Pre-Work Assignment 2 — Problem Statement and Intervention Concept
IAC Work Plan Development Training Program
IAC Mongolia-2 | Revision Notes (NIA Review) June 2026
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Part A| Basic Information
No changes. Basic information is complete and correct.
Country
Mongolia
IAC Name
IAC Mongolia-2
Host Institution
National Information Technology Park (NITP)
IAC Center Manager
Oyunsuren Purevsuren
Contact
purevsuren@itpark.mn | +976 80809965
Part B| Selected Problem and Policy Link
No changes to Part B. The policy linkage, problem statement, and IAC contribution rationale are all well-framed and appropriate.
Selected priority
2.1.5. Enhanced digital literacy and inclusion for all (“Digital First” Policy Recommendation)
Source
Mongolia’s Digital Transformation Policy Guidelines, “Digital First” Policy Recommendation Document
Core problem
Due to the lack of structured, inclusive training programs and open learning platforms for targeted groups and civil servants, the overall digital literacy rate remains insufficient, leading to unequal participation in the digital environment.
Why it matters
Directly aligns with NITP’s core mandate to eliminate the digital divide, foster social inclusion, and ensure equitable access to ICT education across all demographics.
Why IAC can contribute
Advanced training infrastructure, strategic city-center location, formal certification authority, and established partnerships with the Ministry of Digital Innovation and Communications and the Mongolian National Federation of the Blind.
Part C| Problem Tree
Note on change: The effects and core problem are kept as submitted. Two causes are added to ground the disability-inclusive training workstream in the problem logic. The existing causes are kept as-is — branches in the problem tree do not need to map directly to IAC activities; some causes are outside the IAC’s scope and that is acceptable.
EFFECTS — What happens because of this problem?
The digital divide is widening, and unequal participation of citizens is increasing Shortage of highly skilled human resources in the information and communication sector
CORE PROBLEM
Due to the lack of structured, inclusive training programs and open learning platforms for targeted groups and civil servants, the overall digital literacy rate remains insufficient, leading to unequal participation in the digital environment.
CAUSES — Why does this problem exist?
Insufficient targeted training programs for specific groups (students, youth, citizens) Lack of tiered digital capacity development programs for civil servants Weak collaboration, resource sharing, and advisory opportunities between the public sector, private sector, and NITP Limited pathways for advanced training and certification, leading to a shortage of highly skilled ICT professionals Assistive technology interfaces for persons with disabilities are primarily in English, creating significant usage barriers for local users ← Added: grounds disability workstream in problem logic Severe shortage of specialized assistive devices and qualified instructors trained in inclusive ICT teaching methodologies for persons with visual and hearing impairments ← Added: grounds disability workstream in problem logic
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
Facilities and equipment
Modern computer labs, high-speed internet, training rooms, hardware capable of running screen-reading software (NVDA/JAWS)
Trainers and staff
IT instructors and training managers with expertise in foundational and advanced digital literacy
Existing courses or programs
Hackathon competitions; digital literacy for visually and hearing impaired; coding courses; advanced IT certification; international IT certification exams
Current users / target groups
Civil servants; university students; secondary school students; visually and hearing impaired citizens
Existing partners
Ministry of Digital Innovation and Communications; National University of Mongolia; MUST; Mandakh University; Mongolian National Federation of the Blind; public and private sector organizations
Part E| Intervention Concept and Activities
E.1 Activity Areas
Correction — Activity 2 target group: The original submission lists “youth” as the sole target group for advanced IT certification programs. This is incorrect — certification programs at this center serve civil servants and university students as well as youth. The target group has been corrected below.
Proposed Activity Area
Target Group
Partner Needed?
Expected Short-Term Change
Civil servant digital literacy training (phased, tiered program)
Civil servants
Ministry of Digital Innovation and Communications — institutional coordination
Civil servants improve efficiency in administrative tasks and digital public service delivery
Advanced professional IT certification and specialization programs, including international IT exam administration
Original (corrected): Youth Revised: Civil servants, university students, and youth
Suggested draft for Oyunsuren to review and adjust. Activities are shown as parallel workstreams running simultaneously across the year, reflecting how the center actually operates. Civil servant training is shown as the anchor workstream given its scale. Specific activity descriptions, responsible persons, and resource requirements should be completed during the offline training.
Workstream
Q1 (Jan–Mar)
Q2 (Apr–Jun)
Q3 (Jul–Sep)
Q4 (Oct–Dec)
1. Civil Servant Digital Literacy Training (anchor workstream)
✓ Intake and needs assessment Tiered program design Cohort 1 begins
Note on changes: The PDM structure and framing are appropriate — this is a training center operations plan, not a technology development project. Two targeted changes are proposed: (1) a civil servant training output with targets is added, since civil servant training is the anchor workstream but currently has no output-level entry in the PDM; (2) one activity line is added for the disability workstream, which currently has an output target but no supporting activities. All other PDM content is kept as submitted.
F.1 Overall Goal and Project Purpose
No changes.
Narrative Summary
Verifiable Indicators
Means of Verification
Important Assumptions
Overall Goal: Improved digital literacy and innovation skills of Mongolian civil servants, youth, and persons with disabilities, supporting equitable digital participation and sector growth.
Increased digital literacy rate among civil servants, students, and persons with disabilities; reduced digital divide in target groups.
National digital literacy surveys; NITP annual reports; Ministry reporting.
Government commitment to Digital First policy sustained; partner organizations remain engaged.
No change
Project Purpose: Deliver programs that develop and certify competency-based, participatory digital skills across civil servants, students, and persons with disabilities.
Number of participants completing certified training annually across all target groups.
Change — civil servant output added: Civil servant training is the center’s anchor workstream but currently has no output-level entry in the PDM. A new output is added below. Oyunsuren should confirm the annual participant target.
Ministry of Digital Innovation and Communications maintains institutional coordination; civil servants are released for training during working hours.
Added
Output 2: At least 100 civil servants and young people successfully complete phased digital literacy and coding programs annually.
100+ completions per year; 80% pass rate on assessments.
Course completion records; assessment results.
Participants are available and motivated; facilities are operational.
No change
Output 3: Special programs and assistive technology training provided annually to 150 persons with disabilities.
150 persons with disabilities trained annually; participant satisfaction rate.
Training attendance records; post-training evaluation forms.
Federation of the Blind maintains outreach capacity; assistive devices are available and functional.
No change
Output 4: Five active partnerships established with local technology companies, with mentorship and consulting services provided.
5 partnerships with signed MOUs; mentorship sessions delivered.
Partnership agreements; activity records.
Companies see value in partnership; NITP has capacity to coordinate.
No change
Output 5: Hackathons organized at least twice a year with participation of 150 students.
2 hackathons per year; 150 student participants; 3 winning teams awarded.
Event records; participant lists; award documentation.
Sponsors and advisors available; school outreach successful.
No change
F.3 Activities
Change — disability workstream activity added: The disability workstream has an output target (150 persons trained annually) but no supporting activity entries in the PDM. One activity line is added below to close that gap.
Activity
Activity-Level Indicator
Means of Verification
Inputs / Assumptions
Develop and implement phased digital education and capacity-building programs for civil servants and youth, consistent with the Digital First policy.
At least 2 training cohorts delivered per year; pre/post assessments completed for each cohort.
Training records; assessment results; Ministry coordination reports.
Deliver disability-inclusive digital literacy and assistive technology training in collaboration with the Mongolian National Federation of the Blind, including screen reader (NVDA/JAWS) training and sign language-integrated sessions for hearing impaired participants.
At least 150 persons with disabilities complete training annually; 80% report improved ability to independently use digital tools.
Training attendance records; post-training evaluation forms; Federation of the Blind outreach reports.
Assistive devices (screen readers, hardware) available and functional; instructors trained in inclusive ICT methods; Federation of the Blind maintains participant outreach capacity.
Added
Develop professional training modules for assistive technologies for persons with visual and hearing impairments, in collaboration with the National Federation of the Blind.
Modules developed and piloted; instructor training completed.
Curriculum documentation; instructor training records.
Collaboration with Federation of the Blind confirmed; specialized instructors available.
No change
Organize innovation challenges and hackathon competitions to support practical skills and team collaboration, involving local technology companies as sponsors and advisors.
2 hackathons per year; 150 student participants; at least 10 teams per event; 3 winning teams awarded.
Partners see mutual benefit; NITP has coordination capacity.
No change
Summary of Changes
Section
Type
Issue
Change
Part B
No change
Problem statement and policy linkage are well-framed
Kept as submitted
Part C Problem tree causes
Addition
Disability workstream not grounded in problem tree causes
Two causes added: (1) assistive technology interfaces lack Georgian language support; (2) shortage of assistive devices and qualified inclusive ICT instructors
Part E Activity 2 target group
Correction
Target group listed as “youth” only — incorrect
Corrected to: civil servants, university students, and youth
Part E Quarterly workstream table
New addition (suggested draft)
No parallel workstream view — activities appear sequential
Quarterly table added with 6 workstreams; civil servant training as anchor. Oyunsuren to review and adjust.
Part F PDM Output 1
Addition
Civil servant training is the anchor workstream but has no output-level PDM entry
New output added with annual participant target placeholder for Oyunsuren to confirm
Part F PDM Activity (disability)
Addition
Disability workstream has output target but no supporting activity entry
One activity line added covering assistive technology delivery and Federation of the Blind collaboration
Item for Oyunsuren to confirm:
Part F Output 1: confirm the annual participant target for civil servant training (shown as [X] in the PDM)
Part E.2 Quarterly workstream table: review and adjust activity descriptions, timing, and responsible persons during offline training
Original Mong Document — PDM and All Content Below
Part F| Project Design Matrix (PDM)
Narrative Summary
Verifiable Indicators
Means of Verification
Important Assumptions
Overall Goal
Improve the digital education and innovation skills of Mongolian high school students.
The percentage of students demonstrating coding and problem-solving skills will increase by 30% within 12 months of training.
Results of surveys measuring students' skills before and after coding competitions and programs.
Students are willing to participate in practical training experiences and have access to necessary technology.
Project Purpose / Outcome
Verifiable Indicators
Means of Verification
Important Assumptions
Provide structured training and challenges to high school students to acquire practical coding, AI, and innovation skills.
At least 200 students participate in the program, with 80% reporting increased interest in technology careers.
Records of post-training surveys assessing students' interest and participation.
Students have a basic understanding of digital tools and are willing to engage in additional activities.
Outputs
Four sets of training modules for coding, AI, and innovation challenges aimed at high school students.
At least 150 students complete the training module, and two innovation challenges are organized within the year.
Records of training participants, and responses from post-module and challenge participant surveys.
There are sufficient resources and trained instructors to effectively deliver the training modules.
Activities
Activity-Level Indicator
Means of Verification
Inputs / Assumptions
Develop and implement a coding program focused on practical applications.
At least 100 students complete the coding program and achieve a successful score of 75% on evaluations.
Completion certificates for the program and students' evaluation results.
Program materials, trained instructors for the training, and access to computer labs.
Organize practical seminars on AI and technological innovations.
At least 80% of participants will show improved understanding of AI by the end of the seminar.
Pre- and post-seminar evaluations measuring knowledge growth.
Seminar materials, guest speakers from the technology sector, and venue for the event.
Organize innovation challenges that support teamwork and creative problem-solving.
At least 10 teams participate in each challenge, and 3 winning teams will be awarded for their innovative solutions.
Records of challenge participants and evaluation criteria for submissions.
Challenge guidelines, prizes for winners, and support from local technology companies.
Establish partnerships with local technology companies for mentorship and resources.
At least 5 partnerships are established, and mentors provide guidance to students during seminars and challenges.
Partnership agreements and feedback on mentorship experiences from mentors and students.
Contact materials, partnership proposals, and organizational meetings with potential partners.
PDM| Uploaded PDM HTML
Generated IAC PDM
IAC Mongolia-2 Digital Basic Knowledge and Innovation Skills Improvement Project
Digital Education and Participation Enhancement Project Design Plan (PDM)
Generated in EnglishPart F + Activity PlanEditable HTML Output
1. Organization Overview and Diagnostic Summary
The IAC Mongolia-2 organized by the National Information Technology Park (NITP) holds a strategic position in addressing Mongolia's digital education challenges. Utilizing modern computer laboratories, professional instructors, and collaboration with government and civil society organizations, the center aims to deliver comprehensive, certified information and communication technology training programs tailored for diverse groups including government employees, youth, and people with disabilities, with the goal of eliminating the digital divide.
01
Digital literacy lag
The lack of well-organized, participatory training programs leads to low levels of digital literacy among civil servants, students, and special needs groups.
02
Training infrastructure
Although there are modern computer laboratories and educational facilities, open online learning platforms are limited, and tiered capacity-building programs are being implemented.
03
Partnerships
There is weak collaboration, resource sharing, and advisory opportunities between the public sector, private sector, and NITP.
04
Special programs
There is a lack of professional training and insufficient availability of international certification for people with visual and hearing impairments.
05
Human resource capacity
Due to the limited pathways for advanced training and certification, there has been a shortage of highly skilled ICT professionals.
Current requirements
Improved digital education and participation in line with Mongolia's 'Digital First' policy.
Structured and phased digital capacity development programs for civil servants and youth.
Special educational programs for people with visual and hearing impairments.
A sustainable framework for organizing hackathon competitions and innovation challenges.
Strengthened partnerships with technology companies through mentorship and resource support.
2. Main Issues and Objectives
Due to the lack of structured and participatory training programs and open learning platforms designed for specific groups and government employees, the level of digital education remains insufficient, resulting in unequal participation in the digital environment.
Issue Tree and Objective Tree
Issue Tree
Impact: Decrease in productivity and efficiency of digital public services.
Impact: The digital divide is widening, and unequal participation of citizens is increasing.
Impact: Shortage of highly skilled human resources in the information and communication sector.
Main issue: Due to unstructured and non-participatory training programs, digital education and engagement are insufficient.
Reason: Lack of tiered digital capacity development programs for civil servants.
Reason: Lack of sufficient targeted training programs for specific groups such as students and people with disabilities.
Reason: Lack of open online learning platforms supporting lifelong education.
Cause: Weak partnerships between the government, private sector, and NITP.
Reason: Lack of internationally certified, specialized ICT training programs.
→
Target Tree
General objective: To improve the digital literacy and innovation skills of Mongolian government employees, youth, and people with disabilities, and to support equitable digital participation and sector growth.
Objective: To deliver programs that develop and certify competency-based, participatory digital skills.
Objective: To increase access to professional training for people with visual and hearing impairments.
Objective: Strengthen partnerships to improve mentorship and resource mobilization.
Objective: To create platforms for sustainable development of innovation challenges and hackathons.
Results: Every year, at least 100 civil servants and young people successfully complete phased digital literacy and coding programs.
Results: Special programs and assistive technology training are provided annually to 150 people with disabilities.
Result: Established five active partnerships with local technology companies and provided consulting services.
Result: Hackathons were organized at least twice a year, with the participation of 150 students.
3. Addressing the Necessary Key Issues
Task Area
Key Activities
Develop and implement phased digital education and capacity-building programs for civil servants and youth.
Develop a program consistent with the 'Digital First' policy.,Conduct training lessons in modern computer laboratories. Organize pre-training and post-training assessment exams.
Develop professional training modules for assistive technologies for people with visual and hearing impairments.
Collaborate with the National Association of the Blind of Mongolia to adapt the program., Train teaching staff in screen reader software (NVDA/JAWS) and sign language integration., Conduct hands-on training and provide assistive devices.
Organize innovation challenges and hackathon competitions to support practical skills and team collaboration.
Develop guidelines for organizing the competition and evaluation criteria., Involve local technology companies as sponsors and advisors., Award prizes to the winning teams and publicize the results.
Establish and maintain partnerships with public and private sector stakeholders.
Identify potential partners and approach them. Officially validate the contract and coordinate joint activities. Monitor partnership outcomes and consider feedback.
4. Project Design Matrix (PDM)
Level
Narrative Summary
Verifiable Indicator
Means of Verification
Collection Tool
Frequency
Responsibility
Important Assumption
General objective
Improving the digital literacy and innovation skills of Mongolian high school students and government employees.
Increase the proportion of participants demonstrating coding and problem-solving skills within 12 months by 30%.
Pre- and post-training survey; results of the coding competition.
Standardized skill assessment tests and research.
Before training and 12 months after.
IAC Mongol-2 Training Manager.
Participants have access to the necessary technology and are willing to participate.
Project objective
Organize structured training and challenges to acquire practical coding, artificial intelligence, and innovation skills.
At least 150 students and government employees participated, and 80% reported increased interest in their technology-related careers.
Post-training survey and participant registration.
Research questionnaire and attendance records.
After each full training cycle (in the fourth quarter).
Program coordinators.
Participants have basic knowledge of digital tools and are willing to participate.
Output
Four sets of training modules held annually and two renewal tests.
150 students successfully completed their training.
Training completion certificate; records of participants who took the test.
Training databases and event reports.
Every year.
Training and Operations Teams.
Good sufficient resources and qualified teachers are available.
Activities
Develop and implement coding programs, artificial intelligence seminars, new idea competitions, and partnerships.
100 students completed the coding program with a ≥75% evaluation score; 80% showed improvement in AI knowledge.
Evaluation forms, seminar feedback, signed memorandums of understanding for cooperation.
For each operational cycle (quarterly/semi-annually).
Operations Leader and Partnership Manager.
Material, teachers, location, availability of partnership collaboration opportunities.
5. Implementation Plan
Core Educational Program
Timeline
Target Audience
Recruitment & Promotion
Implementation Method
Expected Outcomes
Step-by-step Digital Basic Knowledge Training
Months 1-12
Civil Servants and Youth
Establish communication with government agencies and schools
Blended learning: with both in-person and online classes
Digital skills and administrative efficiency have improved
Specialized Auxiliary Technology Training
Months 2-10
People with visual and hearing impairments
Through the National Association of Invisible People of Mongolia and networks of people with disabilities
Hands-on seminars and customized programs
Increased self-reliance and digital engagement
Challenges and Hackathons for New Ideas
Months 6 and 12
Middle school students and youth
Attitudes Toward School and Public Appeals
Team main competitions with guidelines
Enhanced problem-solving and team collaboration skills
Partnership Development
The project is ongoing
Local Technology Companies and Government Agencies
Direct participation and network measures
Official agreements and joint operations
Sustainable guidance and resource support
6. Performance Management-Based Control Plan
Indicator
Timeline
Collection Method / Tool
Frequency
Responsible Person
Report
Growth in the percentage of participants demonstrating coding skills
Start, 6th month, 12th month
Competency Assessment and Research
Twice a year
Monitoring and Evaluation Officer
Progress reports by season
Number of participants who completed the training module
Monthly diary
Irradiation and completion records
Every month
Training Coordinator
Monthly activity reports
Established and active collaborations LLP
Seasonal Overview
Signed memorandum and activity logs
Every quarter
Partnership Manager
Seasonal Partnership Status Reports
Participants' satisfaction and level of knowledge improvement
Post-training and post-seminar
Research and Evaluation Forms
After each training/seminar
Quality Assurance Specialist
Training Evaluation Overview
7. Sustainability and Risk Management
Sustainable Development Strategy
The project's sustainability will be ensured by building the capacity of local trainer instructors, institutionalizing the training curriculum at NITP, and developing long-term partnerships with stakeholders from both the public and private sectors. Programs that provide internationally recognized certifications will increase employment opportunities and serve as incentives to continue participation. Additionally, by establishing a volunteer network and a digital platform, continuous learning and social engagement will be supported beyond the project's duration.
Risk management
Key risks include participants' low active involvement, resource shortages, and partnership disruptions. Risk mitigation strategies include proactive engagement, conducting enrollment campaigns, ensuring multi-year funding guarantees, diversifying the partner base to reduce dependency, continuous monitoring for early issue detection, and adapting training delivery methods based on participant feedback and technological changes.