|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Order
CIE
Merchandise
Click Here
| Return to: |
Introducing New
CIE Center Members
Before 2003
(Updated
July 6, 2004
)
Fall 2002
Spring 2002
Fall 2001
Spring 2001
Fall 2000
Spring 2000
A total of twelve new members were welcomed in September 2002 - ten Masters candidates and two Doctoral candidates. CIE's continuing participation in the Muskie Fellows program brings us six new students from Russia, Kyrgyzstan, Armenia and Georgia. Other new members come from Bangladesh, Ghana, Peru, Uganda and the US.
 |
|||||
I was born in 1967 to the family of students in Bishkek, Kyrgyzstan. According to the Kyrgyz tradition told to me by my parents, the firstborn son, to my grandfather and grandmother, who were shepherds and lived in a village among beautiful mountains always covered with snow. So, I grew up at the hands of my grandfather and grandmother whom I love more than my own parents.
When
I finished 8 classes in the school my father sent me to the capital
city of Kyrgyzstan, where I passed exams for a technical college.
I graduated from the college with the diploma of honor in 1986.
Then, according to the Soviet law I went to serve in the army. I
was sent to Ukraine, where the Chernobyl explosion took place while
I was there. I participated in the work of cleaning radioactive
dust from the air. After the army I came home and went to study
to the Kyrgyz National University in the Applied Math faculty. I
graduated from the University in 1994. It was the time when Soviet
Union collapsed and people had many problems everywhere. I found
a position in the Ministry of Education and worked as a teacher
for one year.
In 1995 a leader of a Christian organization in Bishkek invited me to work as a Bible translator from Russian into Kyrgyz. (Though Christians are minority in Kyrgyzstan, their influence is significant.) I worked for that organization 2 years and the organization published the Bible in Kyrgyz language. After publication, the United Bible Societies, London, invited me to study and work in their branch-organization in Bishkek, where I attended courses on ancient Greek gram-mar and the principles of translation. Several times I participated in seminars and workshops in Moscow and St. Petersburg on linguistic issues. I worked there four years and produced two books.
In 1999, I approached the Institute of Education with an idea to write a textbook for schools on ethical issues. Because the schools had no textbooks to replace subjects based on communist ideology. In some schools those subjects were replaced by Islamic texts. My idea was welcomed some organizations (and protested by some also). In 2002, together with an American-Kyrgyz organization and Institute of Education, I produced a book for schools. But we still have great need for many kinds of the textbooks for our schools. When the Open Society Institution chose me for the Muskie Fellowships I was working in the Cultural Center in Bishkek as an instructor for foreigners on the cultural, social, nonverbal di-mensions of communication with the people of Kyrgyzstan.
Somewhere I read these words:
Not only do we have to prepare our children for the world, but
also the world for our children! Because I believe these words
to be true, I am looking for part-ners to work on Educational issues
in Kyrgyzstan, which shares many problems with the countries of
the Former Soviet Union. I would like introduce to you my family
and my country.
http://oscar.to.kg/
Greetings!! My name is Tamari
Nduaguibe and I have come to the Center for International Education
to earn my masters degree. I plan to work and live internationally,
in developing countries, and am eager to prepare myself professionally
through diverse learning experiences I expect to partake in here.
I am particularly thankful for the rich diversity present in my
fellow students, and the wealth of knowledge they also bring into
the classroom.
My
background is as an educator. I obtained my bachelors degree in
early childhood education from Keene State College back in 1988.
I then worked as a preschool teacher for 4 years in New Hampshire.
In 1993 I joined the Peace Corps and served as a volunteer in
Namibia, training lower primary teachers in a college of education.
It was there that I met my husband, Henry, a Nigerian volunteer
also stationed in Ongwediva. Following our marriage and volunteer
commitments, we were both hired for five more years of work, I
through the Peace Corps as a program assistant to support the
initiatives of the Basic Education Support Project, and he as
a lecturer with the Ministry of Agriculture and the University
of Namibia. As we continued to work in Namibia we were blessed
with two excellent children - Alex Ucheze (now aged 5), and Chikacha
Daniel (now aged 3).
As a family, we desire to grow in the knowledge of God and pray
that one day we will serve Him as full-time missionaries in many
parts of the world. We also enjoy traveling, camping, hiking,
yard-sailing, and just spending time together as a family. On
a personal note, I thoroughly enjoy good coffee, and spending
time at the beach, as well as growing as a mom! top
of page
Olga Okhlopkova ookhlopk@educ.umass.edu
Hi, there! I'm from Russia, Siberia, the Sakha Republic (Yakutia). It is in the north-east of the Russian Federation. I have a big family -- my Mom, three elder brothers and one younger brother, two nephews and a niece. I have very good friends whom I can rely on for support.
Back
home, I worked for five years as an English teacher in the
English Department of the Faculty of foreign languages at
Yakutsk State University. I love teaching students. It is
noble and demanding work and it keeps you young. After graduating
from the University in 1989, I worked at a secondary school
for a short time, and then worked for a youth social organization
as a project coordinator. Subsequently, I worked as a translator
for foreign construction companies with projects in the North.
It was a good experience that gave me a perspective on multicultural
business environments.
In the 2000 I started my post-graduate
study in education. My thesis was "Paradigm of interdisciplinary
approach to foreign language teaching in the context of multicultural
education." Here at UMass, I would like to continue and
extend my field of research in international and comparative
education. I believe that my skills and new knowledge gained
here will help my home university to become more involved
with the world educational process. In my free time I love
dancing, swimming, aqua aerobics classes, traveling, learning
new things and foreign languages.
Jennifer W. Cannon jwcannon@educ.umass.edu
A
local resident of the Pioneer Valley for the past twelve years,
Jennifer has been a practitioner in the fields of primary school
multicultural education, domestic violence/violence against women,
and social justice in higher education. As former Director of
the Amherst College Community Outreach Program, Jennifer created
models for social justice organizing, strengthened and developed
partnerships with community-based organizations in the Latino
neighborhoods of South Holyoke, worked with Five-college faculty
to develop community-based learning classes, and established a
Cuba program to educate college students about the damaging effects
of the US blockade. As a community organizer Jennifer has been
involved with campaigns against the Gulf War and the occupation
of Palestine, has led anti-racism and white privilege workshops,
has organized with the Western Mass Global Action Coalition and
has supported Latin American solidarity work through her involvement
with Witness for Peace. Jennifer is deeply concerned about the
impending war against Iraq and urges her colleagues to get involved
with international peace and justice efforts.
She has worked internationally in Orissa, India; Zanzibar, Tanzania; Xela, Guatemala; Havana, Cuba. Her areas of professional interest include-popular education, social movement building, liberation education, Latin America, US cities, transnational linkages, grassroots community development, youth-centered political education.
Nino Chubinidze nchubini@educ.umass.edu
Greetings!
I am from Tbilisi, Georgia, one of the former Soviet countries
in the Caucasus. I'm a first year master's student at CIE.
This is my first visit in USA. I was selected as one of the
29 Muskie fellows from Georgia for 2002-2004 study program.
My participation in Muskie fellowship program, in the field of Education Policy, was motivated by my desire to apply my knowledge, skills and experience in one of the most important fields of education, and thus, make more effective input into the process of democratic development of my country.
My nine years of study at the faculty of Psychology in Tbilisi State University between 1983 and 1992 was very important in terms of my personal and professional development. After graduating, I worked in formal education for twelve years in Tbilisi State University. From 1994 to the present I've been teaching courses of practical psychology, experimental and general psychology at the Psychology Department of Tbilisi State University.
I've also been working in the field
of non-formal education for five years in a Georgian non-governmental
organization "International Center for Civic Culture".
During the last five years I have participated in more than
20 educational projects in the non-governmental sector with
representatives of almost all strata of Georgian society.
This gave me the opportunity to analyze the process of implementation
of democratic principles and values in the society. I think
this experience was most productive for me as a person. I
have also been collaborating with many national and international
NGOs in Georgia n the field of Gender end Women's Rights.
Luis Martin Valdiviezo Arista lvaldiviezo@educ.umass.edu
I was born in Lima, Capital of Peru, during the summer of 1965. My family belongs to the provincial middle class. Because of my father's job, we spent most of our school vacations in rural areas on Peruvian Coast, the Andes and sometimes the Peruvian Jungle. Making friends in different places, I discovered both multi-culturalism and the geographical and biological diversity of my country. As a teenager, I was shocked by the novels of Garcia Marquez and Hermann Hesse, and the poetry of Martin Adan and Jorge Luis Borges.
I
studied philosophy at Universidad Catolica del Peru
where I presented my thesis: "The World, treatise of
light, a provisional physics based on a mathematical God"
on 1995. As a university student, like millions of others,
I was a witness to the Peruvian Civil war between 1980 and
1993.
During the last seven years, I have
worked as a philosophy professor at Universidad Catolica
del Peru and John XXIII Theological Institute. Also, I
have taught philosophy at ImmaculateHigh School in the last
two years. I am committed to promoting tolerance as a social
and political virtue, and I dream of a peaceful and worthy
world where my sons Luis, Rodrigo, and Adrain can grow up.
Svetlana Pivovar pivovar@educ.umass.edu
Greetings! I'm a first year master's student at CIE. I come from the European part of Russia. My hometown Sosnovy Bor is situated on the beautiful coast of the Baltic Sea, not far from St. Petersburg.
I've
been working in the field of education for seven years now.
First, as a teacher of the English language and American studies
at a local high school in my hometown, and then after graduating
from Leningrad Region State University, I started teaching
English and linguistics courses to university students.
The decision to major in Education was to a large extent fostered by my first experience as an exchange student in an American high school. I earned two high school diplomas, a Russian one and an American one. But more than that, I got a unique chance to compare two different educational systems, to see their benefits and discrepancies. When working as a teacher in Russia, I always tried to implement those teaching methods and teaching ideas that I liked in my American high school. It wasn't an easy task to do!
We still need lots of changes in our
educational system as well as in people's attitudes toward
education. That was one of the main reasons why I decided
to pursue my education in the USA. I think that people's attitudes
can be changed through international exchange. I am interested
in learning more about educational exchange management. My
second sphere of interest is comparative education. I would
like to know more about educational systems in different countries,
so that I could help my country in building the best educational
system ever. I hope that my studies as well as involvement
in different projects in CIE will help me to pursue this goal.
Catherine Mukimba mukimba@educ.umass.edu
I come from the volcanic fertile soils of Mbale District in eastern Uganda where I received my primary and part of my secondary education. I then moved to Kampala for my initial higher education, and later to University of Portland, Oregon for my Masters degree.
My
Makerere University bachelor's degree directly led to several
teaching positions in various urban and rural high schools in
Uganda. From these experiences I came to understand the challenges
of my country's inequitable school system that has inadequate
administrators and instructors. I developed a special interest
in studying administration, policy studies as well as preparing
to work in teacher trainer in tertiary institutions so as to have
a greater multiplier effect.
At various times my professional responsibilities included; Head of economics/business studies Department, student counseling and guidance, and acting as deputy Principal in charge of instruction and curriculum. What I enjoyed most in my experience was being able to guide/mentor students to discover who they were and where they were heading in terms of personal and career aspirations. My successful yet challenging administrative work made me aspire to further education in management and leadership skills.
I am currently pursuing a doctoral program at the Center for International education in the EPRA department. My keen interest is in preparing to work as a teacher trainer in tertiary education and in administration from the international development perspective. I feel UMass' School of Education has very relevant courses to meet my educational goals.
I come from Armenia where I was working as an advisor to the chairman of the Standing Committee on Education, Science, Culture and Youth Affairs of the National Assembly of the Republic of Armenia. There I was engaged in analyzing and evaluating of the educational policy in the stage of implementation and drafting new educational laws. As a citizen of the country with only 11 years of Independence and lacking the behavior and traditions of a market related system, I wanted to use legislation to help the educational system more effective and to achieve higher internationally accepted standards. The job was fascinating and helpful for my professional carrier.
The
idea of studying in the US first came to my mind when I attended some
lectures at the University of California at Davis. At that time I
was an exchange student of the "TBI-2000: Summer Environmental
Exchange Program" organized by Tahoe-Baikal Institute. This program
was focused on upper-division undergraduate and graduate students,
as well as young professionals with environmental interests in ecology
and limnology, environmental restoration and planning, cultural preservation,
public policy, and resource economics at two of the world's most remarkable
freshwater lakes --Lake Baikal in Siberia, Russia and Lake Tahoe in
California and Nevada.
For my studies at the University of Massachusetts I am interested
in educational policy, leadership and as well as planning issues.
I believe my studies in the Center for International Education will
give me an opportunity to see the Armenian educational system through
a new lens and will help me shape a fresh approach to curriculum organization,
involvement of international experience, and planning and budgeting
issues. As a member of CIE-family I encourage the communication between
people from all over the under the CIE-UMASS umbrella.
Samuel Oduro-Sarpong is a member of the Akan ethnic group which forms the largest tribe in Ghana. Over the last 12 years he has developed a career in both national and international development programs. His main field of experience has been in the Education and Health sectors particularly working with rural communities. His specialties include community mobilization, project design, management, monitoring and evaluation, participatory training and qualitative research methodologies.
After
his bachelors in Sociology, he did two years of national service working
on UNICEF Assisted projects mainly in water and sanitation in the
Techiman district of Ghana. This initial experience generated his
interest in rural development and communication. Consequently he pursued
a graduate diploma program in Communication studies. He then became
project coordinator with the Primary Health Care department of a Catholic
hospital, where he designed and implemented health education programs
with communities and herbal medicine health care providers.
Subsequently he joined a Community
Water and Sanitation Project funded by Canadian International Development
Agency in the northern part of the country. He started as Community
Development Specialist/Hygiene and Sanitation officer and ended up
as a Program Manager. From the CIDA project he joined CARE-International
as a Program Coordinator for Health and Education projects when CARE
started its programs in Ghana. As CARE expanded its programs in the
country he became sub-office coordinator/project manager for a part
of the country. Samuel is an advocate of 'community monitoring indicators',
i.e allowing communities to set up their own indicators for monitoring
projects.
Samuel has attended international workshops and conferences, some
as a resource person and others as a participant. Besides his main
qualifications from the University of Ghana, he also has certificates
in Health education from the University of Science & Technology,
Ghana and Ghana Institute of Management and Public Administration.
At CIE Sam wants to strengthen
his skills in Planning (systems/programs/projects), evaluation and
research, and develop the skills necessary to work as a consultant.
He is married with three children.
Hi, I am from Kyrgyzstan. I am in the Muskie Graduate Fellowship Program. I am doing my Master's degree in International Education. This will be my second M.Ed. degree. The first was in Teacher Education from the Institute for Educational Development at the Aga Khan University in Pakistan from 1997-1999.
I started my professional career
as a secondary school teacher of ESL in a village. From 1992 I have
been working at Osh State University (OSU) as a lecturer, senior lecturer,
and recently as the Head of the International Relations Department
of OSU. 
My
last position was Chair of Oriental Studies and English Department
of OSU. Also I was actively involved in the activities of the Aga
Khan Education Service (AKES) as a teacher-educator. In 2001 I worked
as a TEFL Coordinator in pre-service training of Peace Corps/Kyrgyzstan.
Every person has dreams. My dream was to get a chance to study in a US university and it came true. It is a wonderful feeling to enter the next stage of life and go back to school. Nevertheless, before coming to US we were told about the cultural shock that foreigners experience upon entering a new culture. Although I've been in the US for the last 4 months, so far I haven't felt yet what cultural shock is. I am sure that it is due to the people, the people at the Center for International Education who have been friendly and helpful -- sharing their rich knowledge and expertise in International Education and advising on academic matters; ready to help in all social problems and many others.
My main purpose of study in this
program is to deepen and enhance my understanding of teacher-education.
I believe that increased theoretical knowledge and practical skills
will enable me to contribute to the improvement and further development
of the education system in my country.
I am (Mary) Monica Gomes My home is in Bangladesh, a country in South Asia. Although I have lived most of my life in the cities of Dhaka and Chittagong, my ancestral roots are in a small village in the southern district of Barisal, close to the Bay of Bengal. I am a Bengalee.
I was a student in Psychology
at the University of Dhaka when the War of Independence (from 
Pakistan)
took place in 1971, and it deeply affected the path I would take in
my career. Trying to join efforts to rebuild the war torn country,
I began working with war-uprooted women and children. Poverty and
misery were all around me. It led me into the whole sphere of development
work. I was initiated into programs of relief and rehabilitation,
non-formal education, health and nutrition, skills training, savings
and loans, group formation, income generating activities, and development
education. I worked mostly with NGOs (non-governmental organizations)
-- local, national and international -- helping to design and manage
development projects.
Working in women's development also inspired me to join the women's movement in Bangladesh, in order to create a bigger impact in the work I was doing. I became an activist and learned the strategies and skills of the movement -- mobilizing, organizing, and leadership; advocacy; street protests and marches; holding press conferences; providing legal aid and solidarity to women/girls who were victims of violence.
I treasure the joys of my family.
I enjoy gardening, cooking, watching movies, listening to music, and
singing. Learning is also a lifelong joy!
top of page
top of page
Three new Masters candidates joined CIE in February of 2002 and one previous master's candidate from CIE was admitted to the doctoral program. Although small in numbers they bring experience and contacts in Afghanistan, Colombia, Bolivia and Guatemala to the community.
 |
||
I
am from Colombia and I belong to a big family. I have nine siblings,
twenty nieces and nephews and many relatives. In my nuclear family
I live with my husband and my four year old child. Until I came to
the United States I lived in Bogotá. I did undergraduate studies in
Economics at the "Universidad Externado de Colombia" and in Social
Sciences in Education at the National University of Colombia in Bogotá.
I have had experience in formal education as a university instructor in Colombia and as a Spanish teacher for adults at the International Language Institute in Northampton and at Hampshire College in Amherst. In my experiences in Nonformal Education, I was part of the administrative decentralization process in Colombia. I worked for three years as an education policy maker in the National Department of Development and for almost ten years with United Nations projects. The last three years I trained municipal personnel and other community members to organize and implement municipal poverty surveys. The surveys helped to target the poorest sectors of the population, and served as a social policy tool to identify potential beneficiaries of social programs in education, health, and housing. I was also part of the research group that produced the annual Human Development Report for Colombia.
Stephanie Pirroni spirroni@educ.umass.edu
Greetings
to you all. My name is Stephanie Pirroni. I am a new Master's candidate
at CIE. I have recently come back from Bolivia, where I was a working
at Nur University. The foundation of my work at Nur was based upon
participatory approaches to development that engaged individuals
and communities in a transformational learning process. At Nur,
I worked with a service leadership program that trained youth as
agents of community development. I also collaborated on the design
of a community education methodology that serves to build the participatory
governance and sustainable development capacity of the diverse social
actors at the municipal level. I have also worked with indigenous
communities and municipalities in Guatemala.
As an undergraduate, I majored in Sociology and minored in Spanish at the University of Vermont. And on a personal note, I enjoy spending time with friends and family, international vegetarian cooking, hiking and taking Pilates (No that isn't a typo.... see http://www.thepilatescenter.com/) classes with my sister. I am enthusiastic about the opportunity to learn with the CIE community and to take this learning to the communities with which I will work.
Barbara J. Rodey bjrodey@educ.umass.edu
Barbara
hails primarily from Tucson, Arizona. She has worked as a consultant
in development and just returned in April 2001 from a year in
Afghanistan. There she served as the acting Regional Program
Manager for the UN Center for Human Settlements (UNCHS) in Mazar-i-Sharif,
designed a small-scale micro-credit program for the International
Organization for Migration (IOM) in Kabul, and evaluated the
European Community Humanitarian Office (ECHO) Kabul relief program.
She has also worked in community development and micro-finance
in Latin America and in rural US-Mexico border communities in
Arizona.
She has a B.A. in economics from University
of Arizona (1992), four grown children, a new grandson, and
loves to hike and camp out in warm climates. She has just come
to CIE for her Masters because, "Some of the best development
professionals I know came out of CIE. The Center's participatory
approach to development and education is absolutely fundamental
to transformation of human society. Moreover, the program encourages
me to remain connected and active in the field, enhancing the
learning process through experience."
This fall CIE welcomes a large group of new degree candidates including a group of 14 from Malawi who are part of a partnership between EPRA Department at University of Massachusetts and Chancellor College of the University of Malawi. The other new candidates include two with Muskie Fellowships from Central Europe and five from other countries.
 |
 |
 |
 |
| Testing
and Measurement Students Leah Kaira Dafter Khembo Chokocha Selemani Bob Chulu Jack Chalimba Elias Chakwera |
|
Elias Watson Jani Chakwera echakwer@educ.umass.edu
I am a Malawian citizen. I first graduated from
the University of Malawi in 1980 with a Bachelor of
Education (B.Ed). In 1984 I returned to the University of Malawi to to
pursue a Master's degree program in Testing, Measurement, Research Methodology
and Evaluation and graduated in 1986. I have worked in Education as a
Secondary School Teacher, Research and Testing Officer for the National
Examinations Board, Headteacher for a number of secondary schools and
Teacher Trainer at Domasi College of Education.
My Current position at Domasi College of Education
is Deputy Principal and more recently as acting Principal when I was accepted
into a doctoral program at UMass. The doctoral degree will place me in
a stronger position to build an academic career. I shall be able to serve
my country better in the areas of assessment and research. My long term
objective is to serve as a psycho-metrician and offer consulting services
when needed. My immediate objective will be to assist other Malawians
to further their education to Master's level in the area of testing and
measurement. I also intend to conduct research in educational testing
to inform policy that affects educational achievement in Malawi. I hope
to address some of the serious problems that my country faces in assessment.
Outside of work, I am a family man and a Christian. I enjoy family life
and fellowship with other members of my church.
Abraham Sineta sineta@educ.umass.edu
I have come from Malawi to UMass to do a Masters in Policy and Planning
at The Center for International Education. I graduated with a B.Ed. in
Physics and Education at the University of Malawi chancellor College in
1992 and then became a Science and Mathematics teacher in a secondary
school. 
I
taught for 7 years until 1998 when I was promoted to a District Education
Officer. I now work as a District Education Manager in the district of
Zomba Rural. The District this year has 172 primary schools with an enrolment
of over 150,000 pupils and a staffing of approximately 2,000 teachers.
It also has 19 community day secondary schools. It is a big and challenging
job to manage and coordinate the education for the district.
In my job as District Education Manager I have learned a lot of things
about basic education in Malawi and the problems associated with it. At
the moment my country is undergoing decentralization of responsibilities
including education from central Government to District Assemblies and
that makes my job much more challenging. My Assembly looks to me for professional
guidance in Education. I hope the skills I will acquire and develop at
UMass will help me meet the current demands and needs of my country.
During my free time I like playing the piano. I can play church hymns,
traditional choruses and some local Malawian tunes. You can be sure of
a good time at CIE if there will be free time at all. CHEERS! top
of page
Tashi Zangmo tashiz@educ.umass.edu
I am from Bhutan, a small Himalayan Kingdom called
the last Shangri La. I come from a family of eigh
t
siblings, six sisters and two brothers; out of which I am the only one
having the opportunity to receive higher education and to come to the
U.S. Before I came to United States, I got my BA in Buddhist Philosophy
at the Institute of Higher Tibetan Studies, in Varanasi, India. I graduated
in 1995 from the Institute and made my way to Mount Holyoke in the Fall
of 1995. I was the first woman from Bhutan to study at MHC. I graduated
from MHC in 1999 with a BA degree in Development Studies (which was a
self-designed major).
This is my first year at Center for International Education. I joined CIE with a hope that I will be equipped with the skills of teaching once I graduate from here. My interest is to become a capable educator who can work nationally and internationally. I want to be a head of an institution where I can make difference by providing support and ideas in terms of educational field to people who are seeking higher education. Especially, I would love to focus on women's higher education for under privileged women using myself as a role model. top of page
Josephine Kondwani Mkandawire
jkmkanda@educ.umass.edu
I come from the Northern part of Malawi. I hold
a Diploma in Education, Bachelor of Education degree
and lastly, a Bachelor of Education (Honours Degree) all received from
Chancellor College which is one of the constituent colleges of the University
of Malawi.
I started working as a Senior Primary school teacher and I taught for three years. Thereafter, I went to Chancellor College for further studies. Soon after my first degree, I went to teach at a Teachers College for five years. There I taught Home Economics, Education Foundations and Creative Arts. Thereafter, I worked as Senior Education Advisor responsible for Home Economics at the divisional level for three years. I was involved in organizing and conducting Inservice Education for Home Economics teachers, supervising teachers and providing them with professional advice.
Currently, I am working at Ministry of Education headquarters as Principal Education Methods Advisor responsible for Home Economics in all secondary and primary schools. I have mostly been involved in reviewing, planning, developing Home Economics curricula which is now being used in schools. I also helped in the development of Malawi Integrated In-service Teacher (MIITEP) resource handbooks. I attended a workshop in Participatory Learning and Teaching methods, attended a three weeks course on Leadership Skills for Women Managers, was trained as a Textbook Evaluator, became core team member of the national team for migating the impact of HIV/AIDS on the Education Sector in our country. Now I am here at CIE pursuing my Masters degree in Policy and Planning. top of page
Dafter January Khembo dkhembo@educ.umass.edu
Dafter graduated in 1986 from Chancellor College with a B.Ed. He was a
secondary school teacher for a brief period before he joined the 
Malawi
National Examinations Board (MANEB) as a Research and Test Development
Officer in 1987. From 1989 to 1991 he studied with the University of London
Institute of Education and obtained a post-graduate Diploma in Education
and a Master of Arts in Education. Following successful completion of
his studies he was promoted to Principal Research and Test Development
Officer, a position he was still holding at the time of joining the University
of Massachusetts as a doctoral student in 2001.
Dafter's work at MANEB involves, among other things, investigating the
quality of examinations administered by MANEB mainly through ex-post facto
studies; training Item Writers and Examiners (scorers or markers); developing
objective test items and papers for national examinations; and preparing
and administering a battery of aptitude tests for job seekers and applicants
for various courses at the request of clients.
Dafter has represented his institution at a number of educational and
assessment conferences both within and outside Malawi. His major area
of interest is studying issues surrounding administration and conduct
of examinations. Of particular interest is the general public concern
about the lack of consistency in examination standards across subjects
and time, especially at the school certificate level.
Dyce Kapumula Nkhoma
dyce@educ.umass.edu
I come from Malawi where I was born in 1962 in
a small village called Mwanyenga in Phalombe District. I attended Mwanyenga
Full Primary School in the same district and then went on to Mulanje 
Secondary
School. Upon graduation, I managed to secure a place at Chancellor College,
where I studied Education with Biology and Chemistry. I graduated from
Chancellor College with a Bachelor of Education Degree in 1991.
I then joined the Ministry of Education as a Secondary School Teacher
and taught at Mulanje Secondary School, the very same school where I received
my secondary education, for eight years until 1999. In May 1999 I was
appointed as an Education Planning Officer in the Shire Highlands Education
Division. I had the opportunity to became a national trainer in Micro-planning
for the districts; and I participated in training District Education Officers
of six pilot districts in producing a Medium Term costed plan. I also
attended a Policy Analysis Workshop at the Mzuzu University where we analyzed
selected policies. After this workshop I developed a special interest
in Policy Analysis.
During my study here at the University of Massachusetts I will concentrate
on Policy Planning. I want to study The Effects of Language of Instruction
on Pupils' Attainment in Education in Malawi. I am interested in this
subject because in Malawi the language of instruction is English. And
it is a policy that anyone who fails English in any of the National examinations
is considered to have failed the whole examination even though he has
done very well in other subjects. Consequently, I feel, this has prevented
those students who are not very good in English from continuing with their
Education. top of page
Saida Nabiyeva
saidan@educ.umass.edu
Let me introduce myself. My name is Saida, which means "happiness" in Arabic although I'm not from an Arabic country. Look at a map and you will see a young, newly-created, independent country in the South-East of Europe, on the Caspian seashore. This is Azerbaijan, "the country of fires," the country that I come from.
I graduated from the University of Foreign languages
with distinction and began my teachin
g
career in Ganja State University. Before coming to the USA, I worked as
a French teacher in an experimental branch of Strasbourg University. Working
with the curriculum suggested by Strasbourg University in this department
and using new methods of teaching languages, I realized that the traditional
methods that I used early in my teaching activities did not meet the requirements
of the new times. Comparing the new methods with the old ones, I realized
the importance of communicative methods that develop the learners' skills
of expressing their own ideas or responding appropriately to questions.
We need to develop a new teaching curriculum and supporting materials
to produce new skills and develop professionally in new ways. So I regularly
participated in training sessions, different seminars, organized both
in my country and outside it. Now I'm planning to continue my education
in the USA, to study at the graduate level and obtain my Master's degree.
I hope the knowledge gained during my study at UMass will be very useful
and I will be able to improve my educational level and to be a benefit
to my country. top of page
Leah Kaira leah@educ.umass.edu
I came to the United States from Malawi to pursue
a master's course in Testing and Measurement. In 
Malawi
I have been a high school teacher since 1996. As a teacher, I taught Biology
and Physical sciences. In addition to this I also held a number of positions
such as boarding mistress and acting deputy head teacher. As a boarding
mistress, I was responsible for the welfare of female students at school
as well as supervising the hostels.
Last year, I went back to Chancellor College in Malawi and completed an honours degree in Instruction, Media and Technology. I am married with two girls. The eldest is four years and the youngest is one. I am looking forward to having a wonderful time in the USA as I pursue my studies.
Samson MacJessie-Mbewe smacjess@educ.umass.edu
In Malawi I work as a lecturer in the Educational Foundations department of Chancellor College. I enjoy academic writing and publishing. Some of my publications include: "Authority vs Power in the Democratic Classroom," a chapter in a book entitled Lessons in Hope: Past Present and Future and "Improving Rural Girls Participation in Education in Malawi: Suggested Strategies" published in Tizame, a UNESCO journal. Some papers I feel are interesting are still in press for example the paper I wrote with Foster Kholowa entitled "Free Primary Education: Addressing Quality through Social Capital."
I
am also interested in analyzing educational policies. In fact that is
the main reason why I joined the Policy and Planning program. Most of
my work deals with educational policies in Malawi so I want to be grounded
in policy and planning so that my papers should really be solid and influence
educational policy in Malawi. My research interests focus on policy issues
in education, education and gender, education and equity/equality. While
In am here, I want to identify a journal where I can send a paper or two
for publication.
My first visit to USA, when I studied at Teachers College, Columbia, was hectic because everything was new to me - food, culture, and the system of education, so that I felt stressed. Now that I am back, it is interesting that I do not feel the stress anymore. It's like I am at home. My hobbies including sight seeing, listening to spiritual music, and visiting friends. My major hobby is sight seeing and observing how people behave in different environments.
Jack Stephen Chalimba jschalim@educ.umass.edu
I am from Malawi. My wife Jane and I have 3 sons Stephen(1980), Maziko(1981)
and Tamanda(1983). I began work as a Secondary School teacher of Mathematics
and Physical Science in1978 
and
was promoted to headteacher of Robert Blake Secondary School from 1987.
In 1995 I went to work with the Malawi National Examinations Board as
a Subject Officer and in 2000 became a Principal Examinations Office.
In fall of 2001 I was accepted as a into the Masters program in Testing
and Measurement at UMass.
My major interest is standards in national level examinations. I am interested
in the challenges posed by the task of setting and maintaining standards
in testing, particularly in the Awards and Moderation of examination papers.
I like gardening. It gives me much pleasure to see the fruits of my labour
when I see plants and flowers that I planted and cared for maturing. I
believe that my life is not entirely under my control, but have full trust
in the One Who holds my life. It has helped me a lot to be a Christian.
Martha Nyongani marthan@educ.umass.edu
I
come from Malawi where I have taught at a secondary school and a Teacher
Training College. I received a Bachelors Degree in Education from Chancellor
College of the University of Malawi in 1995 and then became a teacher.
I taught Home Economics and History at both junior and senior levels.
I have also been engaged in other activities like being a Form Teacher
and a Patroness of 'AIDs Toto Club'. At Bwaila secondary school I was
also the Head Of Department (sciences).
I was transferred to Lilongwe Teachers Training College in 1999 to teach
Home Economics and be the section head. I have participated in supervising
student-teachers on teaching practice. I am interested in children especially
those children with special needs. I wish they could be given equal opportunities
just like their friends who are able bodied. I see my coming here as a
chance for me to pursue my interest in seeing what can be done to help
these children. Just before leaving for UMass, I was promoted to the post
of District Educational Manager. I hope the knowledge and skills that
I will acquire here will help me to be a good planner as well as administrator.
I like baking, reading novels and telling stories "nthano" to my two boys.
I am Martha Nyongani from Malawi.
Manaslu Gurung mgurung@educ.umass.edu
I
came to Amherst in the fall of 1997 from Los Angeles after finishing my
BA in Geography/Environmental Studies at the University of California
Los Angeles. I completed my master's degree in Geography in the Spring
of 2000 here at UMass. My master's thesis focused on women's role in conservation
and community development.
I am from Kathmandu, Nepal but I have lived in South India, Malaysia and the United States for extended periods of time. My deep interest in different people, culture and places has taken me to numerous countries in South and Southeast Asia and many parts of the United States. Currently, I am working for the International Program Office and the Lewis International House where I help organize trips and social activities for international students.
Apart from school and traveling, I am interested in cooking, nature photography, and working with children. top of page
Maxwell Nkhokwe nkhokwe@educ.umass.edu
I am from Malawi where I received my B.Ed in 1994 at the university of Malawi. My major
was
in Regional and Town Planning. I taught in secondary school for two years
until 1996 when I joined the planning Division of the Ministry of Education
to work as a divisional planner. I was one of the beneficiaries of the International
Development Research Centre capacity building in educational research program
The program focussed on educational research methods and was spread over
a period of time and done in different countries i.e Zambia, Zimbabwe, Neatherlands
and Germany and eventually wrote my research report titled 'student perceptions
of teacher sex' which was disseminated in 1997 in Germany. In 1998 I participated in an intensive training course in educational data analysis for educational planning and decision-making. In the same year I was trained in Project Planning and Management - which involved a great deal of computer application, at the Malawi Institute for Management (MIM). From 1999 to 2000 I participated in the IIEP/UNESCO annual training program for an international diploma in educational planning and management. At the fall of 2000 I was chosen as a core trainer for the JICA/Malawi micro-planning and school mapping project. In 2001 I was transferred to Ministry Headquarters to coordinate EMIS activities. Now in the fall of 2001, I am at CIE, UMass to pursue a Masters program in policy and planning. I have seen what CIE offers for my future. It is promising better things than I thought. I am a planner in the making.
Irina Anjelova anjelova@educ.umass.edu
Hi! I am a first year graduate student from Armenia. I graduated from
Yerevan State University and then continued my education in Armenian
Academy of Sciences where I studied Russian Language and 
Literature,
and Foreign Literature. I then worked in an educational unit that
focused on High School, as a teacher and methodology specialist. Among
the several opportunities this work gave me was a chance to manage
the project "New methods of Teaching in High School," a project that
was considered by Armenian Ministry of Education to be one of the
most successful in our system of education for the last 30 years.
Taking into account this success the Administration of our unit asked
me to prepare and publish a set of new textbooks, based on the new
methods. Two manuals: "History of Russian Language" and "History of
Russian Literature" were published in 1991 and were awarded the Grand-prix
in a national contest.
In 1998-1999 I worked at the "Radio Van" radio station as a Manager
of the program "Education in 21st century", where I led a series of
broadcasts about issues in Education. While the highly diverse nature
of all these assignments has helped me gain a broad exposure to conditions
of Education in Armenia, I could not study these issues in depth..
I realized that in order to be able to do so I need further training
including modern research methodology, so I applied for a "Muskie"
fellowship.
I would like to gain exposure to the latest theories and practices
adopted round the world and bring this knowledge back to Armenia to
use it to help reform our educational system into a dynamic, modern
system, based on a reasonable and democratic basis. I hope that my
program will open up new avenues for my further growth and will broaden
my perspective as well as improve my career prospects.
Fritz
Kadyoma fkadyoma@educ.umass.edu
I have joined UMass to pursue a doctoral degree in Policy and Planning.
I belong to a Mang'anja ethnic group from Southern Malawi. I was born
in a family that comprises ten children (four males and six females)of
whom I am the seventh born. However, as a family man I have one and only
wife named Grace and two lovely daughters named Violet and Moira who are
aged nine and five, respectively. My family is so fond of me that it is
a big sacrifice for me to leave them behind and come to study here at
UMass. In fact, it is very hard for both me and them! However, life being
what it is, sometimes one has to make tough choices like these in anticipation
of what the future may hold, in return for such sacrifices (so I believe).
On the academic and professional side, I have made a lot of progress within
a comparatively short period of time. I got my Diploma 
and
a Bachelor of Education degree from the University of Malawi between 1986
and 1991. After this I worked in secondary schools as a Teacher of Language
and Humanities for about four years before assuming a post of Curriculum
Specialist at the Malawi Institute of Education (MIE). To date my work
at MIE involves developing the curriculum for primary and secondary school
children mainly with emphasis on gender-sensitivity in order to respond
to the needs of both female and male learners.
Apart from my work in gender and education, I am one of the twenty national
core trainers that have coordinated and facilitated the in-service training
of teachers and primary education advisers in Malawi since 1997. I have
participated in the development of curriculum for headship and primary
education advisory training and have also carried out a few studies in
the area of continuing professional development of teachers in Malawi.
As a matter of fact, this area of CPD of teachers has, lately, become
a major part of my professional work to the extent that my Master of Philosophy
degree thesis, which I completed at the University of Cambridge in England
in the year 2000, was based on this.
My current interest in the field of policy and planning in education is
partly a response to the call by the Malawi Government to train policy
makers and planners in education, and also to build upon the work I have
already done in the area of policy reform and educational planning over
the past few years. To this end I have joined the CIE in order to learn
effective ways in which Malawi may reform educational policy and planning
in order to respond to the current socio-economic needs and emerging issues
for the education system in Malawi.
Chokocha Mathias Selemani-Mbewe cseleman@educ.umass.edu
I come from Malawi, Central Africa. I was born and
grew up in a small village in Chiradzulu District where I did both my
Primary and Secondary education between 1970 and 1986. I graduated from
Chancellor
College in 1991 with a diploma in education (1989) and a Bachelor of Education
(1991). I majored in linguistics and African Languages with Geography
as a minor. I am now here at the University of Massachusetts to pursue
an M.Ed in International Education with a specialization in Testing and
Measurement.
As can been seen from my educational background, I am a teacher by profession.
I have taught linguistics and African Language courses such as Descriptive
Analysis of Malawian Languages, Chichewa Syntax, Socio-linguistics, Semantics,
Oral Literature and Chichewa teaching methods for six years (1995-present)
at Domasi College of Education (DCE), the only college in Malawi that
trains secondary school teachers up to diploma level to teach various
subjects. Prior to my joining DCE I taught Chichewa (National Language),
Geography and Guidance and Counseling at Secondary School level.
When I look ahead I can see myself changing careers as my interests are
now leaning towards testing, measurement and program evaluation and I
can see myself either as a test developer or lecturer in testing and measurement
as this is what is expected of me after my studies here. I look forward
to an exciting time here as I shall be learning almost everything from
academics to the society and culture of the people I will be interacting
with.
Andrew Habana Hafner awhafner@educ.umass.edu
Andrew
started as a teacher of Bilingual Education and ESL in a public middle
school in Washington, D.C. He later served as a Peace Corps Volunteer
for 3.5 years in the Philippines, working as a teacher trainer at the
elementary and secondary level. While assigned to a regional education
office, Andrew worked and traveled across 6 provinces and 3 major islands
focusing on his special interests in language learning and environmental
education. His work in the Philippines continued as a private consultant
for training and curriculum development, leading to administrative positions
in an elementary school and a training institute. After seven years in
the Philippines, Andrew is now a Master's candidate at the Center for
International Education but still daydreaming of being elsewhere.
Ken Ndala kndala@educ.umass.edu
I
currently work with Ministry of Education in Malawi as a planning Officer.
I was posted to Planning Unit after teaching for eight years at a Secondary
School where I headed science department for four years. I joined the
teaching profession after obtaining a Bachelors degree in Education at
the University of Malawi in 1991.
In 1997, I enrolled in the Polytechnic a constituent college of the University
of Malawi, to pursue a course in Human Resources Management and I was
awarded a Certificate in Personnel Management. I subsequently had the
chance to attending the annual training program for educational planners
at the International Institute for Educational Planning (IIEP) in Paris
from 1999 to 2000 where I was awarded an international Diploma in Planning
and Management. I feel greatly honored to be associated with UMass, more
specially with Center for International Education (CIE).
Bob Wajizigha Chulu bwchulu@educ.umass.edu
I come from Malawi. My first Degree in Education
was obtained in 1997 from The University of Malawi, 
Chancellor
College. After teaching in a government Secondary Schools for four years,
I joined the University of Malawi's Faculty of Education as a Staff Associate
in the Department of Educational Foundations.
Currently, I am pursuing a Masters' Course in Testing and Measurement here at UMass under The University Partnerships for Institutional Capacity project. My research interests are in the areas of Quality Examinations; Examinations as an Aid in the Learning of a Child; and Assessment Practices of the Secondary School Teachers. When I return, I will teach in the Department of Educational Foundations at Chancellor College. top of page
Charisse was born and raised in Manila.
At university she began by studying Philosophy and International Relations,
but the latter beckoned more strongly and she moved to Japan to pursue
advanced studies in International Relations and Development. Her academic
work centered on the role of NGOs in literacy development. This focus
was further strengthened by her one-year 
stint
as a Research Associate in Asian Development Bank (ADB) Institute in Japan,
which paved the way for her involvement in a capacity-building program
on public-private partnerships in the education sector. More recently,
Professor James Tooley, IFC/World Bank consultant and Professor at New
Castle-Upon-Tyne, tapped her to lead a comprehensive study of private
schools for the poor in the Philippines in selected regions. This study
is part of Professor Tooley's ongoing research on private schools for
the poor in developing countries.
Charisse has made numerous presentations on education at international
conferences and authored or co-authored case studies on the topic. Her
research interests include the following themes: intersectoral partnerships
between government organizations, NGOs and the private sector vis-ŕ-vis
educational provision; literacy movements and innovations in meeting learning
needs; the relationship of women and gender to new technologies of communication.
top of page
|
Spring
2001 - New Members |
Majid Khan,
Mbarou Gassama-Mbaye,
Mukul Acharya
Muhammad Majid Khan smmajid@educ.umass.edu
I
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
time.
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
management.
Mbarou Gassama-Mbaye mgassama@educ.umass.edu
I am Mbarou Gassama–Mbaye, 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 2001.
As
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 Acharya macharya@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.
Beginning
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.
Front Row (left to right): Natalia Oleshko, Karin Wachter, Natasha Kovalyova, Elena Khatskevich, Kaylen Jorgensen, Fulgence SwaiBack Row (left to right): Ara Rostomyan, Yuri Yerastov, Amadou Kamara
I've
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).
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. 
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.
organizations, foreign embassies and NGO's working in the field
of education and science in Armenia.
.
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. 
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.
With
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).
| |
| |
Ray
Young was born and raised in the bucolic setting of the Finger
Lakes region of Central New York. After graduating from Ithaca High
School in 1986, Ray left the East Coast to pursue his undergraduate
degree in Political Science at the University of Colorado- Boulder.
His professional life since graduating has been primarily in the field
of education with teaching stints in Japan, Thailand, Germany and,
most recently, Chile. In 1994, during a trip to Thailand, Ray became
involved with ethnic Burmese refugees fleeing oppression and persecution
by the Burmese military dictatorship. His work with refugee groups
has been the impetus for his decision to return to school to study
how intercultural/international education can be used to raise awareness
of social issues around the world.
Karen
Marie Lennon - I have lived continuously in Bolivia since 1988;
during this period I have been employed in several positions in health
and development projects. These