Sustainability

Throughout the Peace Corps experience, the importance of sustainability in projects is drilled into the head of every volunteer. Because we volunteers offer our sites no financial backing for their development, we can only offer our ideas and hard work. The goal is that the results of our work will not fade when we leave our sites. Rather a lasting impact is expected of us; we are expected to plant a seed that the site then cultivates. To simplify: “you give a man a fish; you feed him for a day. You teach him how to fish, you feed him for life.”

To consistently create sustainable projects in one’s site is easier said than done. A volunteer cannot simply create the perfect sustainable project in his or her head and implement it. The volunteer must first consult with counterparts, and tailor projects to their needs. I have had many creative, sustainable project proposals shot down by my school’s director. I have been told by some of my counterparts exactly what they need; these requests are often for unsustainable work. So I have had to find a balance between catering to the desires of the institutions in which I work and working on projects that I feel could be sustainable.

A major problem that many of my colleagues in the Children, Youth and Families program encounter is that sustainability is not easy to measure in educational work. Who knows if what you teach has a lasting impact on the community? How can you tell if the community will take ownership over the information that you share? For most volunteers, you just have to put your work out there and hope that the information catches on somewhere and takes off after you leave.

I am a rare volunteer who has been lucky enough to see sustainability in action. The other day, I was approached by Xinia, the teacher at the school who facilitates the Chicas Super Poderosas group with me. She invited me to a workshop that she was putting on for a small group of students. I happily accepted and did not think much of it.

The next day, I walked into a classroom filled with children laying on mats. I smiled; the kids looked like they were excited about any workshop that involved laying down. As Xinia made her way through the lesson, I became filled with pride. What had me so excited was that the workshop was a variation on one of the lessons we gave during the Chicas Super Poderosas program. It was as if she had torn a page from the manual.

I had always planned on speaking with Xinia about continuing Chicas Super Poderosas after I leave. However, she beat me to the punch by putting on the workshop. Afterwards, we spoke about the coming end of the school year and the Chicas program. We agreed that we would start a new Chicas group the following school year in February. I reminded her that I would be ending my service before the program would end. She told me not to worry, that she would continue it. I beamed.

As I went to leave the school that day, I passed by the small classrooms and then paused. In a poetic moment, I took in what I had just experienced and took note of a group of small fruit trees lining the walkway. A year and a half ago, I had planted the trees as saplings. Now they had taken the form of small trees which would hopefully bear fruit long after I’m gone. I know that the metaphor may be a bit cheesy, but it is valid. I had planted a tree, both real and metaphorical, and now know that they will be there after I’m gone. My hope is that years from now, Chicas Super Poderosas can be identified as a part of the culture of the school just as the trees are part of its landscape.