am Muhammad Majid Khan from Pakistan-Azad Jammu and Kashmir, a beautiful
place on the earth. I have a degree in Electrical Engineering in addition
to a post-graduate diploma in Information Technology. I come from a part
of the world which is at the high risk of war-refugees pouring in at any
Since 1990 I have been working with different NGO's
to carry out rehabilitation work in refugee camps and to impart basic
technical skills to the youth. During my work with National Rural Support
Program I gained valuable experience about rural life. I drafted a proposal
about establishing vocational training institutes in rural areas. Since
1999 I have been working with Northern Education Project, a World Bank
funded project to provide technical assistance in educational management
information systems, institutional capacity building, community participation,
and restructuring of the department of education for the government of
Azad Jammu & Kashmir-Pakistan.
During my stay at CIE I would like to focus my
studies on the role of education in rural development and educational
I am Mbarou GassamaMbaye, from Senegal West
Africa. I earned my BA in economics from Mohamed 5th University in Morocco.
After graduating in 1981, I went back to Senegal, where I earned my MA
from the African Institute for Economic Development and Planning--a United
Nations Institution located in Dakar. I worked for this institution as
a researcher focused on women and development issues. I worked also for
the Government in the Ministry of Economics Affairs, Finances and planning
as an economic researcher in 1987, and as regional planner from 1997 to
an African woman, I have always been interested in women's issues such
as cultural and religious barriers to girls' attendance in primary school.
From 1993 to 1995, I was a member of the National Committee for Girls'
Attendance in Primary School and I was involved in research projects dealing
with girl drop-outs in primary schools.
After the Beijing Conference, we African women
decided to create a network named RAFET, a French acronym for African
network of working women (in the Woloff language RAFET means beautiful).
The main objective of RAFET is to promote African working women. This
organization includes10 countries: Senegal, Mali, Mauritania, Morocco,
Guinea, Burkina Faso, Togo, Cameroon, Rwanda and Chad. Our main strategies
are based on consciousness raising through training in Social law, gender
issues, and popular economics. Currently our activities are supported
by Senegalese government, Friedrich Ebert Foundation (German foundation),
and Oxfam America. Currently, the Center for Popular Economics based in
the University of Massachusetts Amherst is providing technical support
to RAFET to develop a curriculum for future female West African trainers
in popular economics. Some of our members get financial support to attend
conferences from USAID and French cooperation.
Since we are concerned with educated women as
well as illiterate women, we would like to develop more popular techniques.
I think that CIE is an ideal place to learn more about popular education
and develop educational skills. Mukul Acharyamacharya@educ.umass.edu
I grew up in a highly structured Brahmin family
in Nepal and now I am here at the Center for International Education for
my Master's Degree after working in the field of nonformal education and
community development for about a decade. I began to learn about the nonformal
education myself in a nonformal setting at the grassroots level and am
now hoping that during my time at CIE I will be able to sharpen my learning
and tools which will be instrumental to my work in the future.
as a trainer in the field of development in February 1992, I had the opportunity
to train over 1,100 staff members from various NGOs in Nepal. My embarkation
on the field of development was the result of my frequent visits to rural
areas of Nepal during my four and half years of work in the Central Bureau
of Statistics. In those days, I got to know and experience rural lives
and conditions of Nepal.
After that I joined the team which implemented
a two year-program, called Women in Business (WIB). WIB was the program
based on the demand of the participants of the Women Reading for Development
(WORD) Project, largest women's literacy project in the history of Nepal
which reached out over 400,000 women in the three years of the project
life. WIB not only took the literacy one step further producing self-instruction
reading materials for the neo-literate women, but also combined the sophisticated
concept of micro finance simplifying it to make it within their grasp.
In the last three years I was involved in the Women's
Empowerment Program (WEP) of Nepal which is still going on, supporting
over 120,000 women participating in more than 7,000 women's economic groups.
As the Program Development Coordinator my responsibility included participation
in the overall design and development of the program. However, the majority
of my time was devoted to training because I was leading the team of the
Master Trainers. The team would design, develop and deliver 3-5 day training
sessions every month to 134 Trainers who, in turn, would train thousands
of representatives from the groups and staff of other NGOs every month.
Kamara - I come from Liberia. In 1986, I earned an undergraduate
degree in History from the University of Liberia (UL), and subsequently
served as teaching assistant at the UL Department of History.
lived in Guinea as a refugee for 10 years. Following the outbreak
of civil war in my country in 1990, I trekked to Guinea where
I joined other Liberian educators to organize schools for children
of school age within the refugee community. When the International
Rescue Committee (IRC), a new York based relief program in 1991,
I was hired as educator coordinator and subsequently promoted
to the position of regional school administrator (RSA).
In 1996, I resigned from the position
of RSA and established a not-for-profit organization in N'Zerekore,
Guinea; named the Rain Forest Development Center (RDC). The
main objective of RDC was to provide diverse forms of institutional
capacity building support to refugee self-help groups as well
as local Guinean non-governmental organizations in Guinean Forest
Region. In line with its objectives, RDC implemented the institutional
capacity building project (1996-98) with financial support from
Foundation DOEN in the Netherlands. Through this project, 150-200
staff members of self-help groups and local NGO's acquired skills
and knowledge in NGO leadership and management, project planning
and monitoring and gender and development.
I am interested in using education and
training as a vehicle for poverty alleviation in resource poor
communities, particularly in West Africa. Therefore, my period
of study at CIE will create an opportunity to develop the expertise:
and hence, acquire professional career.
I am from Russia, in fact from its Siberian part. Back
at home I work as a junior
lecturer at the School of Foreign Languages of Buryat State
University in Ulan-Ude. There I taught English and worked as
an interpreter for the environmentalists and tourists coming
to see Lake Baikal. I came to study at UMass after being selected
by the Muskie Fellowship program. I am here in a Master's program
at CIE for the next two years.
My research interests center around the
teaching and learning of foreign languages, particularly English
as a foreign language. I believe that when teaching a language
we shouldn't teach only grammar and vocabulary, but try to teach
the culture of the people who speak the language. At the same
time, we shouldn't impose another culture on the students; we
should help them realize that their culture is as unique and
wonderful as any other, thus any lesson in a foreign language
should be more than a thorough study of grammar or a mere translation.
It should be a dialogue of cultures. I am interested in studying
American society and culture. Cultural studies in general interest
me very much. What excites me is that I have a wonderful opportunity
to travelI'm very fond of travelingand to make a
lot of friends. As for my hobbies, I like hiking.
Hi! My name is Natalie
Oleshko. My native country is Ukraine which is the second
biggest country in Europe after France. I was born and grew up
in Cherkassy, a picturesque place, located on a right bank of
the Dnipro river. I graduated from the local University with a
degree in education and English linguistics. After that I worked
at Peace Corps Ukraine as a training instructor. This job gave
me a rich experience in intercultural communication.
My goal in coming to UMass is to fulfill my Master program in
the field of International Education. I also want to get to know
about American style of life and its diversity from first hand
experience. I hope the knowledge I gain during my study in America
will be the guarantee of my future accomplishments on the way
of building democratic society in my country.
I just moved to Amherst from Boulder, Colorado where
I was spending long overdue
time with my immediate family. I returned from Mauritania at
the end of December, having completed a 7 month contract with
Peace Corps overseeing the transition of their training program
from the traditional center-based model to a community-based
one. Before that I had spent over 2 years working as a Peace
Corps Volunteer doing community health work in semi-urban and
rural areas, as well as designing and implementing training
programs. My background is in grassroots community development,
as well as in theater. I'm interested in gaining more domestic
development experience and getting involved in projects in the
area. I'm looking forward to meeting and getting to know everyone
while I work towards my Masters here at CIE.
graduating from the Department of Social Studies and Foreign
Languages at Yerevan State Institute of Foreign Languages, I
worked as a Chief Specialist at the Foreign Relations Department
of the Ministry of Education and Science of the Republic of
Armenia. My responsibilities included coordination and regulation
of foreign contacts in the field of education in Armenia. I
served as a liaison and main contact between the Ministry of
Education and Science and international donor
organizations, foreign embassies and NGO's working in the field
of education and science in Armenia.
After finishing my Master's Degree at
the University of Massachusetts my motto will be "to point
out the ways to the fulfillment of my goals in today's reality
and to address all arising problems using my knowledge, energy,
experience and all possible state-social means and opportunities".
I sincerely hope that the knowledge and skills that I'll get in
the USA can help me not only to improve the work of my organization
but also will allow me to make my own contribution to my homeland
on its not easy way to democracy and development.
comes from Texas where she received a bachelor's in journalism
at the University of Texas at Austin. After working at a small
television station in South Carolina she ventured to West Africa,
Mauritania with the United States Peace Corps to work with women's
cooperatives as an agro-forestry volunteer. During this time
she began to learn about participatory approaches to development
and the need for better listening skills by development workers.
This opportunity paved the way for her to travel to South Africa
as an evaluation consultant with World Vision South Africa in
1996. Aside from the consultancy she enjoyed sailing at Cape
Town, climbing Table Mountain and the beautiful countryside
and wildlife. She also visited Zimbabwe where she tried white-water
rafting and bungee-cord jumping.
After leaving Africa she traveled to
Australia where she worked with the Western Fisheries Department
after spending a few months bicycling down the East Coast of
Australia. On her way back to the U.S. she spent time in Fiji,
Bahamas, Turks and Caicos Islands and finally Hawaii where she
worked with an aqua-culture school. For the past couple of years
she has taught environmental education at various Nature Classroom
sites in the New England area to grades 3-8. She is excited
to be part of the Center for International Education and looks
forward to learning more about gender issues and nonformal education.
is a first year master candidate in International Education
Program. She has done her undergraduate studies in foreign
languages in Russia and taught English at secondary school as
well as the university level. She also completed a graduate
course in linguistics at St. Petersburg State University. Her
scholarly interests range from ESL/EFL teaching to cognitive
science, to grammar and semantics. She won a Fulbright scholarship
in 1994, spending an academic year in Atlanta, Georgia.
She has a strong interest in helping her university make more
effective use of the resources offered by international students
on campus. She wants to study how U.S. universities organize
the interaction between international students and U.S. students.
She feels that:
students to our campuses will serve the prupose of advancing
understanding between people and will help to favorably change
the image of our country. The vast amount of knowledge and experience
that international students bring with them is a resource that
our universities need to learn how to utilize more effectively.
She hopes to learn how to develop an
effective and efficent adminstrative structure for coordinating
programs for international students when she returns.
- I come from the Siberian city of Novokuznetski, Russia.
Before coming to CIE I taught English as a foreign language,
first at a local high school, and then at the Siberian State
University of Technology. In addition, I held a position as
teacher of the course "English for Law" at the Novokunetsk Subsidiary
of the European College.
My educational background includes a
cum laude Specialist's Diploma in English and German Linguistics
and a teaching certificate from the Novokunetsk State Pedagogical
Institute. I graduated valedictorian from Lake Region Union
High School in Vermont, as well, which I attended as part of
a U.S. government exchange program.
I am interested in developing higher education in Russia, particularly
in the areas of academic planning and administration. I am also
interested in helping to set up partnerships with universities
in other countries and have already created one linkage with
a British university. I find the potential of distance education
intriguing and want to look further at various models of open
universities like the one in Britain. In addition I want to
study education law in the US to look at topics like affirmative
action, admissions, and employment. I hope that my studies in
the US will give me a better background to help my university
broaden its range of contacts with Western universities.
- I was born and raised along the slopes of Mt. Kilimanjaro
in Tanzania, a country that includes the Zanzibar Islands and
is bordered by the big lakes of Africa and has the largest concentration
of wild animals in the world! I had early missionary education
before going to public schools. My first degree had the subjects:
Mathematics, Physics, Economics and Education but I spent all
my time studying Math! My Master's degree was in Educational
Management and Planning. The Ministry and Institute of Education
was able to exploit my potential in co-editing the primary mathematics
textbooks for primary 1-4 and for primary 6-7. I was also involved
in co-editing the mathematics books for secondary 1-4 which
are all still in use.
the natural interest to work with teachers, I became the Secretary
General of the Professional Teachers' Organization. Recently
I have been elected the Honorary Trustee of the Tanzania Teachers
Union as one of the founders and also elected by twelve different
teachers organizations that make the Southern Africa Development
Committee (SADC) as their Honorary Secretary/Treasurer for the
Southern Africa Teachers Organization (SATO).
I have worked in the Ministry of Education
Headquarters as a Senior Management Officer in a program for
the improvement of quality education in primary schools. Several
interventions were tested and the correct one is still to be
found. Can CIE facilitate the process to discover the formula
for the improvement of quality of education for the primary
schooling in the public schools in Tanzania? With the solution
not yet in sight, I decided to go and work in CARE International
Tanzania on a similar project. A lot of work was done in working
through partnership with NGOs and the solution is still not
I end up by repeating the words of Mwalimu
Julius Nyerere that, "We must run as others in the developed
world are walking so that we may catch up with them." How
fast can we do so and in what direction? Mwalimu and Freire
had a dream. Now that they are somewhere else, what can we do
to continue with the burning spirit, which they had? Can teachers
of today who are working under difficult conditions in Tanzania
or others in any other third world kindle the hope of better
life? What capacity building is needed to reach this mammoth
goal? All these questions and others to be framed during my
stay at CIE will climax in learning the larger picture of international
education and go back home and push further the wheel of development.