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.

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.

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.

In February 2008, CIE was chosen to become a member of the Inter-Agency Network for Education in Emergencies (INEE) Working Group on Education and Fragility, with Assistant Professor Jacqueline Mosselson as CIE's representative.  The INEE is a global open network of members working together within a humanitarian and development framework to ensure all persons the right to quality education and a safe learning environment in emergencies and post-crisis recovery.

UNICEF East-Asia Pacific contracted the Center for International Education to carry out a desk review of non-formal education (NFE) equivalence frameworks and non-accredited skills training programs in the East Asia - Pacific region. Dr.

CIE welcomed four doctoral candidates who are part of the Palestinian Faculty Development Program.  Two arrived in September 2006 and another two in Fall 2007.  The Palestinian Faculty Development Program (PFDP) was launched in October 2005 with a goal of increasing the capacity within the higher education sector in the West Bank and Gaza and addressing long-term issues of reform in teaching and learning practices. The program is funded by USAID and the Open Society Institute (OSI) and administered by AMIDEAST &OSI.

The Center for International Education (CIE), as a member of the consortium headed by CARE, was part of a $23 million USAID-funded project to increase access to quality education in southern Sudan. The main theme of the Sudan Basic Education Program (SBEP)  was local capacity building. The project focused on professional capacity development, institutional strengthening, and participatory process for community ownership in four regions of the southern Sudan: Bahr el Ghazal, Eastern Equatoria, Western Equatoria, and Upper Nile.

In the summer of 2001, the Center for International Education began a collaborative partnership with the University of Malawi's Chancellor College, the Malawi National Examinations Board (MANEB), and the Ministry of Education, Science and Technology (MOEST). The USAID-funded Advanced Degree Activity was a five-year project designed to build human resource and institutional capacity to promote the planning and leadership functions of the education sector. As part of hte program CIE worked with Chancellor College to start a Master's degree in Education.

The Support for Ugandan Primary Education Reform (SUPER) Project was a collaborative project between the Center for International Education (CIE), the Academy for Educational Development and Creative Associates. The SUPER project focused on three areas of policy reform for primary education: 1) professionalization of teachers, 2) enhancement of community participation in education, and 3) allocation of resources for instructional materials. Ultimately, the project's goals were to have more teachers spending more time at school teaching effective lessons, using more instructional materials in the classroom, and having a better managed flow of resources to schools.