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AY 2009-2010 Projects - Africa

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Angola
City: Luanda
Host Institution: Instituto Superior de Ciencias da Educação 
Type of Project: Senior Fellow  
Project Dates: Mid-February – Mid-December 2010

Country/Project Specific Requirements
Angola is an extremely challenging environment to operate in and is considered the most expensive city in the world for expatriates. English is not widely spoken and it can be difficult for someone with no Portuguese to live here. An EL Fellow who is extremely flexible with Portuguese (or at least some Spanish language) would be best for this position.

Project Focus
Teaching Methodologies 

Project Description
The EL Fellow will support the Luanda branch of the English teacher-training institutes of Agostinho Neto University with the view of establishing graduate programs. S/he will also assist the current undergraduate programs at the 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.   Secondary project duties will include working with: English Club Programming, Support Mentoring, Teachers Association/Organization, and Workshops/Seminars.  English language assistance is the most frequently solicited request at all levels of the US Embassy and there are numerous secondary projects that the EL Fellow may work on, depending on their principle workload an their interest. S/he may work with the Angolan English Language Teacher's Association to create a one-year long capacity building program and consult with the Catholic University on their English language curriculum. The Embassy has received a request to create curriculum specific to journalists as well as a local law school. The EL Fellow will be encouraged to travel to the provinces of Lubango, Cabinda, and Benguela to consult with local universities on their English language programs. If the British Council opens up (this may happen shortly), the EL Fellow will liaison with them on identifying promising students for scholarship opportunities.
 
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 tremendous 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 US 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.
 
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) is one of 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 or are quickly picked-up by a multi-national company in need of English speakers. 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 EL Fellow, 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 are expected to return and resume their teaching soon. The plan is to launch a graduate program with this core cadre of teachers shortly. 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 2009 – Mid-July 2010

Country/Project Specific Requirements
Visitors to Burkina Faso must have proof of Yellow Fever vaccination to enter the country. Visitors should show proof of vaccination with an international vaccination card with date of Yellow Fever vaccination clearly indicated.

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

Project Description
In 2009/2010, the EL Fellow will continue to teach and train 2iE's newly hired full-time local English instructor to teach the English courses in the Bachelor's degree program (levels L1, L2, L3) and the Master's degree program (level M1).  2iE has decided that degree candidates will need to attain a prescribed English proficiency level (based on TOEFL scores) in their last year in order to be granted their diplomas. The EL Fellow will continue developing plans to help these students meet this requirement. S/he will 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, including scientific seminars.  To assure sustainability of their English program, the EL Fellow will coordinate the work of English instructors that 2iE is now bringing on board. Secondary project duties will include working with Workshops/Seminars. The EL Fellow will play a role in helping 2iE in their pursuit of developing scientific and academic exchange programs. This year 2iE has its first student from Ghana and also a Ph.D. student from Princeton University. 2iE has recently signed a memorandum of understanding with the African Renaissance Committee, an association of leading scientists from the African Diaspora living in the USA dedicated to the transformation of Africa through integrated education and research activities. Top administrators from 2iE have also had meetings in Washington with State Department and USAID in pursuit of exchanges between 2iE and American universities. The EL Fellow will be a key player in helping 2iE facilitate these types of collaborative relationships and subsequent exchanges.  2iE 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 Fellow's participation in “jurying” theses and other projects or reports produced by these students in support of their degree programs.
 
Project Objectives
U.S. support for Burkina Faso’s agricultural development sector, particularly through sharing of new technologies has been a central 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 goals of mutual understanding by placing 2iE in a position to work successfully with American partners, namely educational and research institutions in the United States. 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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Cape Verde
City: Praia
Host Institution: University of Cape Verde
Type of Project: Fellow 
Project Dates: October 2009-July 2010

Project Focus
Business, English for Listening, English for Reading, English for Speaking, English for Writing, Law, Medicine, Teaching Methodologies, Teaching Techniques, and Tourism

Project Description
The EL Fellow will develop lessons and teach upper level English language courses for students majoring in English Education. The EL Fellow will teach English conversation and English teaching methodology for approximately 12 hours per week. Class size will be approximately 20 students.  The EL Fellow will serve as thesis advisor to seniors in the English department.   S/he will work with professors and Ministry of Education specialists to assess English language curriculum and help in the development of English courses and materials geared toward specific purposes, such as Business, Law, Medicine, and Tourism. Secondary project duties will include working with: English Club Programming, and Workshops/Seminars. The EL Fellow will develop and lead teacher training in-service seminars for university and high school English teachers. These will be coordinated through Uni-CV and the Ministry of Education. The EL Fellow will also work with Peace Corps volunteers to develop their teaching skills during their initial training and during in-services. This may include inter-island travel. The EL Fellow will assist in organizing a weekly English conversation club at the University, open to all interested students.
 
Project Objectives
The placement of an EL Fellow at the University of Cape Verde (Uni-CV) is an integral component of US Embassy's commitment, through the 2007 signing of a protocol with Uni-CV, of increasing the English language capacity of the people of Cape Verde. Previously, the Embassy has donated English materials, held English presentations, and hosted an English language specialist who conducted a 2-week teacher training program in the summer of 2008. In a country where almost everyone has family in the United States, English is not widely spoken, and is only the fourth most common language behind Cape Verdean Creole, Portuguese and French. High school English teachers must be proficient in English, but do not necessarily (and in fact likely do not) have a university degree of any kind. While these requirements are changing, English skills as well as teaching skills are needed. The long-term placement of an EL Fellow will be beneficial for Cape Verde's continued economic development. In training teachers and students of English, this program would invest in the people of Cape Verde and support its development, especially as Cape Verde looks to develop in tourism infrastructure and attract foreign investment. The Embassy is committed to supporting education and, through this, supporting democracy; this is among the mission's top priorities. The EL Fellow would have maximum impact by direct involvement both in instructing those who will be teaching English to future generations of students, and in curriculum development, to affect the course of future English language programs. Most important of all, the EL Fellow will have extended direct contact with peers, the ministry of education, and the student population. In addition to English and technical skills, the EL Fellow will be bringing their culture into their lessons and daily interactions. We expect that the EL Fellow's engagement will serve to promote mutual understanding and communication among all who are affected by the program.
 
About the Host Institution
The University of Cape Verde (Uni-CV) is the only public university in Cape Verde. Established in 2007, the University merged the former teacher training institute and colleges of education, fishing, and sciences into one public higher education institution. Over 5,000 undergraduate and graduate students attend the school, with 250 majoring in English and English Education. Other degrees available include business administration, information technology, engineering, education and other social sciences. Its main campus is in Praia, the capital. Mindelo, on the island of São Vicente, houses a second branch.

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Ethiopia
City: Addis Ababa
Host Institution: St. Mary’s University
Type of Project: Fellow 
Project Dates: October 2009 – July 2010

Project Focus
American Culture, American Literature, Business, Computers, Democracy/Civics, Economics, Engineering, English for Listening, English for Reading, English for Speaking, English for Writing, Finance, Journalism, Law, Marketing, Medicine, Proficiency Exams, Publishing, and Research

Project Description
The EL Fellow will teach spoken English, host in-house seminars and workshops on English language teaching, assist in standardizing examinations and courses as well as develop standardized teaching materials. These are the areas upon which the current EL Fellow is working, and it is US Embassy’s strong belief that the progress made by the current EL Fellow should continue and be built upon. In the 2009-2010 academic year, the 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 are vital as number of females enrolled has increased by 10% in the last two years. Statistics show that many female students drop out due to frustration, low grades, and difficulty in the classroom. The university is already investing time and resources into conducting English language workshops to make it stronger. It is greatly hoped that the EL Fellow will help develop and realize programs (through the medium of English) that increase assertiveness, improve academic performance, and reduce the attrition rate among female students. Secondary project duties will include working with Workshops/Seminars. These workshops will aim to help improve the language skills of students, faculty and staff by introducing American teaching techniques and approaches to learning, and to facilitate the exchange of ideas and approaches to teaching among teachers of English and to improve level of English among staff at the University.
 
Project Objectives
Public tertiary educational institutions lack qualified staff and appropriate and up-to-date English teaching materials and curricula. In many cases, teachers are hindered by large classes - averaging 80 to 100 students - rendering the teaching of spoken English in particular a formidable challenge. For the above reasons, and because of the proven impact an EL Fellow can have on increasing mutual understanding between Ethiopians and Americans, St. Mary’s University and the U.S. Embassy in Addis Ababa request an EL Fellow for the 2009-2010 academic year. Of primary importance in all of the EL Fellow’s undertakings will be the inclusion of American culture, and values into course content, workshop activities, and other activities. In so doing, the EL Fellow will share American teaching, thinking, and techniques to facilitate the exchange of ideas and approaches among teachers and staff at St. Mary’s University.
 
About the Host Institution
St. Mary’s University is one of the oldest private universities established in Ethiopia, with a student population of close to 20,000. Predominantly an English Language institute, it has become a major university campus with large scale expansion projects. It is one of the pioneers in the development of distance education with more than 20,000 students in 60 branches all over the country. Its impressive and controlled growth over the past few years has made it a very good partner for the US Embassy in Addis Ababa to work in collaboration with in various programming efforts. It is located in Addis Ababa, the capital city of Ethiopia.
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Mauritania
City: Nouakchott 
Host Institution: ENS - Teachers' College of Nouakchott 
Type of Project: Fellow 
Project Dates: October 2009 – July 2010

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

Project Description
The EL Fellow will serve as a teacher trainer for students at Mauritania's "Ecole Normale Superieure" (ENS). ENS is the only recognized teachers training college in Mauritania. As of 2008, ENS had 37 students in its Department of English out of a student body of 400. All teachers in Mauritanian Public Schools must have an ENS degree to teach.  The EL Fellow will guest teach, deliver workshops on methodology, create lesson plans, conduct assessments, and work with faculty to improve the current curriculum. The EL Fellow will also counsel student teachers during their practicum, focusing on how to manage large, multi-level classes. The goal is to improve the professional competency and capacity of Mauritania’s most important source of ET professionals.  ENS students (and faculty) will learn from the EL Fellow how to use contemporary approaches to teaching English to students at the secondary level and how to develop materials and lesson plans in institutions with chronic material shortages.  The EL Fellow will improve the quality of English-teaching at ENS. S/he will work with faculty members to review the curriculum and, if possible, make substantial improvements. These changes will have a tremendous long term impact on new generations of Mauritanian English teachers and their students.  Secondary project duties will include working with Teachers Association/Organization.  In addition to his/her main duties, the EL Fellow will help run a vibrant Teachers' Association, currently in the early stages of development. This volunteer-led association is adding a new dimension to the English teaching community, energizing professional commitment with periodic networking opportunities, a regular venue for language practice, and innovative and challenging activities that continually renew their approaches to teaching.
 
Project Objectives
Having an EL Fellow at ENS will promote the study of English and broaden understanding of the U.S. in Mauritania, a 100-percent Muslim country that is also an Arab League member. By training future English teachers of Mauritania, this will contribute indirectly to promoting development, which itself touches upon our other goals of  promoting democracy and human rights, advancing the bilateral economic relationship, and providing humanitarian assistance. In light of the recent August 2008 coup d’état, restoring democracy has taken the main forefront. Through the placement of an EL Fellow, underlying the ideals of American democracy through the spread of the English language and American culture and literature, the US Embassy hopes to accelerate the return to democratic rule and constitutional order.
 
About the Host Institution
ENS was established in 1970 to train secondary education teachers. It is a public institution that trains teachers and inspectors for junior and senior high schools. Enrollment is open to holders of two-year and four-year university degrees. In 2008-2009, ENS enrolled 400 students, including 37 who are destined to teach English as a Second Language. Post would like to help ENS train its students to respond to the strong demand to learn English in Mauritania, which supports the country's development needs.
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Mozambique
City: Nampula
Host Institution: Lurio University
Type of Project: Fellow 
Project Dates: February – November 2010

Country/Project Specific Requirements
A yellow fever vaccination is required for travel to Mozambique. Nampula is a two-hour flight or a six-day drive away from Maputo. There are a number of daily flights.

Project Focus
Teaching Methodologies, Teaching Techniques, Academic English

Project Description
During the project period, Lurio University will utilize the EL Fellow to teach English language skills, especially Academic English, to its undergraduates. The EL Fellow will be based in the Languages Department - English Section (department names currently under review), at the Nampula campus. Since Lurio is a university focusing on medicine and sciences it would be ideal, but not required, that the EL Fellow have some background in any of these fields: Medicine, Dentistry, Pharmacy, Nutrition, Optometry, Biological Sciences, Computer Engineering and Agrarian Sciences.   With regard to curriculum/materials development, the EL Fellow will work with the English teaching staff to develop discipline-specific curricula, in particular, sourcing materials related to the courses being offered and ensuring levels of activity according to the student year. The EL Fellow will also work with the English teaching staff to develop information technology-based English language learning via the University's intranet, in particular for weaker students or those who receive minimal language instruction in their course. In addition, Lurio University will benefit from the Fellow's ability to contribute ideas and possibly give lectures on pedagogic issues such as methodology, within the Mozambican context.   Finally, in accordance with the University's mission to work within the community and with the community, it is hoped that, as well as providing teaching and training within the University as a priority, the EL Fellow will help to promote links with other institutions in Nampula. The University encourages visitors from abroad to give lectures and participate in public events within the city and local communities.   Secondary project duties will include working with: American Corner Programming, and American Culture. The EL Fellow will conduct occasional professional development workshops for UniLUrio English Department faculty focused on integrating English teaching across the disciplines. In addition, the EL Fellow will support the American Corner in the Universidade Mussa Bin Bique resource center as well as the Access English Microscholarship Program, both of which are located in Nampula. The American Corner moved to a larger location in downtown Nampula in March 2007 and benefited greatly from the leadership of the last EL Fellow in Nampula who departed summer 2008 after two very successful years at the Mussa Bin Bique University. The Access program is in its fourth year of operation and has seen two groups of students graduate before provincial and city leaders and the local media. The Access program is very important to this predominately Muslim city, and having an EL Fellow there helps to solidify this program as well as the American Corner not only by providing technical and logistical assistance, but more importantly, by bringing an American face to these programs. Because of the Nampula Access program's success, the US Embassy has been able to expand it to Pemba, Mozambique's northernmost city. Time and resources permitting, the Fellow may also support Access in Pemba.

Project Objectives
At Universidade Lurio, the EL Fellow will be supporting the education of Mozambique's future doctors, dentists, and pharmacists at the only medical school in the remote Northern part of the country. The focus of much of Mozambique's health care infrastructure and the bulk of US Embassy’s support for Mozambique is centered on health, particularly combating HIV/AIDS. Better trained health care professionals translates into better health care services for Mozambicans. The EL Fellow's work with all proposed groups - Lurio University students and staff, Access students, and American Corner users links directly to the goal of improving economic growth and prosperity. Surrounded by English speaking countries, Mozambique knows its continued development depends on relations beyond its borders, and that this requires that more Mozambicans have English language ability. The EL Fellow will have the ability to share US society, values, and culture, to a variety of Nampula audiences especially among youth, within the Muslim community, and outside of the capital city of Maputo. Nampula, Mozambique's third largest city and the capital of the entire Northern region, is a focus city for the US Embassy. Besides hosting its Access program, an American Corner, and an English Language Specialist earlier this year, it is the base for its Millennium Challenge Corporation program, and the site of a number of PEPFAR (HIV/AIDS) and USAID projects. The EL Fellow's presence will complement these activities offering key audiences in the Northern region exposure to an American and his/her culture.

About the Host Institution
Lurio University is the second public medical school to open in Mozambique, and it is the only public medical school located outside the capital city. Lurio opened in 2007 in Nampula and currently has students in their second year or third semester of training, as well as a new preparatory group of five classes which entered the University this year. The total number of students is nearly two hundred. Lurio currently offers courses in General Medicine, Dental Medicine, Nutrition, Pharmacy and Optometry. It also has plans to open a Faculty of Architecture and Town/Urban Planning in Nampula within the next few years. Additional Faculties are based in Pemba, Cabo Delgado province (Computer Engineering and Biological Sciences) which opened in 2008, and in Lichinga, Niassa (due to open this year with a course in Agrarian Sciences).   According to the 2005 Human Development Report, there are currently two physicians for every 100,000 people in Mozambique. Shortages of other health providers (nurses, pharmacists and lab technicians) are comparable. This makes it especially difficult to combat the spread of HIV/AIDS in a country where 16 per cent of the population is HIV positive. The EL Fellow at Lúrio will be on the “ground floor” of building a sustainable curriculum and training program that will enable the university to better achieve its education and development objectives in addition to advancing the fight against HIV/AIDS, which is one of the US Embassy's top priorities in Mozambique.

UniLurio very successfully hosted an English Language Specialist in February 2009 demonstrating the University's ability to make excellent use of this program and ensure the ELSpec was content. This was due in large part to the personal commitment of University's Rector who is personable and hard-working. The US Embassy has established an excellent relationship with him over the past two years. In what normally is an extremely tiered society, the Rector corresponds directly with the Embassy via email rather than official letter.

Although it will not be formally serving as a host for the EL Fellow, it is worth mentioning the Instituto de Linguas. The Instituto is the language teaching branch of the Mozambican Ministry of Education and has been the Mission's implementing partner for the Access program since 2005. The Instituto has a campus of three buildings in Nampula city. In addition to providing instruction to two groups of 40 Access students in Nampula, its Pemba (Mozambique's northernmost city) branch is currently hosting the first group of 20 Access students in that city. The Access program includes two dedicated Access teachers in Nampula, one in Pemba, the Instituto director who oversees the programs in both cities, and a third back-up teacher in Nampula. In addition, the Instituto, and its director based in Nampula, have played a key role in bringing the YES program to Mozambique for the first time. With the director's support, two of five YES participants this year are Access students.

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Rwanda
City: Kigali
Host Institution: Ministry of Education: Teacher Service Commission  
Type of Project: Senior Fellow  
Project Dates: September 2009 – June 2010

Project Focus
Teaching Methodologies, Teaching Techniques, In-Service Training

Project Description
The EL Fellow will be an essential implementer of Rwanda's new English language policy. 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 on 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. Secondary project duties will include working with Workshops/Seminars. 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 Colleges in the course of developing the training of trainers’ materials, training, and development of teaching aids.
 
Project Objectives
Rwanda is transitioning from a Francophone country to an Anglophone one. The Country's dramatic shift to English has been inspired by powerful economic and political advantages which are nearly universally acknowledged by the populace. The Government of Rwanda has implemented English as the language of instruction policy for all school levels and is determined to produce quality 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. If this proposal is approved, 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. The current EL Fellow's first four months in the country were extremely productive and showed that the Ministry was not only receptive to her American innovations but also supportive in terms of funding her workshops and giving her the resources to multiply her methodology. For example, the EL Fellow designed and ran a train the trainer two-week workshop that was taken by 60 teachers and then duplicated for 1,500 more teachers in every region of Rwanda. 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. The Government of Rwanda is committed to providing quality education to all Rwandan youth. To meet its ambitious objectives, the 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.
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, the General Inspectorate for Education, and teacher training colleges.
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Rwanda
City: Ruhengiri Musanze/Northern Province            
Host Institution: Ruhengeri Institute of Higher Education (INES Ruhengeri)    
Type of Project: Fellow 
Project Dates: Early January – Early November 2010

Project Description
The EL fellow will provide support to the young Faculty of Arts at INES-Ruhengeri in teaching general English and English for Specific Purposes. The focus will be on teaching English for Communication Skills in the INES Language and Consultancy Center. Its aim is to impart communication skills in English to both INES students and the Western-Northern region’s community members including public and private servants as well as business professionals. There will also be an emphasis on Language for Tourism given that Ruhengeri and Musanze are tourist areas with many popular sites.  Secondary project duties will include working with: English Club Programming. Developing an English club whereby learners of English may get more opportunities to practice their communication skills in an informal setting; developing a test-prep course (TOEFL, SAT) to prepare interested students in pursuing education abroad.
 
Project Objectives
The integration of Rwanda in the East African Community (EAC) and the opening of Rwanda to the global market have increased the need for learning English. The emphasis Rwanda puts on Applied Sciences and Information Communication Technology (ICT) supports the importance of advanced communication skills in English for both teachers and students at all levels of education. In addition, the unique aspects of the northern communities of Musanze and Ruhengeri with its popular and numerous tourist attractions make this a natural focus for English skills and community development.  The placement of an EL Fellow at INES-Ruhengeri will underscore the institution’s vision of embracing linguistically and economically diverse communities. INES-Ruhengeri is already drawing a wide range of people to its language classes: French speakers, Rwandans who have moved from Uganda, and professionals from the southern parts of the country who have relocated their businesses to a promising region of growth. The community participation of a native speaking American will be valued and celebrated. Both communicative use and pedagogical techniques will be enhanced and INES-Ruhengeri will continue to build its identity as a progressive force for unity and community development.

About the Host Institution
INEs-Ruhengeri is a private institution of higher learning located in the touristic region of Rwanda. INES is committed to offering hands-on training in areas of Applied Sciences, Technology, Social Sciences, and Arts. The Mission Statement of INES-Ruhengeri reads: By an interactive conjuncture between the civil society, the private sector, and the public sector, INES-RUHENGERI seeks to contribute to national and regional development by putting in place a specialized academic education supported by research in order to create competitive enterprises and well paying jobs. In short, INES-Ruhengeri trains with the labour market in mind; thus, it equips students with creative skills. The emphasis INES-Ruhengeri puts on proficiency in English is the result of the awareness that communication skills in English provides the thread that connects all skills and links an individual and/or organization to the world.

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Senegal
City: Dakar
Host Institution: Ministry of Education
Type of Project: Senior Fellow  
Project Dates: Mid-September 2009-Mid-July 2010

Project Focus
Teaching Methodologies, Teaching Techniques, TOT

Project Description
The work of the current EL Fellow has been outstanding and served to strengthen the US Embassy's relationships with the Department of English at the Senegalese Ministry of Education. The EL Fellow will continue to work closely with the Senegalese pedagogical advisors and regional inspectors of English.   S/he will also continue to provide teacher training and training of trainers' seminars and workshops at tertiary institutions and teacher training colleges in Senegal, Mali, Mauritania, Guinea, Cape Verde, and other West African countries.  The EL Fellow will also provide assistance to the aforementioned institutions with program design, providing information on modern teaching methods, and revising curriculum guidelines through consultations and presenting seminars and workshops. Secondary project duties will include working with Support Mentoring, Teachers Association/Organization, and Workshops/Seminars. The EL Fellow will continue to prepare workshops and presentations based on the requests from the US Embassies in the region as well as conduct needs assessments during initial visits.  S/he will also further develop his/her ties to the various English teachers' associations in the region and offer advice to groups of teachers who are interested and motivated in creating such organizations. The EL Fellow will present seminars on a variety of topics at American Corners at the request of the RELO (Regional English Language Officer) and the PAOs (Public Affairs Officers) in the region.
 
Project Objectives
The renewal of the EL Fellow will support the goals of promoting mutual understanding and democracy. All of the US Embassies who have been involved in this project to date have been impressed with the caliber of the current EL Fellow’s work and plan to continue to support the EL Fellow efforts. The current EL Fellow has given Embassies and the RELO the capability to fulfill many of the long list of requests for English language teaching and learning assistance that they receive. The EL Fellow also has provided programming continuity across this predominantly Muslim region and has brought about positive results in increasing the native populations' abilities and exposure to English.
 
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 advisor for English, who exclusively manages all issues related to English language instruction. The department coordinates the activities of its 50 pedagogical advisors; their primary focus is to hold in-service trainings and seminars for over 1,200 teachers in 14 regions. It also oversees the Association of English Teachers of Senegal (ATES).

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South Africa
City: Western Cape/Eastern Cape
Host Institution: Cape Teaching and Leadership Institute (CTLI)/Rhodes University
Type of Project: Senior Fellow  
Project Dates: Early January – Early November 2010

Country/Project Specific Requirements
The EL Fellow will be doing a good deal of travel. S/he will most likely need to buy a car in South Africa for transportation in country and so must be comfortable driving in South Africa. Malaria prophylaxis, while not necessary in South Africa will need to be taken for some of the international trips. The EL Fellow will work in close collaboration with the Regional English Language Officer (RELO) office and needs to be flexible in terms of scheduling and in their tolerance for venturing into potentially entering new areas of the profession. South Africa is a high crime risk country and staying safe is the priority. The EL Fellow must understand the threat of crime in South Africa and alter behavior accordingly.

Project Focus
Teaching Methodologies, Teaching Techniques 

Project Description
The EL Fellow will be directly assisting the RELO in performing priority professional development projects Southern Africa. The project will require extensive travel in South Africa and wider southern Africa. The EL Fellow will have two three-month host institutions, one in Western Cape at the Cape Teaching and Leadership Institute (CTLI) and one the Eastern Cape at Rhodes University. At Both institutions the EL Fellow will assist in on-site professional development for teachers of English at the primary and secondary level. At both sites the EL Fellow will be doing follow up with teachers by visiting the schools and classrooms where the teachers work. In this way the EL Fellow will be adding major impact in the form of follow through which currently is rare.  Secondary project duties will include working with: American Culture, English Camp, and Workshops/Seminars. In addition to the teacher professional development activities at CTLI and Rhodes, the EL Fellow will embark on three international projects in Southern African countries--most likely, Angola, Mozambique, Madagascar, Namibia, or Zimbabwe--to run short term intensive workshops for English teachers catering to the specific needs of English teachers in these countries. Also, the EL Fellow will be visiting the Access programs in South Africa and these countries in order to enhance the American content of the Access program. The EL Fellow may also be involved in designing and implementing an Access camp in South Africa.
 
Project Objectives
English is one of eleven official languages in South Africa but it is the only language that gives access to higher education to those previously locked out during Apartheid. In other words, English teaching is the door to further education and the development of the skilled citizens that South Africa so desperately needs. In this way, improving the quality of English teaching in South Africa is key to improving the economy and improving the vitality of the democracy. The EL Fellow will improve the quality of English teaching in the region through hands-on professional development and just as importantly will enhance the long-term performance of two important in-service teacher professional development institutions through an intercultural dialog and cooperation.
 
About the Host Institution
Rhodes University hosts the Institute for the Study of English in Africa (ISEA) which has a grant from the South African Government to perform Advanced Certificate in Education (ACE) training for teachers around Grahamstown. Rhodes University's web site is http://www.ru.ac.za. CTLI is the primary in service training center for teachers in the Western Cape. The center has lodging facilities for teachers and trainers and hosts regular sessions for teacher development.

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South Africa
City: Medunsa
Host Institution: Medical University of South Africa
Type of Project: Fellow 
Project Dates: Mid-January – Mid-November 2010

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

Project Description
The EL 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 EL Fellow will be teaching in the E-Learning program for medical students which introduces students to online learning resources and distance education. Secondary project duties will include working with: English Club Programming and Workshops/Seminars.  The EL Fellow will be aiding in the revision of curriculum for the teaching of English to the future health professionals enrolled at Medunsa. In addition, the EL 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 EL Fellow works 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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South Africa
City: Potchefstroom
Host Institution: North West University
Type of Project: Fellow 
Project Dates: Mid-January – Mid-November 2010

Project Focus
Teaching Methodologies, Teaching Techniques, Content Based Instruction

Project Description
The EL Fellow will be teaching two undergraduate classes per week in the education department of the university, either in English Didactics classes (second language teaching methodology) or the English Medium of Instruction classes (training content teachers, e.g. Science, Geography, Foundation phase teacher trainees to teach through medium of a second language). Secondary project duties will include working with: Support Mentoring and Workshops/Seminars.  In conjunction with the classes taught, the EL Fellow will be regularly visiting five rural schools to follow up with student teachers and other teachers especially in the science, math and technology areas for 9th grade teachers. The EL Fellow will also develop and give a Content Based Instruction workshop for these teachers.

Project Objectives
UNW in Potchefstoom is a traditionally white campus but has a very dynamic education department working on transformation. US Embassy’s alumni contacts in the department have a good understanding of the EL Fellow program and of the goals of the Embassy. This Fellowship offers a support to one of the most forward-thinking education faculties in the country. They will use the EL Fellow to improve the university’s ability to support students from underserved populations and to improve the education provided by public schools in rural areas of North West Province.
 
About the Host Institution
North West University is a very old and traditional university which catered to whites but with one of the most capable and inclusive deans of education in South Africa. They have won research grants to study effective intervention in South African schools to help subject matter teachers use Content Based Instruction to teach non-native speakers of English. A very dynamic faculty and quiet, little town. In short, this is an exciting department in a school that has been slow to transform. The EL Fellow will be part of this powerful wedge of change.

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South Africa
City: Alice
Host Institution: University of Fort Hare
Type of Project: Fellow 
Project Dates: Mid-January – Mid-November 2010

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

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 focuses 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 university.  Secondary project duties will include: developing curriculum and teacher support materials for ESL teaching; engaging in research and writing support projects in the faculty; and involvement 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. Education is vital to the continued development of South Africa's democratic government and institutions, and civil society.
 
About the Host Institution
Traditionally recognized as one of the most prestigious universities on the continent of Africa, the University of Fort Hare stemmed from the initiatives of the black elite and early twentieth-century white liberals, many of them clergy, and supported by many traditional Southern African leaders. Fort Hare came into existence in 1916 and is the oldest historically black university in Southern Africa. Throughout its existence, Fort Hare graduates have come from as far North as Kenya, Uganda and Nigeria, and all knew they were as good as the best. Many enjoyed prominent careers in fields as diverse as politics, medicine, literature and art. Some alumni, like Nelson Mandela, Oliver Tambo Govan Mbeki, Chris Hani, Robert Sobukwe, Mangosuthu Buthelezi, Dennis Brutus (an acclaimed poet), Can Themba (an accomplished journalist), Yusuf Lule of Uganda, Ntsu Mokehle of Lesotho, Seretse Khama of Botswana, Robert Mugabe of Zimbabwe, Herbert Chitepo, novelist Stanlake Samkange and the first black Zimbabwean medical doctor, Ticofa Parirenyatwa, are well known. Eliud Mathu and Charles Njonjo are two of our better-known alumni in Kenya. This cosmopolitan university boasts a long-standing tradition of non-racism which is characterized by intellectually enriching and critical debate. There is an almost tangible aspiration towards educational excellence while social life on campus is vibrant. The model blueprint for the transformation and repositioning of this legendary institution in the twentieth century - the Strategic Plan 2000 and the subsequent Institutional Operating Plan(IOP) - nurtures and builds upon this tradition. The objective of these internationally lauded corporate re- engineering plans is to make this university worthy of its rich inheritance as a reflection of a dynamic institution. The 26th of April 2005 saw the University of Fort Hare receiving one of the highly celebrated national Orders - The Supreme Order of Baobab (Gold Class) from President Thabo Mbeki. Rich in visual and literary symbolism, the award draws its inspiration from a 3000 year old tree, whose odd hydra-like and upside root structure seems to defy the laws of gravity. Mainly found in the northern parts of southern Africa, the Baobab is known for its resilience, strength and fortitude in the face of drought, pestilence and the erosive passage of time. Citing this symbolism, the State President conferred the Order of Gold Class to Fort Hare in recognition of its role in `academic training of legions of men and women in South Africa and Southern Africa, as well as its `leadership development contribution. The main campus of the University of Fort Hare is situated in the fertile Tyhume valley, some 120 km due west of the city of East London. It lies adjacent to the town of Alice, the capital of the new Nkonkobe Municipality. The University and Alice are served by road and rail links. Alice is a small town in a rural setting, lying within the former Ciskei. Nearest population centres are Fort Beaufort (20km), Hogsback (30 km), Middledrift (20 km), Dimbaza (40 km) and King Williams Town/Bhisho (60 km). The University has two satellite campuses: one located in Bhisho (Bhisho Campus) and one some 5 km north of Bhisho (All Saints Campus), whilst the East London campus, roughly 60 km further east, is situated in the city centre of East London, between Fleet Street and the harbour. The new Faculty of Education was established at the University of Fort Hare in 2004. The Faculty of Education comprises three distinct academic schools, namely the School for Initial Teacher Education (SITE), the School for Postgraduate Studies (SPGS) and the School for In-Service Programmes (SISP) under the leadership of the Executive Dean. The Faculty is also the home of the Nelson Mandela Institute for Rural Education and Development (NMiRED), formally launched in 2006. The Faculty Board, chaired by the Executive Dean, consists of staff members who meet quarterly to consider various matters pertaining to the Faculty and the University at large. All decisions made by the Board of Faculty are taken to Senate for ratification and from there, where appropriate, to the Council, which is the highest decision-making body in the University. The Executive Dean is appointed by the University Council for a period of five years. The Dean is the Chief Executive Officer of the Faculty and is responsible for the direction of the Facultythe leadership and management. The Dean reports to the Deputy Vice-Chancellor, the Senate and the Council of the University, attends the national Deans Forum meetings with the National Department of Education and the Minister of Education and is therefore involved with policy making for teacher education for the country. The Faculty of Education at Fort Hare, under the Executive Deans office (a Faculty Manager and a Personal Assistant), consists of two campuses. They are based in Alice and in East London. Prof Denise Zinn was recently appointed as Executive Dean of Education and is based at the East London campus. The Faculty Manager, to a large extent, is responsible for and operates from the Alice Campus in liaison with the Executive Dean. In addition, the Faculty Office has a Quality Assurance Co-ordinator in the person of Dr Chris van Wyk who is based at the East London Campus. See: www.ufh.ac.za A branch of the same host institution - Fort Hare University. The Education faculty is spread over two campuses - Alice where the Fellow will live and teach, and East London - 120 kilometers to the east of Alice. Training at the E. London campus focuses on primary level education; the focus at Alice is on secondary level. Some meetings and teacher training will take place at the East London campus.

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South Africa
City: Bloemfontein
Host Institution: University of the Free State
Type of Project: Fellow 
Project Dates: Mid-January – Mid-November 2010

Project Focus
Teaching Methodologies, Teaching Techniques, Content Based Instruction

Project Description
The EL Fellow will be teaching two Academic English courses for incoming freshmen. Students will be almost entirely non-native English speakers.   Secondary project duties will include working with: Workshops/Seminars.  The EL Fellow's primary contact in the education department, Dr Arlys van Wyk, is very interested in delivering a series of seminars for faculty in Content Based Instruction. She brought Donna Brinton in this year to conduct a month of workshops for faculty. Dr. van Wyk would like to continue this work with the EL Fellow. Knowledge of CBI in the EL Fellow is highly desirable. The EL Fellow may also be included in a committee involved in course development focusing on teaching subject area courses to non-native English speakers.
 
Project Objectives
With University of the Free State trying to turn over a new leaf with regard to race relations and support of a new population of college-going South Africans, the EL Fellow will allow the US Embassy to lend a hand. The EL Fellow will be engaged in much needed skills delivery and academic support in a country where fewer than one in three who enter university graduate.
 
About the Host Institution
University of Free State is in the top five South African Universities in terms of size, reputation and impact. It is also known recently for racist incidents that have led to a major introspective retooling. New Vice Chancellor, Jonathan Jansen, is one of the most controversial and interesting educators in the nation. This university is doing more to investigate and improve its academic literacy support of incoming students than any other in South Africa, probably. Bloemfontein is a World Cup host city. 

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South Africa
City: Pretoria
Host Institution: University of Pretoria
Type of Project: Fellow 
Project Dates: Mid-January – Mid-November 2010

Project Focus
Teaching Methodologies, Teaching Techniques 

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 less 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 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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Swaziland
City: Kwaluseni Campus 
Host Institution: University of Swaziland
Type of Project: Fellow 
Project Dates: Late August 2009 – Late June 2009

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

Project Description
The presence of an EL Fellow at the University of Swaziland (UNISWA) will 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 material, 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, and skits. Secondary project duties will include working with American Corner Programming, American Culture, English Club Programming, Support Mentoring, and Workshops/Seminars and the EL Fellow will be involved with the following activities: testing, material development, curriculum development, and assessment.  The EL Fellow will also work closely with the Public Affairs IRC, 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 U.S. Without doubt, it will highlight the importance of clear, concise writing and the positive role reporters can play in a society’s development. Hosting an EL Fellow at UNISWA will 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 will benefit from enhanced practical skills learned during workshops and seminars hosted by the visiting EL Fellow. They will also learn about the dynamics of American culture through the medium of film, discussion, and workshops. In addition, the prolonged interaction between the EL Fellow and Swazi students will further mutual understanding. Most Swazis have few opportunities to speak with Americans, and Americans know very little about the Kingdom of Swaziland. Not only will the EL Fellow broaden Swazi understanding of American culture and society, the EL Fellow shall also depart with a better understanding of Swaziland and its people.

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.  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 rise steadily 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 training 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 related 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 the 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: Lome
Host Institution: Direction de la Formation 
Type of Project: Fellow 
Project Dates: Mid-September 2009-Mid-July 2010

Project Focus
American Culture, Democracy/Civics, English for Listening, English for Reading, English for Speaking, English for Writing, Teaching Methodologies, and Teaching Techniques

Project Description
The EL Fellow will plan and lead a variety of activities for the training of English language teachers within the framework of the training programs of Direction de la Formation (Head Office of Training), a teacher training institution that trains teachers for all academic subjects in Togo. It has an important English Teacher Training Section that trains Educational Advisers and teachers all year long. Programs will include the teaching of methodology and techniques, and the development and the assessment of teaching programs and materials. Secondary project duties will include working with:          American Corner Programming, American Culture, American Studies, English Club Programming, and Workshops/Seminars. The EL Fellow will also plan and lead a variety of activities for the American Corner in Lome. Programs will include American film series, English conversation club, and periodic workshops and seminars for high school and university teachers of English. The Corner has a Fan Club that will work closely with the EL Fellow for activities programming.
 
Project Objectives
The EL Fellow project will support goals of promoting mutual understanding and democracy. Focus on communicative language teaching methods and on the content based approach using themes related to the American democratic and civic values will help promote democracy and mutual understanding among the Togolese youth, approximately 60% of the Togolese population. The introduction of film and conversation topics based on democracy and civic respect at the American corner will also promote democratic practices among the Togolese youth.

About the Host Institution
Founded in 1979, the Direction de la Formation (Head Office of Training) is located inside The University of Lome. It is a teacher training institution that trains teachers for all academic subjects including English in the Togolese educational system. The English Section is composed of four permanent teacher trainers who are involved in the training of teachers and educational inspectors all year long. These trainers certainly need to get familiar with the new methodology in the field of English teaching and the EL Fellow is certainly going to be of great help to them. Today there are about 2,100 teachers of English in the Togolese secondary educational system. The vast majority of these teachers need training, especially the 160 newly recruited ones (2008-2009 academic year). In fact, many of the 2,100 teachers have never had any training since they were recruited 10 to 15 years ago. The coming of an EL Fellow to the Direction de la Formation will certainly be of great help to this institution in planning and organizing training seminars and workshops for Togolese teachers of English. The EL Fellow can also be tasked with teaching at Lome area high schools.

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Department of State
Georgetown University
Center for Intercultural Education and Development
3300 Whitehaven St NW Suite 1000, Washington, DC 20007 cied@georgetown.edu