Center for International Education

CIE has been a partner in implementing many large-scale formal and non-formal development education projects. In a typical program, CIE may provide one or more of the following services: long-term technical assistance; short-term consulting services; institutional capacity building; research and evaluation; staff training; and program planning.

Many of CIE's projects involve developing curricula for adults in formal and non-formal educational contexts. CIE focuses on building local capacity to design, develop and evaluate curricula appropriate to local interests, needs and resources.

CIE and the associated faculty within the department have both extensive experience and capability in using a variety of approaches to research and evaluation. The Center is particularly well known for qualitative, participatory and practitioner-based approaches to research and evaluation. Faculty within the department are experts in measurement and assessment.

Most programs fall under one of three training formats: degree training; customized short-term professional training for specific clientele; and the management and support of degree candidates at institutions of higher education.

Some CIE techniques include: web-based learning and action, community drama, role plays, puppet shows, fotonovelas, radio programs for distance education, video and theater, electronic learning aids, and simple audiovisual tools.

[3] There are five major components of the HEP project:

• Building the capacity of the Ministry of Higher Education and developing quality control mechanisms at the university level
• Maintaining the existing Professional Development Centers in 11 Universities and creating two new ones
• Continuing to operate and build the sustainability of the Master's in Education at Kabul Education University
• Designing and preparing to start a bachelor's degree in Public Policy & Administration in four or five provincial Universities; *Designing and preparing a Master's in Public Policy and Administration to be offered at Kabul University
• Continuing to upgrade the capability of faculty members to teach English, Math & Science to pre-service teachers. (This component is done by Indiana University).

[4] The Adult Transitions Longitudinal Study (ATLAS) documents the educational and economic outcomes of adult basic education students who participate in the New England ABE-to-College Transition Project in 2007 and 2008. The Project seeks to bridge the academic gaps between a GED and college-level work through direct instruction and counseling that addresses the social barriers experienced by non-traditional adult students.

This project, by request of the Palestinian government, supports teacher education faculty professional development at Al-Azhar University – Gaza by sharing tools to incorporate more participatory techniques in their classrooms with a large number of students. Select faculty will be visiting the United States to observe other techniques. A follow-up visit to Gaza will support further professional development for Teacher Education faculty.

[5] Global Horizon's primary mission is to promote a greater awareness of the world community in Massachusetts' schools K-12 by providing global and multicultural education curriculum resources and training to educators throughout the Western Massachusetts region.