In this column, entries where no specific location is given are shown in italics; they may be existing examples where no data is presently available (and which we will aim to research) or specific ideas of collaboration which are feasible in terms of other known involvement of volunteers in ICT4D projects and tasks.

While this does not apply to children, we feel that basic literacy needs to be considered as well because of (1) the impact in has on adults that gain it, and (2) the positive influence on promoting children education that literate parents have.

This includes HIV+ people, AIDS patients as well as those immediately related to them, like spouses, parents, children, close friends, etc.

Unless specified otherwise, it is always assumed that the Volunteers would focus on supporting and participating in established initiatives and processes, with a focus on training and capacity building, and not on direct product creation or delivery.

For the purpose of clarity and brevity, the term "volunteer" in this table refers to an on-site volunteer; mention to online volunteers will be explicit when it is the case.

UNITeS mentioned here in UNDP document

ICT Volunteers can also help on the first objective, ie. helping development institutions to internalize ICT into their operations. Yet, since the type of development institutions envisioned here are the larger ones (UN agencies, bilateral donor agencies, large Foundations), we are not examining contributions from ICT volunteers in this paper - though they do exist and are not very different from "institutional strengthening via ICT" support often provided in development projects.