Pre-Work Assignment 2 — Problem Statement and Intervention Concept
Georgia-Korea Information Access Center | Revision Notes (NIA Review)
June 2026
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Part A|Basic Information
No changes. Basic information is complete and correct.
Country
Georgia
IAC Name
Georgia-Korea Information Access Center
Host Institution
Union of Tbilisi Municipality Multifunctional Libraries
IAC Center Manager
Lena Askurava
Contact Information
askuravalela@gmail.com | +995 599 28 93 39
Part B|Selected Problem and Policy Link
Selected National or Sector Priority
Digital and educational inclusion for persons with disabilities, and the creation of innovative, accessible multimedia learning resources.
Source: The Digital Governance Strategy of Georgia (2024–2029); The Unified National Strategy of Education and Science of Georgia.
Core Problem Statement
Note on change: The original statement limits the scope to blind and visually impaired individuals and to multimedia/ICT training only. This does not reflect the center’s full user base (which also includes seniors, students, teachers, and youth) or its full program scope (which also includes digitization, audiobook production, assistive technology access, and Korean language courses). The revised statement broadens the problem to cover all groups and workstreams.
Original
A critical shortage of accessible, Georgian-language multimedia (audio/video) educational resources and specialized ICT training for blind and visually impaired individuals.
Revised
Diverse groups in Georgia — including persons with disabilities, seniors, students, teachers, and youth — face significant barriers to accessing digital tools, skills, assistive technologies, and educational resources, limiting their participation in education, employment, and independent daily life.
IAC Work Plan Development Training Program
Why the IAC Can Contribute
Note on change: The original response (“By the end of 2026, the center will have a fully completed and renovated audio-video studio”) answers the wrong question. This field should explain the IAC’s unique positioning and existing capacity — not a future infrastructure milestone. Suggested direction: reference the center’s unique assistive technology collection, experienced team, library network integration, and named partnerships. Lena should fill this in with her own words.
Original
By the end of 2026, the center will have a fully completed and renovated audio-video studio infrastructure.
Suggested direction
Describe the center’s unique capacity to contribute, for example: Only IAC in Georgia equipped with advanced assistive technologies for blind and visually impaired users Integrated within the Municipal Library Union, enabling broad community reach Established partnerships with Union of the Blind, NGOs, City Hall, and educational institutions Experience delivering inclusive digital training developed with a blind professional instructor (Lena to confirm and complete in her own words)
Part C|Problem Tree
Note on change: The problem tree currently covers only the visually impaired / ICT training workstream. To match the broadened problem statement and reflect the full center scope, the core problem needs to be updated, and additional causes and effects need to be added for the senior citizen and content production workstreams. Original items are kept; additions are shown in green.
EFFECTS — What happens because of this problem?
Extremely low transition rates of blind and visually impaired high school graduates to higher education (e.g., only 2 of 12 graduates from School No. 202 enrolled in university in 2023)
High level of digital isolation, causing continuous dependency on family members for daily digital tasks
Severe exclusion from the modern labor market and high unemployment among visually impaired persons
Senior citizens face growing exclusion from essential digital public services due to limited digital literacy support ← Added: grounds senior citizen workstream in the problem logic
↓
CORE PROBLEM
A critical lack of accessible, Georgian-language digital (multimedia) educational content and structured ICT training opportunities for blind and visually impaired youth.
↓
CAUSES — Why does this problem exist?
CAUSES — Why does this problem exist?
IAC Work Plan Development Training Program
Part D|IAC Capacity Relevant to This Problem
No changes to Part D. The capacity description is accurate and well-matched to the center’s actual resources.
Area
Current Capacity or Opportunity
Relevant facilities and equipment
Dedicated space for audio-video studio (renovation in progress); Bookeye scanner for digitizing physical print; assistive technology suite including screen readers, Braille displays, OCR systems, and VR devices
Relevant trainers and staff
IAC management team and internal IT specialist with experience in inclusive digital solutions; blind professional instructor as Lead Trainer
Existing courses or programs
Basic computer and digital literacy courses for visually impaired users; document digitization service; audiobook production; assistive technology workshops
Current users / target groups
Blind and visually impaired youth and university aspirants (incl. students of School No. 202); seniors; students; teachers; library users
Existing partners
Tbilisi No. 202 Public School; Union of the Blind of Georgia; Municipal Libraries Association; local social inclusion NGOs; City Hall; Georgian Public Broadcaster
Part E|Intervention Concept and Activities
Note on Korean language courses: Korean language courses are included as a supplementary program. They are not directly connected to the center’s core problem statement around digital access and inclusion. For the annual work plan, they can be retained as a distinct program line — but they should be labeled separately from the center’s core inclusion workstreams to keep the program logic clear. Lena should confirm whether to keep them as a formal activity or note them as an ad hoc offering.
Note on implementation structure: The original submission presents activities in a phased development sequence (months 1–3, 4–9, 10–15, etc.) as if this were a one-time project rollout. For an annual operational work plan, activities should run as parallel workstreams throughout the year. A quarterly workstream table is included below and should replace the phased timeline during the offline training.
E.1 Activity Areas (as submitted)
Original activity list is retained below. No changes to individual activities — the notes above address how they should be structured in the final work plan.
Proposed Activity Area
Target Group
Partner Needed?
Expected Short-Term Change
Production of Localized Educational Multimedia Content
Blind and visually impaired school students, university aspirants, and youth
Tbilisi No. 202 Public School and partner multimedia production company
Visually impaired youth gain access to high-quality, localized study materials
Specialized ICT and Digital Media Training Programs
Blind and visually impaired youth (ages 16–30)
Local digital academies, sound engineers, podcasters
Beneficiaries master specialized audio production software using assistive technologies
Implementation of a Social Sustainability Model
External collaborators, local creators, community organizations
No — coordinated internally by IAC management
IAC strengthens operational sustainability through a more stable institutional support model
Collaborative Pilot Initiative with NeuropilotVR UG
Students, young professionals, and IAC beneficiaries
Yes — NeuropilotVR UG
Participants gain hands-on exposure to AI and VR tools
Inclusive Digital Environment Accessibility Training Program
Blind and visually impaired youth, students, and university aspirants
Yes — Union of Tbilisi Municipality Multifunctional Libraries
Beneficiaries transition from basic digital literacy to mastering assistive hardware and cloud/AI tools
The World Seen by Voice — Inclusive Audio Platform and Mobile App
Blind and visually impaired readers, youth, and listeners
Visually impaired individuals gain independent mobile/web access to a Georgian-language audio ecosystem
Bi-Annual Korean Language and TOPIK Preparation Courses
Students, young professionals, and IAC beneficiaries
Yes — native Korean volunteer educators
Participants gain certified Korean language skills and exam readiness
IAC Work Plan Development Training Program
E.2 Proposed Quarterly Workstream Overview (New)
This table is a new addition. It replaces the phased development timeline and shows the center’s activities as parallel annual workstreams. The studio milestone in Q3/Q4 is noted as an enabling event within the content production workstream, not as a phase boundary. This table should be refined and completed during the offline training.
Workstream
Q1 (Jan–Mar)
Q2 (Apr–Jun)
Q3 (Jul–Sep)
Q4 (Oct–Dec)
1. ICT and Assistive Technology Training (visually impaired youth)
✓ Ongoing training sessions Recruitment via School No. 202 and Union of the Blind
✓ Ongoing training sessions Mid-year intake
✓ Ongoing training sessions Expanded program with studio tools (if studio complete)
✓ Ongoing training sessions End-of-year review and reporting
2. Digitization and Accessible Content Production
✓ Digitization service (Bookeye scanner) Audiobook production (existing studio)
✓ Digitization service Audiobook production Content collection planning
✓ Digitization service Studio renovation completion (expected) Expanded audiobook production
✓ Digitization service Full studio operational Audio platform planning (World Seen by Voice)
3. Assistive Technology Access and Demonstration
✓ Open access sessions Device demonstrations
✓ Open access sessions User consultations
✓ Open access sessions VR pilot with NeuropilotVR UG
✓ Open access sessions Year-end user survey
4. Senior Digital Literacy Program
✓ Intake and scheduling Basic digital literacy sessions
✓ Ongoing sessions Focus on e-government services
✓ Ongoing sessions Mid-year progress review
✓ Ongoing sessions End-of-year evaluation
5. Outreach and Partnership Engagement
Partner coordination School No. 202 liaison Library network outreach
Annual partner meeting Reporting to City Hall and Library Union
6. Korean Language Courses (supplementary)
—
✓ Session 1 (bi-annual) Korean volunteer educators
—
✓ Session 2 (bi-annual) TOPIK preparation
7. Sustainability Model Development
Internal planning Studio renovation coordination
Service model development Legal/operational framework
Studio complete Pilot commercial services (off-hours)
Revenue review Model refinement
IAC Work Plan Development Training Program
Part F|Project Design Matrix (PDM)
Note on change: The current PDM describes a technology development project — developing five new assistive technology tools, conducting needs assessments, building prototypes, and piloting in eight institutions. This does not reflect what the IAC does. The IAC is a training and access center, not a technology developer. The entire PDM needs to be rewritten to reflect training delivery, content production, and inclusion outcomes. A revised structure is proposed below. The detailed PDM should be finalized during the offline training.
F.1 Original PDM (proposed for replacement)
Narrative Summary
Verifiable Indicators
Means of Verification
Important Assumptions
Overall Goal: Enhance accessibility of digital education resources for Georgian speakers by developing assistive technologies that support the Georgian language.
Increase the number of assistive technologies supporting the Georgian language by 75% within two years.
Technology development reports, user feedback surveys, usage statistics.
Technology developers are committed to integrating Georgian language support.
Project Purpose: Create and deploy assistive technologies facilitating Georgian language use in educational settings.
At least five new assistive technologies developed and deployed by project end.
Technical documentation, user testing results, deployment reports.
Educational institutions will actively adopt and promote technologies.
Output: A comprehensive suite of five assistive technology tools, with 85% user satisfaction in pilot testing.
5 tools completed, ≥85% user satisfaction.
User satisfaction surveys, pilot metrics.
Users find technologies beneficial and user-friendly.
Activities: Needs assessment, prototype development, pilot testing in 8 institutions, educator training, sustainability model.
Report by month 3; 5 prototypes by month 9; pilot in 8 institutions with 150 users; 75 educators trained.
Assessment report, prototype docs, pilot reports, training records.
Sufficient funding, user access, expert collaboration.
IAC Work Plan Development Training Program
F.2 Revised PDM (proposed replacement)
This revised PDM reflects what the center actually does: training delivery, accessible content production, and assistive technology access. Specific targets, means of verification, and assumptions should be confirmed and completed during the offline training.
Narrative Summary
Verifiable Indicators
Means of Verification
Important Assumptions
Overall Goal: Diverse groups in Georgia — including persons with disabilities, seniors, students, and youth — have improved access to digital skills, educational resources, and assistive technologies, enabling greater participation in education, employment, and daily life.
% of trained participants reporting improved digital independence; university transition rate for visually impaired graduates; % of seniors able to independently access digital public services.
Follow-up user surveys; School No. 202 graduate tracking; partner institution reports.
Trained users maintain and apply digital skills after program completion; partner institutions remain engaged.
Project Purpose: IAC Georgia provides accessible ICT training, Georgian-language educational content, assistive technology access, and inclusive digital literacy programs to diverse user groups on a sustained annual basis.
Number of users completing training per year; number of accessible materials produced; number of assistive technology demonstration sessions held.
Annual activity reports; course completion records; digitization and audiobook production logs.
Adequate volunteer and staff capacity maintained; studio renovation completed on schedule; partner organizations remain active.
Output 1: Targeted user groups complete structured ICT and digital literacy training programs.
[Target number] of visually impaired youth complete ICT training annually; [target number] of seniors complete digital literacy program.
Course attendance and completion records; pre/post skill assessments.
Qualified trainers available; beneficiaries able to attend sessions regularly.
Output 2: Georgian-language accessible educational materials produced and distributed.
[Target number] of documents digitized; [target number] of audiobooks produced annually.
Digitization logs; audiobook production records; user access statistics.
Studio renovation completed; volunteer narrators and production partners available.
Output 3: Users access, test, and are trained on assistive technologies at the center.
[Target number] of users accessing assistive technology demonstrations annually; user satisfaction rate.
Visitor logs; session records; user feedback forms.
Assistive technology equipment maintained and operational; users able to travel to the center.
Activities: ICT and assistive technology training sessions; document digitization service; audiobook production; assistive technology demonstrations; senior digital literacy program; outreach and partner engagement; Korean language courses (supplementary); sustainability model implementation.
See quarterly workstream table (Part E.2) for activity-level detail.
Activity logs; partner meeting records; financial records for sustainability model.
Sufficient operational budget; partner organizations fulfill agreed roles; studio milestone met in Q3.
IAC Work Plan Development Training Program
Summary of Changes
Section
Issue
Proposed Change
Part B Core Problem
Scope limited to blind and visually impaired persons only
Broaden to cover all target groups (persons with disabilities, seniors, students, teachers, youth)
Part B Why IAC Can Contribute
References future studio milestone, not existing capacity
Rewrite to describe unique positioning, existing partnerships, and current capacity. Lena to complete.
Part C Core Problem (middle box)
Too narrow — matches old problem statement
Replace with broadened problem statement covering all workstreams and user groups
Part C Effects
Senior citizen workstream not represented
Add one effect grounding the senior citizen program in the problem logic
Part C Causes
Digitization and senior workstreams not grounded in causes
Add two causes: one for absence of accessible Georgian-language content; one for lack of senior digital literacy programs
Part E Korean Courses
Not connected to core problem logic
Retain as supplementary program; label separately from core inclusion workstreams. Lena to confirm.
Part E Implementation Structure
Phased development timeline does not reflect how a service center operates
Replace with parallel quarterly workstream table (added as Part E.2)
Part F PDM (entire)
Describes technology development project, not a training/access center
Full rewrite: goal and purpose reframed around training and access outcomes; outputs restructured around three workstreams; activities replaced with actual center operations
Items for Lena to complete or confirm:
Part B — “Why the IAC can contribute”: rewrite in her own words describing unique positioning and existing capacity
Part E — Korean language courses: confirm whether to include as formal annual activity or note as ad hoc offering
Part E.2 — Quarterly workstream table: fill in specific activity descriptions, responsible persons, and resources during offline training
Part F PDM — Revised outputs: fill in specific annual targets for training numbers, materials produced, and users served
IAC Work Plan Development Training Program
Part F| Project Design Matrix (PDM)
Narrative Summary
Verifiable Indicators
Means of Verification
Important Assumptions
Overall Goal
Enhance the accessibility of digital education resources for Georgian speakers by developing assistive technologies that support the Georgian language.
Increase the number of assistive technologies supporting the Georgian language by 75% within two years.
Analysis of technology development reports, user feedback surveys, and usage statistics of assistive technologies.
Technology developers are committed to integrating Georgian language support in their products and addressing user needs.
Project Purpose / Outcome
Verifiable Indicators
Means of Verification
Important Assumptions
To create and deploy assistive technologies that facilitate Georgian language use in educational settings.
At least five new assistive technologies developed with Georgian language support and deployed in educational settings by the end of the project.
Technical documentation, user testing results, and deployment reports of the new technologies.
Educational institutions will actively adopt and promote these technologies among students and educators, ensuring their effective use.
Outputs
A comprehensive suite of assistive technologies specifically designed for Georgian language users in education.
Completion of at least five assistive technology tools, with a minimum of 85% user satisfaction in pilot testing.
User satisfaction surveys, performance metrics from pilot implementations, and case studies of successful usage.
Users will perceive the technologies as beneficial and user-friendly in their educational activities, leading to widespread adoption.
Activities
Activity-Level Indicator
Means of Verification
Inputs / Assumptions
Conduct a comprehensive needs assessment to identify barriers faced by Georgian speakers in utilizing existing assistive technologies.
Completion of a detailed needs assessment report by month 3, highlighting key barriers and user needs.
Submission of the needs assessment report to stakeholders and presentation of findings in a workshop.
Funding for research, access to diverse user groups, and expertise in assistive technology and linguistics.
Develop and refine prototypes of assistive technologies that incorporate robust Georgian language support.
At least five prototypes developed and tested with user feedback by month 9.
Documentation of prototype testing results and qualitative feedback from users, including suggestions for improvements.
Development team, software tools, user feedback mechanisms, and collaboration with language experts.
Conduct pilot tests of the developed technologies in a minimum of eight educational institutions.
Pilot testing completed in at least eight institutions with a minimum of 150 users participating.
Pilot test reports, user feedback collected post-implementation, and analysis of usage data during the pilot phase.
Partnerships with educational institutions, training materials, technical support staff, and user engagement strategies.
Implement a comprehensive training program for educators on effectively utilizing the new assistive technologies.
Training completed for at least 75 educators by the end of the project, with follow-up support provided.
Training attendance records, post-training evaluation results, and feedback on the effectiveness of the training sessions.
Training materials, expert trainers, logistical support for workshops, and resources for ongoing educator support.
PDM| Uploaded PDM HTML
Generated IAC PDM
IAC Work Plan Development Training Program Part F
Project Design Matrix (PDM) for Enhancing Accessibility of Digital Education Resources for Georgian Speakers
Generated in EnglishPart F + Activity PlanEditable HTML Output
1. Institutional Overview and Diagnostic Summary
The Georgia-Korea Information Access Center (IAC), hosted by the Union of Tbilisi Municipality Multifunctional Libraries and managed by Lena Askurava, is dedicated to eliminating the digital divide for blind and visually impaired individuals in Georgia. Equipped with a soon-to-be renovated state-of-the-art audio-video studio and advanced multimedia hardware, the IAC focuses on producing accessible Georgian-language educational multimedia content and delivering specialized ICT training. The center collaborates with key partners including Tbilisi No. 202 Public School for Blind and Visually Impaired Children, the Union of the Blind of Georgia, local multimedia production companies, and social inclusion NGOs to empower visually impaired youth and promote digital inclusion.
01
Digital Accessibility
Mainstream assistive technologies lack Georgian-language support, creating significant language barriers for visually impaired users.
02
Educational Infrastructure
Educational institutions lack dedicated technical infrastructure to produce localized accessible multimedia content.
03
Human Resources
Shortage of certified instructors trained in specialized ICT methodologies for visually impaired learners.
04
Curriculum Development
Absence of structured, standardized digital learning curricula tailored to academic and workplace needs.
05
Geographic Accessibility
High mobility barriers for beneficiaries outside the capital limit access to ICT training resources.
Current Demands
Increase availability of accessible Georgian-language multimedia educational resources.
Develop specialized ICT training programs tailored for blind and visually impaired youth.
Establish sustainable operational models for the IAC beyond volunteer-based activities.
Leverage advanced AI and VR technologies to enhance cognitive and digital skills.
Expand digital literacy and language proficiency opportunities, including Korean language courses.
2. Core Issues and Objectives
A critical lack of accessible, Georgian-language digital multimedia educational content and structured ICT training opportunities for blind and visually impaired youth severely limits their educational advancement and digital inclusion.
Problem Tree and Objective Tree
Problem Tree
Effect: Extremely low transition rates of blind and visually impaired graduates to higher education (e.g., only 2 of 12 graduates enrolled in university in 2023).
Effect: High digital isolation causing dependency on family for daily digital tasks like online banking and e-government services.
Effect: Severe exclusion from the modern labor market leading to high unemployment due to lack of multimedia and digital literacy skills.
Main Problem: Critical shortage of accessible Georgian-language digital educational content and ICT training for blind and visually impaired youth.
Cause: Lack of technical infrastructure in educational institutions for producing localized accessible multimedia.
Cause: Shortage of certified, compensated instructors trained in specialized ICT teaching.
Cause: Absence of structured, standardized digital learning curricula tailored to modern needs.
Cause: High geographic and mobility barriers limiting access to physical ICT training.
→
Objective Tree
Overall Objective: Enhance accessibility of digital education resources for Georgian speakers by developing and deploying assistive technologies supporting the Georgian language.
Purpose: Create and deploy assistive technologies facilitating Georgian language use in educational settings.
Purpose: Increase adoption of accessible multimedia content and ICT training among blind and visually impaired youth.
Result: At least five new assistive technology tools developed and deployed with Georgian language support.
Result: Comprehensive suite of assistive technologies achieving minimum 85% user satisfaction in pilot testing.
Result: Educators trained to effectively utilize assistive technologies, reaching at least 75 participants.
Result: Sustainable operational model established to support ongoing accessibility initiatives.
3. Critical Tasks to Be Tackled
Task Area
Key Activities
Conduct comprehensive needs assessment
Engage diverse user groups to identify barriers and needs.,Produce detailed report by month 3.,Present findings in stakeholder workshop.
Develop and refine assistive technology prototypes
Design five prototypes with robust Georgian language support.,Conduct iterative user testing and feedback collection.,Document testing outcomes and improvements by month 9.
Pilot test technologies in educational institutions
Partner with at least eight institutions for pilot deployment.,Engage minimum 150 users in testing phase.,Collect and analyze user feedback and usage data.
Implement educator training program
Develop training curriculum tailored to assistive technologies.,Train at least 75 educators by project end.,Provide follow-up support and evaluate training effectiveness.
Establish sustainable operational model
Utilize studio infrastructure for creative services during non-program hours.,Generate supplementary income to fund accessibility initiatives.,Strengthen institutional support and expand qualified staff.
4. Project Design Matrix (PDM)
Level
Narrative Summary
Verifiable Indicator
Means of Verification
Collection Tool
Frequency
Responsibility
Important Assumption
Overall Goal
Enhance accessibility of digital education resources for Georgian speakers by developing assistive technologies supporting the Georgian language.
Increase assistive technologies supporting Georgian language by 75% within two years.
Technology development reports, user feedback surveys, usage statistics.
Annual technology audits, user satisfaction surveys.
Annually
IAC Management Team, Technology Developers
Technology developers remain committed to Georgian language integration.
Project Purpose
Create and deploy assistive technologies facilitating Georgian language use in educational settings.
At least 5 new assistive technologies developed and deployed by project end.
Technical documentation, user testing results, deployment reports.
Project progress reports, deployment logs.
Quarterly
Development Team, Educational Partners
Educational institutions actively adopt and promote technologies.
Outputs
Comprehensive suite of assistive technologies designed for Georgian language users in education.
Completion of 5 assistive technology tools with ≥85% user satisfaction in pilot testing.
User satisfaction surveys, pilot performance metrics, case studies.
Pilot test reports, survey analysis.
At pilot completion
Development Team, Pilot Institutions
Users find technologies beneficial and user-friendly.
Activities
Conduct needs assessment, develop prototypes, pilot test, and train educators.
Needs assessment report by month 3; 5 prototypes tested by month 9; pilot in 8 institutions with 150 users; 75 educators trained.
Needs assessment report, prototype test documentation, pilot reports, training attendance and feedback.
Reports, attendance sheets, feedback forms.
Monthly to quarterly
Research Team, Development Team, Training Coordinators
Sufficient funding, access to users, and expert collaboration.
5. Implementation Plan
Core Educational Program
Timeline
Target Audience
Recruitment & Promotion
Implementation Method
Expected Outcomes
Needs Assessment
Months 1-3
Visually impaired users, educators, stakeholders
Outreach via partner institutions and NGOs
Surveys, focus groups, interviews
Detailed report identifying barriers and user needs
Prototype Development and Testing
Months 4-9
Blind and visually impaired youth
User volunteers from partner schools and communities
Iterative design, user feedback sessions
Five tested prototypes with documented improvements
Pilot Testing in Educational Institutions
Months 10-15
Students and educators in 8 institutions
Institutional partnerships and user registration
Field deployment, usage monitoring, feedback collection
Validated assistive technologies with user satisfaction data
Educator Training Program
Months 12-18
At least 75 educators
Invitations through educational partners
Workshops, hands-on sessions, follow-up support
Educators proficient in assistive technology use
Sustainability Model Implementation
Months 16-24
IAC management, local creators, community partners
Internal coordination and external collaborations
Creative service provision, income generation activities
Stable institutional support and expanded social initiatives
6. Performance Management-Based Monitoring Plan
Indicator
Timeline
Collection Method / Tool
Frequency
Responsible Person
Report
Number of assistive technologies developed and deployed
Quarterly
Project documentation and deployment logs
Quarterly
Project Manager
Quarterly Progress Report
User satisfaction rate in pilot testing
At pilot completion
User surveys and feedback forms
Once per pilot cycle
Monitoring and Evaluation Officer
Pilot Evaluation Report
Number of educators trained
End of training program
Attendance records and evaluation forms
At training completion
Training Coordinator
Training Completion Report
Income generated from creative services
Monthly
Financial records
Monthly
Finance Officer
Monthly Financial Report
Adoption rate of assistive technologies by educational institutions
Annually
Institutional reports and usage statistics
Annually
Outreach Coordinator
Annual Adoption Report
7. Sustainability and Risk Management
Sustainability Strategy
The IAC will implement a social sustainability model by leveraging its professional audiovisual infrastructure to provide creative production services during non-program hours, generating supplementary income to support ongoing accessibility initiatives. This approach will enable the hiring of qualified trainers and technical staff, ensuring continuity and expansion of services. Institutional partnerships and community engagement will further strengthen operational stability, while continuous capacity building and diversified funding sources will mitigate dependency on volunteer efforts.
Risk Management
Key risks include potential delays in studio renovation and equipment delivery, limited user engagement due to geographic barriers, and insufficient institutional adoption of developed technologies. Mitigation strategies involve proactive stakeholder communication, deploying remote training and support tools, establishing strong partnerships with educational institutions, and continuous monitoring to adapt interventions. Legal and operational guidelines will be developed to ensure creative service activities align with the IAC's public-benefit mission and comply with relevant regulations.
Part G1| Curricula (Operational Methods)
IAC Work Plan Development Training Program
Subject
Content
Target Audience
Timeline
Instructor Tech
Needed Materials
Recruitment Methods
Part G2| Curricula (Performance measurement indicators)
Subject
Category
Achievement goal
Calculation result
measurement method
evidence
frequency
result
Impact analysis
IAC Work Plan Development Training Program
Part H| Additional Tables Detected in Uploaded Document
When the uploaded document contains tables or structured content that does not match the fixed template above, the AI creates new editable tables here automatically.