Area	Current Capacity or Opportunity
Facilities and equipment	Center under establishment in Galle; seminar and training facility being equipped with modern ICT infrastructure
Trainers and staff	NIBM academic and technical staff with expertise in ICT and office productivity tools
Existing courses or programs	Basic computer literacy, internet and email usage, Microsoft Office, cybersecurity awareness, Microsoft 365; AI awareness programs planned
Current users / target groups	School leavers, unemployed youth, university students, government and private sector staff, people with disabilities
Existing partners	Partnership development is an early priority for the center. Potential partners identified include South Korean universities, local employers, NGOs, and disability organizations — to be confirmed and formalized.

Area

Current Capacity or Opportunity

Facilities and equipment

Center under establishment in Galle; seminar and training facility being equipped with modern ICT infrastructure

Trainers and staff

NIBM academic and technical staff with expertise in ICT and office productivity tools

Existing courses or programs

Basic computer literacy, internet and email usage, Microsoft Office, cybersecurity awareness, Microsoft 365; AI awareness programs planned

Current users / target groups

School leavers, unemployed youth, university students, government and private sector staff, people with disabilities

Existing partners

Partnership development is an early priority for the center. Potential partners identified include South Korean universities, local employers, NGOs, and disability organizations — to be confirmed and formalized.

Proposed Activity Area	Target Group	Partner Needed?	Expected Short-Term Change
ICT skills training workshops — Microsoft Office, Google Workspace, basic web design, cybersecurity awareness	School leavers, unemployed youth, government and private sector staff	No — deliverable directly by NIBM staff	Participants develop practical digital skills linked to employment and workplace productivity
Inclusive ICT training programs for underserved groups and people with disabilities	People with disabilities, underserved youth	Disability organization for outreach and curriculum adaptation (Partner to be identified)	Underserved groups gain access to practical ICT training in an inclusive environment
AI and emerging technology awareness and certification programs	School leavers, unemployed youth, university students	South Korean university partners for AI/tech certifications; industry experts as guest lecturers (Partners to be confirmed)	Students gain awareness of emerging technology pathways and access to internationally recognized certifications
Career guidance, employer engagement, and employment linkage programs	School leavers and unemployed youth	Local employers and industry associations (Partners to be confirmed)	Youth gain exposure to employer expectations and available career pathways; improved employment outcomes post-training

Proposed Activity Area

Target Group

Partner Needed?

Expected Short-Term Change

ICT skills training workshops — Microsoft Office, Google Workspace, basic web design, cybersecurity awareness

School leavers, unemployed youth, government and private sector staff

No — deliverable directly by NIBM staff

Participants develop practical digital skills linked to employment and workplace productivity

Inclusive ICT training programs for underserved groups and people with disabilities

People with disabilities, underserved youth

Disability organization for outreach and curriculum adaptation
(Partner to be identified)

Underserved groups gain access to practical ICT training in an inclusive environment

AI and emerging technology awareness and certification programs

School leavers, unemployed youth, university students

South Korean university partners for AI/tech certifications; industry experts as guest lecturers
(Partners to be confirmed)

Students gain awareness of emerging technology pathways and access to internationally recognized certifications

Career guidance, employer engagement, and employment linkage programs

School leavers and unemployed youth

Local employers and industry associations
(Partners to be confirmed)

Youth gain exposure to employer expectations and available career pathways; improved employment outcomes post-training

Workstream	Q1 (Jan–Mar)	Q2 (Apr–Jun)	Q3 (Jul–Sep)	Q4 (Oct–Dec)
0. Center Establishment and Setup	✓ Equipment procurement and installation Facility preparation Staff onboarding	✓ Center operational Program launch Partner outreach begins	Ongoing facility management Equipment maintenance	Year-end facility review Next year planning
1. ICT Skills Training Workshops (anchor workstream)	Curriculum finalization Scheduling First cohort intake	✓ Cohort 1 delivery Microsoft Office, Google Workspace, cybersecurity Pre/post assessments	✓ Cohort 2 delivery Mid-year review Certification issuance	✓ Cohort 3 delivery Year-end evaluation Reporting
2. AI and Emerging Technology Programs	Course development Partner identification (South Korean universities, industry)	Partner MOUs AI awareness sessions Guest lecturers	✓ Certification program launch Intermediate cohort	✓ Certification delivery Year-end outcomes review
3. Inclusive ICT Training for Underserved Groups	Disability partner identification Accessible curriculum design	✓ Program launch Participant recruitment via partner First cohort delivery	✓ Ongoing delivery Mid-year participant review	✓ Program completion Evaluation and reporting
4. Career Guidance and Employer Engagement	Employer mapping Partner outreach Guidance curriculum design	✓ Career counseling sessions begin Employer talks	✓ Ongoing sessions Job fair planning	✓ Year-end career event Employment outcome tracking Reporting
5. Rural Outreach via Mobile Lab (conditional on partner)	Partner identification Feasibility assessment	If partner confirmed: Mobile lab planning Route and community mapping	If partner confirmed: ✓ Pilot mobile lab deployment (1 rural area)	If partner confirmed: ✓ Expand to 2–3 areas Impact review
6. Partnership Development	✓ Partner mapping Outreach to universities, employers, NGOs, disability orgs	✓ MOU negotiations First agreements signed	✓ Joint activity delivery begins Mid-year partner review	✓ Annual partner meeting Renewal planning New partner outreach

Workstream

Q1 (Jan–Mar)

Q2 (Apr–Jun)

Q3 (Jul–Sep)

Q4 (Oct–Dec)

0. Center Establishment and Setup

✓ Equipment procurement and installation Facility preparation Staff onboarding

✓ Center operational Program launch Partner outreach begins

Ongoing facility management Equipment maintenance

Year-end facility review Next year planning

1. ICT Skills Training Workshops (anchor workstream)

Curriculum finalization Scheduling First cohort intake

✓ Cohort 1 delivery Microsoft Office, Google Workspace, cybersecurity Pre/post assessments

✓ Cohort 2 delivery Mid-year review Certification issuance

✓ Cohort 3 delivery Year-end evaluation Reporting

2. AI and Emerging Technology Programs

Course development Partner identification (South Korean universities, industry)

Partner MOUs AI awareness sessions Guest lecturers

✓ Certification program launch Intermediate cohort

✓ Certification delivery Year-end outcomes review

3. Inclusive ICT Training for Underserved Groups

Disability partner identification Accessible curriculum design

✓ Program launch Participant recruitment via partner First cohort delivery

✓ Ongoing delivery Mid-year participant review

✓ Program completion Evaluation and reporting

4. Career Guidance and Employer Engagement

Employer mapping Partner outreach Guidance curriculum design

✓ Career counseling sessions begin Employer talks

✓ Ongoing sessions Job fair planning

✓ Year-end career event Employment outcome tracking Reporting

5. Rural Outreach via Mobile Lab (conditional on partner)

Partner identification Feasibility assessment

If partner confirmed: Mobile lab planning Route and community mapping

If partner confirmed: ✓ Pilot mobile lab deployment (1 rural area)

If partner confirmed: ✓ Expand to 2–3 areas Impact review

6. Partnership Development

✓ Partner mapping Outreach to universities, employers, NGOs, disability orgs

✓ MOU negotiations First agreements signed

✓ Joint activity delivery begins Mid-year partner review

✓ Annual partner meeting Renewal planning New partner outreach

Narrative Summary	Verifiable Indicators	Means of Verification	Important Assumptions
Overall Goal: Enhance digital literacy and employability of youth in Sri Lanka through improved ICT training facilities and programs.	Increase in youth employment rates by 20% within 2 years; 80% of participants report improved digital skills.	Employment statistics; post-training participant surveys.	Demand for digitally skilled workers continues to grow; employers are willing to hire trained individuals.
Project Purpose: Provide high-quality digital education and training to unemployed youth and school leavers in the Galle area.	At least 500 youth trained annually; 75% of participants complete training programs.	Course completion records; annual center activity report.	Participants are motivated to engage; training meets the needs of local employers.

Narrative Summary

Verifiable Indicators

Means of Verification

Important Assumptions

Overall Goal: Enhance digital literacy and employability of youth in Sri Lanka through improved ICT training facilities and programs.

Increase in youth employment rates by 20% within 2 years; 80% of participants report improved digital skills.

Employment statistics; post-training participant surveys.

Demand for digitally skilled workers continues to grow; employers are willing to hire trained individuals.

Project Purpose: Provide high-quality digital education and training to unemployed youth and school leavers in the Galle area.

At least 500 youth trained annually; 75% of participants complete training programs.

Course completion records; annual center activity report.

Participants are motivated to engage; training meets the needs of local employers.

Output	Verifiable Indicators	Means of Verification	Important Assumptions
Output 1: Fully equipped ICT training center with AI-related programs established and operational.	Original (updated): Center setup completed by Q4 2024; mobile lab operational in 3 rural areas by Q2 2025. Revised: Center setup completed by Q2 2026; at least 3 AI-related courses developed and delivered by Q4 2026.	Equipment procurement records; course development documentation; center operational log.	Funding secured for equipment; AI course development partners confirmed.
Output 2: Inclusive ICT training programs delivered to underserved groups, including persons with disabilities.	Original (updated): At least 200 participants from underserved groups trained annually; mobile lab reaches 3 rural areas by Q2 2025. Revised: At least 200 participants from underserved groups trained annually from 2027 onward; rural outreach piloted in at least 1 area by Q4 2026 (subject to partner availability).	Training attendance records; partner outreach reports; mobile lab deployment log.	Disability organization partner confirmed; rural outreach partner identified.
Output 3: ICT skills and certification workshops delivered with recognized certification outcomes.	Original (updated): At least 300 participants complete workshops annually; 60% earn certifications. Revised: At least 300 participants complete workshops annually from 2027; 60% earn certifications. Pilot cohort of 100 participants targeted for 2026.	Course completion records; certification records; partner university reports.	South Korean university partnerships confirmed; certification pathways established.
Output 4: Career guidance and employer engagement program operational.	Original (updated): At least 400 youth receive career guidance annually; 50% secure employment within 6 months post-training. Revised: At least 400 youth receive career guidance annually from 2027; 50% employment within 6 months is the target once employer partnerships are established. Employer engagement to begin in 2026 as part of partnership development.	Career counseling attendance records; employer engagement logs; follow-up employment surveys.	Local employers are willing to engage; follow-up survey mechanisms are in place.

Output

Verifiable Indicators

Means of Verification

Important Assumptions

Output 1: Fully equipped ICT training center with AI-related programs established and operational.

Original (updated):
Center setup completed by Q4 2024; mobile lab operational in 3 rural areas by Q2 2025.
Revised:
Center setup completed by Q2 2026; at least 3 AI-related courses developed and delivered by Q4 2026.

Equipment procurement records; course development documentation; center operational log.

Funding secured for equipment; AI course development partners confirmed.

Output 2: Inclusive ICT training programs delivered to underserved groups, including persons with disabilities.

Original (updated):
At least 200 participants from underserved groups trained annually; mobile lab reaches 3 rural areas by Q2 2025.
Revised:
At least 200 participants from underserved groups trained annually from 2027 onward; rural outreach piloted in at least 1 area by Q4 2026 (subject to partner availability).

Training attendance records; partner outreach reports; mobile lab deployment log.

Disability organization partner confirmed; rural outreach partner identified.

Output 3: ICT skills and certification workshops delivered with recognized certification outcomes.

Original (updated):
At least 300 participants complete workshops annually; 60% earn certifications.
Revised:
At least 300 participants complete workshops annually from 2027; 60% earn certifications. Pilot cohort of 100 participants targeted for 2026.

Course completion records; certification records; partner university reports.

South Korean university partnerships confirmed; certification pathways established.

Output 4: Career guidance and employer engagement program operational.

Original (updated):
At least 400 youth receive career guidance annually; 50% secure employment within 6 months post-training.
Revised:
At least 400 youth receive career guidance annually from 2027; 50% employment within 6 months is the target once employer partnerships are established. Employer engagement to begin in 2026 as part of partnership development.

Career counseling attendance records; employer engagement logs; follow-up employment surveys.

Local employers are willing to engage; follow-up survey mechanisms are in place.

Activity	Activity-Level Indicator	Means of Verification	Inputs / Assumptions
Procure and install modern ICT equipment; develop and launch AI-related courses.	Original (updated): Equipment installed by Q4 2024; 3 AI courses by Q1 2025. Revised: Equipment installed by Q2 2026; at least 3 AI courses developed and piloted by Q4 2026.	Procurement records; course documentation; delivery log.	Budget available; AI course development partner confirmed.
Design and deliver accessible curricula for underserved groups including persons with disabilities; deploy mobile ICT lab for rural outreach.	Original (updated): Mobile lab deployed to 3 rural areas by Q2 2025. Revised: Accessible curriculum developed and piloted by Q3 2026; mobile lab pilot in at least 1 rural area by Q4 2026 if partner confirmed. Expansion to 3 areas targeted for 2027.	Curriculum documentation; mobile lab deployment records; participant records.	Disability organization partner identified; rural outreach partner confirmed; mobile lab equipment secured.
Partner with South Korean universities and industry experts; deliver ICT skills and certification workshops.	At least 300 workshop completions annually with certification issuance; partner MOUs signed.	Certification records; MOU documentation; partner activity reports.	South Korean university partnerships formalized; guest lecturers and industry experts available.
Organize career counseling sessions and employer engagement events; establish follow-up mechanisms to track employment outcomes.	At least 400 youth receive career guidance annually; 50% secure employment within 6 months (target from 2027 onward once employer partnerships are in place).	Career counseling attendance records; employer engagement logs; 6-month follow-up employment surveys.	Local employers willing to participate; survey follow-up mechanisms established; career guidance staff capacity available.

Activity

Activity-Level Indicator

Means of Verification

Inputs / Assumptions

Procure and install modern ICT equipment; develop and launch AI-related courses.

Original (updated):
Equipment installed by Q4 2024; 3 AI courses by Q1 2025.
Revised:
Equipment installed by Q2 2026; at least 3 AI courses developed and piloted by Q4 2026.

Procurement records; course documentation; delivery log.

Budget available; AI course development partner confirmed.

Design and deliver accessible curricula for underserved groups including persons with disabilities; deploy mobile ICT lab for rural outreach.

Original (updated):
Mobile lab deployed to 3 rural areas by Q2 2025.
Revised:
Accessible curriculum developed and piloted by Q3 2026; mobile lab pilot in at least 1 rural area by Q4 2026 if partner confirmed. Expansion to 3 areas targeted for 2027.

Curriculum documentation; mobile lab deployment records; participant records.

Disability organization partner identified; rural outreach partner confirmed; mobile lab equipment secured.

Partner with South Korean universities and industry experts; deliver ICT skills and certification workshops.

At least 300 workshop completions annually with certification issuance; partner MOUs signed.

Certification records; MOU documentation; partner activity reports.

South Korean university partnerships formalized; guest lecturers and industry experts available.

Organize career counseling sessions and employer engagement events; establish follow-up mechanisms to track employment outcomes.

At least 400 youth receive career guidance annually; 50% secure employment within 6 months (target from 2027 onward once employer partnerships are in place).

Career counseling attendance records; employer engagement logs; 6-month follow-up employment surveys.

Local employers willing to participate; survey follow-up mechanisms established; career guidance staff capacity available.

Section	Type	Issue	Change
Parts B, C	No change	Problem statement and problem tree are well-scoped	Kept as submitted
Part E Activity 4	Addition	Activity concept had 3 items; PDM activities had 4. Mismatch between sections.	Career guidance and employer engagement added as Activity 4 to align the two sections
Part E Partner notes	Gentle note	Several activities depend on partners not yet confirmed	Partner-dependent activities noted with “partner to be confirmed”; partnership development shown as a parallel workstream in the quarterly table
Part E.2 Quarterly table	New addition (suggested draft)	No parallel workstream view in original	6 workstreams shown across Q1–Q4; rural outreach shown as conditional on partner; Himendra to review and adjust
Part F All timelines	Correction	PDM timelines referenced Q4 2024 and Q2 2025 — dates already passed	All timelines updated to 2026–2027; pilot targets set for 2026, scale targets from 2027 onward
Part F Activity 4	Addition	PDM had 4 activities but activity concept only had 3 — career guidance activity was missing from PDM activity section	Career guidance activity added in full to PDM activities section
Part F Scale targets	Gentle note	Targets (500 youth, 50% employment) are aspirational for a new center	Targets kept as stated but noted as aspirational; pilot-year targets added for 2026; full targets set as 2027 onward

Section

Type

Issue

Change

Parts B, C

No change

Problem statement and problem tree are well-scoped

Kept as submitted

Part E Activity 4

Addition

Activity concept had 3 items; PDM activities had 4. Mismatch between sections.

Career guidance and employer engagement added as Activity 4 to align the two sections

Part E Partner notes

Gentle note

Several activities depend on partners not yet confirmed

Partner-dependent activities noted with “partner to be confirmed”; partnership development shown as a parallel workstream in the quarterly table

Part E.2 Quarterly table

New addition (suggested draft)

No parallel workstream view in original

6 workstreams shown across Q1–Q4; rural outreach shown as conditional on partner; Himendra to review and adjust

Part F All timelines

Correction

PDM timelines referenced Q4 2024 and Q2 2025 — dates already passed

All timelines updated to 2026–2027; pilot targets set for 2026, scale targets from 2027 onward

Part F Activity 4

Addition

PDM had 4 activities but activity concept only had 3 — career guidance activity was missing from PDM activity section

Career guidance activity added in full to PDM activities section

Part F Scale targets

Gentle note

Targets (500 youth, 50% employment) are aspirational for a new center

Targets kept as stated but noted as aspirational; pilot-year targets added for 2026; full targets set as 2027 onward

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.

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.

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.

Digital Accessibility

Mainstream assistive technologies lack Georgian-language support, creating significant language barriers for visually impaired users.

Educational Infrastructure

Educational institutions lack dedicated technical infrastructure to produce localized accessible multimedia content.

Human Resources

Shortage of certified instructors trained in specialized ICT methodologies for visually impaired learners.

Curriculum Development

Absence of structured, standardized digital learning curricula tailored to academic and workplace needs.

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: Mainstream assistive technologies lack Georgian-language accessibility support.

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.

Subject

Content

Target Audience

Timeline

Instructor Tech

Needed Materials

Recruitment Methods

Subject

Strikethrough red	Text proposed for removal or replacement
Underlined green	Proposed replacement or new text
Yellow — gentle note	Suggestion or consideration for Himendra to review — not a required correction
Plain text	Original text kept as-is — no change needed

Country	Sri Lanka
IAC Name	IAC Sri Lanka — NIBM Galle
Host Institution	National Institute of Business Management (NIBM)
IAC Center Manager	Dr. Himendra Balalle
Contact	himendra@nibm.lk

Selected priority	Enhanced digital literacy and employability of youth
Core problem	School leavers and unemployed youth in the local area lack the practical digital and AI-related skills needed for employment, while opportunities to develop these skills are limited despite growing global demand.
Why it matters	Galle has a large student and school-leaver population with strong demand for digital education. The skills gap directly limits youth employability and economic participation.
Why IAC can contribute	The center is hosted by NIBM with qualified academic and technical staff, strategically located in Galle with accessible transport links and proximity to a large student population.

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