Two weeks ago I finished my last large-scale project. While I am of course still working on a few other things during the next few months, this activity (of which I am extremely proud) feels like the culmination of my service. So please excuse me while I brag a little bit.
The history of the project
You may recall me writing about GLOW camps before. G-L-O-W stands for Girls and/or Guys Leading Our World. These camps originated with PCVs in Romania who were trying to get girls more involved in leadership. Over time they’ve become a staple project for PCVs around the world including in Botswana.
Before I hooked up with them, the people who would become my collaborators wrote a grant to do several camps in their area. It was a group of volunteers from multiple cohorts which means that several of the people highly involved would be leaving Botswana before the project finished . When they realised this they sent up a smoke signal to volunteers looking for help. This was fairly early in my service when I was looking for more things to do and had not yet collaborated. With my background in childcare and years of teaching experience these camps seemed like a good fit. Plus I was the only one to respond when they asked for help.
Prior to me joining, the group had done 1 camp in a large village which means the students had fairly high English skills. The veteran volunteers had done GLOW camps before so they had a pretty good idea of how things should run. From what I’ve heard that camp went pretty smoothly.
The next camp, which was the first of which I participated, wasn’t as easy. All but one of the upperclassmen PCVs were gone and the one that was present was acting primarily as a runner/gofer, not a facilitator. The students were extremely shy, timid of even the most basic public speaking, and had very limited English skills. We had a few local counterparts to help so we could encourage participation in Setswana but the Host Country Nationals (HCNs) didn’t know the curriculum well enough to facilitate. These factors led to behaviour problems and general disorder. Personally, I had some thoughts on how to make thing flow more effectively but didn’t yet have ownership of the project. I can come off a bit like a bulldozer so I try to respect others’ roles and inputs by holding my tongue (I should note I’m not always successful at this). While that’s good in general it meant a missed opportunity during this camp to improve things. But, we got through it and the kids definitely learned (the pre and post tests proved that); it just wasn’t nearly as beneficial as it could have been.
We had 3 more camps scheduled in the coming months so we had a debrief. One of the collaborators has this excellent activity for these kinds of meetings called Plus/Delta. I think it’s a fairly standard practice of listing things that went well and things that didn’t except that instead of thinking of things that went poorly or were minuses you conceptualize them as Deltas, the Greek letter which represents change in mathematical or scientific equations. The idea here is that we focus on the actions we have taken or can take to ensure success. Through this we were able to sort out how to prevent some of the problems which occurred. Some of our actions included slight adjustments to the curriculum and schedule, doing ground rules in a very specific way which emphasised the students as young adults instead of kids, and screening students for prerequisite skills before the camps start.
A few months passed and we went on to the next camps. We were supposed to do 3 camps in 2 weeks but unfortunately at the very last-minute problems arose with one of them and we had to cancel it (that experience taught us many more pitfalls to avoid). But we soldiered on and held camps in two small villages, both of which went extremely well. Those of us running them had turned into a cohesive group that anticipated each others actions; knew the curriculum backwards, forwards, and blind folded (we actually eventually did a camp with absolutely no notes for reference); and were really good at interacting with youth in a way which facilitates both learning and fun.
And that was that. The grant finished and we were done. Or at least that’s what we thought.
After not too long we got contacted by the District AIDS Coordinator for one of the sub districts. He had the budget for another camp and wanted us to run it. Turns out the various communities really loved the material we were covering and wanted more students to experience it. We did a few more camps and started working on a way for the camps to continue after we leave.
The problems with camps
As I stated earlier, GLOW camps are very popular with PCVs. I know of almost no one who hasn’t participated in at least one. They’re extremely beneficial to the students that attend and bestow all kids of knowledge and skills. But there are a couple of problems with the way their done.
The first and most pressing issue is that they are almost always initiated and primarily led by volunteers. HCNs are frequently involved but not always and when they are it’s usually in a supporting role. This goes against the concept of capacity building (the idea that we increase locals’ abilities to improve their communities rather than making the improvements ourselves) which is part of Peace Corps’ current approach. Our group was just as guilty of this as any other.
My other issue with the way that GLOW camps are currently done is that the content can literally be anything. While this flexibility allows creative thinking which leads to invaluable and diverse projects (such as amazing science camps or incredible therapeutic arts camps) it also means the content of most camps is pieced together with no real knowledge of its effectiveness. When each camp is different there’s no way to learn from the mistakes and successes of previous endeavours and every time is basically the first.
By using the same curriculum so many times in many different settings my collaborators and I have been able to address the second issue. I want to be clear here: I am in no way saying that every GLOW camp should look exactly like our’s or use our curriculum. What I am saying is that we have a curriculum and schedule which has been tested and shown to work. We’ve made many adjustments over time as well as monitored student growth closely. If others want a program off of which to go they now have it and if they choose to use what we’ve made they will be able to continue to improve it.
But that still leaves us with the issue of HCN involvement. Our districts have made it clear they want to continue doing these camps when we leave and there’s no guarantee that every one of us will be replaced. This means that locals need to know how to organise and lead a camp.
The final project
The first part of the recent project was a training of teachers, school counsellors, and government workers so they could become facilitators. After two days of acting as students themselves they became the leaders of their own camp. My collaborators and I at that point became very hands off; in attendance but only to trouble shoot and offer suggestions. ~90% of the camp was lead by HCNs, and it went amazing! Students had an average growth of 30% and everyone had a great time.
But facilitation isn’t the only part of a camp. A lot of work before hand went into coordinating with various offices to get the space, students, materials, food, transport, teachers, and all those other logistical aspects that go into an event like this. Next time they hold a camp I have full faith that everything will go smoothly.
What’s next
Now that we’re finished we’re looking to how to keep this project going: we’ve already passed the curriculum on to a few volunteers in country so they can use it as well, we’re looking at the possibility of training more teachers in another sub-district, and we’re in discussions with a ministry official who is interested in GLOW in general. I honestly kind of wish I had proposed a third year project around this but alas it is now too late. But no matter what else I know at least one district will continue to hold camps which are organised and run by community members.