Strengthen Entrepreneurial Curriculum and Teacher Skill Development


Open to all RPCVs

Activity/project background

Currently in Peru there are 25 High Performance Schools (COARS), one in each region. Their goal is to serve approximately 8,000 students per academic year, distributed into 2,700 students per academic grade (ninth, tenth and eleventh grades) nationwide. Within the Peruvian Educational Program, COARs offer the academic area of Technology for Entrepreneurship (TEMP). This area promotes learning about entrepreneurship and its objective is to enhance the skills of students with outstanding skills for the development of entrepreneurial projects, so that they can understand the stages of an entrepreneurial project’s development and know how they can make an impact in their communities, while at the same time consolidating themselves in the assertive and ethical use of the tools offered by Information and Communication Technologies (ICT). In addition, this area seeks to facilitate the student learning process and problem solving through the development and strengthening of digital and computational thinking skills.

This project is aimed at teachers of the academic area of Technology for Entrepreneurship of the 25 COARs nationwide. Given that the teachers in charge of implementing the TEMP area in the COARs are Technology teachers, we need to strengthen their entrepreneurial skills and basic business skills, such as developing business plans.

The Virtual Service Pilot Participant (VSPP) will support the Technology and Business Management Specialist of the DEBEDSAR in providing capacity strengthening/development to the team of COAR teachers on topics such as business plans, productive projects management, and social entrepreneurship. Given that the support is going to be offered to teachers of the 25 regions throughout Peru, we request the support of 2 VSPPs.

Virtual service engagement and tasks

The VSPP, in collaboration with their Host Country Partners, will engage in the following tasks:
• Analyze the contents of the existing curriculum on entrepreneurship to co-develop a new curricular structure and organize it into didactic units (according to Peruvian National Education Program)
• Identify priority learning objectives and co-design and co-facilitate an entrepreneurship capacity building workshop for teachers in the COAR network
• Coordinate with COAR teachers to implement the entrepreneurship subject matter in their pedagogical documents and learning sessions

This engagement is expected to be approximately 27 weeks. VSPPs are expected to engage on the tasks listed above for an estimated 5-15 hours per week.

Meetings between VSPPs and Host Country Counterparts will take place during normal office hours, Monday to Friday, 8am-5pm, and possibly Saturdays mornings, Peru standard time. Specific times will be determined during orientation.

The Host Country Counterpart will have access to a computer, Internet, cell phone with WhatsApp, email (Google preferred), and platforms for virtual meetings such as Zoom, Google Meet, and Classroom for regular communication and collaboration.

Per the Child Protection Code of Conduct, when engaging online with minors (0-18), at least two adults must be present.

Optional additional activities

The Peace Corps mission is to promote world peace and friendship by fulfilling three goals:

  1. To help the people of interested countries in meeting their need for trained men and women.
  2. To help promote a better understanding of Americans on the part of the peoples served.
  3. To help promote a better understanding of other peoples on the part of Americans.

Goal 1 will be achieved through the VSPP's engagement and completion of the above tasks. The counterpart and VSPP may also choose to identify an activity that aligns with Goal 2. Additionally, the VSPP may identify a Goal 3 activity to implement during their engagement. See recommendations and tools for Goal 3 activities.

Essential qualifications

Education: Bachelor’s degree in any field

Language: Advanced Spanish

• Experience in business management, business plan development, and/or entrepreneurship projects
• Experience designing and facilitating training workshops for adults

Intercultural skills and motivation: Flexible, strong cross-cultural agility, high tolerance for ambiguity, able to work independently, resourceful, creative, and genuinely motivated and capable to serve virtually.

Desired qualifications

Education: MPA, MBA, or master’s degree in management, accounting, finance or related field OR Bachelor of arts in computer science or related field

Technical Skills: Familiarity with virtual engagement and communication

• Experience in business advising/coaching
• Experience developing curriculum
• Experience working with teachers/school personnel and/or with youth (16-24 years old)
• Experience with project management
• Entrepreneurship experience of technological products or services
• Experience educating/training youth and/or adults in technical careers
• Work, volunteer, or academic experience in Latin America

Partner background

Name: Direction of Basic Education for Outstanding and High Performing Students (DEBEDSAR, acronym in Spanish), Ministry of Education of Peru (MINEDU).

Type of entity: Government

Mission and goals:

High school students with outstanding abilities from all 25 regions of Peru are provided with a high quality educational service, according to national and international standards, to strengthen their personal, academic, artistic, and/or sports skills, based on a respectful, critical and intercultural dialogue.

These students are offered the opportunity to attend High Performance Schools (COARs) which provide them with a relevant educational service, with quality and equity, aimed at enhancing the above mentioned abilities and developing their commitment to local, regional, and national development.

Education in the COARs encourages students to exercise active, democratic and intercultural citizenship, and to design their life project, emphasizing their commitment to the development of their communities, regions, and country.

COARs aim to be considered a benchmark educational model of academic quality and educational, organizational and management innovation, and thus improve Peruvian public education, and form a community of leaders capable of contributing to local, regional, national, and also global development.

Terms and conditions of engagement

VSPPs will be engaging with the host country partner, in coordination with Peace Corps post staff, remotely from the US. They should have access to a computer, internet, and telephone in order to enable direct engagement with the Peace Corps overseas office and the Host Country Counterpart assigned by the host country partner.

Orientation with the host country partner will be provided, within the designated virtual service hours, during the first week of virtual service via an online presentation and discussion. The host country partner will provide an overview of its organization, the local context, and how they envision collaborating with the VSPP.

The VSPP will have regular check-ins with their counterpart and bi-weekly check-ins with Peace Corps staff. Spending unstructured time with counterparts can be critical to relationship-building and is encouraged through activities such as coffee chats and informal calls within the weekly 5-15 hours.

Engagement-specific safety and security

The VSPP will receive an orientation on Peace Corps’ Child Protection Policy and how it relates to online engagement along with IT security best practices. The VSPP will be expected to follow safety and security guidelines for online engagement to ensure their safety and that of the Host Country Partner and their counterpart, and any beneficiaries of the engagement.

Supervision requirements

The VSPP will report to a designated Peace Corps staff member. The VSPP will be expected to abide by the Virtual Service Pilot Participant and Donation Agreement and Participant Principles of Engagement. The VSPP will also be expected to check in with the designated host country counterpart as assigned by the host county partner.

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