AY 2008-2009 Projects - Africa

• Angola, Instituto Superior de Ciencias da Educação - Filled
  
• Burkina Faso, International Institute for Water & Environmental Engineering 2iE - Filled
  
• Burundi, University of Burundi - Filled

• Democratic Republic of Congo, Congo American Language Institute - Filled

• Ethiopia, Gondar University - Filled

• Guinea, University of Conakry/National Institute for Research and Pedagogy - Filled
  
• Malawi, Mzuzu University - Filled

• Mauritania, Ecole Nationale d'Adminstration - Filled/Confirmed Renewal

• Mozambique - Filled/Confirmed Renewal
• Namibia, Polytechnic of Namibia
• Rwanda, Ministry of Education - Filled
  
• Senegal , Ministry of Education - Filled
  
• South Africa, University of Fort Hare - Filled
  
• South Africa, University of Pretoria - Filled
• South Africa, University of Limpopo, Medunsa Campus - Filled

• Swaziland, University of Swaziland - Filled

• Togo, University of Lomé/INSE/American Corner - Filled/Confirmed Renewal

Full Project Descriptions

Angola                     
City                              Luanda/Lubango
Host Institution           Instituto Superior de Ciencias da Educação
Type of Project           Senior Fellow 
Project Dates              Mid-February 2009 – Mid-November 2009

Project Focus
ESP Journalism, Media, English for Writing, Teaching Methodologies, Needs Assessment, Curriculum Development 

Project Description
The EL Fellow will conduct needs assessment at the two English teacher-training institutes of Agostinho Neto University (located in Luanda and Lubango) with the view of establishing graduate programs. S/he will also assist the current undergraduate programs at the two sister institutions by conducting classroom teaching, curriculum development and teaching material selection, and evaluation of students' major problems in learning English and revise used modules and programs as needed. The EL Fellow will divide his/her time equally between both institutions.   The EL Fellow will organize training/seminars/workshops to enhance the capacity of host institutions' English lecturers. Angolan English teachers rarely get profession-enhancing training opportunities. They will greatly benefit from workshops and seminars on new teaching methodologies and techniques tailored to their needs. This will also boost their moral and motivation and help improve the institutions’ teacher retention abilities (Note: English-teaching institutions have very low teacher retention rates, as these teachers are sought by better paying and more challenging work elsewhere, especially the oil companies). The EL Fellow will contribute ideas and expertise to establish a multimedia language lab that will help students improve their English language skills in listening, reading and writing. S/he will also advice the two host institution libraries to improve their English-language related materials and resources and services, including by identifying teaching and studying materials such as books, software, audio and video tapes to supplement the language lab.   

Project Objectives
Due to its long colonial history and association with Portugal, Angola is heavily dominated and influenced by the Portuguese culture, particularly its language. Because of this legacy and the lack of good English-teaching programs, a very limited number of Angolans have a working knowledge of the English language. This directly impacts Angola’s ability to interact with its predominately English-speaking neighbors and the world beyond. Many US and foreign companies, attracted by Angola’s huge natural resources and economic potential, are showing insatiable demand for qualified employees that are conversant in English. Strengthening and expanding the use of English directly promotes US-Angola mutual understanding, helps strengthen democratic institutions, and enables the successful implementation of all other USG objectives in Angola. The Government of Angola and businesses are increasingly realizing the importance of English for Angola’s economic development, and are consistently requesting U.S. assistance in strengthening and expanding English programs in the country. There are very few English-teaching institutions and the few that exist suffer from lack of qualified teachers and resources to respond adequately to this growing demand. To address these problems, the US Embassy has partnered with the two premier English teacher training institutions in the country -- the Instituto Superior de Ciências da Educação (ISCED) in Luanda and Lubango. The EL Fellow will assist these institutes strengthen their capacity by conducting needs assessment, curriculum development, material identification and acquisition, in-classroom teaching, and teacher training. In addition, the EL Fellow will serve as an advisor to upgrade the capacity of the institutions’ English lab and library.   

About the Host Institution
The Instituto Superior de Ciências da Educação (ISCED) is the teacher-training faculty of Agostinho University, the only public university in the country. The institute prepares teachers in 13 different areas including in English. There are seven ISCEDs spread throughout the country, but the ISCED in Luanda (the capital) and Lubango (an important provincial town in the south of the country) are the only two institutions that offer a degree program in English teaching. After graduation, most students teach English at the high school level throughout the country. The leadership of the institutes recognizes the tremendous demand (driven by a booming local economy) for qualified English speakers in the country. They also realize their leading role in ensuring that this pent up demand is met. As a result, they have enthusiastically accepted to host an SELF, which will help them produce more qualified English teachers. In addition, ISECD Luanda plans to eventually establish a graduate ESL program. Two lecturers from ISCED Luanda have completed their graduate studies in the US and are actively teaching at the institute as senior lecturers. Five additional instructors are currently doing their master’s in South Africa and expected to return and resume their teaching soon. The plan is to launch a graduate program with this core cadre of teachers in the next couple of years. The first graduates of this program will in turn start undergraduate programs at the five other ISCEDs that currently have no English teaching programs, thereby effectively expanding the reach and depth of English language throughout the country.

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Burkina Faso
City                              Ouagadougou     
Host Institution           International Institute for Water & Environmental                                                Engineering 2iE  
Type of Project           Fellow 
Project Dates              Mid-September 2008 – Mid-July 2009

Project Focus
Engineering, English for Listening, English for Reading, English for Speaking, English for Writing, Proficiency Exams  

Project Description
The EL Fellow will continue to teach and train other instructors to teach the English courses in the Bachelor's degree program (levels L2, L3) and the Master's degree program (level M1). In addition, English training for first year Bachelor's degree candidates (L1) will be added; the EL Fellow needs to develop and teach curriculum for them in correlation to existing L2 and L3 curricula. 2iE has decided that last year degree candidates will need to attain a prescribed English proficiency level (based on TOEFL scores) in order to be granted their diplomas. The EL Fellow will develop a plan to help last year students meet this requirement. The EL Fellow will also continue to develop a sustainable English-speaking community within 2iE by playing a lead role in the 2iE English Toastmaster's Club and by organizing courses and seminars to improve faculty English proficiency. The EL Fellow will also be coordinating the work of other English instructors that 2iE brings on board to assure the sustainability of their English program.  The EL Fellow will also play a role in helping 2iE in their pursuit of developing academic exchange programs. This year 2iE has its first American visiting researcher and plans to host an American Fulbright professor in engineering who will give subject courses in English. 2iE is also sending students abroad to Anglophone institutions and needs the EL Fellow's participation in the evaluation of theses and other projects or reports produced by these students in support of their degree programs. In the next 2-3 years, 2iE will increase its recruitment of faculty and staff. In keeping with its bilingual mandate, 2iE will be establishing English proficiency standards as part of its hiring policy. The EL Fellow will be consulted on English assessment/evaluation methods for hiring.  

Project Objectives
US support for Burkina Faso’s agricultural development sector, particularly through sharing of new technologies has been a central mission goal. A strong and sustainable English program at 2iE will definitely support this effort. In addition, improved English ability on both the part of the students and the faculty at this key scientific and training institution will support US Embassy goals of Mutual Understanding by placing 2iE in a position to work successfully with American partners, namely educational and research institutions in the US. A strong and sustainable English program at 2iE will also result in their graduates being more competitive on both the African and international job markets.  

About the Host Institution
Formerly known as “Groupe des Ecoles EIER-ETSHER (GEE)”, the International Institute for Water and Environmental Engineering (2iE) is an international higher education and research institute in the domains of water, energy, environment, and public works. It is the pre-eminent agricultural science and training institution in Burkina Faso, a very poor and relatively arid agricultural country. 2iE belongs to 14 member countries from West and Central Africa. Today it offers License/Bachelor and Engineering curricula and is progressively adapting to the international Bachelor, Master, and PhD system. In addition to its current License/Bachelor and Engineering diploma programs, 2iE also offers adult and continuing education plus engineering services on-line to the private sector. 2iE has two campuses which hold diplomatic enclave status. The institute is built on 12,000 square meters including classrooms, amphitheaters, laboratories, and experimental sites. 2iE enrollment is over 4,400 students this year. The institute employs 40 permanent academic staff and about 15 visiting scholars. 2iE's main objective is to contribute actively to the economic development of sub-Saharan Africa through human capacity building and dissemination of knowledge. In January 2005, the Council of Directors and the Board of Governors of the GEE signed a five-year strategic orientation plan. This will open 2iE to new non-French speaking member states, recruitment of English speaking teachers and students, and partnerships with US-based learning institutions.

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Burundi
City                              Bujumbura         
Host Institution           University of Burundi
Type of Project           Fellow 
Project Dates              August 2008 – June 2009

Project Focus
American Literature, English for Listening, English for Reading, English for Speaking, English for Writing, Proficiency Exams, Teaching Methodologies, Teaching Techniques, ESP, Teacher Training

Project Description  
The primary objective of the EL Fellow at the University of Burundi will be to provide teachers and students with the English language skills they will need to participate in Burundi’s economic and political development. Toward this goal, it is hoped that the EL Fellow will teach up to 20 classroom hours per week in the areas of advanced English language skills, American Literature, Linguistics, and English teaching methodologies. Additionally, the EL Fellow will assist the university staff in curriculum and materials development, teacher training, workshops and seminars and, lastly, preparation for the TOEFL examinations required for entry into US institutes of higher learning. At the request of the university, a mentoring program with the EL Fellow can be explored to assist students in the development of thesis and doctoral papers in the English language domain. Additionally, the EL Fellow will have the opportunity to liaise with education professionals at all levels to expand Burundian capabilities in educational leadership, team-building and program administration. Finally, the EL Fellow may also be engaged in instruction in fields where knowledge of English is a necessity such as management, economics and tourism, as well as test design, research, student advising and other outreach projects.  In partnership with the US Embassy, the EL Fellow will be expected to organize teacher training seminars, helping educators at the university, primary, secondary and adult education levels to create frameworks for English programs, building teacher capacity, improving curriculum development and productive lesson-planning. As the Embassy does not have an Information Resource Center, nor is it the sponsor of an American Corner or an American Cultural Center, the EL Fellow, in conjunction with the Embassy will have an opportunity to direct extra-curricular English language activities amongst the university students and the Burundian population. The EL Fellow can assist in hosting events which highlight American values and culture such as movie nights and lectures. The EL Fellow will be a welcome participant and contributor to a regular forum, initiated by the Embassy, for the practice of the English language, using conversation, listening comprehension activities, and debate as tools for advancing competency. The Embassy is to be a sponsor of an educational advising office in a local English language training center. An EL Fellow can assist the Embassy and the training center in creating an information resource center for educational materials, and a library for reading and media materials spotlighting American themes, venues, interests and ideas.

Project Objectives
Emerging from over a decade of internal conflict, francophone Burundi faces enormous political and developmental challenges in securing a prosperous future for its people. Expansion of cooperative and commercial ties with its English-speaking African neighbors (and potential economic partners) is critical as Burundi struggles to achieve peace and economic stability, and a common language is essential to doing so. In highlighting his strategic goals for the nation, Burundi’s President Nkurunziza has recognized this reality, and declared English language proficiency and English teaching programs governmental priorities. The Embassy fully agrees with President Nkurunziza’s conclusions. As Burundi is an important partner in promoting stability in the Great Lakes region, the Embassy strongly supports Burundi’s committed participation in regional cooperative alliances, such as the US-facilitated Tripartite Plus, the Community of Great Lakes Countries, the Nile Basin Initiative, and others. These partnerships promote economic development, good governance, peaceful coexistence, and provide humanitarian assistance to Burundi’s most vulnerable citizens. Burundi’s productive involvement in regional partnerships is dependent on its mastery of English, the working language of many organizations. Burundi is also a new member of the primarily English-speaking East African Economic Community; key to the expansion of regional trade is the development of English language skills. Increased competency in English will enable Burundi to interact more closely with its neighbors, and will better equip Burundian citizens to create and take advantage of increased regional commerce and commercial opportunities -- factors crucial to lifting Burundi out of poverty and solidifying a fragile stability. One of President Nkurunziza's educational priorities is promoting English language training from primary through university levels, and he has told the Ambassador that he would welcome US leadership in this area. Further, cooperation with Burundian educational institutions on their English-teaching programs would provide the Embassy an entry point for addressing other public diplomacy objectives. For example, English language activities, using the arts and dialogue, will raise public perceptions and awareness of American culture, thus fostering further ties between our nations. The usage of English language materials and activities for university students and young adults will improve perceptions of U.S. values, and English-teaching programs organized around issues of reconciliation and conflict resolution would contribute to democratic progress. In addition to helping Burundi achieve its strategic goals, an EL Fellow will also further the Embassy’s strategic objectives. Foremost, the EL Fellow will assist in creating a roadmap for expanding English language capabilities in Burundi, and facilitate training programs for English language teachers. Secondly, the Embassy anticipates utilizing an EL Fellow as a liaison with local educational facilities to provide regular English language activities and materials to foster greater appreciation of American values. Providing Burundians with more educational opportunities at US institutions of higher learning is another vital element of the Embassy’s public diplomacy strategy. With a significant increase expected in the number of Burundians participating in English language activities, the Embassy also anticipates a rise in the number of people registering for the Test of English as a Foreign Language (TOEFL) examination, a pre-requisite for entry into most American universities. Finally, the advancement of the English language supports American outreach using U.S. educational and information resources to provide alternative perspectives on policy, culture and society.   

About the Host Institution

The University of Burundi is located in Bujumbura, Burundi, the capital city. It is the only public university in this tiny central African country. Its facilities are deteriorating and have been significantly damaged by Burundi’s recent civil war. Its current enrollment is approximately 3,100. The operation of the university has been significantly disturbed since 1993 by a socio-political crisis, in particular, delays in various academic programs, problems obtaining books and equipment, and a massive brain drain of the academic staff due in large part to poor working conditions. Despite these adversities and throughout Burundi’s civil crisis, the university continued to provide quality education in the fields of teaching, science, law and medicine. With civil strife now in the past and political stability on the rise, the restrictions once in place to ensure the safety of Embassy personnel have largely been lifted. Once an unaccompanied mission, US Embassy in Bujumbura is very near to being certified as a fully accompanied Embassy, allowing embassy staff to take advantage of the lively Burundian and ex-pat community. According to university regulations, the minimal teaching load varies between 180-220 hours per annum, but no criteria were set up for the evaluation of the pedagogical skills of the teachers, in particular the quality of the syllabi and the teaching methods used. Since its inception, the University of Burundi has decided to focus on training the various categories of personnel required by the civil service. Understanding the future necessity for a mastery of English, virtually every university student is enrolled in English language classes, making the English Language department the largest in the university. However, due to the low salaries, inadequate facilities and materials, and more lucrative teaching opportunities in neighboring countries, the English language department is in danger of disbanding for lack of qualified teachers. Currently, the university has four full-time professors in the English Language department, only one of whom possesses a doctoral degree and is qualified to teach linguistics. At the beginning of the 1960s, higher education in Burundi was composed of three institutions: the official University of Bujumbura or UOB, the teacher training college known as Ecole Normale Superieure or ENS, (teacher's school with the mission of training the teachers of the junior secondary schools), and the national school of administration known as Ecole Nationale d’Administration or ENA, (National Advanced School for Administration, established for training civil servants). By 1977, the UOB, ENS, and ENA had merged to create the University of Burundi. At the beginning of 1980s, four other non-university higher education institutions were created to train the technical staff required by the civil service. This included the School of Journalism, the School of Commerce, the Institute of Town Planning and Development, and the Institute of Agriculture. In 1989, these institutions were integrated into the University of Burundi. The major objective of this integration was to optimize the use of the resources allocated to higher education. The University of Burundi is the owner of the housing to be supplied to the EL Fellow.

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Democratic Republic of Congo
City                              Lubumbashi
Host Institution           Congo American Language Institute
Type of Project           Fellow 
Project Dates              September 2008 - June 2009

Project Focus
Teaching Methodologies   

Project Description
The EL Fellow will be responsible for teaching as part of the US Embassy's direct English teaching program in Lubumbashi. The EL Fellow will have input into the curriculum, and training of the teaching staff, and will assist in evaluating other teachers. The EL Fellow will also work with outside organizations (NGOs, the Ministry and inspectors) to conduct training for secondary school teachers. S/he will also help develop materials for integrating substantive information into customized teaching materials. The EL Fellow may also participate in the Embassy's Access English Microscholarship program, including enrichment activities.   The EL Fellow will work with English Clubs and the American Corner coordinator to carry out cultural activities on an ongoing basis. S/he will also assist with cultural enrichment activities for the English Access Microscholarship program.  

Project Objectives
As a teacher and assistant teacher trainer at the fledgling Congo American Language Institute in Lubumbashi, the EL Fellow will have impact on the professionalization of a program that reaches hundreds of adult ESL students over the course of the year. In addition, through training secondary school teachers, the EL Fellow will train hundreds of teachers who in turn will affect tens of thousands of Congolese secondary school students.  

About the Host Institution
The Congo American Language Institute is the US Embassy's direct English teaching program. CALI has just opened a branch in Lubumbashi, the second largest city in Congo. It currently has 10 local hire teachers, corporate clients, and an active English Access Microscholarship Program. CALI Kinshasa has an administrative staff of five and an academic staff of nearly 40, and is one of the DETP success stories in Africa. CALI Lubumbashi had hired and trained 10 teachers, has 4 corporate clients with dozens of students each, and participates in training secondary school students through the Access English Microscholarship Program.  

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Ethiopia
City                              Gondar
Host Institution           Gondar University
Type of Project           Fellow 
Project Dates              Mid-September 2008 – Mid-July 2009

Project Focus
American Culture, American Literature, English for Listening, English for Reading, English for Speaking, English for Writing, Journalism, Teacher Training

Project Description
In both semesters the EL Fellow will teach Spoken English, help in the management of the English Language Improvement Center (ELIC), work with students in the English Language Club, and help with the development and revision of curriculum. These are the areas the current EL Fellow is working on. In the 2008-2009 academic year, the US Embassy plans to conduct several regional workshops for English teachers in various regional capitals of Ethiopia. The EL Fellow will participate in these workshops as a planner, resource person and presenter. Efforts to promote and encourage women’s education will be vital as females comprise only 10% of the 10,000 students now enrolled. Statistics show that many female students drop out due to frustration, low grades, and difficulties in the classroom. The university is already investing time and resources into the ELIC to make it stronger and it is expected that the EL Fellow’s contribution will be paramount to the development and implementation of the programs (through the medium of English) that increase assertiveness, improve academic performance, and reduce attrition among female students.    The EL Fellow will also manage the ELIC. This center aims to help improve the language skills of students, faculty and staff by introducing American teaching techniques and approaches to learning; to facilitate the exchange of ideas and approaches to teaching among teachers of English; and to improve the level of English among staff at the University. The EL Fellow will assist with the English Language Club.  A new venture at Gondar University, the ELC is a student-run organization dedicated to improving the English language abilities of all students. The focus of the club is on expressing Ethiopian culture through English mediums, learning about English-speaking cultures through films, music and literature, and preparing for TOEFL and IELTS exams.

Project Objectives
Public tertiary educational institutions lack qualified staff and appropriate and up-to-date English teaching materials and curricula. Most teachers must rely on their own ingenuity to come up with workable curriculum. In many cases, teachers are hindered by large classes - averaging 60 to 80 students - rendering the teaching of spoken English in particular a formidable challenge. Of primary importance in all of the EL Fellow’s undertakings will be the inclusion of American culture, and values into course content, workshops and other activities. In so doing, the EL Fellow will share American teaching techniques to facilitate the exchange of ideas and approaches among teachers and staff at Gondar.   

About the Host Institution
Gondar University is one of the public universities in Ethiopia, with a student population close to 10,000. It is one of the beneficiaries of the government’s fund for higher education expansion having become a university four years ago. Predominantly a health institute, it has become a major university campus with large scale expansion projects. The university is located in Gondar, a world heritage site and 16th century capital of Abyssinia, 767 kms northwest of the capital, Addis Ababa.  

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Guinea
City                              Sonfonia             
Host Institution           University of Conakry/National Institute for Research &                                      Pedagogy
Type of Project           Fellow 
Project Dates              August 2008 – June 2009

Project Focus
Teaching Methodologies, ELT, Curriculum Development for ESP

Project Description  
The EL Fellow will teach in the English Language Department (CELA) at the University of Conakry at Sonfonia. The EL Fellow will also be working with the Director of evening classes and his team to refurbish the existing after-hour ESL program for adults, youth, government employees, and other professionals who seek to improve their English language abilities. The EL Fellow will evaluate where the program is now and help to develop a strategy of where the program should go from here to achieve the desired objectives. The EL Fellow will carry out the following: teach ESL classes 15 hours per week, undergraduate courses; assist with curriculum development for English for specific purposes courses, such as communications skills for lawyers, diplomats, bankers, accountants, etc.   At the National Institute for Research and Pedagogy (INRAP), the EL Fellow will conduct occasional in-service training for English instructors, and facilitate occasional ESL workshops for both tertiary and secondary school teachers. The EL Fellow will help INRAP in doing and improving curricular design.  

Project Objectives
Upgrading the level teaching in the Guinean system of education is one of the US Embassy’s priority goals. The presence of the El Fellow will help the Embassy to meet the growing demand of English language among Guinean youth and future leaders. With demand increasing in Guinea for EFL training at the managerial and professional levels, especially in selected government ministries, the Embassy has begun to channel part of its EFL support in that direction. The goal of the project is to facilitate mutual understanding, the building of democratic institutions and to encourage Guinea’s participation in the global economy through the teaching of English. Guinea is striving to develop its economy so it can participate in trade opportunities with the U.S. The Central Bank has joined the Anglophone second monetary zone. The Ministry of Justice and Human Rights is promoting judicial reform. In general, Guinea is looking towards the US for expertise in many areas. However, the lack of English Language skills among professionals in all fields has hindered participation in programs outside of francophone countries.   

About the Host Institution
The University of Conakry is the preeminent institution of higher education in Guinea and is divided into several campuses located throughout the capital. The EL Fellow will teach at the English Language Department (CELA), which is a branch of the University of Conakry at Sonfonia. Opened in 1987, the CELA presently has around 600 students in undergraduate programs and three other groups of students ranging from 15 to 30 students attending after-hour English classes for beginners in the evenings; and around 15 full time professors. Devoted to the improvement of the teachers already in service, INRAP is the only Guinean institution tasked with providing in-service training to secondary schools teachers. It is the thinking box of the Ministry of Education in matters of pedagogy in pre-university education (primary and secondary education). Its main activities are to carry out research for better approaches, methods and techniques to use in classrooms; to develop teaching materials (curriculum, programs, manuals, guides); to participate in devising evaluation materials and in their administration in daily class activities and in national exams; and to participate in in-service teacher training. Under the direct supervision of the Department of Languages, the English Language Section of INRAP is responsible for all activities concerning the improvement of teaching English in all Guinean secondary schools.

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Malawi
City                              Mzuzu 
Host Institution           Mzuzu University
Type of Project           Fellow 
Project Dates              January – October 2009

Project Focus
English for Writing, English for Speaking, Methodology, TOT 

Project Description
The EL Fellow Program at Mzuzu University will equip students and future teacher trainers with suitable skills in composition writing, comprehension and aptitude exams, and interactive learning. The EL Fellow will be based at Mzuzu University (Mzuni) and will work very closely with Professor Boston Soko, Department Head, Languages and Literature. The department is divided into two components, French and English. The English component deals primarily with language and communication, literature, report writing, essay writing, drama, phonetics and phonology, methodology and applied English teaching methods. It will be ideal if the EL Fellow arrives in early January 2009, for the first semester. The EL Fellow will primarily focus on classroom instruction for the first semester, and then the second semester Mzuni conducts academic assessments. The EL Fellow will be best positioned to work with the last year students as they prepare for teaching practice and final exams. The first semester will primarily consist of orientation to different writing styles and techniques, as most of the writing at university level remains quite weak. Students often write in the passive voice and the flow in their written compositions is quite weak. In October, the EL Fellow can engage more into writing workshops and conducting trainer of trainers’ sessions, and teaching upper level courses. The remaining part of the semester, the Fellow could concentrate more on helping the students with test taking techniques, confidence building in terms of written and spoken communication skills; then finish with preparations for the teaching practicum. The Fellow could also encourage some of the lecturers and students to read the Forum Magazine and contribute articles for publication.   The EL Fellow Program would be ideal preparing the students with the necessary skills before they partake in teaching practicum at the secondary schools. Professor Soko suggested that the EL Fellow spend a considerable amount of time training the students on how to communicate effectively in both spoken and written English. The EL Fellow will be expected to develop and conduct writing workshops with the student teachers; teach advanced communication, methodology and practicum courses; conduct workshops on test taking techniques and strategies at the American Corner, Mzuzu University; conduct train the trainer workshops for junior and senior lectures at Mzuni; and work closely with the Department of Languages and Literature, and Education in building their capacity in the areas of training, communication and methodology   

Project Objectives
While English is the official language of Malawi, English literacy currently stands at roughly 10%. Only 20% of the population can speak and comprehend English at a secondary level. Lack of English language skills is a major impediment to Malawians seeking educational and professional advancement. This is due in part to poor instruction, and a lack of adequate training of instructors in teaching English to Malawians as a second language. The EL Fellow Program at Mzuni will support the goal of strengthening democratic institutions by improving the quality of teacher training and English writing in Malawi. By working with the Languages and Literature department, the EL Fellow will also complement prior work done by recent a Fulbright Scholar in the Education department in terms of teacher training and writing techniques. The EL Fellow Program will directly contribute to Malawi’s efforts in reaching out to the wider community and the provision of middle and high-level manpower for the country’s civil service and the private sector.

About the Host Institution
Mzuzu University is the only other major university that is not part of the five constituents of the University of Malawi (Unima). The institution was established in 1994 to cater to the ever-growing university intake that Unima is failing to cope with. There was always an urgent need for a second national university autonomous and independent of the existing Unima. In addition, the five constituents of Unima including Bunda College of Agriculture, Chancellor College, the Polytechnic, College of Medicine, and the Kamuzu College of Nursing are all located in the central and southern region of Malawi leaving out the northern region; so the introduction of Mzuni strikes a regional balance in terms of tertiary education. Mzuzu University is leaner and more versatile in comparison with the more bureaucratic University of Malawi system; therefore it is more efficient and better managed. Mzuni has had an excellent record of securing USG sponsored scholars since 2002 – including Prof. Tom Toleno, Fulbright Lecturer, Department of Education and Teaching Studies, 2002-03; Prof. Edward Schaefer, Fulbright Lecturer, Department of Mathematics, 2005; and, Prof. Patricia Kopetz, Fulbright Lecturer, Department of Education, 2006. Each scholar gave excellent reports on the institution and they have established lasting ties between Mzuni and their home institutions. Mzuni currently enjoys close ties with the US Mission. This relationship was particularly enhanced through the establishment of the American Corner (AC) in 2005, which offers closer collaboration in terms of programming and outreach. The University Registrar, Reginald Mushani is a Malawi-US Alumni Association Chapter Leader and is very active and engaged in most of our activities. The AC coordinators have just received training in running the corners. We expect the active American Corner at Mzuni will provide an ideal vehicle for outreach by the EL Fellow. Mzuzu University is the leading teacher training institution in Malawi along with Domasi College of Education and University of Malawi, Chancellor College. The introduction of free primary school education in 1994 coupled with shortage of teachers due to high HIV/AIDS cases presented new challenges to Malawi’s education system. There are currently seven teacher training institutions in the country and still not enough teachers are being trained to keep up with the drastic expansion. The establishment of Mzuzu University in 1999 offers an opportunity for Malawi to generate well trained teachers to cope with the demands of the expanding education system.   

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Mauritania
City                              Nouakchott
Host Institution           Ecole Nationale d'Adminstration  
Type of Project           Fellow 
Project Dates              September 2008 - June 2009

Project Focus
Teaching Methodologies, Teaching Techniques, Teacher Training  

Project Description
The EL Fellow's primary duty will be to work with the senior staff of the Ecole Nationale d'Administration to develop and professionalize its ET cadre and establish core curricula for its various ET programs. It is understood that the EL Fellow will advise the ENA staff on the development of a professional library, organization of the ET faculty, and on the materials and equipment necessary for a fully functioning, contemporary ET staff. Direct teaching will not extend beyond 10/15 hours per week. These will be directed at Methodology/Technique sessions with faculty. Any undergraduate programs will be demonstration sessions for the faculty.   Although the EL Fellow will be engaged in a number of projects, the primary goal will be a coherent database of the national ET personnel inventory and the organization, under Mauritanian auspices of an independent National Association of English Professionals.  

Project Objectives
The Ecole Nationale d'Administration is the Government of the Islamic Republic' of Mauritania (GIRM) premier institute for the civil service and for targeted training of government employees for specific missions and initiatives. Following Mauritania's democratic revolution of 2006, its increasing commercial ties with the US, Asia, and Europe, and its growing integration into the global economy, English teaching has become a major interest for the professionalization of the civil service and as a major conduit for the growing relationship between the USG and the GIRM.

About the Host Institution
The Ecole Nationale d'Administration is the national civil service training academy of Mauritania. It provides a two to four year program leading to a Bachelors degree. At the same time it responds o specific training requests from the Mauritanian government for in-service, specialized, and or technical training of government employees. ENA has noted that the discretionary French/Arabic bi-lingual nature of public business and discourse induces a certain "discomfort" for Mauritanians as the country becomes more engaged in the contemporary world. ENA wishes to develop its own ET staff, a permanent ET faculty, an English component for its base programs as well as a capacity to respond to specific ET responsibilities (trade, diplomacy, economics) demanded by the central government.   

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Namibia
City                              Windhoek
Host Institution           Polytechnic of Namibia 
Type of Project           Fellow 
Project Dates              February 2009 - November 2009

Project Focus
English Communication, Writing, Reading, Materials Development

Project Description
An EL Fellow will be extremely valuable in supporting the Department of Communications and providing further consultation to the CTL.  While the Department of Communications will be the EL Fellow's "home," it is expected that the EL Fellow will consult with other Departments and even outside of the Polytechnic with the broader community.    The EL Fellow’s duties will be divided as follows: teaching in the Department of Communications, consultation to the CTL, and outreach to the secondary education system.

Teaching (50%):

• The EL Fellow will spend 50% of time teaching in the Department of Communications
• Specific course work will include English Communication Modules
• Review of Continuous Assessment and Final exam papers

Consultation to the CTL (30%):

• Fellow will provide expert instruction and advice to the recently established CTL, improving tutor performance
• Fellow will gather and develop materials for use in the Reading and Writing Center and in the Faculty Resource Center; these include training materials, tutoring materials and handouts, and faculty-support materials for content-area lecturers
• Fellow will also work with content-area lecturers on ways to make classes more accessible to non-native English speaking students and on strategies for adding more reading and writing across the curriculum; Fellow will mentor a group of lecturers on their course design and teaching methods to help them improve their courses
• Fellow will plan and conduct periodic workshops for faculty to address teaching challenges
• Fellow will also assist the CTL director with already established workshops such as weekly CTL Sessions, the New Academic Staff Induction and the annual Great Teacher’s Workshop

Outreach (20%):

• Fellow will assist NETA with its activities, which might include workshops outside of the Polytechnic
• Fellow will work with the Khomas Region ESL Subject-Area Advisor to design and conduct weekly, professional skills development workshops for secondary school educators in the Windhoek area.

Division of Workload / Work Schedule

• Teaching: 10 hours per week
• CTL Consultation and Support: 12 hours per week
• Outreach: 8 hours per week

Project Objectives
Although English is the language of instruction in Namibia, almost all students at the Polytechnic are non-native English speakers and struggle considerably with English. The Polytechnic requires students to enroll in ESL classes; however, for most students these classes are not enough. Language skills are constantly cited by content-area lecturers as the biggest problem for students. Students have difficulties reading textbooks, understanding lectures and writing papers. Employers also cite lack of English communication skills as one of their greatest frustrations when hiring Polytechnic graduates.   The EL Fellow will provide support to the Department of Communications, the CTL, and the Polytechnic at large.  The EL Fellow will be housed at the Department of Communications and spend 50% of his/her time teaching in the Department.  The other 50% will be split between the recently established Writing Center at the CTL and other special projects.  At the CTL, the EL Fellow will provide expert instruction and advice to the Writing Center staff.  Other projects might include support to students and staff writing research papers and theses, outreach to the broader community of English instructors through the Namibian English Teachers' Association (NETA), and workshops.  The CTL established a Reading and Writing Center in 2008, with the support of the current EL Fellow, and it is intended to provide individualized support for students and also work closely with content-area lecturers to adapt their courses to meet students’ needs. The Center is modeled on an American-style, university writing center, but with a focus on working with non-native English speakers. 

About the Host Institution
The Polytechnic of Namibia is Namibia’s university of science and technology and one of only two universities in the country. Approximately 7,000 students are currently enrolled at the Polytechnic in either full-time, part-time or distance education programs. The Polytechnic offers degrees in Engineering, Information Technology, Agriculture, Nature Conservation, Hospitality & Tourism, and Accounting & Finance, among others. Its goal is to provide students with the knowledge and skills necessary to become leaders in Namibian society and contribute toward the economic success of the country.   

The Department of Communications provides English instruction for all incoming Polytechnic students.  Although the Polytechnic does not offer degrees in English or Communications, it has recognized that many Namibian students enter university with a less-than-perfect command of the English language.  To ensure that Polytechnic students are competitive in the employment market and in their academic fields, the Polytechnic requires that all students study English for one year.

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Rwanda
City                              Kigali  
Host Institution           Ministry of Education
Type of Project           Senior Fellow 
Project Dates              September 2008 – June 2009

Project Focus
Teaching Methodologies, Teaching Techniques, Teacher Training, TOT, Materials Development

Project Description
The EL Fellow will provide support to the Ministry of Education staff for the development and implementation of in-service training for primary school English teachers. The focus will be on assisting the Ministry to set up an in-service training system that will enable teachers to regularly access quality in–service training as well as training the trainers. The EL Fellow will also help in the development of appropriate classroom materials/teaching aids. S/he will provide advice on other areas that have impact on English teaching and learning like assessment and curriculum and where possible provide the necessary expertise.  In addition to working with the Ministry of Education, the EL Fellow will be required to work with other institutions like the General Inspectorate of Education, National Curriculum Development Centre, the National Examination Council and the Teacher Training Collages in the course of developing the training of trainers’ materials, training and in the development of teaching aids.  

Project Objectives
Rwanda is in the process of transitioning from a Francophone country to a bilingual Francophone/Anglophone country, and the Government of Rwanda (GOR) has implemented a bilingual education policy for all school levels. Because of the lack of trained English teachers throughout the education system, however, 80-90% of primary and secondary schools still use French as their primary language of instruction. GOR is determined to overcome this imbalance through the development of English language subject teachers from the primary school level up. In order to do this, the Ministry of Education recognizes that an effective system of in-service training must be established. The EL Fellow will have the rare opportunity to help shape from the ground up the way a country provides in-service training to primary school English teachers. While helping to establish an in-service training program for English teachers is a major undertaking, there are a number of reasons to believe that the EL Fellow will receive the support necessary for a successful program. GOR is committed to providing quality education to all Rwandan youth. To meet its ambitious objectives, GOR has regularly increased both in percentage terms and in real terms the amount of the national budget allocated to education. New schools are being constructed, the quality of teacher training is being addressed, and policy steps (such as removing school fees) have been implemented to encourage higher enrollment and retention rates, especially for girls. In the absence of wealth from natural resources, GOR recognizes that Rwanda must make its human resources the engine of economic development. To this end, the development of a bilingual workforce has been identified as essential. Thus, there is support for English teaching at the highest levels of government. In general, GOR is known for its no-nonsense approach to development, its lack of tolerance for corruption, and its ability to implement policy effectively. Rwanda is also helped by its solid road network and small size, which makes it feasible to bring together teachers and teacher trainers on a regular basis. In short, placement of an EL Fellow at Rwanda’s Ministry of Education would support a major pillar of Rwanda’s education and economic growth strategies.   

About the Host Institution
The Teacher Service Commission is an arm of the Ministry of Education responsible for all in-service teacher training as well as development and management of teachers. To accomplish its task of ensuring the provision of quality in-service training programs for teachers, the Teacher Service Commission collaborates with local education officials and other national institutions such as the National Curriculum Development Center, the National Examination Council, and the General Inspectorate for Education, and teacher training colleges.

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Senegal
City                              Dakar 
Host Institution           Ministry of Education
Type of Project           Senior Fellow 
Project Dates              Mid-September 2008 – Mid-July 2009

Project Focus
Teaching Methodologies, Teaching Techniques, Teacher Training, TOT, Curriculum Development, Needs Assessment

Project Description
The EL Fellow will work closely with the Department of English at the Senegalese Ministry of Education and its pedagogical advisors and regional inspectors. The EL Fellow will provide teacher training and training of trainers' seminars and workshops at various tertiary institutions and teacher training colleges in Senegal, Mali, Mauritania, and Guinea. The EL Fellow will assist the aforementioned institutions with program design, providing information on modern teaching methods, and revising curriculum guidelines through consultations and presenting seminars and workshops.  The EL Fellow will prepare workshops and presentations based on the requests from US Embassies in the region as well as conduct needs assessments during initial visits to the institutions. The EL Fellow will collaborate with English teachers' associations in the region and advise teachers who are interested in creating such organizations. The EL Fellow will participate in regional and national English language conferences and seminars. The EL Fellow will present seminars on a variety of topics at American Corners in the region at the request of US Embassies and the RELO.  

Project Objectives
Placing a regional EL Fellow in West Africa will support the goals of promoting mutual understanding and democracy. An EL Fellow will give the US Embassies and the RELO the capability to fulfill more of the innumerable requests for English language teaching assistance. An EL Fellow will provide programming continuity across this predominantly Muslim region that is eager to increase its population’s abilities and exposure to English. Teacher education is a highly successful medium for developing democratic practices in society at a grassroots level, and the presence of a regional EL Fellow will reflect US Embassies’ commitment to consistent professional support to English language teaching. An EL Fellow will also provide the PAS offices and the RELO opportunities for regional collaboration.

About the Host Institution
The Ministry of Education has a Department of English that supervises English language curriculum and the implementation of the national syllabus in secondary schools. It is coordinated by the Ministry’s technical adviser, who exclusively manages all issues related to English language instruction. The department coordinates the activities of its 50 pedagogical advisers; their primary focus is to hold in-service trainings and seminars for over 1200 teachers in the 11 regions. The department has collaborated with the US Embassy and the RELO office for many years. It also oversees the Association of English Teachers of Senegal (ATES).  

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South Africa
City                              Alice
Host Institution           University of Fort Hare
Type of Project           Fellow 
Project Dates              Mid-January – Mid-November 2009

Project Focus
English for Listening, English for Reading, English for Speaking, English for Writing, Research, Teaching Methodologies, Teaching Techniques  

Project Description
The EL Fellow will teach in the Education Faculty's undergraduate program (B.Ed) which does teacher preparation for High School Teaching (Further Education and Training - FET). Specifically, the EL Fellow will teach "English for Communication" which targets mostly first-year students and focuses on specific skills and competences required of teachers across all disciplines; and English Methods courses, which focus on ESL methods and English as a first language and medium of instruction. Five to eight contact hours per week of classroom teaching. The methodology courses are introductory language teaching methodology classes which are designed to give students both practical and theoretical background which will aid them when they are out on their teaching practice. The focus of the courses EDL 211/221 and 311/321 is that language learning is contextualized and taught as a whole rather than individual linguistic pieces. These courses also focus on the fact that language learning must be across the curriculum and therefore there is a focus on content based language instruction. The MEN 411 course is an exit level course for the Bachelor of Education final year students and the bulk of this course is based on materials design and curriculum development for English language teaching. In this course students create an integrated unit tied to the South African NCS. EDS 111/122 "English for Communication" is a first year course focused on English for Academic Purposes mainly for teachers. This is a basic English skills class helping students become better writers, readers and speakers so that they can succeed at the university.    In addition, the EL Fellow will develop curriculum and teacher support materials for ESL teaching; engage in research; write support projects in the faculty; be involved in community engagement projects with high school learners (mostly projects to improve performance on the high stakes matriculation tests at the end of high school).  

Project Objectives
The University of Fort Hare is situated in the rural area of the Eastern Cape. Most of the students are second if not third language speakers of English, and their academic literacy skills are generally low and put them at risk for graduation. The medium of instruction at Fort Hare is English. Almost all the students at the University are taking a bridging program to improve their language skills. Proficiency in English is vital to academic and professional success.

About the Host Institution

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South Africa
City                              Pretoria
Host Institution           University of Pretoria
Type of Project           Fellow 
Project Dates              Mid-January – Mid-November 2009

Project Focus
Speaking, Curriculum Revisions, Assessments, Teaching Literacy, Methods of Teaching

Project Description
The EL Fellow will co-teach "Language Across the Curriculum," an undergraduate university course that all second-year Education students take as part of their teacher training. The focus of the course is classroom communication, with the emphasis on the fact that in South Africa, where fewer than ten percent of the population has English as a first language, teachers of all subjects must also be English language teachers. In addition to co-teaching this class three hours a week, the EL Fellow will help revise the existing curriculum for the course, and explore other assessment opportunities in the course.    Secondary EL Fellow duties will include improving practical output of the course - student community projects in disadvantage schools and communities; researching and co-writing papers on curriculum revision and implementation; assisting in an advisory capacity in the design of a course on teaching literacy; and giving guest presentations and demonstrations on ESL methodology and TESOL in general.   

Project Objectives
While English is the medium of instruction for all subjects in most schools here, most students and teachers have a very imperfect command of it. This results in poor reading, writing and listening, and poor performance across the board in all subjects at all levels. There is an education crisis and at the heart of it is the lack of qualified teachers with adequate language skills. The EL Fellow's work at University of Pretoria's Dept. of Education will strengthen language and ESL teaching skills across all disciplines for 450 students in the course, and strengthen the course design as well.  

About the Host Institution
The University of Pretoria was established in 1908. Today it is one of the largest residential universities in South Africa with more or less 38,700 contact, and 14,500 distance education students. There are nine faculties on various campuses in and around Pretoria. There are also six other U.P. campuses in South Africa. The university offers more than 2,000 academic programs in two of South Africa's eleven official languages - Afrikaans and English. U.P. is ranked as one of the top 500 universities in the world - one of only four in this category in South Africa. The Faculty of Education is the largest and most diverse faculty in South Africa for the initial and advanced training of education professionals from across the world. The Faculty is located on the beautiful and self-contained Groenkloof Campus in Pretoria.   

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South Africa
City                              Pretoria, Guateng Province
Host Institution           University of Limpopo, Medunsa Campus
Type of Project           Fellow 
Project Dates              Mid-January – Mid-November 2009

Project Focus
English for Academic Purposes, Critical Thinking, E-learning, English for Special Purposes, Medical English, HIV/AIDS

Project Description
The English Language Fellow will be teaching in the Academic Literacy program required for all first-year medical students. The Academic Literacy Program is very similar to academic English courses in the U.S. and focuses on critical thinking and writing and reading for academic purposes. In addition, the Fellow will be teaching in the E-Learning program for medical students which introduces students to online learning resources and distance education. The Fellow will also aid in the revision of curriculum for the teaching of English to the future health professionals enrolled at Medunsa. In addition the Fellow will assist with professional development for tutors and faculty on campus and look for HIV-AIDS related outreach in the community around the university.

Project Objectives
The Fellow's work with medical students and the faculty of the medical university will have wide-ranging impact in the form of better medical care for South Africans. English gives students access to important medical information provided in the classroom--where the language of instruction is English--and outside the classroom--where most medical research is published in English. The high dropout rate from universities in South Africa is largely due to the English language challenges students face. Often the university classroom is the first time South African students face total immersion into an English language learning environment. The increased attention on the teaching of English the Fellow will bring to Medunsa will ultimately improve retention rates at the university which in turn will lead to an increased number of qualified medical professionals in South Africa.

About the Host Institution
The Medical University of South Africa (Medunsa) was founded to address underrepresentation of blacks in health professions and inadequate health care in the homelands. It trains most allied health professionals in the country, emphasizing community service and preventive medicine. University of Limpopo, Medunsa campus is in the province of Gauteng and is the sister campus to University of Limpopo in Polokwane. Medunsa has approximately 5,000 students and is about 20 miles North of Pretoria.   

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Swaziland
City                              Kwaluseni
Host Institution           University of Swaziland
Type of Project           Fellow 
Project Dates              Mid-August 2008 – June 2009

Project Focus
English for Listening, English for Reading, English for Speaking, English for Writing, Journalism  

Project Description
The presence of an EL Fellow at the University of Swaziland (UNISWA) would help the US Embassy to meet the growing requests for TESOL programs from various educational institutions in the Kingdom. Although English in an official language in Swaziland, many graduates lack advanced English language skills. Both print and broadcast media suffer as a result. UNISWA has a three-year journalism diploma, which it is preparing to upgrade to a Bachelor’s degree in 2009. The EL Fellow will teach English for journalism and media to enable the students in the department to use the English skills professionally in their future employment. The EL Fellow will teach theoretical courses (research methods), practical courses (print, television and radio journalism), or combination of the two. Lecturers usually have classroom contact of approximately nine hours per week. Maximum class size is twenty two students. The department has recently upgraded its technical equipment (computers, TV camera, and mini disc recorder). The EL Fellow will also be responsible for creating and overseeing a UNISWA newspaper or newsletter. This paper will be the first of its kind in Swaziland and will give aspiring journalists an opportunity to hone their skills before joining the workforce. Together with other Faculty members, the EL Fellow will develop appropriate teaching materials, assignments, and test materials. The US Embassy will set up programs at the American Corner in Nhlangano and at the Embassy auditorium where the EL Fellow will teach English language. The programs at these two locations will focus on strengthening English language skills, with emphasis on reading, speaking, and writing. Programs could include Internet training for TESOL teachers, English conversation groups, Debate Clubs, and library skills. The Embassy will incorporate opportunities to discuss the US culture, society and education into the EL Fellow’s activities. This could be a springboard for classroom debates, essay exercises, skits.    The EL Fellow will also be involved with the following activities: testing, materials development, curriculum development, and assessment. The EL Fellow will work closely with the US Embassy, the Educational Advisor, and with the Swaziland Library Services and Library Association to implement programs at the American Corner which is situated in the National Library in Nhlangano, southern Swaziland.   

Project Objectives
Swaziland is a small, conservative nation that is in the midst of profound political change. Despite a new constitution and growing calls for participatory democracy, some sectors of society have been very resistant to this transformation. Swaziland’s journalists need to play a greater role in educating the public, promoting transparency, and promoting good governance. While many students and reporters have the desire to fulfill this role, they are often lacking the advanced English skills necessary to convey their messages to a wide audience. The EL Fellow’s participation will provide excellent training in English for journalism, as well as an overview of media operations in the US Without doubt, it would highlight the importance of clear, concise writing and the positive role reporters can play in a society’s development. Promotion of good governance, including democratization and accountability, is one of key goals. Hosting an EL Fellow would provide a tangible way for the US Embassy to encourage responsible journalism and make students more professional and thoughtful in informing the public about important issues in national, municipal, and local government, business, and community. The English and Journalism Departments would benefit from enhanced practical skills learned during workshops and seminars hosted by the visiting Fellow. They would also learn about the dynamics of American culture through the medium of film, discussion, and workshops.  

About the Host Institution

The University of Swaziland developed from the University of Botswana, Lesotho and Swaziland (UBLS), which had its headquarters in Lesotho. The UBLS conferred its first degrees in April 1976. UBLS offered four year undergraduate degrees and diplomas in Arts, Science and Education. Law courses took five years, two of them spent at the University of Edinburgh, Scotland. With independence on September 6, 1968, it was recommended that each country develop its own independent university college. Funds were obtained from the American, British, Canadian, Danish and Netherlands Governments as well as from Governments of the three countries, the Anglo-American Corporation and other donors. This agreement was effected in June 1982. Since achieving university status, the University of Swaziland (UNISWA) has continued to grow and develop in accordance with its stated aim of assisting national development. UNISWA now consists of three campuses namely, Kwaluseni Campus (main), Luyengo Campus (Faculty of Agriculture) and Mbabane Campus (Faculty of Health Sciences). Student enrolment continues to steadily rise with each academic year. The main mandate which UNISWA has tried to implement has been manpower production as indicated from the programs on offer: Faculty of Humanities, Faculty of Science, Faculty of Health Sciences, Faculty of Education, Faculty of Agriculture, Faculty of Social Science and Faculty of Commerce. The Institute of Post-Graduate Studies implements programs at an international standard, in areas relevant to the cultural, intellectual and economic development of the Kingdom. It strives to meet the personal and professional development needs of the graduate output of UNISWA. The Graduate School also provides professional manpower in areas relevant to national development goals and training in research. In 2001, UNISWA established the Academic Development Center (Center) to promote and facilitate the overall development of academic staff and students to maintain academic quality of teaching and learning. The Center organizes activities such as orientation seminars and provides regular in-service for academic and administrative staff on the use of educational technology to improve the quality of teaching. It also offers individual support to academic staff on matters relating to teaching, assessment, educational technology and student evaluation of teaching. In recent years, UNISWA has also established UNISWA Planning Center (UPC) to enable the University to play a pro-active role in strategic planning, management, monitoring and evaluation. The UPC serves as a hub for all planning activities within UNISWA. It provides technical advice on the feasibility and viability of external links with other institutions regionally and internationally. Four other Centers of note are the UNISWA Research Center (URC) that disseminates information through research to enhance economic growth and development in Swaziland. The Research Center is governed by the UNISWA Research Board, which is responsible to Senate. Some of its functions are to source funding for research, monitor projects funded by UNISWA Research Board, commission studies, edit publications of the URC, organize seminars and workshops as well as coordinate collaborative links with national and international organizations. The Center for Community Services (CCS) was created to formulate and implement community service guidelines and policy, disseminate information arising from teaching and research for the benefit of all UNISWA stakeholders, both public and private. The Institute of Distance Education (IDE) came into existence as a result of the national educational demands. The aim of IDE is to offer higher education programs, through the distance education mode for the benefit of all those who had been deprived of the opportunity for one reason or another, to enter the mainstream education.

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Togo
City                              Lomé  
Host Institution           University of Lomé/INSE/American Corner
Type of Project           Fellow 
Project Dates              Mid-September 2008 – Mid-July 2009

Project Focus
American Culture, English for Speaking, English for Writing, Teaching Methodologies, Teaching Techniques  

Project Description
The EL Fellow will plan and lead a variety of activities for the American Corner at the University of Lome. Programs include an American film series, an English conversation club, a composition class for fourth year students in the English department, and periodic workshops for high school and University English teachers. The EL Fellow will spend approximately 10-12 hours per week on American Corner programs.  The EL Fellow will also teach a master class at the University teacher training institute (INSE). The institute has just implemented a bachelor's degree in Education. The EL Fellow will teach a master class on English language teaching techniques for third and fourth year students from the English department who have enrolled in the teacher training program. The master class will be divided into two or three sections depending on the number of enrolled students. The EL Fellow will spend approximately 4-6 hours per week at the teacher training institute.  

Project Objectives
The EL Fellow project will support the goals of promoting mutual understanding and democracy. The films and conversation topics at the American Corner will focus on issues related to democracy, civic responsibility, tolerance, and diversity and will give students a chance to develop a deeper understanding of American culture and shared values. The EL Fellow's work with the teacher training institute (INSE) will support US Embassy's long term goal of improving English language instruction in Togo. Due to limited funding, the Ministry of Education is unable to provide in-service teacher training. Working with INSE will give the US Embassy the opportunity to influence the future generation of English teachers in Togo and will represent the best opportunity for us to have a long term impact on the instruction of English in the country.   

About the Host Institution
The University of Lome is located in the capital city. The current enrollment is approximately 20,000 students. The English department has approximately 2,000 registered students. English is also taught in other departments through the English for Special Purposes program.  
The American Corner is located in the University Library building. The space has a capacity of approximately 75 persons and is equipped with audio-visual equipment.
The Institut National des Sciences de l'Education (INSE) is located on the University campus. Beginning in the academic year 2008-2009 they will offer a bachelor's degree in Education. Students from various departments who are interested in teaching at the secondary level enroll at INSE in their third and fourth year.  

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