OM Analysis for Pakistan Country Component

1. Vision

• Local Communities are able to use and develop local language information and are starting to integrate this use in their daily lives for their social and economic benefit.
• The developing communities across the country are sharing information developed by each other. People from these communities are facilitating training in other similar developing communities and are being provided incentives for conducting these sessions.
• Project stakeholders like Public Sector organizations (govt.), Private organizations, NGOs and Policy makers are aware of the need for local language software and are facilitating the spread of usage of local information through localized ICTs.
• These communities are now connected with the global information network through localized ICTs.

2. Mission

• Creating awareness of the benefits gained from use of local language ICTs within the relevant (sample select, school) communities.
• The project is assessing/identifying the need of information access (based on their choice of language) in the community across gender.
• The project has developed a pool of trainers within the target communities who are actively engaged in imparting the training during and beyond the project duration.
• Local schools are regularly imparting training on local language computing, sustainability of training, focus development and sustainable model.
• Local school students are creating and accessing content relevant to the community. They are actively communicating among themselves and with other students through websites and by forming virtual networks via localized ICTs.
• The project has started dialogue with influential members of the community and is also involving key representatives from the public sector, NGOs and other relevant private organizations to participate in the project activates.

3. Boundary Partners

1. Students (Male)
2. Trainers
3. School Administration
4. Policy Makers

3.1. Students (Male)

3.1.1. Outcome Challenge:

The program intends to see students able to use Urdu software, access internet and develop Urdu web pages. These students are able to form internet communities and personalized chat groups. They are regularly using Internet as a medium of communication and expression and are generating valuable local language content by hosting their localized websites as well.

3.1.2. Progress Markers

Expect to See

 Students are regularly attending all training sessions
 Students are doing practice exercises as taught during training
 Student have gained basic computer knowledge (mouse, computer on/off, keyboard, monitor)
 Students have become familiar with internet

Like to see

 Students have started to access internet website
 Students are able to email back to the regional secretariat
 Students are able to use software on which they are trained
 Students able to chat with each other
 Students are able to form communities
 Students are contributing during brainstorm sessions where they are proposing ideas and topics for website development
 Students are posting messages on other students web space
 Students are actively participating in local competitions
 New students are participating in local competitions
 Students are developing websites

Love to See

 Students builds a virtual community
 Students motivate other students to join the program
 Students provides a regular training on email chat word processing web development to other students
 Student acquire skill to use new software


3.1.3. Strategy Map

The strategies that are required to be monitored are marked with an asterisk(*)

	Causal	Persuasive	Supportive
Individual	Certificates to Students	*Training on Local Language Software (freq: per training), *Competition – Individual level: Best Student Award (freq: per competition-weekly)	*Trainer providing technical assistance (freq: per training feedback form) Competition – Individual level
Environmental	Lab Infrastructure + connectivity	Info Seminars, *Training Material distribution (freq: per training student feedback form) Competition: School or larger level: evaluated through panel of distinguished people	*Online Community for students (freq: 6 monthly), Institutional involvement (curriculum revisions, computer class)

3.2. Trainers

3.2.1. Outcome Challenge:

The program intends to see trainers imparting training to students and new trainers in a regular and constructive manner. Trainers are themselves convinced to learn and use ICTs as an effective socio-economic medium. Trainers have continued the training sessions and have gained more expertise in other software as well. Trainers are motivating other members of the community to learn Urdu software.

3.2.2. Progress Markers

Expect to See

 Attending training at NU
 Help establish labs at local schools
 Helping as facilitators in training at local schools
 Helping organize local competitions

Like to see

 Provide technical support to students on daily basis
 Weekly email status reporting to secretariat using local language software
 Chatting with RS staff
 Actively using email chat with others
 Organize and deliver one training session on web access, email and chatting for new students (for male trainers only)
 Create official documents and send as an attachment with emails to RS
 Create personal website: 1 website
 Organize and deliver training on word processing and website development for new students

Love to See

 Trainer builds a virtual community
 Trainer provides regular training on email, chat, word processing and web development
 Encourage / motivate students to train new students
 Trainer acquire skills to use new software


3.2.3. Strategy Map

The strategies that are required to be monitored are marked with an asterisk(*)

	Causal	Persuasive	Supportive
Individual	Monthly Stipend for trainers, Certificate (skill- Open Office certified)	Interesting Training of Trainers complemented with relevant examples,*Requesting status reports through emails/etc. (freq: monthly)	Trainer Blogs for interaction among themselves, *School/Course website development (involve students, use of their personal web pages) (freq: per competition), Involve trainers in organizing competitions
Environment	Lab, Web-space, … ,Provide system support (call based, etc.)	Best Trainer Award, *Regular training for new students (per training)	Trainer interaction globally, forums and at communities, etc.

3.3. School Administration

3.3.1. Outcome Challenge:

The program intends to see school successfully imparting training on use of localized ICTs to school students in a sustainable manner.

3.3.2. Progress Markers

Expect to See

 School administration is receptive to new and innovative ideas, understand the socio economic benefits of ICTs, and are receptive to the program
 The school administration has agreed to implement the program

Like to see

 School administration is encouraging students to enroll in the program
 School administration is supporting the continuing program
 Administration is encouraging the students to participate in competitions
 Administration has authorized publishing an official school website
 Administration is learning the ICT tools
 Administration is encouraging other teachers to learn the tools
 Administration is encouraging new students to learn the tools

Love to See

 ICT training has become a part of school’s regular schedule

3.3.3. Strategy Map

The strategies that are required to be monitored are marked with an asterisk(*)

	Causal	Persuasive	Supportive
Individual	*PC placement at principal’s office (per training)	Training, Training material	* Meeting with school administration to schedule regular computer classes (6-montly)
Environment	Web space for school website, Lab infrastructure	Training material, Publicity of program outputs and activities, GeoBot, Publishing school progress results	Meeting with school administration,Linkages with other principals running same program and policy makers

3.4. Policy Makers: (PITB Federal and Provincial Ministry of Education, and Provincial Ministry of IT, Local Govt.)

3.4.1. Outcome Challenge:

Government organizations recognize the importance of ICT accessibility and are engaged in activities to promote it further by owning up this effort.


3.4.2. Progress Markers

Expect to See

 Be receptive to the need for technology and realize the socio-economic benefits of information access in local language for the community
 Policy makers are aware of the program and support the idea

Like to see

 Willing to meet with program staff regularly
 Be willing to attend program activities
 Support the program implementation

Love to See

 Communicate with the student community through ICTs
 Promote the use of ICTs in the community
 Devise policy for sustainability of the program
 Devise policy for expansion of this program

3.4.3. Strategy Map

The strategies that are required to be monitored are marked with an asterisk(*)

	Causal	Persuasive	Supportive
Individual	Inaugural sessions: Active participation in program activities	*Frequent Meetings with policy makers: demos, presentations, etc. presentation of training material (6-monthly)	*Establish a communication channel (minister gives the email address himself) between the policy makers and the grassroots' level, inaugurating the principal training program (6-monthly)
Environment		Publishing project results

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