Ezekiel Abdullahi Babagario (Ph.D. 2019)

My studies at CIE helped shape my perspective of how the world of education works. I left a career in the Nigeria Air Force because of the incessant interreligious conflicts between Christians and Muslims in northern Nigeria and came to CIE in order to learn how education could be used to contribute to peaceful coexistence among the adherents.

 

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Kefah Barham (Ed.D. 2013)

After my graduation in 2014, I returned home to West Bank, Palestine. There, I started teaching at An-Najah National University in the Faculty of Educational Sciences and Teacher Training. Besides my teaching, I got involved as a trainer - training material designers, and as the cluster coordinator in Leadership and Teacher Development (LTD), and with the Teacher Education Improvement Program TEIP 2. These projects were funded by USAID and the World Bank and aimed at enhancing in-service teacher competencies.

 

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Paul Frisoli (M.Ed. 2007; Ed.D. 2013)

Paul Frisoli is the Associate Director for Education in Conflict and Crisis (EiCC) at FHI360. He is leading FHI 360's new practice area that integrates programs with colleagues in the Education, Employment and Engagement Business Unit to establish evidence-based conflict-sensitive interventions that focus on equitable access to quality education.

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Benjamin N. Oganga (M.Ed. 2013)

Benjamin Oganga is currently serving as an Assistant Director for Secondary Education in the President's Office (Regional Administration and Local Government) in Dodoma, Tanzania. He was previously Education Coordinator and Principal Education Coordinator.

 

Oganga has also worked as a monitoring and evaluation specialist for the Ministry of Education and Vocational Training as well as for the Kigoma Regional Administration, focusing on the Kigoma Special Economic Zone.

 

He wrote to CIE about this work after he graduated in 2013:

 

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Ricardo Leon Gomez Yepes (Ed.D. 2013)

After completing his doctoral program at CIE, Ricardo returned to Colombia. He is back at University of Antioquia, his home institution, working as a teacher of quantitative research and evaluation methods. He also works as a policy analyst and consultant for several government agencies and private organizations.

 

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Mjege Kinyota (M.Ed. 2013)

As a PhD student at the Institute of International and Comparative Education (IICE) of Beijing Normal University (BNU), PRC, I still cherish my experience at the Center for International Education (CIE) at the University of Massachusetts Amherst. Not only has that experience influenced my enrollment at BNU, but also the focus of my current research.

 

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Angela Yang-Handy (Ed.D. 2013)

I have been living in the Philippines since 2009 with my husband and our two daughters.  In September 2013 I completed my doctorate, having produced a dissertation entitled, “Preparing Visually-Impaired People in the Philippines for Mainstream Employment: The Impact of ICT Accessibility.”  I am an active board member of the Manila-based ATRIEV Computer School for the Blind, and have been assisting with a range of education, fund-raising and administrative concerns. 

 

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Habibullah Wajdi (M.Ed. 2009; Ed.D. 2013)

Habibullah Wajdi, originally from Afghanistan, is an educational development professional with over 19 years of experience in various areas of education development. During his career he has worked nationally and internationally with governments; well reputed national and international organizations; civil society, and donors on various educational projects and programs.

 

 

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Ricardo Gomez-Yepes (Ed.D. 2013)

Ricardo received a Bachelor of Education degree from La Salle University and Master of Education from Victoria University of Wellington, New Zealand. Ricardo has been a full-time lecturer and researcher at University of Antioquia Colombia since 2003. His research interests span educational policy analysis, assessment and evaluation, and curriculum design and implementation. He is particularly interested in identifying key education policies and practice that support teachers in helping low-income youth succeed academically. 

 

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Patrick Thoendel (M.Ed. 2013)

 

I did not intend to start a career in international education, but more or less wandered into it.  I began my career by teaching English in Japan with the now defunct chain of English conversation schools called NOVA. I lived and worked in Japan for 2 years teaching English to everyone from 4-year-old children to 70-year-old pensioners. Despite the challenges of working in Japanese office culture I really enjoyed the work and the lifestyle. I began to see education and teaching English as a way to finance my travel habit.

 

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