International Projects

Career Centers in Afghanistan Help Students Prepare for Employment

CIE is working with the USWDP project in Afghanistan to create Career Centers in 11 public universities to build linkages between university education and employment opportunities in local firms.

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UMass starts new Master's degree in Afghanistan

UMass partners with Shaeed Rabani Education University in Kabul to start a Master's degree.  Pictured left is the first cohort of students for the degree program.

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New partnership works to offer associate degrees in business in Afghanistan

The Center for International Education (CIE) hosted a meeting in Montague House to jumpstart a new partnership between the College of Education, the Universities of Herat, Balkh and Nangahar in Afghanistan, and faculty from Greenfield and Holyoke Community Colleges.

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Professional Development for Community College Administrators from Pakistan (2015-2017)

The Center for International Education is part of a team working with community college administrators from Pakistan to help them develop a better understanding of community colleges in the US and apply that knowledge to their own institutions in Pakistan.

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CIE provides training for Afghan faculty members – in Baku, Azerbaijan

CIE faculty traveled to Baku, Azerbaijan to offer a workshop for faculty and administrators involved in the Master's degree in Education Leadership and Management (MELM) started by UMass as part of the University Support and Workforce Development Project in Afghanistan.

 

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Afghanistan University Support and Workforce Development Program (2014-2019)

The Center for International Education is continuing its work with the higher education system in Afghanistan as the lead technical partner for FHI 360 on a USAID’s third largest higher education project in the world - University Support and Workforce Development program (USWDP), a $92 million five-year project (2014-2019)

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Palestine - Leadership and Teacher Development (2012-2014)

CIE was awarded a $1 million sub-contract from AMIDEAST, with USAID West Bank & Gaza funding, to help with the reform of teacher education in the West Bank and Gaza.  The project, Leadership and Teacher Development, is a comprehensive education reform initiative that supports the Ministry of Education's national effort in teacher development. The overall goal is to improve the quality of education through a comprehensive approach to leadership and teacher development, concentrating on in-service teachers in grades 5-10, principals, and supervisors, and the macro policy context. 

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University Faculty Development in Gaza (2011-2013)

CIE implemented a two-year project in collaboration with Al-Azhar University in Gaza, Palestine.  Funded by the World Bank through the Palestinian Ministry of Education, the "Faculty Development in Foundations" project assisted education faculty from three universities in Gaza to improve the quality of instruction in their teacher education program.  A needs assessment and two-week training in Gaza confirmed that these education faculty, who mostly teach large classes (100+) through a lecture-style format, wanted to know how to make such classes more creative, interactive and dialogue-based.

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CIE and IGH work with Kabul Medical University (2009-2010)

CIE and the Institute for Global Health at UMass (IGH) worked with Kabul Medical University (KMU) in partnership with the Ministry of Higher Education (MoHE) and Ministry of Public Health (MoPH) to achieve the following objectives: to improve the pre-service medical training offered in Afghan public universities to better meet workforce needs, beginning with KMU; and to establish a cadre of doctors graduating from KMU who are able to offer high quality health services.

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LIRE - Learning Initiatives for Rural Education (2008-2009)

CIE worked in Senegal and The Gambia to strengthen the role of multi-grade classrooms in addressing the challenge of providing primary education in rural areas. Schools in these rural contexts are often configured as either single-teacher schools or two- or three-teacher schools that must serve all levels often without sufficient teacher resources and teacher training to successfully facilitate student learning.

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