1. PROJECT PLAN for years__2010___ - __2011___
Please note the instructions for filling in this project plan form in the Application guide or the internet:
http://global.finland/english/ngo/index.htm
new project
continuation of on-going project, MFA project code_75300701_, project initiation year
____2007___
project is based on earlier forms of co-operation, years_______
the planning of project has been supported by MFA preparation trip allowance, year________
Organisation:
1. Basic information on the Project
1.1 Name of organisation registered in Finland Suomen ylioppilaskuntien liitto SYL ry
1.2 Name of Project in Finnish Kiertävät kirjastot ja koulutuskeskukset
1.3 Name of Project in English Travelling libraries – Training Centres (TL-TC)
1.4 Name of Project in other relevant language
1.5 Location of Project (country, province, Mongolia: Tov, Arkhangai and Dornod
village/municipality) provinces.
1.6 Name ofthe local partner organisation Information, Education & Communication
Centre IEC
1.7 Contact details of local partner organisation Mailing address: P.O.B 35, Ulaanbaatar –
210648, Mongolia
Email: iec_333@yahoo.com
Phone: 976 99039786
Fax: 976 11 314282
1.8 Representatives of the co-operation Partner Ms. Odonchimeg Puntsag
responsible for the Project and their contact
information, if other than above
1.9 Internet home pages of the co-operation -
Partner and/or the Project (if any)
1.10 Planned initiation and termination dates (on January 2010- December 2011
a yearly level) of the Project
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2. Please answer the following question and fill in the budget summary (1.13) only after
answering all other questions on the form.
1.11 Summary of the Project plan. Describe here briefly (max. 700 characters) the development
problem that this project is addressing, its immediate objective and the practical means through
which these objectives are to be reached:
The rural population in Mongolia has very limited access to information and trainings that could
improve their livelihoods. The objective of this project is to improve the access of the rural people in
Tov, Arkhangai and Dornod provinces to information services and civic education, vocational training
and small business courses through improving Travelling Libraries-Training Centres (TL-TCs). This is
done by:
Expanding and improving Travelling Libraries’ services
1. Better resourced libraries
2. TL-TCs will be reached by more beneficiaries
3. Special reading and discussion hours for women, children and seniors citizens will be
organized
Expanding and improving Training Centres
1. Learning material is produced
2. The trainings will be organized more systematically
3. Trained people will be satisfied with the trainings
4. Improving children´s capacity for community action
5. There will be 52 trainings organized in each province
6. Half of the people participating are women
7. TCs´ trainings will become more known and frequented
IEC´s capacity and self-financing possibilities have increased
1. The staff is more qualified for working as trainers
2. The board is more familiar with its functions
3. IEC is more self-sufficient
4. The project has been evaluated and the results can be used for improving IECs capacity in the
future
1.12 If this Project is the continuation of an earlier project, please describe here the main results of
the earlier stages of the Project.
The first project was carried out in 2007-2009. Its main objective was to improve TL-TCs´ library and
training services to Mongolian rural people in Tov, Arkhangai and Dornod provinces.
The library service was improved by increasing the number of municipalities visited (from 10 in 2006 to
55 in 2008), buying more material for TL-TCs (4417 books during 2007 and 2008), hiring three new
librarians and buying three new gers (jurtta).
The training service was improved by expanding the variety and number of held courses. In 2006
there were short basic knowledge courses held on civic education. Before TL-TCs served rural people,
especially nomads, with a library service and trainings that concentrated on civic education. Now they
work more professionally in order to help people to generate income, to save money, to establish
business, to co-operate in business, in environment, and other community issues, including striving
against violence towards women and girls, waste and other socio-economic problems, etc. During
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3. 2007-2008 the courses have been held on civic education, vocational skills training and small
business training.
The idea of the project has proven to be excellent and for the years 2010-11 the focus is to better
establish the current activities and to strengthen IEC´s capacity and self-sufficiency.
1.13 Budget Summary
year 2010 2011
Self-financing of the 9570 9980
Organisation
Project support application 54225,335 56575,335
Total costs 63795,335 66555,335
1.14 Other funding of the Project (if any). If the Project receives other funding, please state here the
amount and the source of the funding:
Amount Source
- -
2. Local Partner Organisation and nature of co-operation
2.1. Please describe the criteria used in choosing the co-operation Partner.
Originally the cooperation partner was chosen in a process that started in the summer 2005 when SYL
started looking for a new cooperation partner. A number of Mongolian non-governmental organizations
had visited Kepa (the Service Centre for Development Cooperation in Finland) in May 2005. SYL
contacted several possible partner organizations and requested them to send SYL their project
proposals. The project proposal of the Information, Education and Communication Centre (IEC) was
clearly the strongest and most interesting out of the five proposals received and IEC itself seemed a
very competent partner.
When contacted by SYL, IEC’s former partner organization, the German Development Service (DED)
and the director of Labour Market Policy Department of the Ministry of Social Welfare and Labour Sh.
Battsetseg warmly recommended the organization to SYL. In addition IEC’s past experience of foreign
donors convinced SYL of their reporting and planning capabilities.
Since 2000 IEC has organised through their Travelling Libraries - Training Centres (TL-TCs) structure
trainings for poor, unemployed people and offered library services for rural people in three Mongolian
provinces.
During the monitoring trips in 2007 and 2008 it has become clear that TL-TC project is very relevant to
Mongolian rural people and that the local administration has been satisfied with IEC´s work in Tov,
Arkhangai and Dornod provinces.
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4. 2.2 Has the Organisation previously worked with this Partner? If so, please describe the nature of this
co-operation and when it took place?
Years 2007-2009: The main focus was to provide an improved non-governmental mobile library and
training service (TL-TC) in three Mongolian provinces.
2.3 Additional information on the co-operation Partner.
IEC was established in 1999 (see 3.1) (Registration No 1013092). It is an independent NGO that
works very actively in the field of education especially aiming to improve the situation of people in poor
communities. Special attention is paid to the role of women in the development process. The mission
of IEC is to provide a sustainable contribution to the formation of democratic social and economic
structures in Mongolia. IEC aims at this by means of raising citizens’ awareness, knowledge and skills
and thus enabling them to take part in the process of development.
Besides Travelling Libraries-Training Centres current main activities of IEC are the following:
1. Orphanage “Gerelt” for street and orphan children in Dornod province
2. The local network against Violence towards women and girls in Dornod, Tuv aimags
3. NGOs network in Arkhangai, Dornod aimags
4. Information network (book exchange, law propagation together with local administration)
5. Support women to work at the decision-making levels
6. Organizing exhibitions “Thousand Global Peacewomen” in Ulaanbaatar, Darkhan, Erdenet
cities and 10 aimags
The personnel of IEC consist of two persons in Ulaanbaatar central office and six persons (manager-
librarians-trainers and librarians-trainers) in the provinces. In the central office there are Mrs.
Odonchimeg Puntsag as the manager of IEC and Mrs. Battuya Tseveenravdan as the
accountant/assistant. In the provinces there are manager-librarian-trainer Mrs.Dejid Narantuya (Tov),
librarian-trainer Mrs. Endonjamts Laijinkhand (Tov), manager-librarian-trainer Mrs.Ojumchimeg
Erdene (Arkhangai), librarian Mr.Munkhbaatar Badarch (Arkhangai), manager-librarian-trainer
Mrs.Ojunkhuu Dorj (Dornod) and librarian-trainer Mrs.Bujin Damdinsuren (Dornod).
The founder of IEC is Mrs. Odonchimeg Puntsag who has worked in the women’s organization LEOS
for eight years and been a member of the Global Women’s Media Team for the UN General Assembly
Special session to Review the Beijing Platform for Action composed of NGO women and women
journalists from 12 countries. She was also nominated as one of the “1000 Women for the Peace
Nobel Prize 2005”.
2.4 How will the co-operation Partner participate in the implementation of the Project (e.g. does it
provide labour, economic resources, other assets)?
Project has been planned together but IEC holds the main responsibility of project implementation.
The board outlines and monitors the activities quarterly. The central office´s project manager is in
charge of all project activities. The manager-librarians in the three provinces provide the project
manager with quarterly reports.
There is a small library and training room in IEC office in Ulaanbaatar. IEC has four computers, two
printers and one copying machine. Arkhangai and Tov Aimags’ governors provide Travelling Libraries
– Training Centres (TL-TCs) an office free of charge for the whole year. All existing three TL-TCs have
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5. two gers (nomadic housing tents) with Mongolian traditional small chairs, tables and bookcases for
travelling to municipalities. This equipment is used in the wintertime at the TL-TCs’ offices. TL-TCs in
Arkhangai and Dornod aimags have a computer.
IEC travelling libraries’ current resources comprises of about 110 000 books and other material on
economics, business, politics, environment, gender, law, social science, prose, sociology, medicine
literature etc for adults and children.
2.5 Are there other parties involved in the co-operation (e.g. Finnish, local or international
organisations or officials)? If so, please describe their role and involvement in the Project.
o Local governments will help spread information on TL-TCs
o State civil servants will carry materials in soums
o Soum governors in Tuv, Dornod support TL-TCs with petroleum for summer travel.
o Women’s network LEOS (NGO) will disseminate information on the TL-TCs.
o Schools will be used for disseminating information of the TL-TCs (books and information
exchange).
o Public libraries will be used for disseminating information of the TL-TCs.
o Public libraries also participate in reciprocal book exchange with TL-TCs.
o German Development Service (DED) that runs a large programme in Mongolia has supported
IEC in the past, and is available for consultation during the project.
o Private person Ms.Anita Fahrni donates books, magazins, toys, English, German language
learning materials (for adults and children )
o DED volunteer will help in developing and organizing the special programs, activities (trainings,
competitions, learning days on Economics, Environment, Health, Sexual education, Human
rights, Children’s rights, Philantrophy, Democracy, Freedoms and Duties, Leadership,
Communication, Computer, Internet, Professions, English and German languages, Handwork
and Basteln) developing agendas, curriculas of trainings, competitions among children and
youth for 12 months. All activities will be realised/organized by TL-TCs together with
municipalities´ social workers, school administration, teachers in three ways: firstly, in aimags
centres in winter time; secondly during the summer travel; thirdly, a whole year by sending
agendas, curriculas without visiting soums.
o School in Arkhangai aimag’s center, private persons in Dornod aimag, Culture Centre in Tuv
aimag: serarate rooms/spaces for organizing activities for children and youth without rent
payment. The school in Arkhangai aimag’s center gives a big room, private persons one room,
Cultural center in Tuv aimag’s center.
o The member of the Mongolian Parliament Mr.Enkhbold Nyamaa supports our annual Olimpiad
on Physics. This year he donated 30 memory sticks (capacity – 2GMB) for all children and
teachers, who won the Gold, Silver and Bronze medals.
o Community groups in the municipalities (women’s, herders, children´s counsils)
o Within UNPD´s small grants programme on of the community groups formed with help of TL-
TCs has received a grant for 5500 euros in 2008.
o ILO has provided teaching material on small business development that can be purchased and
used in the Training Centres’ trainings
o SYL has received assistance related to practical and cultural issues from FLOM (Kylväjä) who
also implement development cooperation projects in Mongolia.
o SYL has received assistance and valuable information also from the Finnish Honorary
Consul´s assistant Mr. Badamdash in Mongolia
o In Finland the members of SYL`s Advisory Board for Development Cooperation (KENKKU)
work voluntarily with the project´s monitoring and evaluation. KENKKU has 13 representatives
from different Student Union´s who meet once a month. Within KENKKU there is also a group
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6. specialized in SYL-IEC project. The group has meetings and fluent communication by email to
discuss the project issues.
3. Background and sustainability of the Project
3.1 How was the Project idea initiated? Is it e.g. a part of a larger Program?
The women of LEOS (see 2.5) had discovered in their work in enhancing women’s participation in the
democratic institutions in rural areas of Mongolia the strong need for access to information (literature,
newspapers, non-fiction) and informal training. Some women working for LEOS began to develop the
idea of libraries travelling around in the rural areas offering both information and informal training to
the nomadic population. As this could not be seen as the core work of LEOS, the women decided to
establish a new organization: Information, Education and Communication Centre IEC in 1999 to take
care of the implementation of the libraries.
The Travelling Libraries – Training Centres (TL-TC) was established first in 2000. In its preliminary
phase it was financed by German Development Service DED. At the moment the TL-TCs are working
in three of the 21 provinces of Mongolia: Tov, Arkhangai and Dornod
The project was initiated together by IEC and SYL. During the preparatory mission in May 2006, it was
decided that the project should build on IEC’s core expertise. Basic idea of TL-TC was considered
really viable and important for the communities and there was great potential for expanding and
developing of TL-TCs regarding their achievable targets and number of beneficiaries. Thus it was
decided to include some of the planned new trainings under the TL-TCs and to strengthen the existing
three TL-TCs.
3.2 Describe briefly the environment in which the Project will be implemented.
Mongolia is a country of long distances (three times the size of France) and the world’s smallest
inhabitant density, 1.4 per square km, 2.45 million in total. 43 per cent live in the capital Ulaanbaatar,
19 per cent in Aimag centres, and 38 per cent in remote areas. Because of the geography and the
harsh climate of the country, the existence of an effective infrastructure system that would ensure
close and regular contact between the rural areas, and between the rural areas and urban centres,
and allow the easy transportation of goods and information from one place to another, is more difficult
and far more costly than in many other countries.
Mongolia has only two neighbor countries, Russia and China, that both have strongly effected
Mongolia’s development. Administratively the country is divided into 21 aimags (provinces), which
consist of soums (municipality) that are broken into baghs (village). The project will operate in three
aimags: Arkhangai (population 94 900), Tov (88 900) and Dornod (73 700) (see attached map). A
large part (50 %) of the Mongolians still live a nomadic or a semi-nomadic life, depending on livestock
as their livelihood and moving their home (ger) 3-4 times a year. This traditional system has also
experienced some changes because of the degradation of the land meaning that some of the families
must move their home more frequently.
Mongolia’s transformation from a socialist satellite state of the Soviet Union to a market economy from
the early 1990´s has been extremely difficult in an economical sense. Falling tax revenues have
resulted in the degradation of social, healthcare and educational systems, growing poverty and
unemployment, falling literacy rates (but still very high 98 %) and environmental degradation. One
third of Mongolians live under the poverty line. Official unemployment rates, which only take in account
the registered unemployed, differ from an urban 30 % to an approximated 12 % in the rural areas. In
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7. socialist times the nomads worked in cooperatives and the pastures were owned and managed
collectively by the state. Under the social system the nomads were provided with many cultural
services and a wide national library system was founded.
A multiparty system was introduced in 1990. The former communist party MPRP has still a strong hold
over the state. Voter turnout has been over 80 % and free and fair elections have become the norm,
much unlike other Central Asian states. Corruption is a problem, but unlike many other developing
countries Mongolia has a somewhat NGO friendly byrocratic environment. The Mongolian GNP has
been in rise until the global financial crisis that had a big impact on the country. In 2008 the average
inflation rate was 32 % which made life difficult for the ordinary Mongolians. This was also reflected in
the implementation of the project since the prices of all the basic commodities (such as food,
petroleum, services) were in sharp increase.
Mongolia was earlier wholly dependent on Soviet goods, energy and experts. Mongolia in 2006 is
heavily dependent on international financial institutions and has rapidly liberalised its economy and
trade policies, resulting in the domestic market becoming dominated by Chinese products and
companies. Mongolia has reached the World Banks´s HIPC (heavily indebted poor countries) debt
relief initiative decision point and is to receive debt relief according to the program, and possibly more
so in the future under the MDRI (multinational debt relief initiative).
The world financial crisis influences on already weak economics in Mongolia. Recently the Mongolian
Government has negotiated to receive huge loans from Russia, China and is negotiating with World
Bank and the Asian Development bank. The financial institutions have centred on the development of
mining, energy and infrastructure, which has but little affected the lives to the Mongolians living in
poverty. Mongolia´s main exports are copper, wool, gold, cashmere and leather. The privatization of
the state owned enterprises started in 1990-1992, and it is estimated that 1 500 individuals own over
70% of the formerly state owned businesses.
According to the Mongolian Statistical Office 1/3 of Mongolians are under poverty line. According to
other estimates about 70 per cent of population is poor.
Recently the banks have increased the loan interests, limited the number of loans, and 2 banks are
going to be bankrupt. The Government is looking for solutions to cut the annual budget. Recently the
government has cut the libraries’ budget for buying books (there are many such diminutions). Less
than two years ago the municipality library’s annual budget for expanding funds was increased to 532
euros a year and now it became about 133 euros a year. For 17 years (1989-2007) the annual budget
was about US$35.
One serious problem in Mongolia is also the situation with children and youth that don´t have any
special programmes in the countryside. Children and youth spend time on streets and the abusive use
of alcohol is a serious problem among them. IEC has established children counsils in municipalities,
which deal with issues such as gender, environment and children’s rights. Children have learnt to
develop schedules for activities and organize some activities themselves. IEC´s work with enhancing
children´s and youth´s capacity in knowledge, rights, duties, colleges, universities, vocational schools,
courses, professions, to count and value money, support, help; skills to do things using old, waste
materials or materials available on hand is an important asset to the children and youth in the project
villages. The children are the only helpers, who repair the damaged books.
Three aimags have been chosen for implementing the project; Arkhangai in the Central region,
Dornod in the east and Tuv around the capital city, Ulaanbaatar.
3.3 What is the general state of development in the field of the Project in the area? How does the
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8. local government function in this field and in these issues? How does the local government
participate in the implementation of the Project - or limit it?
The transformation from a socialist system to a market economy resulted in the fast degradation of
both the educational and the cultural services. In relation to access to information and knowledge
these changes created large gap between Mongolians living in rural and urban areas.
LIBRARY SERVICE
In 1989 there were 418 public libraries and more than 600 newspaper distribution points in Mongolia.
In 2000 only 181 public libraries were still operating. Many public libraries at municipality level have
been integrated with the school libraries to save funds and resources. Book collections in libraries
haven’t changed much over the last decade as the acquisition rate has been extremely low and it must
be assumed that many of the books in the libraries are either very worn or not particularly relevant to
readers anymore. This was confirmed during the monitoring trip in 2008 by the librarians working in
Tov province library who told that they exchange books with TL-TCs with pleasure because they feel
that TL-TCs have more up-to-date books in their collection.
During the last few years the government has taken notice of this problem and has allocated more
finances to public libraries. Unfortunately the effects of the global financial crisis have stopped this
development and in 2008 the government cut the libraries budgets for buying books. In different
regions of Mongolia, the library collections per inhabitant ranges from less than two to more than six
books per inhabitant in the different provinces. The Mongolian Foundation for Open Society’s survey
from the year 2001 confirmed that access to literature and other information is very limited throughout
the country, and cannot meet demand. Especially the needs of the nomad community are not met by
the existing library services.
There has been 65 per cent decrease in book publishing since the collapse of the socialist system.
Primary access point to books and other information are the libraries, as book outlets are virtually non-
existent in major parts of the country, and that private ownership of books is limited. The schools and
institutions of higher education are an important source of information. However, very few schools
have books besides the basic textbooks needed for tuition. Formerly, every province and region used
to have their own newspapers which were written and printed locally. This has almost ceased to exist
anywhere.
TRAINING
The formal vocational training system built up in socialist times has practically been abandoned as
more emphasis is put on developing the higher education system. This has led to a situation where
most Mongolians do not continue their studies after the compulsory school with 11 grades. There were
44 vocational training centres with 8400 graduates in 2008. Informal training is organised by local and
international NGOs, concentrating on urban areas, especially Ulaanbaatar. There were 358 informal
education centres with 22264 graduates in 2008. Centre for Farmers in Ulaanbaatar gives theoretical
farming education. Tacis program has set up couple Extension Centres in countryside for farming
development. Local and international NGOs, including World Vision and FLOM (The Finnish Lutheran
Overseas Mission), are organizing practical farming education in countryside. At present, the training
and services offered are geographically limited and not meeting demand.
Small business development training, support and information are a much needed activity which is
attracting more attention. The Asian Development Bank has funded the Mongolian government in
setting up seven small business ventures. UNDP and World Vision are running projects on small
business development.
TL-TC is the first attempt in Mongolia to link the traditional nomadic lifestyle with providing information
and knowledge for the nomads and the people living in remote settlements. The services provided so
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9. far have been highly appreciated according to the data gathered by the IEC and SYL, and the
conversations with the local administration during the monitoring visits in 2007 and 2008. The local
administrations support the work of IEC. After the TL-TCs´ first year of activities some soum governors
agreed to cooperate with IEC and began to contribute to book box transportation and TL-TCs gers´
transportation costs to remote settlements. Arkhangai and Tov aimags governors provide TL-TCs with
offices for the wintertime free of charge. The government does not support the TL-TCs library services
financially, however, in the past it has financed some of the training organized by TL-TC.
3.4 How has the Project been planned?
The new phase of the project for the years 2010-2011 has been planned in close cooperation with
SYL and IEC. The planning was initiated on the monitoring trip that took place in October 2008. The
representatives of SYL met with the central office staff, employees from the three aimags and with
IEC´s board. After the monitoring trip the project has been planned through emails and various Skype
conferences between IEC and SYL. Continuation of the project has been discussed in SYL´s
KENKKU (the advisory board for development cooperation). Within KENKKU there is also a group
specialized in SYL´s TL-TC project in Mongolia, it has had meetings for discussing the continuation
and elaborating ideas to be further discussed with IEC. When finishing the project plan and budget
ideas were elaborated within both partner organizations and they were discussed very intensively
between the partners.
3.5 Describe the most essential problems of the beneficiaries that the Project is meant to address.
Nomadic people in the rural areas of Mongolia have very limited access to information, knowledge and
training as a result of the collapse of the social system in the beginning of the 1990´s. Mongolian
government hasn't been able to provide sufficient public services to nomadic people and due to the
lack of information a lot of times the rural people do not have enough knowledge to improve their
conditions, which is one reason to high poverty rates among nomadic people. TL-TCs aim at
alleviating this problem: offering wide variety of training courses, informing people about their rights,
helping them to collaborate with each other and bringing library services near them is capacity-building
done in grass root level.
3.6 What are the risks that can compromise the outcome of the Project? How is the Project
organisation planning to minimize these risks?
Main risks: The travelling libraries and training centre do not provide the information and education
most needed or the quality of the library services and training does not meet the targets set. The
project organization does not learn and respond to the changing needs of its beneficiaries. One big
risk is also the uncertain financial situation caused by the global crisis.
However, the activities of the project have been planned from the beneficiaries’ viewpoint, and much
attention has been paid to the needs and wishes expressed by the target group. Although the material
to be purchased by the travelling libraries and the training offered by the training centres are planned,
they are kept sensitive to the needs expressed by the beneficiaries. The projects activities’ relevance
and utility are reviewed throughout the execution of the project. Feedback is gathered both from the
library users and from the people taking part in training. The library acquisitions, training curriculum
and the content of the trainings are reviewed regularly and also on an ad-hoc basis.
For the financial situation and changes in the economical situation in Mongolia it is hard to prepare
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10. oneself. The only possible way to take this into count is to try to make the budget flexible in order to be
prepared for increasing prices.
Context of the project (state actors, legal environment, cultural and environmental factors) do not set
significant risks preventing the project reaching its targets. IEC has active and good relationship with
state actors, in addition the Mongolian legislative and regulatory system does not hinder NGO action
of this nature. The activities of the project are based on traditional cultural modes of action and have
been well accepted within the target group of beneficiaries
3.7 Will the Project create a new institution or procedure or is it going to support some existing
structure?
The project will support an existing structure that has been created in 2000 and developed and
expanded with IEC-SYL cooperation starting from 2007.
After the collapse of the socialist system in the beginning of the 90`s the Mongolian library service and
vocational training system have experienced strong degradation. TL-TC´s are working in order to
provide the services the rural people have been lacking. TL-TCs are supporting the ILO-system for
small business trainings that give the people who have participated in the training the possibility to
apply for a small loan if they present a realistic business plan.
3.8 How and when will the responsibility of the Project be transferred to the local government, local
organisation or to the beneficiaries?
During the years that the project has been executed the Mongolian government has shown interest in
it and signs of willingness to adopt it in the future. In the current situation with the global financial crisis
it is not realistic to expect quick steps from the Mongolian government.
IEC is actively developing the possibilities for its self-financing. One possibility is creating some
commercial use for the farm that IEC owns in Tov province.
4. Beneficiaries
4.1 Who are the direct beneficiaries of the Project? How many are they (approx.)?
The beneficiaries of the project are travelling library users in three provinces, both in the province
centres (October-June) and in the rural areas when the libraries are mobile (June-
September/October). Expected amount of library users is 7000 persons in a year per province, thus 21
000 persons in a year.
The number of people attending trainings per year in three provinces is approximated to be 1500.
More than 60 per cent of beneficiaries are women.
Estimated participants in the trainings in 2010:
TUV ARKHANGAI DORNOD
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11. Civic education 4000 4000 4000
Vocational education 3000 3000 3000
Small business training 3000 3000 3000
Also employees of IEC are direct beneficiaries, because the project emphasizes capacity building of
the staff and strengthening of IEC's organisation.
In addition IEC organizes various public events partly in order to advertise TL-TCs and their services.
Competitions, events and certificates are an important way to involve people since they are highly
appreciated in the local culture. Events include, for example olimpiad on physics, competition on dame
and writing competitions to pupils. These events have proven to be an efficient advertising channel
and they comply with the objectives of TL-TCs. Participants in these events are also beneficiaries of
the project.
4.2. Who are the indirect beneficiaries of the Project?
The families of the library users and trainees
People employed by the project and their families
Information, Education and Communication Centre IEC
Local and state level governments
Soum libraries, school libraries.
If the project support applied for is less than 20.000 €, please answer the following question:
4.3 How do the beneficiaries themselves participate in the Project?
If the project support applied for is 20.000 € or more, please answer the following question:
4.4 Define the nature of participation in the Project by each group of beneficiaries.
The idea to establish the project was born during conversations with local administration, ordinary
people who participated in the LEOS trainings, children and soum librarians. It was said that the
reading materials and trainings should come to where people are in the rural areas. Nomadic people
are not used to coming to soum or aimag centers to read or to get training. In order to meet with their
need for information TL-TCs need to travel to them. During the initial discussions also the people in
soum centers indicated the lack of information and the lack of trainings.
At the moment the beneficiaries participate in the following ways:
Travelling library users give feedback of the library services quality and relevance
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12. The trainees of the training centres contribute in improving the curricula and contents of trainings by
giving feedback and answering follow-up surveys
The families of the library users and trainees do not participate directly in the project activities
Trainers of the Travelling Training Centres and IEC’s staff receive income, learn new skills and
participate in the development of the TL-TCs on a regular basis, and work on improving the learning
materials
IEC establishes a well-organized library service network on information and knowledge dissemination.
IEC will provide beneficial training of vocational skills, small business development and civic
education. IEC will gather information from the potential beneficiaries on the services (library,
trainings) needed. IEC’s Board further develops the organization´s strategy in developing information
dissemination and informal training. IEC will receive training in order to improve its capacity as an
organization.
Children and youth in the project municipalities will participate in trainings, competitions, plays and
give feedback on them.
Local and state level governments will benefit from the increased knowledge level and the new skills
acquired by the project beneficiaries
5. Objective, plan of action, monitoring and information
Objectives
5.1 What is the long-term development objective of the Project?
To reduce the negative impacts of poverty in the region of Tov, Arkhangai and Dornod provinces in
Mongolia. (for more information, see 8.2)
5.2 What is the direct objective of the Project?
(Limited by the area of implementation and the group of beneficiaries)
Provide an improved library and training service in Tov, Arkhangai and Dornod provinces for the rural
people of those provinces.
If the project support applied for is 20.000 € or more, please answer the following question:
(those applying for a smaller amount of support may also answer if they wish)
5.3. What are the results targeted by this Project?
The results (5.3), activities (5.4) and data (5.9.) are divided according to the same logic for making it
easier to understand the relationship between them, that is, how a certain result is to be achieved and
how this is measured.
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13. Expanded and improved Travelling Libraries’ services provide knowledge and information
RESULT 1 Better resourced libraries
RESULT 2 TL-TCs will be reached by more beneficiaries
RESULT 3 Women, children and senior citizens participate in special reading and discussion hours
Expanded and improved Training Centres provide skills, small business and civic education
training
RESULT 1 Learning material is produced
RESULT 2 The trainings are organized more systematically
RESULT 3 Trained people are satisfied with the trainings
RESULT 4 Children´s capacity for community action is improved
RESULT 5 60 trainings are organized in each aimag
RESULT 6 At least 60 % of the people participating are women
RESULT 7 TCs´ trainings will become more known and frequented
IEC´s capacity and self-financing possibilities have increased
RESULT 1 The staff is more qualified for working as trainers
RESULT 2 The board works more efficiently
RESULT 3 The project has been evaluated and based on the evaluation a plan for increasing IEC´s
self-sufficiency is made
Implementation
5.4 Describe the activities by which the results and immediate objectives are to be accomplished. If
possible, please also give a rough timetable (by year) of project implementation.
All the activities are done on both project years, unless indicated otherwise.
Expanding and improving the Travelling Libraries’ services
From June to September-October the travelling libraries will travel in their distinctive provinces. The
distances in the rural areas are very long and the roads in very poor condition, which is reflected in the
transportation costs of the budget. The Travelling libraries ger will stay for approximately six days at
the place (bagh or nomadic community), totalling 18 days per soum. Each TL-TC will visit five soums
so all together it means 90 travelling days. The summer travel will be conducted by IEC´s own trucks.
From October to May the libraries will operate from the province centers, in rooms rented or provided
by the local government. Library material will also be circulated in small lockable boxes among the
remote communities and nomadic families for the whole year.
Activities in detail:
RESULT 1 -Purchase of more books, magazines and newspapers for the Travelling Libraries
- Further education of all librarians
RESULT 2 -TL-TCs visit 15 soums during one year, 5 soums each TL-TC/ year
-TL-TCs will travel from June to September/October
-Marketing of TL-TCs among the aimag population (competitions, leaflets, posting
announcements in public places (local administration, cultural centers, shops, bars),
through local TV or FM station (there are 4 broadcasting companies, which broadcast
programs everywhere in Mongolia. Local administration can interrupt their programs and
13

14. put the local news or announcements), giving certificates to best readers, training
participants, people who help with announcements and sometimes also to officials.
-Circulation of books and information material in boxes within each province by civil
servants
RESULT 3 -Special hours for women, senior citizens
-Special reading, discussion hours, competitions, plays for children and youth on
Environment, Health, Sexual education, Human rights, Children’s rights, Philantrophy,
Democracy, Freedoms and Duties, Leadership, Communication, Economy, Computer,
Internet, Professions, English and German languages, Handwork
(for women 1 day/month, for senior citizens 1 day/month, for children 2 days/month)
Expanding and improving the Training Centres
During the first three years of the project the Training Centres´ curricula have been expended to civic
education, vocational skills training and small business training. During the continuation years 2010-11
TCs will concentrate on improving the quality of the courses according to participants´ needs. The aim
of skills training is to provide new means of self-sufficiency and food security and to raise the
awareness of civic rights for the rural people in Mongolia. Trainings will be conducted the whole year:
summer time travelling in the TL-TCs gers in countryside municipalities and in wintertime in province
center library and travelling without own ger using communities’ settled gers.
Activities included in all trainings in detail:
RESULT 1 - Development of learning materials
- Purchasing training materials
RESULT 2 -A training calendar will be established
RESULT 3 -Surveying educational needs in every 3 provinces through feedback questioners after
each training.
- Providing feedback and follow up mechanism
RESULT 4 -Establishing new children groups, activating the existing children groups and connecting
groups
RESULT 5 -Organizing 50 trainings in each province on the 3 topics (vocational skills, civic
education and small business education), 150 trainings altogether
RESULTS 6
AND 7 -Marketing of trainings having women as a special target group
All different courses are not conducted every year. The trainings organized will be based on a needs
based analysis.
A. Vocational skills courses (45)
Ø Wool processing and knitting
Ø Quilting and patchwork
Ø Vegetable farming
Ø Poultry
Ø Dairy production
Ø Farming
B. Small Business courses (45)
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15. Ø Including business idea development, accounting, budgeting, marketing, solidarity groups
C. Civic education (60)
Ø Topics: solidarity groups, health, democracy, gender issues, children rights for adults etc
Ø Topics for children and youth: Environment, Health, Sexual education, Human rights, Children’s
rights, Philanthropy, Democracy, Freedoms and Duties, Leadership, Communication, Economy,
Computer, Internet, Professions, English and German languages and Handwork
Building IEC´s capacity and self-financing possibilities
RESULT 1 -Organizing courses for the staff members (year 2010)
RESULT 2 -Organizing training for the board (year 2010)
RESULT 3 -Conducting a thorough evaluation of the project including self-financing possibilities
(year 2011)
If the project support applied for is less than 20.000 €, please answer the following question:
5.5 What has been agreed with the Partner about the separation of responsibilities in the
implementation of the Project?
If the project support applied for is 20.000 € or more, please answer the following question:
5.6 Describe the implementation and monitoring organisation of the Project and the responsibility of
each party therein.
Board Monitoring committee
Manager IEC
Assistant/Accountant
Manager, Tov Manager, Arkhangai Manager, Dornod
Librarian/trainer Librarian/trainer Librarian/trainer
trainers
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16. IEC Board is responsible of planning, decision making and the project meeting its goals.
Board members:
1. Ms. Ch. Nadmid, chairperson, Chairperson of the “Sain Noenkhaan” foundation
2. Ms. Ch. Gankhuyag, member, director of the construction company “Ikh ordon”
3. Ms. G. Erdenechimeg, member, Chief-manager of the “Petrovis”, LLC
4. Mr. R. Barsbold, member, Director of the Academy of Geology
5. Ms. P. Odonchimeg, member responsible for executive board of the IEC, director
Monitoring committee is responsible of monitoring the implementation of the project. Committee
members:
- C. Bayarbilig, tax inspector
- D. Bayarkhuu, LEOS member
- Ts. Tsagaankhuu, engineer
IEC Manager implements the board decisions and reports to the board and monitoring committee. IEC
Manager supervises the project activities execution. IEC Manager is responsible of recruiting TC trainers.
Province Managers and Librarians/Trainers are responsible of executing project activities in the province
level.
Assistant/Accountant is responsible of acquisitions of materials and communication between all parties
involved and of bookkeeping of the project.
Monitoring
5.7 How do the responsible persons of the Finnish organisation follow the implementation of the
Project and the use of financial resources? How do they participate in its implementation?
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17. IEC provides SYL with quarterly reports that are composed of the narrative report and the financial
report. IEC also provides SYL with annual reports of the project. SYL´s part-time development
cooperation coordinator Anni Vihriälä together with KENKKU, the advisory board consisting of 14
voluntary representatives of different student unions, monitors the project. KENKKU has meetings
every month and within KENKKU a group of people specialized in TL-TC project also has separate
meetings where the project is being discussed.
Regular contact by email is been held between IEC and SYL and Skype conferences have proven to
be an efficient way of communication between the partner organizations. Each year a monitoring trip
will be carried out by two representatives of SYL.
5.8 How do the local co-operation Partners follow the implementation of the Project and the use of
financial resources?
The province managers of the TL-TCs report monthly to the project manager. The IEC manager
reports to the board on project activities quarterly and prepares quarterly financial reports. The
manager also visits the project municipalities frequently. The monitoring committee also carries out
visits to the project municipalities.
5.9 What kind of numerical or other data will be collected on the advancement of the Project?
Travelling libraries
RESULT 1 -Number of books bought
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18. -Topics of new books
-Number of books sent in boxes
-Number, gender and age of readers
- Topics covered in librarians’ trainings
-Perception of librarians on the quality and relevance of training (feedback, interviews)
RESULT 2 - Municipalities visited
- Kilometres TLs travelled
RESULT 3 -Number of reading and discussion hours organized
Training centres
RESULT 1 - Learning materials distributed
-Modules, curricula, learning materials developed
RESULT 2 -The training calendar will be documented
RESULT 3 -Perceptions of students on the quality and relevance of training (feedback, interviews)
-Perceptions of students on the quality and relevance of learning materials (feedback,
interviews)
RESULT 4 -Number and age of children and youth participated in plays, trainings, competitions and
other actions
- Number and subject of activities for children
RESULT 5 - Number and subject of trainings/courses
RESULT 6 - Number of people attending the courses + age of participants
RESULT 7 - Proportion of women attending to courses
Strengthening IEC´s capacity and self-sufficiency
1. –Number and topics of trainings organized for the staff
2. –Number and topics of trainings organized for the board
3. –The results of the evaluation, including a plan for developing IEC´s self-sufficiency
5.10 Where and how will the accounting and audit of the Project be arranged?
The accounting and the audit will be arranged in Ulaanbaatar, Mongolia. The accounting will be made
by the assistant/accountant Mrs.Battuya Tseveenravdan who works in IEC. The audit will be made by
Panthere Midland auditing company, one of the six USAID approved audit firms for Mongolia
(www.pantheremidland.mn/).
Ernst & Young Helsinki will audit the Finnish share of the costs (administration, monitoring trips).
5.11 Will the organisation evaluate the Project during its implementation or afterwards? If the answer
is yes, please describe how it will be carried out.
An evaluation will be carried out during the last year of the project. The evaluator will be an outside
expert who will evaluate the results achieved by the project.
Information
5.12 Describe how the organisation will inform about the Project. Give details on the goals, target
groups, information material and information channels.
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19. SYL`s main target group for informing about development cooperation issues are the university
students in Finland. This is done through various channels. As SYL’s self-finance constitutes solely on
students’ voluntary payments, to inform about the project is naturally important also for generating
these voluntary payments.
A significant channel of information is SYL’s advisory board KENKKU. KENKKU helps with monitoring
the project and the members are deeply aware of the project’s details. KENKKU members inform local
students about the project. Members of KENKKU work on a voluntary basis.
Besides information presented at KENKKU’s meetings, there is information about the project on SYL’s
website and more detailed information (including project plans and reports) on SYL’s intranet called
Sylinteri which is open for the student union actives and KENKKU members.
SYL has a mailing list for all the students interested in development cooperation.
6. Free-form description of the Project and its operation (optional: if the other questions in this
form are not suitable or sufficient to describe the Project, please use this space to give additional
information)
This project is planned only for two years due to the following reasons: In the spring 2009 a strategy
planning for SYL`s development cooperation was started in KENKKU. The wish was to finish all the
current projects at the same time (by the end of 2011) so that based on two years planning it would be
possible to start with new project(s) in 2012. Another reason was that due to high inflation and
increased living costs in Mongolia the project budget needed to be increased. Two years´ continuation
with increased budget instead of three years with lower budget felt better solution for both parties. Due
to a slight decrease in voluntary student payments SYL wanted to assure their self-financing basis and
therefore three years with increased budget didn´t feel like an option.
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20. 7. The Budget and the financing plan of the Project
Budget Year 2010 Year 2011 Year Total
1. Personnel costs (Appendix 1)
Salaries and related costs of Finnish personnel 0
Travel and accommodation of Finnish personnel 0
Salaries and related costs of local personnel 19680 19680 39360
Other personnel costs 2165 2165 21845
Value of Finnish voluntary work 0
Personnel costs, subtotal 21845 21845 43690
2. Activity costs (e.g. training) (Appendix 2)
Fees of hired experts 5640 5370 11010
Other costs 9587,2 11354,2 20941,4
Activity costs, subtotal 15227,2 16724,2 31951,4
3. Materials, procurements and investments (Appendix 3)
Procurement of materials and appliances 1556 836 2392
Construction 0
Other procurements 1077 300 1377
Value of donated goods 0
Materials, procurements and investments, subtotal 2633 1136 3769
4. Operation and maintenance (Appendix 4)
Operation costs 6906 6906 13812
Maintenance costs 0
Operation and maintenance, subtotal 6906 6906 13812
5. Monitoring, evaluation and information (Appendix 5)
Personnel costs and external services 4785 7545 12330
Travel and accommodation 5170 5170 10340
Other costs 1500 1500 3000
Information costs in Finland (max. 5 % of total project
costs) 0
Monitoring, evaluation and information, subtotal 11455 14215 25670
Total implementation costs 58066,2 60826,2 118892,4
6. Administrative costs (Appendix 6)
Salaries and related costs of administrative personnel 5453,135 5453,135 10906,27
Office costs 276 276 552
Fund-raising costs (excluding information costs) 0 0
Statutory audit costs of the Finnish organisation 0 0
Value of Finnish voluntary work in administration 0 0
Total administrative costs 5729,135 5729,135 11458,27
Total project costs 63795,335 66555,335 130350,7
Administrative costs as a % of total costs (max. 10%) 8,98 8,6080778
Financing plan Year Year Year Total
1. Self-financing (Appendix 7)
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21. Cash contributions 4785 4990 9775
Voluntary work and material donations 4785 4990 9775
Total self-financing 9570 9980 19550
Self-financing as a % of total project costs 15,00 15,00
2. Project support from the Ministry for Foreign Affairs
Earlier allocation of project support
New/additional application 54225,335 56575,335 110800,67
Total financing 63795,335 66555,335 130350,7
8. Development objectives and cross-cutting themes of the Project
8.1. What is/are the development objective(s) of the Project? Mark one main objective and max. 3
other significant objectives:
Main objective Other objective
X Abolishing extreme poverty and famine
Extending elementary education to all
X Improvement of gender equality and the situation of women
Diminishing infant mortality
Improving the health of pregnant women
Work against HIV/Aids
Work against malaria and other significant illnesses
X Sustainable development of the environment
Access to clean water
Improving living conditions in the slums
X Improving the working conditions of the private sector and
increasing economic interaction
X Advancing democracy, human rights and good governance
Advancing the state of peace and security
Developing a just and regulated international trade and financial
system
Solving the debt problem of developing countries using national
and international means
Bringing the benefits of using new technology and especially
information technology to developing countries in co-operation
with the private sector
None of the above. Other, explain.
If the project support applied for is 20.000 € or more, please answer the following question:
8.2 How does the Project plan take into account the Poverty Reduction Strategy Paper (PRSP) or
other equivalent national plans of the developing country concerned? If it has not been taken into
account, please justify:
Key priorities of the Mongolian PRSP are to improve the social safety net and to support sustainable
human development. These objectives are to be reached through improving the quality of and access
to basic education and supporting employment and income-generating activities. The PRSP
emphasizes the importance of equal access to services, thus supporting the opportunities of the poor
21

22. and vulnerable groups for employment and participation in economic activities.
The project aims at responding to one of three educational sector policy objectives of the Mongolian
PRSP. The PRSP states that there are significant differences between the levels of education of urban
and rural citizens, and that it is important for educational policies to aim at closing this gap. The TL-TC
project addresses this problem by offering library services, disseminating information and organizing
informal vocational skills and business trainings in rural areas of three aimags.
After the transformation to a market economy, the school enrolment rate of boys, especially from
herder families, has declined sharply. The project addresses this problem by providing education and
information available to the herder families. Children are the largest Travelling Library user group.
8.3. Cross-cutting themes of development policy
The development policy program of the Finnish government contains a number of cross-cutting themes
that are to be taken into account in all development activities.
Instructions: In the column "impact" please mark a sign as advised below according to the impact
this Project is estimated to have. Justify with one sentence the most important positive and negative
impacts of the Project.
Options:
++ significant positive impact
+ positive impact
0 no impact
- negative impact
Themes Impact Justification/Additional information
Impact on the Environment
Access to clean water and
sanitation 0
Mongolia’s rural people dependence on herding as a
livelihood has led to severe environmental degradation.
Environmental distress (soil, The project will contribute to the diversification of rural
water, atmosphere, waste) ++ peoples´ means of sustaining themselves.
Protection of biodiversity +
Sustainable use of natural
resources (incl. Energy, The project will include training on sustainable energy
consumption, erosion) ++ consumption (making of heating brickets)
Reducing gender inequality
Division of work between men
and women 0
Women's access to income and Women’s possibilities to create income will be increased
their right to possess + through the projects activities.
The Training Centres will organize trainings and
Women's participation in discussions on women’s leadership, democracy and
decision making + gender.
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23. Sexual health and reproductive
rights 0
The Training Centres will organize civic education
Reducing violence + trainings on human and children’s rights.
The project will provide trainings in areas where people
Equal opportunities to education ++ are not able to access formal education.
Supporting the most vulnerable groups (the disabled, ethnic or religious minorities, aboriginals,
children)
The most vulnerable groups as
members of the community (the
attitudes towards the most
vulnerable) 0
Empowerment of the most
vulnerable groups 0
Equal rights of the most
vulnerable groups 0
Good governance and enhancing democracy
Reducing corruption 0
Strengthening the local skills on Civil education of the project will include trainings on
good governance + democracy.
Transparency of financial
management and information
(among implementers) +
Improving information exchange
in the civil society ++ Project as a whole will support this goal.
Improving involvement in the Providing access to information and knowledge through
civil society ++ the travelling libraries, training on democracy.
9. Signatures
Place and date Place and date
Signature Signature
Name in capitals Name in capitals
Position Position
Appendices
Any applicable agreements, requests for assistance, authorisations, etc.
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