In PopG's opinion it is the universities in the developing world that are the logical leaders for development in initiating their own 24/7 collaborating for productivity "twinning" and for providing the Groove + PopG Internet platform for their own SME extending of local 24/7 collaborating for productivity through their university's education and training PopG methodology.

The natural cross-cultural co-ordinators of these initiatives are the UK VSO and US Peace Corps Returned Volunteers that team co-ordinate the remote support group of specialist according to each project, while the local "in country" Volunteers from the same agencies team co-ordinate the local sector/across-sector facilitator action group. Of course, local development agency workers could also coordinate the local group.

The local group is within the university for their own 24/7 collaborating for productivity "twinning" with other universities and the SMEs are attached and based in the universities for extending 24/7 collaborating for productivity SME "twinning" whose groups also includes local co-workers and other aid agency workers. These local in-country groups would drive the design of their particular project's quantitative and qualitative objectives, measure their level of success in meeting their objectives, and foster among all the team's members the motivation to achieve those objectives.

The VSO/Peace Corps Returned Volunteers via their computer are the Remote Co-ordinators (recruiting and co-ordinating the specialist around the world according to the specific sector/across-sector project requirement) to support the in country Local Co-ordinator and his/her group with their co-workers and other aid agencies workers.

The technology is first PopG Servers and second any laptop or Wireless Thin-Client laptop for the mobile environment and for the desktop environment a Wireless or any other type of Windows, Mac or Unix box. This technology is located in the host community (except for the remote support teams own computers), while connecting both the remote support group and local group to Groove and non-Groove PopG spaces and tools for 24/7 collaborating for productivity.

A secondary education example (higher education would co-ordinate there own support) that's co-ordinated by a Returned VSO Teaching Volunteer (This is not the complete education facilitating via PopG but merely a snapshot of several deployment team members):

1. Teams of remote teachers with a 24/7 opportunity to peer-coach local teachers.

2. Teams of students in the remote teachers class with a 24/7 opportunity to peer-coach the local teachers students.

3. Families of the students in the remote teachers class with a 24/7 opportunity to peer-coach the local students families.

An SME example that's co-ordinated by a Returned VSO SME volunteer:

An SME printing business is using Groove + PopG's 24/7 collaborating for productivity technology and is asked by this Return SME Volunteer if they would be interested in using their Groove + PopG to "twin" for nation building. The business is offered to let's say "twin" with a developing world company responsible for printing all the educational materials for their Education Ministry.

The consultancy type knowledge provided to the local print company by the remote company via PopG could be paid for by SME development funds. These consultancy knowledge payments to remote SMEs that have been "twinned" with developing country SMEs would evolve into the developing country's SME paying the consultancy tab or to a volunteer "twinning". Of course, this SME model could start from day one as a volunteer model by following the Swedish International Development Agency's south-north partnership for mutual learning and capacity building that's fostered by Sida's over 1,500 "twinning" partners in Sweden that are connected to Sida's overseas development work. This volunteer SME model is discussed in the previous blog. PopG suggests that developed country donors will very much appreciate this focus on PopG's "teaching them how to fish" for a real self-reliance approach in substance rather than just being metaphoric.

The key to this "twinning" model is Andy's PopCollaborating space sharing, screen sharing and mouse sharing technology that is built on top of PopG, which allows remote support teams of let's say teachers, students and their families to be in California connected via their computers to local teams of teachers, students and their families that are in a developing country. The remote presentations, remote training and remote help-support by the remote teams in California are using procedures and techniques that would be no different than the procedures and techniques would be if those in a developing country were in California in the same room as the remote support team.