staging Materials 

Staging is an opportunity to continue the orientation process. If the 

country desk unit does not already have photos of Volunteers and 

staff at work as well as music and handicrafts from the country, send 

them a box of materials that can be displayed during Staging. Short 

(10 to 15 minute) videos or slide shows are an excellent way to keep 

enthusiasm high and also present balanced information about the 

projects and the rewards and challenges of Volunteer life. If there is 

not a video, send a cassette tape of music to play as the trainees meet 

for the first time. 

Implement 

Develop Sites 

Communicate 

Plan and Budget 

Train and Support 

Volunteers 
P&T Booklet 5: How to Implement a Project 

58 Peace Corps 

Pre–Service Training Materials 

Volunteers leave PST with boxes of materials that they may never 

read. Instead of generating more mounds of documents, eliminate the 

non–essential and actively use the essential. For example, assign 

pages of the Welcome Book as homework and discuss key points 

during sessions. Give trainees Project Sheets (see following page) at 

the beginning of PST so that they can become more familiar with 

their project. Later distribute and discuss Volunteer Project Books

that present more fully the goals and objectives of the project, tasks, 

other activities that support the project, copies of reports, an outline 

of the reporting process, etc. 

Volunteer Newsletters 

In a number of posts, Volunteer newsletters have transitioned from a 

casual, informal format to desk top newsletters written and published 

by Volunteers and staff. Even though the newsletters are intended for 

Volunteers, they have the potential for being read by any number of 

other people. Consequently, it is important to maintain a professional 

newsletter. Volunteer newsletters offer opportunities to inform 

Volunteers about project activities and outcomes, in addition to 

calendar events (workshops, site visit schedules, holidays, etc.), 

thoughts about development from the Country Director, PTO and 

PCMO, and submissions from Volunteers. 

Feedback on Volunteer Periodic Reports 

As part of the data collection strategy, posts use Volunteer periodic 

reports. Some are quarterly, others match the calendar of the 

particular sector in which Volunteers are working. Most Volunteers 

will make a concerted effort to complete these reports if they know 

that the information is being used and if they see that they are 

contributing to the total effort. For these reasons, it is a good practice 

to send a follow–up letter to each Volunteer who sends in a report. 

The letter does not need to be lengthy. It can be a quick note that 

simply says “Thank You” and comments on something that is in the 

Volunteer’s report. A follow–up letter is also an opportunity to 

provide an update on the project’s status. Include a summary of the 

data that was submitted and related trends and/or observations. 

Communication Tools for Project Partners 

Print and audio–visual media enhance communication. Videos bring 

the Peace Corps into the meeting room. Leaving behind brochures 

and information sheets reminds people of what was discussed and 

gives additional information that was not covered. The following are 

brief descriptions of basic print and video materials that staff can use 

for a number of different audiences. All the materials listed below 

can also be shared with invitees, Trainees, and Volunteers 
P&T Booklet 5: How to Implement a Project 

 59 

Peace Corps Program Brochure 

A Peace Corps Program Brochure represents the work that the Peace 

Corps is doing in the host country. Most posts include a brief history 

of the Peace Corps, the Peace Corps’ three goals, the history of the 

Peace Corps in the host country, descriptions of the projects, a brief 

explanation of the site identification and selection process, and 

contact information. Sometimes the brochure also includes 

photographs of Volunteers and their project partners at work. 

Peace Corps Program Sheet 

This one– or two–sided sheet acts as a supplement to the Peace 

Corps Program Brochure. It can be updated easily as numbers of 

Volunteers and site placements change. The content might include a 

list and brief history of each of the current projects, a grid identifying 

the numbers of past and current Volunteers, and possibly a map 

showing the placement of Volunteers. 

Peace Corps Data Sheets 

Several times a year the Peace Corps headquarters publishes data on 

the number of Volunteers worldwide, regionally, by sector, and at 

each post. These are useful handouts for people who want to learn 

more about the Peace Corps and a specific program. 

Project Description Sheet 

This sheet is a one–page overview of the project. It summarizes the 

history of the project, outlines the project’s purpose and goals and 

objectives, lists or shows on a map the numbers and placement of 

Volunteers, and highlights accomplishments. It is useful to distribute 

this sheet to trainees in the early part of PST, to host–country 

officials, to visitors from other agencies, and to new Peace Corps 

staff. 

Posters 

A poster is a great way to support the partner orientation process and 

announce the arrival of a Volunteer. But make sure that posters are 

culturally appropriate in your country. The poster does not have to be 

large or elaborate. It can list the three goals of the Peace Corps, a 

brief history of the Peace Corps in the host country, as well as brief 

descriptions and accomplishments of the projects. There should be 

room for the Volunteer’s name and a photograph of the Volunteer 

that can be glued on the poster. Consider distributing the posters 

during the supervisor/community partner conference. Give two to 

each agency. One can be placed in an office, and the other can be 

posted where staff and visitors can see it. 
P&T Booklet 5: How to Implement a Project 

60 Peace Corps 

Project Partners Newsletter 

This newsletter is in addition to a Volunteer newsletter. While it may 

contain some of the same information, it is targeted to supervisors, 

community partners, colleagues and other agencies. With all the 

other responsibilities staff have, it is often difficult to create one 

more document. But this document does not have to be long, and it 

can include information that is already in other publications 

(Volunteer newsletters, IPBS, PSR, TSR, Volunteer reports, training 

reports, speeches, etc.). The idea is to communicate often, celebrate 

successes, and give examples of sustainable development that could 

be replicated in other places. To make it easier, plan the topics in 

advance. Gather information during site visits and ask Volunteers, 

supervisors, and community partners to help by submitting articles, 

anecdotes, information, and photos. 

The following is a list of possible topics: 

• update on outcomes related to the project’s goals and 

objectives 

• stories on Volunteers and colleagues working together 

successfully 

• models of supervisor/community support and/or work 

• examples of cross–sectoral collaboration 

• examples of networking 

• in–country resources 

• thoughts on sustainable development from the country 

director, APCDs, and country officials 

• information on how to apply for SPA grants and other 

funding sources 

• events calendar: Peace Corps conferences, special days 

• reports on conferences, workshops, training 

• ideas for celebrating special days (Earth Day, International 

Volunteers’ Day, International Women’s Day, etc.) 

• short biographies and photographs of Peace Corps staff 

• letter from a ministry or local official about partnering with 

Peace Corps 

• ideas for improving technical skills (such as teaching 

techniques, farming hints, how to make a green house, etc.) 

• quotes, sayings, or parables related to development, 

partnership, and teamwork 
P&T Booklet 5: How to Implement a Project 

 61 

Annual Report 

The information that is included in the various Peace Corps reporting 

processes (PSR, TSR, IPBS) can be summarized, put in a different 

format, and distributed as an annual report. It can be sent to ministry 

officials, partner agencies, the Embassy, and Volunteers. It does not 

need to be long. A short report with graphics, photographs, and/or 

anecdotes can be more interesting and reader–friendly. 

Videos 

Some posts use short video presentations at conferences with 

Volunteers and their colleagues and at meetings where staff 

introduces Peace Corps to communities. A video should tell a story, 

give a feel for the program, and create a professional impression. 

Remember that during meetings with prospective agencies, Peace 

Corps staff can leave behind written documents that explain process 

and important information for people to refer to later. 

Press Releases 

Positive press is an effective way to promote the Peace Corps and the 

work that Volunteers and their colleagues are accomplishing. With 

each event that post holds, discuss whether or not it is an event that 

should be covered by the media. If so, provide the press with some of 

the documents referenced above to orient them to the Peace Corps 

and the project. Also develop a press release that has been approved 

by the CD and explains the event. Remember to give credit to 

officials and host–national colleagues so that they are acknowledged 

for their participation and support. 

Peace Corps Information Folders 

APCDs usually have a number of information sheets and forms that 

they take on site survey visits. Consider putting them in folders that 

staff can leave with agencies after their meetings. 

The following is a list of the documents that you might include: 

• cover letter from the CD and/or APCD briefly outlining the 

site identification and selection process, 

• Peace Corps Brochure

• Project Description sheet 

• Peace Corps data sheets from headquarters 

• lists of roles and responsibilities for agencies, supervisors, 

and community partners 

• annual report 

• newsletters 

• Volunteer Request form 

P&T Booklet 5: How to Implement a Project 

63 

Resources 

Agency Survey Form 

Peace Corps/Papua New Guinea 

(One of three forms that Peace Corps staff or Volunteers complete when they visit a potential site.) 

Name of organization requesting PCV: 

Telephone Number 

Address 

Supervisor Contact Information 

Staff met (name, title) 

Identified community partner(s) 

Description of organization (work it does, current/future projects, challenges, etc.): 

Has Peace Corps worked with this organization before? When? 

Describe successes/problems 

Collaboration with other agencies (past, current, future; successes, challenges): 

Describe the organization’s staffing 

What specific tasks/activities would the Volunteer be involved in? 

What activities support the Project Plan? 

Continued 
P&T Booklet 5: How to Implement a Project 

64 Peace Corps 

What indicators suggest that a Volunteer’s work would be sustainable? 

What preferences does the agency have for a Volunteer and reasons (male, female, couple; 

skill set)? 

What support will the organization provide (work–related travel expenses, office space, 

training)? 

What type of housing will the organization provide for the Volunteer? 

Does the housing meet safety criteria? 

If not, how will the organization upgrade the housing? 

What reliable emergency transport is available? (Whose? Where? Distance? Availability?) 

Nearest telephone(s)? (Whose? Where? Distance from organization? Reliability? Number?) 

Nearest radio(s)? (Whose? Where? Distance from organization? Reliability? Code?) 

Based on the community, housing, and organization surveys, do you: 

Recommend Recommend with reservations Not Recommend 

Reasons: 
P&T Booklet 5: How to Implement a Project 

65 

Community Agreement for Placement of a Volunteer 

Between (Name of Community, District, and Province) 

and 

The Peace Corps/Zambia P.O. Box 50707, Lusaka; Tel: 260377/636; Fax: 260685

INTRODUCTION: 

As a result of contact, negotiation, and visits over the last several months, Peace Corps/Zambia 

and the community of (NAME OF COMMUNITY) agree to enter into a Memorandum of 

Understanding in mutual support of a (PROGRAM TYPE) Volunteer to reside in (NAME OF 

COMMUNITY) for a period of two years starting in (MONTH/YEAR). 

Peace Corps and (NAME OF COMMUNITY) agree to participate in the program as outlined in 

this document and will carry out responsibilities as mutually agreed upon. 

This Memorandum of Understanding is entered in good faith and is subject to continued 

discussion and modification as needed. 

I. What (NAME OF COMMUNITY) should expect from: 

 A. Peace Corps/Zambia: 

• The provision of a competent and trained Peace Corps Volunteer who wants to live, 

work, and learn about life in Zambia.

• Peace Corps will provide public transport costs for the Volunteer to and from (NAME 

OF COMMUNITY) for any travel approved by the Peace Corps Associate Director or 

Medial Officer.

• Peace Corps will provide the Volunteer with a bicycle for local transport. 

• Peace Corps will ensure all necessary medical care for the Volunteer.

• Peace Corps will provide the Volunteer with a stipend for their living expenses, 

comparable to a Zambian civil servant salary, during their stay in the community.

• Peace Corps will reimburse (NAME OF COMMUNITY) for any expenses that are 

necessary in an emergency (for example, Peace Corps will reimburse fuel or the cost of 

renting a vehicle to evacuate the Volunteer in a medical emergency in which the 

Volunteer is unable to communicate).

• Peace Corps will provide Pre–Service and In–Service Training to the Volunteer so that 

they may efficiently accomplish their technical project goals. 

 B. The Peace Corps Volunteer (PCV) 

• The PCV will live and work within (NAME OF COMMUNITY), and do their best to 

accomplish their project goals in the community. 

• The PCV will make every effort to learn the local language prominent in (NAME OF 

COMMUNITY). 

• The PCV will abide by all Zambian laws. 
P&T Booklet 5: How to Implement a Project 

66 Peace Corps 

• The PCV is a Volunteer 24 hours a day. Their work schedule will adhere, minimally, to 

normal Zambian civil servant working hours but will also be flexible to accommodate 

community member needs. 

• The PCV will request assistance from their neighbors, and the local traditional 

authorities, when they are experiencing any significant problems as a result of the 

actions of a community member, or other person visiting (NAME OF COMMUNITY). 

• The PCV will not become involved with any local or national political movement or 

activities. 

• It is the PCV’s personal decision whether or not to attend any local religious gathering, 

and does not reflect the position of Peace Corps as an organization. The PCV is not 

allowed to proselytize in any way. 

• The PCV’s role is to facilitate (NAME OF COMMUNITY)’s development needs at the 

grass–root level through the existence of local resources (human, technological, and 

financial). This will be accomplished with the community’s own identified needs and 

solutions. 

• The PCV will work closely with motivated Counterparts to assist them in becoming 

more effective proponents of community participation. 

• The PCV will live within (NAME OF COMMUNITY) for a period of two years based 

on satisfactory community spirit, drive, and energy towards the development of their 

projects. 

• At the end of this two year period, the PCV may be replaced upon request by (NAME 

OF COMMUNITY), if the community effort to work with the previous PCV has been 

adequate, and if the viability of the project necessitates further assistance. 

• The Volunteer is not a donor, does not have access to project funds, and should not be 

expected to offer monetary or material assistance. 

II. What Peace Corps/Zambia expects from (NAME OF COMMUNITY) 

• (NAME OF COMMUNITY) is responsible for the safety and security of the PCV. 

Every effort will be made to ensure that neither the PCV’s person nor property is 

bothered. Any complaints made by the PCV of harassment will be dealt with seriously 

and promptly by (NAME OF COMMUNITY). If necessary, this includes measures 

such as establishing a strong neighborhood watch, continuing community education on 

non–harassment, and any other form of security measure on an as needed basis.

• (NAME OF COMMUNITY) will provide free accommodation for a PCV. The house 

should be clean, well maintained, and freshly smeared. The grass in the yard area 

should be slashed. The house should be in proximity to at least one or more families for 

security, but not too close to local meeting places like schools, markets, or churches, 

and obviously not near places where drinking is common. The house should also not be 

too close to main roads. This accommodation will also minimally include the following 

attributes:

above all else, the house will be safe and secure for the PCV, 

the house will be at least four by five meters, 

a window in each room with securable window shutters, 
P&T Booklet 5: How to Implement a Project 

67 

a solid front door with lock/keys, 

at least two rooms, 

a leak proof thatch roof (preferably new), 

the yard area will be fenced off, 

a private covered latrine, 

a private bath area, 

an Inska, 

a refuse disposal pit. 

• (NAME OF COMMUNITY) will do anything necessary to evacuate the Volunteer 

should an emergency arise concerning the health of the Volunteer. This will include 

doing everything possible to get the Volunteer to appropriate help and contacting the 

Provincial Peace Corps Representative or the Peace Corps office in Lusaka as soon as 

possible. Peace Corps will reimburse any financial burden placed on a member of the 

community while providing emergency evacuation assistance.

• The members of (NAME OF COMMUNITY) will make every effort to assist the 

Volunteer in learning the local language and in integrating into the milieu in general.

• (NAME OF COMMUNITY) agrees to work with the PCV to identify its own priorities 

as related to the (NAME OF PROJECT). These priorities will be feasible, easy to 

implement, and sustainable.

RESOLUTIONS AGREED UPON: 

• A (NAME OF PROJECT) Peace Corps Volunteer will come reside in (NAME OF 

COMMUNITY) for a two–year period of time starting in (MONTH/YEAR). 

• (NAME OF COMMUNITY) will assure safe and secure living and working conditions 

for the PCV. 

• (NAME OF COMMUNITY) will organize for free accommodation and upkeep for the 

current, and any future, Volunteers. 

• (NAME OF COMMUNITY) will inform all villages within, and around, the work area 

of the terms of this agreement and what is expected from them; 

We, the undersigned, have read and agree to the terms set forth in this Memorandum of 

Understanding. Violation of this agreement may result in the withdrawal of the Volunteer. 

Signature of District Representative Date 

Printed Name and Title of District Representative 

Signature APCD of Project Date 

Printed Name of APCDProject Name (Printed) 

Continued 
P&T Booklet 5: How to Implement a Project 

68 Peace Corps 

Signatures of Community Members Date 

Signature of Peace Corps Volunteer Date 

Printed Name of PCV 
P&T Booklet 5: How to Implement a Project 

69 

Community Survey Form 

Peace Corps/Papua New Guinea 

(One of three forms that Peace Corps staff and Volunteers complete when they visit a potential site.) 

Location Province/Region 

Requesting partner agency 

Community people met (name, title, contact information) 

Travel from site to: type of transport travel distance transport/frequency/time 

Major City (name) km 

Nearest re–supply place (name) km 

Airport (Where?) km 

Peace Corps office km 

Nearest PCV (name/location) km 

Safety and Security 

Politically stable area yes no 

Low crime rate yes no 

Safe housing available yes no 

Public telephones yes no Where? 

Access to telephone yes no Where? 

Access to radio yes no Where? 

Emergency transport yes no 

What kind of transport and who will provide? 

Comments 

Health 

Potable water yes no 

Easy access to market(s) yes no Market location(s) 

Environmentally safe yes no 

Low threat of disease yes no Diseases: 

Medical facility: location, type, staffing 

Nearest hospital location: Type of Transport: 

Frequency or transport Travel time 

Comments 
P&T Booklet 5: How to Implement a Project 

70 Peace Corps 

Population 

Number of people 

Primary ethnic groups/percentages 

Primary language(s) 

Primary religions/percentages 

Primary sources of income 

Comments 

Other Resources 

Bank(s) yes no 

Post office yes no 

School yes no 

Geography 

Climate 

Historical/cultural facts 

Comments 

COMMUNITY’S INTEREST IN WORKING WITH A PCV; POSSIBLE 

COMMUNITY ACTIVITIES

Other PCVs at site: (name/project/when assigned, leaving) 

Other development projects in area: 

Overall comments: 

Person completing survey: 

Date: 
P&T Booklet 5: How to Implement a Project 

71 

Event Checklist 

Review needs at least three weeks prior to event so that materials can be purchased if necessary. 

Materials (Keep materials in boxes for easy storage and retrieval.) 

Note pads Colored paper Hole punch 

Pens Pencils Binders/Notebooks 

Marking pens White out Notebook dividers 

Masking tape(2) White copy paper Name tags 

Scotch tape Note cards Paper clips 

Scissors Push pins Flip chart paper 

Folders Stapler Staples 

Overhead transparencies 

Copies Equipment 

Agenda Overhead projector 

Evaluation Slide projector 

Participant List Computer lap top(s) 

Overhead Transparencies Printer, with appropriate cables 

Handouts: Copier 

 ___ Extension cords 
P&T Booklet 5: How to Implement a Project 

72 Peace Corps 

 Camera and film 

 Flip chart stands 

 Sports equipment and games 

 

Other Check at facility 

 Bottles of water Telephone access 

 Water purifiers ______Internet connection 

 First Aid Kit ______ Ability to make copies 

 ______ Emergency procedures and facilities 

 
P&T Booklet 5: How to Implement a Project 

73 

Event Matrix 

In–Service Conference 

Review activities, identify who is responsible for each activity, and determine complete dates at 

least two to three months in advance of the event. Review list periodically to ensure that activities 

are carried out and issues are resolved. 

Revised ––/––/––

Activity 

Who is 

Responsible

*

# of 

Weeks 

Before 

Event 

Date To 

Complete Comments 

1. Correspondence 

1.1 Request PCV input on content APCD /PTO 8 

1.2 Send info to Supervisors PA 4 

1.3 Send info to PCVs, map PA 4 

2. Facilities 

2.1 Get quotes from three places PA 12 

2.2 Review with AO PA 10 

2.3 Contract with hotel PA/AO 8 

2.4 Review needs and progress 

with facility’s manager 

PA 8, 4, 2, 

1 

 

2.5 Discuss meeting room setup PA 2 

2.6 Decide how to assign rooms PA 1 

3. Meals/breaks 

3.1 Review meals menu and breaks PA 2 

4. Agenda 

4.1 Incorporate PCV input PTO/APCD 4 

4.2 Review input with APCDs PTO/APCD 3 

4.3 Identify sessions PTO/APCDs 3 

4.4 Assign session 

facilitators/trainers 

PTO/APCDs 3 

4.5 Develop agenda PTO/APCDs 3 

4.6 Develop session plans facilitators 2 

4.7 Review session plans CD/PTO 2 

5. Guest speakers 

5.1 Identify speakers PTO/APCDs 3 
P&T Booklet 5: How to Implement a Project 

74 Peace Corps 

5.2 Invite: call, send letter PTO/APCDs 3 

6. Transportation 

6.1 Reserve cars/bus PA 4 

6.2 Review needs with drivers PA 4 

6.3 Follow up with drivers PA 2, 1 

7. Media coverage 

7.1 Invite reporter PA 2 

7.2 Send info re event, PC PA 1 

7.3 Review article CD After 

event 

 

8. Materials 

8.1 Review checklist PA 3 

8.2 Purchase what’s needed PA 3 

8.3 Assemble folders PA 1 

8.4 Copy documents needed PA 1 

9. Report on event 

9.1 Collate feedback PA 

9.2 Hold review to improve staff 

9.3 Write content PTO/APCDs 

9.4 Share information with 

participants and staff 

APCDs 

10. Make payments AO After 

event 

 

* APCD=Assistant Peace Corps Director 

 AO=Administrative Officer 

 CD=Country Director 

 PA=Program Assistant

 PTO=Programming and Training Officer 
P&T Booklet 5: How to Implement a Project 

75 

Health Criteria for Site Selection 

Peace Corps/Mozambique 

The following are minimum health criteria for the assessment and selection of PCV sites. 

Physical Set–up 

• Well–constructed home with good roof (minor leaks okay) 

• Bars on windows if local security indicates a need 

• Functional locks on doors and windows 

• Safe neighborhood 

• Yard which can be kept free of overgrowth 

• Screens on windows 

• Cement floor (or better) 

• Surrounding area free of stagnant standing water—or able to be made free of standing 

water 

• Private sleeping room for Volunteer 

Drinking Water

• Clear (can be transported to site if not available locally) 

• River water not acceptable or if absolutely necessary must be treated 

Waste 

• Clean pit latrine (minimum four foot drop) with cover for hole, OR 

• Functional flush toilet if running water is reliable; if toilet but no running water, toilet 

must be covered and water supply for “self” flushing available 

• (Prefer outside pit latrine to inside “no water” toilet) 

• Arrangements for sanitary disposal of garbage (pit okay) 

Nutrition

• Daily (or at a minimum bi–weekly) access to market with fruits, vegetables, and protein 

source 

• Arrangements to cook indoors or in covered outside space 

Transportation, Communication

• Vehicle to transport PCV in an emergency OR 

• Reliable communication to someone who could transport PCV 

• Routine public transport within one mile of PCV house (this is negotiable) 

• Able to call/radio Peace Corps office within two hours 

• Able to get to Peace Corps office or designated health care provider within 24 hours 
P&T Booklet 5: How to Implement a Project 

76 Peace Corps 

• Able to get to an airstrip within four hours 

Work Place 

• Free from safety hazards 

• Protective devices available if indicated (eye protection, protective clothes, hard hat) 
P&T Booklet 5: How to Implement a Project 

77 

Housing Checklist 

Peace Corps/Kenya 

PCV Name: Site: Date Completed: 

Directions to housing: Best way to contact: 

Please check yes or no for the following housing requirements. In the “Comments” section on the 

next page, give an explanation of the discrepancy if any. In the “Solutions” area, outline the 

proposed solutions and any steps you have taken to get the problem rectified. 

Examples: 

Comment: Item #1 – Roof has major leaks; 

 Item #17 – No bars/locks on any windows. 

Solution: Item #1 – Got an estimate for repair–500ksh. 

 Item # 17 – Spoke to landlord who will install locks by 8/1. 

Action taken: Met landlord at site on 8/15. No progress made. 

Landlord now wants Peace Corps to pay, please advise. 

Physical yes no 

1.Well–constructed with good roof 

2.Yard can be kept free of weeds/snakes 

3.Screens if mosquitoes/flies are or can be severe 

4.Cement or better floor 

5.Furnishing is adequate and includes: 

bed with mattress free of infestation 

table and at least two chairs 

cupboard for food 

boards and blocks for shelves 

(PCV will be given money to buy items that are missing.) 

Transport/Communication yes no 

6.Vehicle available to transport PCV in an emergency or 

Reliable communication to someone who could transport PCV 

7.Routine public transport to within one mile of PCV house 

8.Able to call Peace Corps office within four hours 

9.Able to get to Peace Corps office or regional office within 24 hours 

10.Able to get to an airstrip within eight hours 

Water/Sanitation yes no 

11.Water is clear and not from a river 

12.Shower is : 

locked and for PCV use only 

clean and not used as latrine 
P&T Booklet 5: How to Implement a Project 

78 Peace Corps 

13.Latrine: 

is locked and for PCV use only 

level is at least four feet deep/hole covered or 

working flush toilet 

14.Garbage disposal available, pit okay 

Security yes no 

15.Housing is in a safe neighborhood 

16.Bars on window if local security indicates a need 

17.Functional locks on all outside doors and all windows 

Comments: Please specify number and what is lacking. Be as specific as possible. 

Solutions: Please list steps or plans you or others have taken to rectify the situation if any. 

For Office Use Only: 

Date Received : by: 

Date Reviewed: by: 

Action proposed: 

1. 

2. 

3. 

Action taken: Date: 

Who contacted: 

What was agreed: 

What was accomplished: 
P&T Booklet 5: How to Implement a Project 

79 

Housing Survey Form 

Peace Corps/Papua New Guinea 

(One of three forms that Peace Corps staff and Volunteers complete when they visit a potential site.) 

Requesting Partner or Organization

Supervisor Contact Information 

Housing Address 

Housing Owner Contact Information 

Type of Housing Bush house Wood house Stilts Ground 

Permanent house Round house Other (describe) 

Location Compound Residential Village Community 

Rooms Living room Kitchen No. of Bedrooms 

Inside bathroom Inside shower area Outside shower area 

Outside latrine (four foot pit) Covered pit latrine 

Cooking Gas Stove Kerosene burner Open fire Electric 

Laundry Facility Outside house River Other (describe) 

Water Supply Pipe in house Tank Well River Stream 

Garbage Disposal Pit Collect/burn Removal River 

Electricity Local (Hrs/day ) Solar None 

Generator (Hrs/day )

Access to Telephone Location/Owner 

Travel time:Mode of Transportation 

Access to Radio Location/Owner 

Travel time:Mode of Transportation 

Public Transportation: Time to reach from house Walk (number of minutes )

 Boat (number of hours ) Plane (number of 

hours ) Helicopter (number of hours )

Closest Peace Corps Approved Re-supply Center

Travel time: Mode of Transportation 

Closest PCV Name Location 

 Travel time:Mode of Transportation 

Continued 

Complete the information below. Comment on any “NO” answers.
P&T Booklet 5: How to Implement a Project 

80 Peace Corps 

SAFETY AND SECURITY (*Mandatory Criteria) 

 YES NO YES NO 

Safe neighborhood * Strong outside doors* 

Phone within 30 minutes by 

safe route* 

 Locks on outside doors* 

Radio within 30 minutes by 

safe route* 

 Locks on windows* 

Emergency transportation 

available* 

 Bars on windows 

Comments 

HEALTH (*Mandatory Criteria) 

 YES NO YES NO 

Clean inside/outside* Adequate toilet or latrine* 

Water available* Adequate bathing area* 

Absence of pests Screens on windows* 

Comments 

COMFORT (*Mandatory Criteria) 

 YES NO YES NO 

Bed and mattress* Stove* 

Table and chairs* Refrigerator 

Comments 

LOCATION (*Mandatory Criteria) 

 YES NO YES NO 

Five hours walk or two hours 

ride to next PCV* 

 Within one hour of health 

facility* 

 

Two hours from safe transport* Within 30 minute walk of 

market 

 

Safe roads to re–supply* Within 30 minute walk of 

work 

 

Comments: 

Continued 
P&T Booklet 5: How to Implement a Project 

81 

Work that needs to be done: 

Action that will be taken: 

By whom: By when: 

Contact Information: 

Status check done by: Date: 

Completed work checked by: Date: 

Work that needs to be done: 

Action that will be taken: 

By whom: By when: 

Contact Information: 

Status check done by: Date: 

Completed work checked by: Date: 

Other comments: 

Recommend Recommend with reservations Not Recommend 

If the housing is recommended or recommended if changes are made, please provide directions 

and a map so that follow–up can be done more easily. 

Person completing survey :Date 

Person who approved housing :Date 
P&T Booklet 5: How to Implement a Project 

82 Peace Corps 

Peace Corps Volunteer Leader Statement of Work 

Peace Corps/Uzbekistan 

Supervisor: Programming and Training Specialist Post: 

Specific Tasks:

In addition to duties performed in the capacity of a Peace Corps Volunteer, the Volunteer Leader 

(PCVL) will perform the following: 

• Act as the contact person, or link, between Peace Corps/Tashkent and Volunteers in the 

field. The PCVL will transmit messages between Volunteers and the Tashkent office, 

such as safety and security information, logistical information, project status. 

• Coordinate information and actions during emergency situations. 

• Provide guidance and counseling to PCVs. This includes being responsive to needs of 

Volunteers, providing advice on problem solving and cultural situations. 

• Visit PCVs in the field approximately once every six weeks. 

• Assist APCDs in site visits; may accompany APCD during their site visits at the request 

of the APCD. May assist APCD in setting dates for visits, channel site visit needs from 

PCVs to the Tashkent office. 

• Assist in the installation of new PCVs at site after PST. 

• Assist, as requested, in site selection and housing identification for new Volunteers, as 

well as site preparation and installation of new Volunteers. 

• Assist Volunteers in the design, monitoring, and evaluation of work–related projects, 

especially projects such as SPA and Peace Corps Partnership. This includes conducting 

site visits to observe project progress and then relaying information to appropriate donors 

and the Tashkent office. 

• Organize documentation of information by assisting in the collection and exchange of 

information, establishing project files, village files, and a resource center, and updating 

information on project funding sources and funding forms. 

• Assist Volunteers in the collection and organization of information on local contacts, 

agencies, services, logistical points, and emergency medical procedures. 

• Conduct liaison with local donor organizations and Uzbekistan services; level and types 

of intervention to be coordinated with Tashkent office. 

• Organize area or sectoral meetings quarterly. 

• Assist in provision of Volunteer/Trainee logistical support, including administrative tasks 

related to logistical support. Assists in conveying PCVs’ information to Tashkent office. 

• Assist in planning and implementing area training activities in coordination with 

appropriate APCD. 

• Submit quarterly activity reports to the Programming and Training Specialist. 

Assist in establishing arrival of replacement PCVL. 
P&T Booklet 5: How to Implement a Project 

83 

Placement Criteria for Secondary School Teachers 

Peace Corps/Tanzania 

Volunteer placements are done by the Peace Corps/Tanzania staff in collaboration with the 

Ministry of Education and Culture. Volunteers are assigned to work in areas where there is the 

greatest need and where secure housing is available. Volunteers are assigned to government, 

community, and non–government schools in both rural and urban areas. The specific Peace Corps 

placement criteria are: 

• School has an interest in and need for a Volunteer. Volunteers must teach a minimum of 

16 single periods per week with a maximum of about 24 periods per week. Additionally, 

the presence of a Volunteer teacher must not decrease the course load of other teachers. 

• School exists in an operational area that can be supported by Peace Corps and be part of a 

network of other Volunteers working in education. 

• School/community is able to provide for basic needs in order to create a comfortable 

living environment. 

• School must provide housing, conveniently located in a secure area. 

Volunteer housing must have at the minimum: 

at least one private room (sleeping quarters) which can be locked; 

mosquito screens on their bedroom windows; 

a water tight (good) roof; 

a cement or wooden floor;

secure/strong doors that can be locked and windows which close tightly. (This includes security 

bars on windows and strong, secure doors.) 

Minimum furnishing must include one table, two chairs, one bed with mattress, storage area for 

clothing. 

Volunteers can live in a house with or without electricity or running water. If the house does 

not have running water there must be a water source within a reasonable distance from the 

house and there must be a sanitary pit latrine available for use by the Volunteer. 

• School provides a supportive working environment for the Volunteer. This includes 

identifying a Counterpart teacher that the Volunteer can work with and supporting the 

four goals of the Peace Corps Education Project Plan (increasing the skills and 

knowledge of students utilizing student centered activities, sharing ideas with 

Counterpart teachers and colleagues, developing teaching aids and resources using 

locally available materials, and forming links between the school and the community.) 

• School is meeting basic operational and functional requirements and is committed to 

improving the educational opportunities for its students. 

School is registered with the Ministry of Education and Culture. 

Schools that are interested in having a Peace Corps Volunteer teacher must send a written request 

to Peace Corps/Tanzania. Upon receipt of request, the Peace Corps office will send a School 

Information Form that will provide us with pertinent information about the school. Additionally, 

Peace Corps staff will visit the school to further determine suitability for a Peace Corps 

Volunteer. 
P&T Booklet 5: How to Implement a Project 

84 Peace Corps 

PCV Replacement Request Form for Agroforesty 

Peace Corps/Kenya 

Please complete this form if you believe that another Volunteer should be assigned to your site. 

Use additional space as needed for your response. 

1. Name of PCVAddress 

Site Location 

Volunteers before you at this site (who, when, sector) 

2.Work Related Information 

a) Please describe your site location. Include size of nearest market center, distance to the nearest 

transportation, and to the tarmac. Also give a description of the physical features, whether hilly or 

flat, arid or semi–arid, high potential or low potential, and the proximity to the nearest other 

Volunteer. 

b) Please describe your primary agroforestry projects, paying special attention to any project that 

would benefit from continued Peace Corps presence. Please include the type of clients (such as 

women’s group or individual farmers), details about your role in the project, length of time you 

have worked with the project, and any other relevant information. 

c) Please describe any areas of agroforestry work which you think could be successful, but you 

have not attempted, because of either lack of time or lack of interest. 

d) How does the quantity and quality of work available at your site justify placing another 

Volunteer there? Please include any information you think is relevant, but was not asked in 

previous questions. What opportunities exist for fostering cross–sector collaboration at this site? 

Include sectors and give details. 
P&T Booklet 5: How to Implement a Project 

85 

3.Safety and Security Information 

a) Please describe your living arrangements. Include availability of running water, electricity, 

proximity to nearest telephone, and security measures present at the house (such as good door 

locks, bars on windows, isolated house or located on a compound, presence of an askari, etc.). 

b) Have you had any security related issues at your site, for example major or minor theft from 

your house, mugging, threats of violence, or assaults? If so, please explain. 

c) Are there any considerations that would make this site more suitable for either a male or a 

female Volunteer? Would the presence of other Volunteers in the area affect these 

considerations? 

d) Please describe any dangers you think might affect a new Volunteer at your site. 

4) Miscellaneous Information 

a) Please state the level of Kiswahili necessary to work effectively at your site and why. 

b) Describe your relationship to your Counterpart. The person may be from a ministry, an NGO, 

or just a very helpful member of your community. Include the amount of time you spend working 

with this person, which organization the person is affiliated with, and if they would be willing to 

work with another PCV. 

c) Please describe the level of physical activity required to work effectively at your site. For 

example, is there a lot of bicycling or walking involved? Is there reliable private or public 

transportation? 
P&T Booklet 5: How to Implement a Project 

86 Peace Corps 

PCV Site Visit Report 

Based on form from Peace Corps/Togo 

Visitor (Name, Title) PCV Visited 

Site Date of Visit 

1. Objectives of visit: 

2. Persons met: 

3. Description of visit: (arrival time, time spent with PCV alone; conversations with staff; 

activities observed; places visited; time of departure) 

4. PCV activities and outcomes achieved related to project plan: 

5. Progress made in meeting project goals and objectives: 

6. PCV activities in addition to assignment: 

7. Issues addressed during visit: 

8. Follow–up needed: 

8.a. Date follow–up completed: 

9. Information to use in an anecdote: 
P&T Booklet 5: How to Implement a Project 

87 

Role of a Community Partner 

Peace Corps/Turkmenistan 

The community partner of a Peace Corps Volunteer plays a critical role in working with the 

Volunteer on a daily basis to ensure that mutual learning takes place and effective development 

work occurs to benefit the community. 

In order to accomplish these goals, the community partner: 

1. Demonstrates a good understanding of the Peace Corps mission, philosophy, regulations, and 

requirements. 

2. Exchanges professional information with the Volunteer, including: 

• how to work effectively with the supervisor and colleagues; 

• ideas on how to work effectively with students; 

• information about schedules of classes, meetings, and social gatherings. 

3. Exchanges cultural information with the Volunteer, including: 

• how to work effectively within the community; 

• how to live comfortably with the host family; 

• information about traditions and celebrations. 

4. Introduces the Volunteer to colleagues, procedures within the work place, members of the 

Haikim, and appropriate members of the community to facilitate the entry of the Volunteer 

into their new working and living environment. 

5. Assists the Volunteer in identifying community resources, including a language tutor. 

6. Works with the Volunteer as a partner to plan, organize, and facilitate meetings and 

workshops for colleagues and/or community members. 

7. Works with the Volunteer on community development projects and/or activities. 

8. Acts as a mediator between the Volunteer, the partner agency, and members of the 

community if necessary. 

9. Contacts Peace Corps in the event of an emergency or serious problem involving the 

Volunteer. 

10. Participates in training seminars and other events sponsored by Peace Corps as appropriate. 
P&T Booklet 5: How to Implement a Project 

88 Peace Corps 

Role of Peace Corps 

Peace Corps/Turkmenistan 

The role of the Peace Corps is to work in partnership with the ministries of Turkmenistan to 

provide technical assistance at the grass–roots level. 

In order to accomplish this role, Peace Corps: 

1. Assigns a Volunteer to an institution that has identified meaningful work that matches the 

skills and experience of the Volunteer and has adequate systems in place to support the 

Volunteer. 

2. Provides technical, language, cultural, and health/safety training in preparation for the 

Volunteer’s assignment and provides additional training during the two years that the 

Volunteer is in Turkmenistan. 

3. Provides medical support for the Volunteer. 

4. Provides a monthly living allowance that allows Volunteers to live at the same standard of 

living as their colleagues. 

5. Conducts periodic site visits to ensure each Volunteer is succeeding in their assignment and is 

receiving adequate support from the institution. 

6. Maintains relationships with the ministries, haikims, and law officials at the national, 

regional, and local levels to ensure that the Volunteer can accomplish the three goals of Peace 

Corps. 

7. Helps resolve issues when they have not been able to be resolved at the local level. 
P&T Booklet 5: How to Implement a Project 

89 

Role of the Supervisor 

Peace Corps/Turkmenistan 

The role of the supervisor is to ensure that there is meaningful work for the Peace Corps 

Volunteer to do within the institution and that there are appropriate systems in place to support 

the Volunteer’s work. 

In order to accomplish these goals, the supervisor: 

1. Adopts a partnership with the Peace Corps to meet the goals of Peace Corps and the 

institution. 

2. Identifies the work that the Volunteer will be involved in and discusses the specific roles and 

responsibilities with the Volunteer. The supervisor capitalizes on the skills and experience of 

the Volunteer to ensure an appropriate match with the work assignment. 

3. Ensures that the Volunteer does not displace a local worker(s). 

4. Identifies a counterpart(s) with whom the Volunteer will work to exchange ideas and to 

support the Volunteer throughout the two years of service. 

5. Provides a classroom or work area within the institution to support the work that the 

Volunteer is there to accomplish. 

6. Identifies a host family with whom the Volunteer can live during the first three to six months 

of service. The family must meet the safety and security requirements of Peace Corps and be 

willing to treat the Volunteer as a member of the family. Identifies additional living 

arrangements if for some reason the original host family does not work out. 

7. Arranges for an orientation that introduces the Volunteer to colleagues, members of the 

Haikim, and appropriate members of the community to facilitate the entry of the Volunteer 

into their new working and living environments. 

8. Arranges for an orientation to the procedures within the work place. 

9. Provides a translator as necessary. 

10. Meets with the Volunteer on a regular basis to discuss what the Volunteer is doing well, areas 

for improvement, and how to ensure that the Volunteer’s work is sustainable. 

11. Participates in site visits with representatives from Peace Corps to discuss the work of the 

Volunteer and how effective it is in meeting the needs of the community. 

12. Allows and encourages the Volunteer’s Counterpart and/or colleagues to attend conferences 

sponsored by Peace Corps. 

13. Reviews and approves, if appropriate, the Volunteer’s requests for vacation, site exchanges, 

time for secondary projects/activities, and attendance at Peace Corps functions. 

14. Problem solves at the local level concerning work–related, host family–related, or 

community–related issues. The supervisor informs Peace Corps if the issues are not resolved 

and Peace Corps intervention is required. 

15. Identifies safety–related contingency plans in the event of an emergency, including use of a 

telephone, telegraph, radio, and/or vehicle. The supervisor maintains an updated list of 

telephone contacts, including telephone numbers of Peace Corps and host family home or 

nearest contact. 
P&T Booklet 5: How to Implement a Project 

90 Peace Corps 

16. Contacts Peace Corps in the event of an emergency or serious problem involving the 

Volunteer. 
P&T Booklet 5: How to Implement a Project 

91 

Role of the Volunteer 

Peace Corps/Turkmenistan 

The role of Peace Corps Volunteers is to meet the three goals of Peace Corps at their sites in the 

country of Turkmenistan. 

In order to accomplish this role the Volunteer 

1. Works voluntarily at an institution and within a community. 

2. Works closely with colleagues and participates in mutual sharing of skills and ideas so that 

the projects that they work on together become sustainable. 

3. Focuses not only on technical skills but also on the cultural goals of Peace Corps. 

4. Becomes involved in secondary activities that contribute to the development of the 

community. 

5. Reviews their work with the supervisor and counterpart on a quarterly basis, identifying what 

is going well and what needs to be improved. 

6. Tries to resolve problems at the local level with the supervisor, counterpart, and/or 

community members, and involves Peace Corps when problems cannot be resolved through 

these channels. 

7. Respects and follows the professional guidelines of the institution to which the Volunteer is 

assigned. 

8. Follows both regulations and requirements of the workplace and the regulations and 

requirements of Peace Corps. 

9. Follows Turkmen law. 

10. Refrains from becoming involved in any political activity. 

11. Does not proselytize. 
P&T Booklet 5: How to Implement a Project 

92 Peace Corps 

School Information Form 

Peace Corps/Tanzania 

1. School Details: 

Name of School: Telephone number: 

Address (include Town/District/Region): 

Name of Head of School:Home telephone number. 

Owner of School: 

Number and types of vehicles owned by school: 

Type of School: 

‘O’ ___ ‘A’ ___ Girls ____ Boys____ Coed____ Boarding ____ Day _____ 

‘O’ Level Bias: ‘A’ Level Combinations: 

Total number of girls: number boarding: number day: 

Total number of boys: number boarding: number day: 

How many streams? ‘O’ Level ‘A’ Level 

What year was school opened? Total school fees per term: 

How many teachers total? How many female teachers? 

Number of graduate teachers? Diploma holders? 

What types of extracurricular activities are students engaged in (such as self–reliance, clubs, 

sports, etc.)? Please specify: 

2. Other (not Peace Corps) volunteer teachers at the school: 

Have there ever been volunteer teachers from other countries at your school? 

Are there currently volunteer teachers from other countries at your school? 

If yes, how many? 

Current other volunteer teachers: 

Country Subjects Forms 

Country Subjects Forms 

Country Subjects Forms 

3. Community information: 

Distance from school to nearest public transportation: kilometers 

Means and frequency of transport available to /from peace Corps Office 

Distance from school to nearest town: kilometers 

Distance to the nearest market: kilometers 
P&T Booklet 5: How to Implement a Project 

93 

Distance to Post Office, Shops, and Bank: kilometers 

Are roads to the community/school passable at all times during the year? 

If no, describe road conditions: 

How can the Volunteer be contacted in an emergency? (radio, telephone, etc.) 

Telephone number or radio call signal Location 

Distance from PCV house kilometers 

Nearest airstrip for emergencies Distance from school kilometers 

4. Volunteer Accommodation: 

Will you provide separate or shared accommodation for the Volunteer? 

If sharing accommodations:Roommate(s) already there? 

Nationality of Roommate(s): Male or female? 

Distance of accommodations from school kilometers. 

Number of rooms for Volunteer: 

(Volunteers must have at least one private room that can be locked for their use only) 

Running water: If not, distance of water from house: 

Electricity: Number of hours: per day or per week 

Type of toilet: 

Date accommodations will be ready? 

Check which of the following you can provide for the Volunteer. It is expected that the school 

will provide at least minimal furnishings: 

____Dining table ____Bed ____Kitchen table 

____Dining chairs ____Mattress ____Cooker 

____Sofa ____Dressing table 

____Chairs ____Chest of drawers ____Other: 

____Electric lights ____Window screens ________________ 

____Window bars ____Cupboard ________________ 

5. Medical facilities: 

Name of nearest hospital: Location 

Distance from school: kilometers How many doctors? 

Name of contact doctor for Peace Corps 

Telephone number 

Name of nearest dispensary Distance from school kilometers 

6. Need and interest for Peace Corps assistance. 

Please describe your current shortages: 
P&T Booklet 5: How to Implement a Project 

94 Peace Corps 

Subject Forms Hours/week 

How many teachers are currently teaching this subject? 

Subject Forms Hours/week 

How many teachers are currently teaching this subject: 

Subject Forms Hours/week 

How many teachers are currently teaching this subject: 

Why do you wish to have a Peace Corps Volunteer (besides shortage of teachers)? 

The Peace Corps Mission includes Volunteers working with Tanzanian teachers. How can you 

envision this? How would you encourage Volunteers and their Counterparts to work together? 

In what ways is the school trying to improve student performance? 

Please submit this form to the Peace Corps office along with a letter requesting a Peace Corps 

Volunteer teacher. Please also include a simple map of how we can locate your school if we 

would like to visit. You will be notified in advance if/when a Peace Corps staff member visits the 

school. 

______________________________ ________________________ 

Signature of Head of School Date 
P&T Booklet 5: How to Implement a Project 

95 

Site Assessment Summary Sheet 

Based on the Site Evaluation Criteria Sheet from Peace Corps/Kenya. 

(Assessment team documents critical information from Site Surveys and Volunteer Request 

forms. The Summary sheets are then used to identify and report the best sites for in–coming 

Volunteers.)

Site Location

Address 

Supervisor Contact Information 

New Site Being Considered 

Replacement Site (PCV, group, sector) 

Former Site (PCV, group, sector) 

Criteria That Must Be Met 

Site is not unsafe due to civil unrest. 

Site is not unsafe due to environmental pollution. 

Site is served by at least one bus per day. 

PCV can get to Peace Corps office within 24 hours. 

There is at least one telephone/radio available to PCV. 

There is housing available that meets Peace Corps criteria. 

PCV assignment is consistent with skills offered by Peace Corps. 

PCV is not taking the job of a host–country national.

Need for a Peace Corps Volunteer 

Community priorities are consistent with project’s goals and objectives. 

There is enough work for a PCV to do.

Readiness for Peace Corps Volunteer 

Community leaders are receptive to having PCV. 

Agency supervisor is receptive to having PCV. 

Counterpart/work partner is receptive to working with PCV. 

Counterpart/work partner speaks enough English to communicate with PCV. 

Partner agency has documented job description or plan for PCV. 

Partner agency/community has evacuation plan in the event of a PCV emergency. 

Additional Attributes/Opportunities

Atmosphere at workplace seems open, friendly. 

Community has activities that PCV can get involved in as secondary projects. 

Concerns: 
P&T Booklet 5: How to Implement a Project 

96 Peace Corps 

Comments: 

Ranking of Site 

PROMISING SITE: Enthusiastic about and prepared for collaboration with PCV. No 

unresolved expectations or major concerns. 

BORDERLINE SITE: One or more unresolved issues that must be resolved before site can be 

considered “ready.” Site could be developed as suitable site if necessary. 

CURRENTLY UNSUITABLE SITE: Site not prepared or suitable for collaboration with 

Peace Corps at this time. 

Person Completing Form______________________________ Date_____________ 
P&T Booklet 5: How to Implement a Project 

97 

Site Development Workshops 

Peace Corps/Bulgaria 

Peace Corps/Bulgaria is holding Regional Site Development Workshops as a part of their overall 

strategy to: 

• enhance the site development process so that future sponsoring schools will be better 

prepared to work with a Peace Corps Volunteer, and 

• foster better cooperation between Counterparts and Volunteers. 

The workshops are held at a central location within each region. They are sponsored by a school 

that is working with or has worked with a Volunteer. All schools in the region that have 

expressed an interest in getting a Volunteer are invited to send the director, the coordinator, and a 

Counterpart. 

The workshops last three hours. Sessions provide schools with information about Peace Corps in 

general and about the Education project. Sessions allow an opportunity for current sponsors to 

share ideas and experiences with potential sponsors. Discussions about professional behavior 

enhance better cooperation between teachers, directors, staff, and Volunteers. And reflections on 

expectations raise participants’ awareness of work–related issues in a cross–cultural setting. 

After the workshops the Programming staff meet with representatives of each interested school 

and make visits to new sites in order to assess the site and the school, to meet other teachers, and 

to visit and evaluate housing. 

Feedback from the schools participating has been extremely positive. They feel that not only do 

the workshops achieve their objectives, but they also provide the participants with new models of 

facilitation and interaction within groups. They find the discussions very useful and effective. 

They appreciate closer contact with Peace Corps programming staff and representatives from 

other schools in the region, and they feel that the roles and responsibilities of the parties are better 

clarified. 

For Peace Corps/Bulgaria this approach has been an effective way to do site assessment and 

development. It gives staff a clearer idea of the real situation at the applicant school since they are 

able to meet the director, deputy–director, Counterpart, and other teachers. It also begins the 

relationship off with positive interactions and an orientation to Peace Corps’ program, 

expectations, and project goals and objectives. 
P&T Booklet 5: How to Implement a Project 

98 Peace Corps 

Site Evaluation by PCV 

Due to Peace Corps Office by _________

(When using this form, reformat it so that there is space for the PCV to write comments.) 

PCV Name Sector Date 

Agency/School Site 

The information in this site evaluation form will be used by Peace Corps only in determining 

further placement of PCVs at your site and, in the event the site is selected again, to provide 

information to the next PCV. The final decision will be based on a number of factors. We 

appreciate your honest and thoughtful feedback. 

1. What have been the positive aspects of your site and institution? 

2. What have been the limitations of your site and institution? 

3. What have you and your colleagues been able to accomplish since you arrived? 

4. How would you describe your relationship with your Counterpart (professional and 

informal)? 

5. In the event that you are replaced, do you recommend that we work with the same 

Counterpart or is there a better option? 

6. What was it like to work with your other colleagues? 

7. How did the agency/school respond to your concerns, problems, and requests? 

8. What was it like to work in your community and what activities did you initiate or become 

involved in? 

9. Do you recommend another PCV from your sector be placed in your site? Please explain. 

10. If you recommend another PCV be placed at your site, please make recommendations 

concerning numbers, qualifications, training, background, interests, personality, etc. 

11. Do you recommend that a PCV from another sector be placed at your site? Please explain 

the need, sector, institution, contact person, etc. 

12. Do you know of another agency/school in your town or another town that you think would 

be a better placement or as good as your current one? Why? Please include names of contact 

people and addresses. 

13. What is the condition of the housing you have been living in? What would you recommend 

be done in case the same housing is provided for another PCV? 

14. Please include other relevant comments. 

Thank you for your feedback. 
P&T Booklet 5: How to Implement a Project 

99 

Site Placement Factors to Consider 

Child Survival Project, Peace Corps/Malawi

In which areas do you feel particularly capable? (Check all those that apply.)

! Nutrition 

! Disease control programs 

! Women’s health/reproductive health 

! Safe water programs/sanitation 

! Working as a trainer/facilitating health education programs 

! Fundraising and administering budgets 

! Developing new programs 

! Coordinating a variety of programs 

! Other: please specify 

What is most important to you in terms of your environmental preferences? 

(Circle one on each line.) 

a. having a PCV close by having PCV further away no preference 

b. living in rural/remote site living in semi–urban site no preference 

c. having a room–mate living alone no preference 

d. starting a project in new site taking over an existing project no preference 

e. working at the district level working at a health center no preference 

What is the single most important factor we should consider in placing you at a site? 

Below please rank in order the site assignments that are most appealing to you: 

#1 

#2 

#3 
P&T Booklet 5: How to Implement a Project 

100 Peace Corps 

In the space below, please give us further information on your interest in the above–ranked sites. 

Be sure to indicate the particular qualifications you would bring to each assignment, including 

relevant work experience, educational experience that might pertain to the job, community work, 

and/or personal characteristics that qualify you for the position. 

Choice #1 

Choice #2 

Choice #3 

Please remember that the Health APCD will make the final decision regarding site assignment. 

Although we will certainly consider your interests, background, and preferences, the needs of the 

site will be the first priority when coming to the final decision. 
P&T Booklet 5: How to Implement a Project 

101 

Site Selection Status Log 

TEFL Project Revised: __/__/__ 

 (APCD uses this sheet to update senior staff on the status of the site selection process.) Comments TEFL PCV R.Smith ETd last year due to family crisis. Supervisor supports full teaching schedule, plus monthly teacher workshops. Counterpart is a new

 

Housing Status Apt. Meets all criteria. Available in Sept 

 

Site Visits 6/1/00 

 

Request Received 3/24/00 

 

PC Letter 1/3/00 

 

Counterpart Enesh Atayeva TEFL Teacher 

 

Contact Person Aman Niazov, Principal 

 

YES/NO PCV YES 

 

School Name Address Telephone # School #12 23 Ulin St. Chadjev 20046 23–5567 

 

Location *new, former, or replacement Chardjev city *former site 

 

Sample 

1 2 3 4 5 6 7 8 
P&T Booklet 5: How to Implement a Project 

102 Peace Corps 

Site Visit Debriefing Session Plan 

Peace Corps/Romania 

Total time:

1 hour 30 minutes 

Rationale: 

When Trainees just arrive back from site visits during PST it is valuable to provide opportunities 

to share observations, lessons learned, and approaches to problem solving. 

Objectives: 

To identify the positive experiences during site visits. 

To identify the most challenging experiences. 

To discuss different approaches to problem solving. 

Activities: 

Invite Trainees to briefly present the positive aspects of their site visits. 

Play “Throw away your troubles” game. Ask each Trainee to write down on a piece of paper one 

concern or challenge that they experienced or think they will have at site. 

Put each of the pieces of paper in a box. 

Invite Trainees to pick out one of the papers and read it to the group. 

Encourage the group to identify solutions to the issues. 

Materials: 

Flip chart and markers, sheets of paper, an empty box 
P&T Booklet 5: How to Implement a Project 

103 

Site Visit Feedback Form from PCV to APCD 

Peace Corps/Sri Lanka 

PCV Name Site Date 

Name/Title of Visitor 

Purpose of Visit 

1. What topics/issues/concerns did you have for your APCD to discuss during the site visit? 

2. What topics/issues/concerns was your APCD able to address effectively? 

3. What topics/issues/concerns were not addressed effectively? 

4. What are the things that you will follow–up on? 

5. What are the things that your APCD agreed to follow–up on? 

6. Was the timing of this site visit appropriate? Suggestions? 

7. Your overall evaluation of the effectiveness of this site visit? 

1 2 3 4 5 

not productive very productive 

8. Suggestions to improve future site visits? 

9. Other comments: 
P&T Booklet 5: How to Implement a Project 

104 Peace Corps 

Site Visit Meeting with School Administration 

Peace Corps/Tanzania 

PCV: Date: 

Head of School: 

Names of other staff met with: 

School: Location: 

Peace Corps Staff: 

1. How is the PCV adjusting to their environment (language proficiency, personal health and 

safety, interactions with staff and community, etc.)? 

2. How is the PCV’s work performance (professionalism, classroom management, teaching 

skills, etc.)? Has anyone observed the PCV teach? 

3. What other activities and/or responsibilities is the PCV engaged in besides classroom 

teaching (TOD, classmaster, clubs, community projects, etc.)? 

4. Does the Volunteer work with other teachers (note if host–country national, expatriate, or 

both)? What types of things do they do together (identify subject and project Counterparts)? 

5. What impact does the Volunteer have at the school (positive and/or negative)? What could 

the PCV do to be more effective? 

6. What efforts is the school making to improve student performance (especially females), 

increase teacher skills, improve teaching resources, and make learning relevant to students’ 

future lives and communities? 
P&T Booklet 5: How to Implement a Project 

105 

7. How can Peace Corps and PCVs most effectively support any school based efforts—given 

our constraints /limitations? Does school accept new ideas offered by PCVs?

8. What is the current situation at the school (budget difficulties, successes, teacher transfers, 

focus efforts, early closures, etc.)? What other agencies have placed volunteers at the school 

(JICA, VSO, etc.)? How many? What subjects do they teach? 

9. Additional comments or follow–up actions required 
P&T Booklet 5: How to Implement a Project 

106 Peace Corps 

Site Visit Report 

Based on a form from Peace Corps/Mauritania

PCV Name: Staff Name: 

Service d’Affectation: Date of Visit: 

Visit began at (time): Visit ended at (time): 

Type of Visit: 

(technical, site selection, etc.) 

This visit falls during the month of PCV service: 

1. Homologue/Supervisor met and comments related to the project/PCV: 

2. Local authorities met and comments related to the project: 

 

3. Sector project/activity discussed; site(s) visited:

 

4. Local NGO(s) visited: 

 

5. GAD project/activity discussed; site(s) visited: 

6. PCV issues discussed: 

Communication: 

Safety and Security: 

Housing: 

Language: 

Transportation: 

Integration: 

Other: 

7. Other PCVs met: 

 

8. Project Remarks: (activities meeting project goals and objectives; tasks) 
P&T Booklet 5: How to Implement a Project 

107 

9. Information related to past training(s) (i.e., KSAs being used/not used; feedback on 

usefulness of training) 

10. Information related to up-coming training (i.e., KSAs needed) 

11. Action/Tasks for follow–up: 

12. PCV Comments : 

Approximate time frame for next scheduled support visit: 

______________________________________________ ______________________________________ 

PCV Signature Staff Signature 
P&T Booklet 5: How to Implement a Project 

108 Peace Corps 

Supervisor’s Handbook 

Peace Corps/Tanzania 

This handbook is intended to assist schools with Peace Corps Volunteers. It provides information 

about Peace Corps policies and the roles and responsibilities of Peace Corps Volunteers. It also 

addresses the roles and responsibilities of schools hosting Peace Corps Volunteers. Please take 

time to review the handbook contents and discuss them with the Peace Corps Volunteer and any 

other appropriate staff members. 

We hope that through continued communication and collaboration we can work together to 

enhance the educational opportunities for Tanzanian students. 

TABLE OF CONTENTS 

I Background 

II Brief History of Peace Corps Tanzania 

III Peace Corps Secondary Education Project 

IV School Site Selection for Volunteer Placement 

V Peace Corps Volunteer Recruitment 

VI Peace Corps Volunteer Training 

VII The Peace Corps Volunteer and Teaching 

VIII Administrative Support for Peace Corps Volunteers 

IX Peace Corps Regulations 

X Early Termination of Peace Corps Service 

XI Extension of Peace Corps Service 

XII Emergencies 

Appendix A: Quick Guide to Contact Information 

I. BACKGROUND 

The Peace Corps of the United States was first established in 1961 by President John F. Kennedy 

with three main goals: 

To assist people of interested countries in meeting their needs for trained manpower. 

To help promote a better understanding of the American people on the part of the people served. 

To promote a better understanding of other peoples on the part of the American people.

In summary, “to promote world peace and friendship through a Peace Corps.”

The very first Peace Corps Volunteers (PCVs) to serve were sent to Ghana and Tanzania in 1961. 

Since that time, some 130,000 Volunteers have served worldwide, in over 100 countries, in such 

fields as education, agriculture, health, fisheries, forestry, small business development, urban 

planning, rural community development, and environment.
P&T Booklet 5: How to Implement a Project 

109 

II BRIEF HISTORY OF PEACE CORPS/TANZANIA 

Between 1962 and 1969, the Peace Corps had as many as 300 Volunteers serving each year in 

almost every region of Tanzania. However, in the late 1960s, Peace Corps fell victim to the 

worsening diplomatic relations between Tanzania and the United States, the causes of which 

included Tanzania’s strong opposition to the Vietnam War. In 1969, following the Arusha 

Declaration, which emphasized socialism and self–reliance, the government of Tanzania decided 

to discontinue the Peace Corps program. Improving relations between our countries made 

possible the signing of a new country agreement, and by 1979 Peace Corps was able to return to 

Tanzania. 

Throughout the 1980s, Peace Corps/Tanzania moved steadily forward in programming with 

Volunteers contributing in many areas. In January 1991, at the onset of the Persian Gulf Crisis, 

the Peace Corps program was required to suspend its operations and evacuate the Volunteers and 

staff from Tanzania. Peace Corps activities quickly resumed in June 1991 as hostilities in the 

Persian Gulf ceased. In 1992, a thorough re–evaluation of Peace Corps development priorities in 

Tanzania resulted in a decision to focus efforts for the revitalized program in the area of 

secondary education where we currently have 65 PCVs. Also, we are introducing, in 1996, a new 

program in environmental conservation. 

III PEACE CORPS SECONDARY EDUCATION PROJECT 

The Peace Corps Secondary Education Program in Tanzania was developed in response to needs 

identified in collaboration with Ministry of Education officials. Priorities identified at both the 

national and local levels include providing Volunteer teachers who: 

expand student knowledge and thinking skills. 

actively work with Counterpart teachers to enhance education, share ideas, and participate in 

professional development training sessions. 

improve, utilize, and sustain schools’ educational materials. 

become active and productive members of their communities and link the school to the 

community. 

In order to meet the stated priorities, a total of 65–70 Peace Corps Volunteers are assigned to 

teach both certificate and advanced level science, mathematics, and geography in both 

government and private secondary schools throughout many regions of the country. 

IV SCHOOL SITE SELECTION FOR PCV PLACEMENT 

Volunteer placements are done by the Peace Corps/Tanzania staff in collaboration with the 

Ministry of Education. Volunteers are generally assigned to work in rural areas where there is the 

greatest need and where accommodation is available. The specific Peace Corps placement criteria 

are: 

School has an interest in and need for a Volunteer. Volunteers must teach a minimum of 16 single 

periods per week with a maximum of about 24 periods per week. Additionally, the presence of a 

Volunteer teacher must not decrease the course load of other teachers to below 16 periods per 

week. 
P&T Booklet 5: How to Implement a Project 

110 Peace Corps 

School exists in an operational area that can be supported by Peace Corps and be part of a 

network of other Volunteers working in education. Current operational areas include the 

following regions; Arusha, Dodoma, Iringa, Kilimanjaro, Kagera, Lindi, Mara, Mtwara, 

Morogoro, Musoma, Mwanza, Pwani, Ruvuma, Tanga, and Zanzibar. 

School is within a community/population area. School would preferably be a day school, 

although all–girls boarding schools can be supported providing the school is not totally isolated 

from a community. 

School demonstrates an interest in the Volunteer’s presence: will provide housing, can identify a 

fellow teacher that will work with the Volunteer, etc. 

School can assure and maintain the safety and security of the Volunteer and their living quarters 

in the school and community. 

School is effectively managed, demonstrated by positive teacher and student morale and standard 

school terms that are not subject to delays in opening, unplanned time off, or early closures. 

School is preferably co–educational or all girls, or school is one of Tanzania’s select secondary 

schools. 

Schools that are interested in having a Peace Corps Volunteer teacher must send a written request 

to Peace Corps/Tanzania. In addition, a copy of the request must be sent to the Director of 

Secondary Education, Ministry of Education. Upon receipt of request, the Peace Corps office will 

send a School Information Form and Volunteer Request Form ,which will provide us with 

pertinent information about the school. Additionally, Peace Corps staff will visit the school to 

further determine the suitability for a Peace Corps Volunteer. 

V PEACE CORPS VOLUNTEER RECRUITMENT 

The selection process is very competitive. The process is designed to ensure that only the best 

qualified candidates are selected to serve as a Peace Corps Volunteer. Volunteers come from all 

racial, religious, and ethnic groups, must be American citizens of at least 18 years of age (with no 

upper age limit). Applicants undergo a personal interview to ensure that they have the 

skills/aptitude to serve, submit letters of recommendation, obtain a legal clearance, and pass an 

extensive medical examination. Out of the more than 250,000 Americans each year who are 

interested in serving in the Peace Corps, only 3,000 are finally selected. In order to serve in 

Tanzania, Volunteers also undergo review of their credentials by the Ministry of Education and 

receive approval to teach. 

Americans who join the Peace Corps agree to work for two years in the country to which they are 

assigned. 

VI PEACE CORPS VOLUNTEER TRAINING 

Pre–Service Training 

Prior to beginning service in Tanzania, each Volunteer undergoes 10 weeks of Pre–Service 

Training in Arusha. The training staff is comprised of experienced American and Tanzanian 

trainers. Training includes orientation to the Tanzanian school system, practical training in 

teaching methodology, Kiswahili language, cultural orientation, medical issues, and an extended 

stay with a Tanzanian family. Training also includes a four–week internship in a secondary 

school in Arusha. Volunteers will then visit their prospective sites during the eighth week of 

training. 
P&T Booklet 5: How to Implement a Project 

111 

Peace Corps/Tanzania is committed to providing Tanzania with Volunteers equipped with the 

knowledge/skills/attitudes required for effective service. Each Peace Corps Trainee must meet all 

of the training objectives in each of the various training components of the Pre–Service Training 

program in order to be officially sworn–in as a Peace Corps Volunteer and assigned to a school. 

In–Service Training 

Throughout the course of a Volunteer’s two years of service, In–Service Trainings are offered 

either to upgrade the Volunteer’s technical or language skills or to provide them with new skills. 

Often, In–Service Trainings (ISTs) also are used to provide opportunities for Tanzanian teacher 

Counterparts to further develop their skills by participating in the training with the PCV. ISTs are 

generally held during school breaks with all expenses being paid by Peace Corps. (When training 

programs are offered, the PCV’s supervisor will be requested to release the Volunteer, and 

Counterpart, when applicable, for the training.) 

Close of Service (COS) Conference 

Approximately three to four months before the Volunteer’s official end of service date, a three 

day conference is held to assess the Volunteer’s contribution to Education Project’s goals and 

objectives, to reflect on their two year Peace Corps experience, and to assist the Volunteer in 

preparing to leave their Tanzanian community and to re–enter the U.S. This conference is 

generally held during the school term. 

VII THE PEACE CORPS VOLUNTEER AND TEACHING 

This section of the handbook is designed to provide schools with information about Volunteer 

roles and responsibilities in their work assignments. In addition to the roles and responsibilities 

that Peace Corps assigns to Volunteers, it is important that they also assume the normal roles and 

responsibilities of other teachers at the school. 

It is important to note that Peace Corps Volunteers work in Tanzania to assist in the need for 

teachers and for cultural exchange. It is not their purpose, nor is it in their means, to bring 

financial assistance to schools or the community.

Volunteer Supervisors 

Supervision is an essential part of any organization’s effectiveness, whether in the private sector 

or in government. The Peace Corps Volunteer is not an exception to this basic principle. The 

energy and efforts of the Volunteer must be guided and supported. Daily supervision is provided 

by the head of school or their designate. Peace Corps additionally provides supervision to 

Volunteers as described below. 

The school supervisor should provide direction, focus, and support as needed as well as identify a 

Counterpart who will be of regular assistance to the Volunteer. The Peace Corps Volunteer 

should be treated on the same basis as any other member of the school staff. 

The associate Peace Corps director (APCD) who is responsible for the Education project will 

assist you in supervising the Volunteer and will monitor their performance through term reports 

to be completed by the Volunteer at the end of each term. The APCD, or a member of their staff, 

will also make periodic visits to schools to meet with Volunteers and school administrations to 

ensure effective Volunteer placements. Schools will be given advance notice of these site visits. 

The APCD will ensure that the Volunteer meets Peace Corps policies, program goals, and social 

and cultural standards. If the supervisor feels at any time that the Volunteer is experiencing 

problems in performing their duties or adjusting to their life and work in Tanzania, we urge you 
P&T Booklet 5: How to Implement a Project 

112 Peace Corps 

to immediately contact and consult with the APCD. In this way any misunderstandings or 

difficulties can be promptly resolved. 

Remember: We are partners working together to help Tanzania. We must have an open and 

frank relationship. 

Volunteer Counterparts 

Schools that are selected to receive Peace Corps Volunteers are requested to identify a 

Counterpart teacher(s) from among their teaching staff. We feel that the support and opportunity 

for professional exchange that a Counterpart teacher can provide is important to the success of a 

Volunteer. Additionally, through participating together in training events and working 

collaboratively at the school both Peace Corps Volunteers and Tanzanian teachers can be 

introduced to new ideas and methods in teaching. 

The Counterpart should be another teacher, preferably Tanzanian, in the same or similar field as 

the Volunteer and who is interested in working closely with an American teacher. The support of 

the Counterpart is important since the Volunteer will need assistance and direction as they adapt 

to teaching and living in a new environment. It is preferable that the Counterpart be a teacher who 

can spare the extra time necessary to work with the Volunteer, especially in the first two or three 

months after the their arrival. It has been our experience that it is most effective if a teacher (or 

two teachers) offers to serve as a Counterpart rather than be assigned to it. 

More specifically, the Counterpart(s) should: 

• Provide detailed information concerning school policy, class schedule, the grading 

system, school holidays, curriculum, teacher on duty, etc.; 

• Inform the Volunteer of all meetings and gatherings of the teaching staff and provide 

interpretation when necessary; 

• Introduce the Volunteer to other staff members; 

• Explain to the Volunteer expectations of the head of school, the teaching staff, and 

students; 

• Provide guidance about teacher responsibilities; 

• Provide an orientation to the town and the community; 

• Give advice on cultural acceptance of the Volunteer’s activities and give feedback to 

the Volunteer on their acceptance by the community; 

• Inform the Volunteer of any security problems/dangers in the area where they are living 

or working; 

• Explain important cultural expectations and events; 

• Attend In–Service Trainings with Volunteer when applicable. 

If it is not possible for one person to carry out all of the courtesies asked of a Counterpart, two 

separate teachers may share in the responsibilities. For example, the Volunteer could have a 

Counterpart specifically for academics and another for cultural guidance. 

Teaching Methods 

Having a Volunteer at your school is an excellent opportunity for professional exchange. By 

working together with the other teachers, the Volunteer offers new ideas and teaching methods. 

At the same time, the Volunteer will learn important skills from their Counterparts. 
P&T Booklet 5: How to Implement a Project 

113 

It will take some time for the Volunteer to become familiar with the Tanzanian educational 

system. The American educational system is set up entirely different than the British system that 

Tanzania is modeled after. Volunteers will be introduced to your educational requirements during 

Pre–Service Training, but may require further explanation once they begin teaching. Please 

support them in their efforts.

Volunteers are trained in content–based teaching. They are encouraged to develop classroom 

activities that utilize a variety of teaching methods and encourage student participation, critical 

thinking, and problem solving. Such activities help students improve their English proficiency 

and at the same time increase their ability to analyze a problem and develop plausible options for 

solving it. Volunteers also try to analyze community needs and issues and integrate these topics 

into their lesson plans. For example, in teaching probability, they may use HIV infection rates in 

their problems or construct graphs based on community data. 

Throughout all of their activities, Volunteers continue to increase awareness of gender equity and 

to improve girl’s confidence, participation, and achievement, especially in the areas of 

mathematics and science. 

These techniques are often unfamiliar to both Tanzanian teachers and students. The utilization of 

techniques other than the traditional lecture method is often a sensitive issue. Both students and 

teachers may be uncomfortable with such unfamiliar methods. However, utilization of a variety 

of teaching methods has been shown to increase student motivation and learning. This approach 

to teaching is supported by the Ministry of Education and the Tanzanian and American educators 

involved in the development of the Peace Corps program. 

We ask that you discuss with the Volunteer the teaching methods that they utilize. We request 

that you support the introduction of new teaching methods at your school while at the same time 

ensuring that students are able to complete the requirements of the syllabus. 

Classroom Discipline 

Corporal punishment is uncommon in the United States, and in some parts of the country it is 

illegal. Many Volunteers are uncomfortable or strongly disagree with corporal punishment. There 

is thus a potential for conflicts concerning this issue. The Volunteer may be eager to discuss their 

feelings concerning corporal punishment and offer alternative methods of dealing with students. 

We request that you provide an opportunity for Volunteers to discuss this issue when appropriate. 

Secondary Activities 

Many Volunteers choose to engage in activities outside of the classroom both during and between 

school terms. Volunteers are motivated to engage in secondary activities for a variety of reasons, 

including; responding to a school/community need, sharing a skill or talent with others, or 

keeping busy during the school breaks. Volunteers may choose to implement projects in their 

own school or community or they may participate in projects in other communities. Whatever 

they decide, it is crucial that the project is carried out in collaboration with community members 

and fulfills a genuine community need. We encourage projects that require little or no external 

funding. 

Examples of secondary activities include; 

• adult education 

• tutorial projects 

• assisting in the development of Malihai Clubs 

• sports clubs 
P&T Booklet 5: How to Implement a Project 

114 Peace Corps 

• latrine construction 

• AIDS education 

• obtaining books for libraries 

• improving water supply systems 

• improving teaching or laboratory materials 

The ability of Volunteers to engage in secondary activities is often influenced by their workload. 

Volunteers are not encouraged to initiate secondary activities until their second term of teaching. 

They are expected to spend the first four months adjusting and settling into a new living and 

working environment. During this period, it is suggested that they become acquainted with their 

students and colleagues; locate a language tutor and continue their own lessons; learn about the 

school or institute and the Tanzanian educational system; and become acquainted with the 

community and its surrounding areas. 

VIII ADMINISTRATIVE SUPPORT FOR PEACE CORPS VOLUNTEERS 

Living Allowance 

Each Volunteer receives, from Peace Corps, a modest monthly living allowance in shillings 

sufficient to cover food and personal expenses. The allowance enables the Volunteer to live 

adequately within the Peace Corps philosophy of a modest lifestyle. The living allowance is 

based on local living costs. Volunteers do not receive any financial assistance from the Ministry 

of Education. 

Housing and Utilities 

Housing for Volunteers is provided by the school. The following information describes housing 

situations acceptable for Peace Corps Volunteers, as well as specific facilities that must be 

provided at the housing site. 

Possible housing situations acceptable for Peace Corps Volunteers: 

• sharing a house with other Tanzanian colleagues of the same gender (but not a family); 

• sharing a house with other Volunteer colleagues of the same gender; 

• living on a school compound or in the community (since cross cultural exchange is a 

goal of Peace Corps it is preferable that, when possible, PCVs live within a local 

community); 

• living alone; or 

• living in a teacher hostel. 

Volunteer accommodations must have at the minimum: 

• a private room (sleeping quarters) which can be locked; 

• mosquito screens on their bedroom windows; 

• a water tight (good) roof;

• a cement or wooden floor;
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115 

• secure/strong doors that can be locked and windows which close tightly (if the house is 

known to be a security risk then bars, adequate to prevent break–ins, must be placed on 

all doors and windows); and 

• one table, two chairs, one bed with mattress, storage area for clothing 

Volunteers can live in a house with or without electricity or running water. If the house does not 

have running water there must be a water source within a reasonable distance from the house and 

there must be a sanitary pit latrine available for use by the Volunteer. 

Security 

Foreigners are often associated with money. As a result, Volunteers are often targets for thieves. 

If you feel the Volunteer may have problems with security, recommend that they have a guard 

posted at their house. It is the school’s responsibility to assist in the hiring of a guard. Also, it is 

important to inform Volunteers of any potential security threats and to assist them in ensuring that 

their homes are secure. 

Sexual Harassment 

It is important that the school provides an environment that is free from unsolicited and 

unwelcome sexual overture, which includes verbal comments, gestures, or physical contact of a 

sexual nature. Sexual harassment debilitates morale and interferes with the Volunteer’s 

effectiveness. It is important to be culturally sensitive and understand that some behaviors that 

may be acceptable in one culture may not be acceptable in another. Volunteers who have been 

subjected to sexual harassment will be removed from the school site. 

Transportation/Travel 

Peace Corps will reimburse travel costs to the Volunteer for training, conference, or medical 

related travel that Peace Corps requires. These are subject to the approval of the appropriate 

Peace Corps official. A Volunteer must always inform either their school supervisor or assistant 

(if supervisor not available) of their travel plans, leave an itinerary, and indicate when they expect 

to return to the site.

Medical Care 

Volunteers have medical care provided for them by the Peace Corp. In the event of an emergency, 

supervisors are urged to take any steps they deem necessary for the health and welfare of the 

Volunteer, and contact the Peace Corps office as soon as possible to report the situation. Peace 

Corps will reimburse the school for any expenses incurred. We ask that you have a plan and have 

considered details before a situation arises. 

Annual Leave 

Peace Corps Volunteers receive 24 days vacation leave annually (two days for every month of 

service). Except in the case of an emergency, they may take this leave only during school 

holidays. They spend the remaining holiday period working on secondary activities, projects, 

getting to know their communities, or traveling to other sites on approved work–related business. 

When Volunteers want to take leave, they must first obtain approval from their immediate 

supervisor at school. (Taking leave while school is in session is discouraged.) The Volunteer must 

then forward their request for leave along with the supervisor’s approval to Peace Corps for final 

approval. The request must include the dates of the leave and the projected itinerary of the trip.

When Volunteers are away from their sites for the weekend, they do not need to submit a leave 

request form. However, they need to inform their site supervisor about their destination and 
P&T Booklet 5: How to Implement a Project 

116 Peace Corps 

itinerary. In case of need for emergency contact or notification, the Peace Corps office must know 

where the Volunteer is at all times. 

Emergency Leave 

In the case where a Volunteer’s father, mother, or other immediate relative is very seriously ill or 

passes away, the Volunteer may request permission for emergency leave from Peace 

Corps/Washington to return home. Peace Corps/Tanzania will notify the Volunteer and school 

administration whether approval has been granted and explain the steps to be taken. 

IX PEACE CORPS REGULATIONS 

The Peace Corps Volunteer is under the direct responsibility of the head of school and is subject 

to school regulations and Tanzanian law. In addition, Volunteers are responsible for complying 

with Peace Corps policy, which includes the following regulations: 

A. Motor Vehicles 

 Volunteers are not permitted to own or drive any motor vehicle (this includes motorcycles) 

during their two years of service. Volunteers can not ride as passengers on motorcycles. 

Volunteers must also wear safety helmets when riding bicycles. 

B. Financial Gain 

 Volunteers are not permitted to accept payment for any work they perform while they are 

Peace Corps Volunteers. If, in addition to their teaching schedule at school, they agree to 

tutor groups of teachers, students, or other members of the community, they are not allowed 

to accept payment. If a Volunteer accepts payment for any reason, they may be asked to 

resign and return to the United States. Peace Corps would appreciate your assistance in these 

matters. We request that you do not offer to pay Volunteers for their services as this only 

causes them embarrassment. In addition, the school is not permitted to charge for Volunteer 

classes. 

C. Publication of Articles 

 Volunteers may write articles for publication, however, these must receive approval by the 

country director before being published. 

D. Political Involvement 

 It is Peace Corps policy that while in Tanzania, Volunteers may express their opinions on 

either U.S. or Tanzanian political issues only in a private manner. Volunteers may not involve 

themselves in public political debate or actions. A violation of this basic tenet of Peace Corps 

policy may result in termination of the Peace Corps Volunteer’s contract. 

E. Marijuana, Alcohol, and Other Drugs 

 The Peace Corps takes a very firm position on the use or possession of marijuana or other 

drugs. Suspicion of drug activities alone is grounds for a Volunteer’s separation from Peace 

Corps. Decisions regarding the use of alcohol are left to the discretion of the individual. 

However, excessive use of alcohol may lead to inappropriate behavior that is a discredit to 

Peace Corps, or an inability of the Volunteer to perform their assignment, and may be 

grounds for administrative separation. Excessive use of alcohol may also be a medical 

problem which, as determined on a case–by–case basis by the Peace Corps medical officer 

(PCMO), may require medical intervention or treatment. As a result, it may be grounds for a 

medical separation. 
P&T Booklet 5: How to Implement a Project 

117 

X EARLY TERMINATION OF PEACE CORPS SERVICE 

An early termination of the Volunteer’s two years of service may take place under any of the 

following circumstances: 

A. Resignation 

 Volunteers who wish to discontinue their service from Peace Corps for whatever reason, may 

do so without recourse. 

B. Termination of Service Due to Ill Health 

 Should a Volunteer become ill and require medical care for more than 45 days, their service 

will be terminated. 

C. Breach of Policy 

 A Volunteer who violates Tanzanian law, the school regulations, or Peace Corps policy, 

including the aforementioned policies concerning driving a motor vehicle, drug use, or paid 

employment outside of Peace Corps, will be immediately terminated from Peace Corps 

service. 

D. Violation of Contract by School 

 If the school does not provide the Volunteer support that we request, there is insufficient 

work for the Volunteer, or the safety of the Volunteer is in danger, the Peace Corps will 

remove the Volunteer from the school site. 

The Peace Corps is not able to fill a vacant teaching position if a Volunteer terminates their 

contract during the academic year. If the head of school is interested in engaging another 

Volunteer, they must apply again the following year. There is no guarantee that another 

Volunteer will be assigned to the school the following year. The circumstances under which the 

Volunteer early terminated will be reviewed and the school will be considered on the basis of the 

criteria established for Volunteer placement.

XI EXTENSION OF PEACE CORPS SERVICE 

Peace Corps service is generally limited to 24 months. If a Volunteer appears to be able to 

continue to serve effectively and sustain their commitment, Peace Corps may (in special cases) 

permit them to extend their regular term of service for an additional year. Generally, extensions 

are granted for Volunteers to finish a project or to pursue an area of related interest, not to 

continue with the same duties. 

A Volunteer whose continued service is requested by the Volunteer’s supervisor must request 

permission to extend their service by submitting a written request to the Peace Corps country 

director at least 120 days before their Completion of Service date. 
P&T Booklet 5: How to Implement a Project 

118 Peace Corps 

XII EMERGENCIES 

A. What to do in the case of a medical emergency: 

If a Volunteer is seriously ill or has been seriously injured, contact the Peace Corps office in Dar 

es Salaam immediately and transmit as much information as possible regarding the Volunteer’s 

condition. 

The person placing the call should: 

Call Peace Corps office—Telephone: 667365, 667372, or 668352 

If the Peace Corps telephone is out of order, call the U.S. Embassy (telephone: 666015) and 

explain that you have an emergency. The duty officer will radio a Peace Corps Staff Member. 

Provide the following information: 

• Full name of Volunteer. 

• Telephone numbers or radio frequency where you can be reached. 

• Exact location of Volunteer; district, city or town, direction to a private residence. 

• Medical Facility: hospital/dispensary; private/government/mission 

• Qualification of medical personnel attending Volunteer (doctor, rural medical aid, medical 

assistant, registered nurse, etc.) 

• Nearest airstrip; distance from the airstrip to site 

Describe exact medical status. 

• Conscious or unconscious 

• Coherent or incoherent 

• Breathing normally 

• In pain: moderate/severe/mild 

• Bleeding from: nose/mouth/ears/other 

• Broken bones 

Give brief history of what happened. 

B. Other Emergency Situations 

If a Volunteer is ever in any emergency situation in which you feel it is necessary to contact 

Peace Corps, do so immediately using the same procedures as for medical emergencies. 

In the event telephones are not working please use whatever means are available to contact the 

American Embassy, such as Military, Police or the Embassy Warden’s radio systems . They are 

most cooperative and willing to help. 
P&T Booklet 5: How to Implement a Project 

119 

APPENDIX A: QUICK GUIDE TO CONTACT INFORMATION 

The office is located at 36A Zambia Road, Oyster Bay, Dar es Salaam; off Bagamoyo Road near 

the U.S. Embassy at Kaunda Drive to Zambia Road on the right. 

Mailing Address in Tanzania is: 

 U.S. Peace Corps 

 P.O. Box 9123 

 Dar es Salaam, Tanzania 

Telephone Numbers: (255) (51) 667365, or 667372 

FAX Number (255) (51)668354 

E–mail<pc–tz@twiga.com> 

Radio Frequency 9235 kHz USB 

Office Hours 7:30 am to 3:30 pm, Monday through Friday 

Training Site (Arusha) Telephone Number (057) 8871 

After Office Hours Telephone Numbers 

 Director (051) 601689, or 0812 783050 

 Associate Director (051) 601918 

 Administrative Officer (051) 602180 

 PC Medical Officer (051) 27718, or 0812 783051 

 Duty Driver 0812 783052 

Note: If there is an emergency and no one answers the after hours telephone numbers provided 

above, contact the U.S. Embassy, Marine Guard Post, at (255) (51) 666014. The Marine on duty 

can contact the Peace Corps/Tanzania staff via radio. 
P&T Booklet 5: How to Implement a Project 

120 Peace Corps 

Ten Things To Do at Site 

Based on a list from Peace Corps/Niger 

Here are ten suggestions of what to do during the first several months at post: (You’ll be 

surprised how far a little investment will get you when it comes time to do the “real” work.) 

Talk with neighbors about things that interest them. 

Plant trees or a small garden, perhaps in your concession. Getting your hands in the dirt makes 

you “here” rather than “there,” and you learn what it is like to plant in this soil. A small project 

helps you see what is necessary for the large scale. In addition, it is nice to see something grow. 

Ask a villager for a tour of the village. Once you know the village and the villagers, it will be nice 

to look back on this experience that began your process of getting to know your community. Plus 

it is an interactive experience that will cause you to spend time with another person and use the 

language. You will see the village through the eyes of a villager, a valuable insight, and you will 

familiarize yourself with your town. 

Visit any schools or service agents in town. Thus, your presence and working/informal 

relationship will be established immediately, and you can get a sense of what is going on. 

Find spots in the village or in the nearby bush where you can find solace and private time. 

Experiment with cook stoves, for example, look for sources of mud, try building a mud stove, etc. 

Study your language manual. 

Visit nearby villages and the uninhabited land around you. It might be a pretty world, and you 

will orient yourself with your new surroundings. The world is big. 

Watch some of the daily activities of different villagers, men, women, boys, and girls, in order to 

understand better what and why the people of this culture do what they do. 

Enjoy yourself and your new home in Niger, West Africa. 
P&T Booklet 5: How to Implement a Project 

121 

Use of Advisory Committees 

For Peace Corps Programs, Training, Monitoring, and Evaluation 

What is an Advisory Committee? 

It is the “voice of the people” that is used to assist organizations or programs in their own 

development and evaluation. For Peace Corps programs it is the participatory voice of interested 

and involved host–country nationals used to develop, in a partnership, credible, realistic, and 

responsive projects and training programs. Posts may have one or more advisory groups, 

depending on the need. 

How can we use them? 

• Advisory body to the country director 

• Development of new Peace Corps projects 

• Project Status Reviews to review validity and focus of current projects 

• Development of appropriate Peace Corps sites 

• Training Status Reviews: evaluation of Volunteers’ technical and other skills 

• Developing meetings, conferences, and workshops 

• Development and evaluation of recruiting requests 

• Review of information regarding Trainee input 

• Focus group evaluations 

• Strengthening partnerships 

Who should be included? 

• Project participants (such as youth, women, fishermen, farmers, community members, 

etc.) 

• Government program representatives 

• NGO officers/members 

• Special interest group leaders and partners 

• Recognized community leaders (teachers, nurses, ministers, chiefs, etc.) 

• Peace Corps Volunteers 

• Peace Corps staff 

When do we use them? 

• Annually or semi–annually for reviews 

• A series of meetings to develop a project, etc. 

• Once to review a specific issue/opportunity 

Why do we use them? 

• Create a participatory, “team” focus for Peace Corps and host country 
P&T Booklet 5: How to Implement a Project 

122 Peace Corps 

• Get a feel for newest trends in development in the country 

• Give stakeholders a chance to be heard in the process of grass–roots development 

• Expose and expand host–country nationals’ and Peace Corps staff’s world view 

• Develop culturally appropriate programs 

• Support bottom–up development rather than top–down development 
P&T Booklet 5: How to Implement a Project 

123 

Volunteer Request Form 

We are pleased that you are interested in having a Peace Corps Volunteer join your team. In order 

for Peace Corps to select the appropriate sites for Volunteers, we request that you provide the 

information below. Please submit this completed application to the Peace Corps by . 

Name of Agency 

Address of Agency 

Name of Contact Person Title 

Contact Information 

1. Work Related Information—Please provide the following information in a letter to 

Peace Corps. 

a. Describe the goals and objectives of your organization and a short history of the projects that 

you have attempted or completed. Include successes and challenges. 

b. List the organizations that are currently working in the area on similar projects, and describe 

their goals, the progress they are making, and their challenges. 

c. Describe why you wish a Volunteer to work in your organization and provide a detailed 

description of the job that the Volunteer will do. Please remember that Peace Corps 

Volunteers do not take the place of local staff members. 

d. Describe what skills are essential and what skills are preferable in order for a Volunteer to be 

successful. 

e. Describe why you think a Volunteer will find working in your organization meaningful and 

enjoyable. 

f. Volunteers often become involved in community activities in their free time. Describe 

additional contacts, groups, and projects in the area that a Volunteer can pursue as secondary 

activities. 

g. In order to facilitate mutual sharing and learning, Peace Corps requires that each Volunteer 

have a Counterpart or work partner. Identify who this person will be and the role that this 

person currently plays in your organization. 

h. Please include anything else you think Peace Corps should know about your organization. 

2. Community Services—Please complete the information below. 

Name of nearest hospital location 

Transport and time to travel to nearest hospital 

Name of nearest doctor location 

Transport and frequency from site to capital 

Time to travel by land from site to Peace Corps office 

Name of nearest city to site (distance, kilometers) 

Name of nearest town to site (distance, kilometers) 
P&T Booklet 5: How to Implement a Project 

124 Peace Corps 

3. Housing 

As a part of our partnership with organizations, we request that they provide (identify) suitable 

housing for Volunteers. Please indicate the type(s) of housing that you are able to provide 

(identify). 

Single–occupancy house Shared accommodation in house 

Single–occupancy apartment Shared accommodation in apartment 

Room in compound Other 

The health and safety of Volunteers is of paramount importance to Peace Corps. We require that 

housing meet the following minimum criteria: 

• Volunteer must have at least one private room that can be locked. 

• Kitchen must be available for cooking meals. 

• All outside doors must have strong locks. 

• Windows on the first and second floors must have security bars. 

• Housing must be located in a safe neighborhood. 

• There must be a clean inside toilet facility or outside pit latrine with four foot drop and 

covered hole. 

• Housing should be within a 30 minute walk to work, 30 minute walk to markets, 30 

minute walk to public transport, and 30 minute walk to available telephone or radio. 

• Running water should be in housing or within 30 feet. 

• Electricity should be available every day for at least three hours. 

Does the housing you can provide (identify) meet all of these requirements? Yes/No 

If “No”, which ones does the housing not meet? 

How can the Volunteer be reached in case of an emergency? 

Can you arrange to transport the Volunteer in the event of an emergency? Yes /No 

Name/title of person completing this form: 

___________________________________________ 

Signature 

We will review your application along with those submitted by other organizations. If your 

application meets our requirements, we will arrange for a Peace Corps staff member or Volunteer 

to visit your site to talk more about mutual expectations, roles and responsibilities, and the 

possibility of having a Volunteer work with your organization. 

Please provide a map that illustrates the location of your organization. Before we visit we will 

contact you to arrange for a suitable date and time. 
P&T Booklet 5: How to Implement a Project 

125 

Volunteer Request Form For Teachers 

Peace Corps/Tanzania 

Name of School:

Location: 

Please state your priority needs for teachers to teach in the following subject areas 

(1= greatest need, 2= some need, 3= not needed). Many teachers assigned to O level can teach 

in two subject areas (such as chemistry and biology, or physics and mathematics).

Subject Priority Needs 

(1, 2 or 3) 

Level (O, A, both) proposed weekly 

period allocation to 

Volunteer in 

subject 

number of teachers 

currently teaching 

this subject (also, 

indicate if any are 

foreigners) 

Geography 

Physics 

Biology 

Chemistry 

Mathematics 

How many Peace Corps teachers are you requesting? One two 

In the above areas where you have indicated a priority of 1 or 2, please list each of the teachers 

for that particular subject and the number of periods that they are teaching per week.

Peace Corps wishes to clarify that accommodations for PCVs should be a similar standard in 

which Tanzanian teachers live. The following guidelines should assist you in meeting 

accommodation needs for the Volunteer. 

Possible housing situations acceptable for Peace Corps Volunteers: 

• living alone;

• sharing a house with other Tanzanian colleagues of the same gender (but not a family); 

• sharing a house with other Volunteer colleagues of the same sex; 
P&T Booklet 5: How to Implement a Project 

126 Peace Corps 

• living on the school compound or in a safe, secure, and convenient community location; 

or 

living in a teacher hostel.

Volunteer accommodations must have at the minimum: 

• at least one private room (sleeping quarters) which can be locked; 

• mosquito screens on their bedroom windows; 

• a water tight (good) roof; 

• a cement or wooden floor;

• secure/strong doors that can be locked and windows which close tightly (if the house is 

known to be a security risk then bars, adequate to prevent break–ins, must be placed on 

all doors and windows); and 

one table, two chairs, one bed with mattress, storage area for clothing 

Volunteers can live in a house with or without electricity or running water. If the house does not 

have running water there must be a water source within a reasonable distance from the house and 

there must be a sanitary pit latrine available for use by the Volunteer. 

Given the above guidelines please describe the accommodation provided to the PCV. 

Is the accommodation or off the school grounds?__________________________ 

If off of school grounds, how many kilometers away?_______________________ 

Is there electricity? ____running water? ____If not, what is the distance to water? 

Will the Volunteer share accommodations?_____Yes No 

If yes, with who? Please indicate male/female. 

When will the accommodation be available?_____________________________ 

List furnishings that will be provided to the Volunteer. 

If you are requesting two Peace Corps teachers please make sure that you describe the housing for 

each. Also, whenever Volunteers will be sharing housing indicate whether they will have to be 

male or female Volunteers. 

Additional comments about accommodations: 

______________________________________________ _______________________ 

Name and Title of person completing this form Date 
P&T Booklet 5: How to Implement a Project 

127 

Volunteer Teacher Observation Form 

Based on a form used by Peace Corps/The Gambia 

PCV Name: 

Date: 

Subject: 

Time: 

From to Class: 

The purpose of this form is to help Volunteers improve their teaching skills. The more positive 

and constructive the feedback you can give, the more valuable the interaction will be. 

For each category circle E (excellent), S (satisfactory), or NI (needs improvement). Include 

comments that will support your assessment and add specifics to your discussion with the 

Volunteer. 

Before the observation, ask the Volunteer if there is anything in particular that they would like 

you to focus on. 

Introduction 

1. Did the introduction capture the students’ attention? E S NI 

2. Are the objectives for the lesson stated clearly? E S NI 

Presentation 

1. Is speech clear and the speed of speaking effective? E S NI 

2. Are books, chalkboard, other materials used effectively? E S NI 

3. Is questioning used effectively? Are many students called on or the 

same ones? Are students who do not raise their hands taken into 

consideration? Are questions varied, and do they call for more than a 

one–word answer? 

E S NI 

4. Are explanations clear and logically presented? E S NI 

5. Does the teacher communicate with students by doing the following: 

use comments and questions from learners in teaching, provide 

feedback to learners during lesson, clarify directions and explanations 

when learners misunderstand, make sure that 80 percent of the 

learners do understand, provide opportunities for student 

participation? 

E S NI 

6. Does teacher show enthusiasm for subject, students, teaching? E S NI 

7. Is the lesson’s content made relevant to the students’ lives? E S NI 
P&T Booklet 5: How to Implement a Project 

128 Peace Corps 

Conclusion 

1. Was the lesson well timed/paced (for example there was not a lot of 

extra time at the end of class and the lesson was not squeezed into too 

little time)? 

E S NI 

2. Was there a wrap–up for the lesson (such as drawing ideas together 

and ensuring students know what to do next or explaining how 

today’s lesson relates to tomorrow’s lesson)? 

E S NI 

3. Was the lesson well prepared? Was there a clear plan? E S NI 

4. How well were teaching aids, visuals, hands–on materials used? E S NI 

5. Were there home work assignments? Were deadlines clear? E S NI 

6. How effective were monitoring and evaluation methods used? E S NI 

7. Is there a lesson plan? Are ideas for improvement included? E S NI 

8. Is the lesson on time, behind, ahead of schedule? E S NI 

9. Any actions needed? 

10. Other observations: 
P&T Booklet 5: How to Implement a Project 

129 

Acronyms

AA Assignment Area 

AF Africa Region 

AID Agency for International Development 

ALO Administrative Liaison Officer 

AO Administrative Officer 

AOT Administrative Officers Training 

APCD Associate Peace Corps Director 

APCMO Area Peace Corps Medical Officer 

AWOL Absence Without Leave 

BIT Budget Implementation Team 

CAO Chief Administrative Officer 

CBT Community-Based Training or Computer-Based Training 

CCBI Community Content Based Instruction 

CD Country Director Or Community Development 

CDA Country Desk Assistant 

CDO Country Desk Officer 

CDU Country Desk Unit 

CHOPS Chief of Operations 

COLA Cost of Living Adjustment 

COS Close (or Continuation) of Service 

COTR Contracting Officer's Technical Representative 

DOS Department of State or Description of Service 

EEO Equal Employment Opportunity 

EMA Europe, the Mediterranean, and Asia 

ET Early Termination 

FAD Field Assistance Division 

FSN Foreign Service National 

FTE Full Time Employee 

GAO General Accounting Office 

GO_ Government Of ______ 

GPO Government Printing Office 

GSO General Service Office 

GTR Government Travel Rates 

HCA Host Country Agency 

HCN Host Country National 

HOR Home of Record 

HQ Headquarters 

HRM Human Resource Management 

IAP Inter-America and the Pacific Region 

ICE Information Collection and Exchange 

IFO International Financial Operation 

IG Inspector General 

IP Individual Placement 
P&T Booklet 5: How to Implement a Project 

130 Peace Corps 

IPBS Integrated Planning and Budget System 

IRM Information Resources Management 

IST In Service Training 

KAR Key Agency Resources 

LCP Local Compensation Plan 

LQA Living Quarters Allowance 

LWOP Leave Without Pay 

M&IE Meals and Incidental Expenses 

MED SEP Medical Separation 

MOA/U Memorandum of Agreement/Understanding 

MOU Memorandum of Understanding 

MS Manual Section or Medical Services 

MSI Meritorious Step Increase 

NGO Non-Governmental Organization 

OF-XXX Optional Form number XXX (as in OF-206) 

OJT On the Job Training 

OMB Office of Management and Budget 

OPM Office of Personnel Management 

OPMAN Operations Manual 

OSD Overseas Staff Development 

OST Overseas Staff Training 

P&T Programming and Training 

PASA Participating Agency Support Agreement 

PDM Project Design and Management 

PBR Periodic Budget Review 

PC/W Peace Corps Washington 

PCMO Peace Corps Medical Officer 

PCMS Peace Corps Manual Section 

PCT Peace Corps Trainee 

PCV Peace Corps Volunteer 

PCVC Peace Corps Volunteer Coordinator 

PDO Pre-Departure Orientation 

PLU Program Learning Unit 

PO Personnel Officer or Programming Officer 

PO Purchase Order 

POV Privately Owned Vehicle 

PPA Planning And Policy Analysis 

PR Procurement Request 

PSC Personal Services Contractor 

PSD Program Support and Development 

PSR Project Status Report 

PST Pre-Service Training 

PTA Programming and Training Advisor 

PTLO Programming and Training Liaison Officer 

PTO Programming and Training Officer 
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PTQ Pre-Training Questionnaire 

PVO Private Volunteer Organization 

QBR Quarterly Budget Review 

QTRS Quarterly Trainee Request System 

RA Readjustment Allowance 

RAU Regional Assistance Unit 

RD Regional Director 

RDD Resource Development Division 

RFP Request For Proposal 

RPCV Returned Peace Corps Volunteer 

RPSO Regional Procurement Supplies Office 

RSO Regional Security Officer 

SAV Special Assignment Volunteer 

SBD Small Business Development 

SCD Service Computation Date 

SED Small Enterprise Development 

SF-XXX Standard Form Number XXX (as in SF-171) 

SOW Statement of Work 

SPA Small Project Assistance 

SRPTC Sub-Regional Programming & Training Coordinator 

SSN Social Security Number 

STAU Short Term Assistance Unit 

TA Task Analysis, Technical Assistance, or Travel Authorization 

TCC Temporary Continuation of Coverage 

TCN Third Country National 

TCT Third Country Training 

TDY Temporary Duty 

TI Trainee Input 

TO Training Officer or Travel Orders 

TOT Training of Trainers 

TR Trainee Requests 

TSDU Training and Staff Development Unit 

TSP Thrift Savings Plan 

TSR Training Status Report 

UFR Unfunded Request 

USC United States Code 

UTR Unfunded Trainee Request 

USDO U.S. Disbursing Office(r) 

VAD Volunteer Assignment Description 

VRS Volunteer Recruitment and Selection 

VS Volunteer Support 

WID Women in Development 

WHO World Health Organization 

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133 

Glossary 

Assignment 

Area (AA) 

Description of the training, qualifications, and experience required for a 

specific Volunteer assignment. Also indicates a generic job title and code 

number for a Volunteer assignment. 

Baseline Data Data that describe the situation to be addressed by a project and serve as 

the starting point for measuring the performance of that project. 

Benchmarks: Activities or decision points that are critical to the achievement of 

objectives. Benchmarks should have time frames to help track progress 

towards meeting objectives. 

Close of Service 

Conference 

A planned event that marks the end of a Volunteer’s service. Activities are 

planned to assist Volunteers in making the transition back to the United 

States and to receive Volunteer feedback on their assignments. 

Community 

Members

The individuals who are the ultimate target of a project intervention and 

for whom the project is working to improve upon a basic life condition, 

i.e., food, shelter, health, employment, education, income - quality of life 

indicators, etc. 

Community 

Partners

The individuals with whom Volunteers work in community settings, 

sometimes referred to as counterparts or service providers. 

Competency A particular skill, knowledge, attitude, or behavior required to perform a 

given task 

Country 

Agreement 

A legally binding document developed by the Peace Corps and the 

overseeing host-country governmental body responsible for overseeing 

Peace Corps activities. This document specifies Peace Corps program 

goals and activities. 

Description of 

Work 

Document that defines the goals of training and provides the following: 

general guidelines for trainer responsibilities, expected trainee 

competencies, number of instruction hours, course content, host-country 

officials to be used as resources for training, and country-specific 

requirements particular to the training. 

Development 

Cooperation 

Agencies 

Organizations involved in development efforts in the host country. These 

include large NGOs (CARE), bilateral organizations (USAID from the 

U.S. or DANIDA from Denmark), or multilateral organizations 

(UNICEF). These may or may not be stakeholders who have some 

involvement in a Peace Corps project. However, it is helpful to be aware 

of the activities of these agencies to better understand the development 

context in the host country and the most appropriate role for the Peace 

Corps. 

Evaluation Part of assessment, done at a particular point in time, such as in the middle 

or at the end of a project. It usually answers the questions: Did we do what 

we said we were going to do? and What are the results of our efforts? 

Focus group Data collection technique where a group of selected participants are 

guided in a discussion on a specific topic. 
P&T Booklet 5: How to Implement a Project 

134 Peace Corps 

Host-country 

Agency Partners

Host-country government ministries and/or local non-governmental 

agencies (NGOs) that are co-designing, implementing, and assessing a 

project with Peace Corps. There may be one or more agency partners 

involved in a project in some role. 

Indicator A marker or characteristic that represents the achievement of an objective. 

Indicators need to be relevant to the situation, specific, measurable, and 

feasible. 

In-Service 

Training 

Training activities that take place in the Volunteer’s assigned country 

during the period of service and meet a Volunteer’s ongoing training 

needs: technical, linguistic, cross-cultural, health, and personal safety. 

Integrated 

Planning and 

Budget System 

(IPBS) 

An annual process that describes a Peace Corps post’s program strategies 

and goals, including proposed new projects, a description of the year’s 

programming and training events, and budget for the country program. 

Interview A data gathering technique in which a set of questions (structured or 

unstructured) are asked of an individual or a group of individuals. 

Learning 

Objective 

Learning Objectives describe what the trainee will be able to do as a result 

of training. Most learning objectives are made up of three parts: 

1. Performance, the measurable or observable knowledge, attitude, skill 

or behavior the trainee learns, 

2. The condition under which the learned knowledge, attitude, skill or 

behavior is observed, and 

3. The standard of performance, or how well the trainee demonstrates the 

new knowledge, attitude, skill or behavior. 

Memo of 

Understanding 

When referring to programming, an MOU is a document that defines the 

terms of agreement between Peace Corps and a host-country agency 

regarding a collaborative project. The MOU, also called “Project 

Agreement”, contains or refers to the project plan and defines the 

responsibilities of the Volunteers, Peace Corps staff, and the HCA. 

Monitoring Part of an ongoing assessment that answers the question: How are we 

doing? It provides information on the day-to-day functioning of the 

project. 

Observation A systematic data collection technique for watching people or events and 

recording what is seen. 

Outcomes The changes in project participants resulting from project activities. 

Outcomes may relate to changes in knowledge, skills, attitudes, values, 

behavior, conditions, or status. 

Participatory 

Evaluation 

Participatory evaluation involves project stakeholders in the different 

phases of an evaluation effort including planning and design, collecting 

and analyzing the data, and disseminating and using the results. 

Program Refers to all Volunteer activities within one country. For example, the 

entire Peace Corps operation in Ecuador is referred to as the Peace Corps 

program in Ecuador. 
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135 

Project All Volunteer activities related to a common purpose. The purpose is 

achieved by implementing a set of goals and objectives. For example, 

under the Health sector in Mali, there are two projects – one 

Water/Sanitation Project and one Maternal and Child Health project. 

Project Agreement A document which, although not legally binding, serves as a contract 

between the Peace Corps and host-country agency, clearly defining the 

purpose, goals, objectives and details of a project, as well as the 

responsibilities of each party. Also known as a Memo of Understanding 

(MOU) in some countries. 

Project 

Agreement 

The written agreement between the Peace Corps and a host-country 

agency that serves as a working document, defining why and how they 

will proceed with a project strategy and Volunteer assignments. It is 

compatible with Peace Corps programming criteria and host-country 

needs. The project plan is often incorporated into a project agreement or 

MOU that is jointly signed. 

Project Criteria Peace Corps priorities reflecting philosophy, needs, and resource 

availability that should be incorporated into each project. While each 

criterion need not be met in every project, each must be addressed. 

Project Goal A project goal statement should answer the question: What condition 

needs to occur to achieve the project’s purpose? 

Project 

Objective 

Project objectives describe what activities will take place and the desired 

change that will occur because of those activities. Project objectives 

answer two questions: What major activities will Volunteers and their 

community partners do? and What knowledge, attitudes, skills or 

behaviors are expected to change because of these activities? Project 

objectives should be measurable and time bound. 

Project 

Participants

All of those involved, in one way or another, in the promotion, design, 

organization, implementation, evaluation and/or documentation of a 

project, to include community members, host-country agency partners, 

community partners, coworkers, and supervisors. 

Project Plan The written agreement between the Peace Corps and a host-country 

agency that serves as a working document, defining why and how they 

will proceed with a project strategy and Volunteer assignments. It is 

compatible with Peace Corps programming criteria, host-country priorities 

and community needs and resources, and consists of project background, 

project description including the project framework (project purpose, goals 

and objectives), monitoring and evaluation plan, and project management. 

The project plan is often incorporated into a project agreement or memo of 

understanding that is jointly signed. 

Project Purpose A project purpose statement that answers the question, What is the broad 

desired improvement in people’s lives that will result from this project? 

The statement should be brief and visionary and explain why the project is 

being implemented. 

Qualitative data Pieces of information in the form of words, usually quotes and a 

description that answers questions about “why” and “how.” 
P&T Booklet 5: How to Implement a Project 

136 Peace Corps 

Quantitative 

data

Pieces of information in the form of numbers that answers questions about 

“what” and “how many.” 

Quarterly 

Trainee 

Request System 

A process by which posts, four times a year, project the numbers and types 

of Volunteers needed for the country projects. 

Questionnaire A written document consisting of questions that individuals are asked to 

complete, either by themselves or with the data collector. 

Sector Refers to all activities related within one content area. Peace Corps 

activities are usually classified according to the following sectors: 

Agriculture, Business Development, Education, Environment, Health, and 

Youth Development. 

Stakeholder Individuals or groups of individuals who either affect or are effected by a 

project. In a Peace Corps project, this typically includes Volunteers, 

community partners, community members, supervisors, host-country 

agency partners, programming and other post staff, and Peace Corps 

headquarters staff. 

Statement of Work 

(SOW) 

Part of the contractual document that outlines the responsibilities of a 

person performing a Personal Services Contract (PSC) or an organization 

performing under a non-Personal Services Contract. The SOW is included 

in the Request for Proposal (RFP) provided to contractors who wish to bid 

for a training program or other Peace Corps contract. 

Supervisor A person within a government agency or non-governmental organization 

(NGO) in charge of a particular department or unit to which Volunteers 

are assigned. 

Task Analysis An examination of project objectives to determine the discrete activities 

that a Volunteer must be trained to perform in order to accomplish the 

objective. 

Task, Project Activities that Volunteers perform to meet the project’s goals and 

objectives. 

Training Goal A training goal describes the broad desired results of a training event. 

Training of 

Trainers (TOT) 

A program to prepare training staff for their duties. The TOT is attended 

by the Training Manager, coordinators, language instructors and other 

instructors, and support staff as determined by the Training Manager. 

Volunteer 

Assignment 

A set of responsibilities to be undertaken by one or more Volunteers 

working on a project. For example, the Health project in Ecuador has two 

Volunteer assignments: 1) an assignment which includes activities 

requiring the skill of a person with a degree in health, and 2) an 

assignment which includes activities requiring the skills of a person who 

has a background and an expressed interest in community extension work 

in health. 
P&T Booklet 5: How to Implement a Project 

137 

Volunteer 

Assignment 

Description (VAD) 

The document outlining the responsibilities, activities, work objectives, 

cross-cultural expectations, living conditions, entry skills, and other 

competencies required for a given Peace Corps Volunteer assignment. It is 

used by placement officers to select and place future Volunteers, and to 

inform those invited to become Volunteers about the assignment they are 

being offered. 

P&T Booklet 5: How to Implement a Project 

139 

Index 

Annual Calendar........................................11 

Annual Planning Cycle................................6 

Budgeting Processes....................................3 

Calendar of Events ......................................9 

Close of Service (COS) ...........8, 39, 44, 111 

In–Service Training (IST) ...........8, 9, 39, 43 

Integrated Planning and Budget System..3, 6 

Invitee Materials........................................57 

IPBS ............................................................3 

Mid–Service Conference...............33, 39, 43 

Operating Plan.............................................5 

Periodic Budget Review..............................5 

Planning and Budget Activities Annual 

Calendar...................................................7 

Pre–Service Training (PST)...................... 40 

Project Status Reports................................. 6 

Quarterly Trainee Request System ............. 5 

Site Development ..................................... 13 

Site Selection Criteria............................... 18 

Site Visit Reports................................ 48, 51 

Staff Work Plans......................................... 8 

Staging Materials...................................... 57 

Training Calendar..................................... 45 

Training Status Reports .............................. 6 

Training Volunteers.................................. 39 

Volunteer Newsletters .............................. 58 

Volunteer Placement................................. 29 

Volunteer Request Process ......................... 5