01 by keralaguest



      This partnership supports higher education reform plans developed by the Georgian
Ministry of Education & Science (MES) designed to create a market-responsive higher
education alternative to university study. Besides down-sizing the country's university
population, reform in basic and secondary education is going forward under MES' Ilia
Chavchavadze Project for Georgia Educational Reform. In concurrence with EU schemes
mandating workforce and professional education, a new form of higher education is being
phased in during the next decade which will result, in educational services for school-leavers
and high school graduates in 12 regional community colleges. Because the community college
model is not known in Georgia, Georgian Technical University(GTU), Muscatine Community
College (MCC), and Community Colleges for International Development, Inc. (CCID) have
been asked by Minister Lomaia to provide curriculum expertise and technical assistance. This
HED proposal concentrates on the first initiative to be undertaken, the establishment of Gori
Community College.
      Although education also builds human capacity and enhances human development, the
project team's work responds to USAID-Georgia's objective of support for private enterprise.
Our project goal is to assist sustainable economic development in Georgia's regions through
establishment of a community college which will provide professional education, re-training,
workforce and economic development services. We expect this work to yield the following
results by the end of the HED grant in September 2009: 1)10+ trained curriculum developers
and teacher trainers at GTU; 2)3 degree programs, each with 25+ courses & curriculum
materials in English & Georgian; 3)20+ teachers working in the Gori college after re-training in
new subjects and pedagogical approaches; 4)a continuing partnership between Gori &
Muscatine Community College; 5)new knowledge and skills for 20+ American college
teachers; 6)career services for
Gori college students, also disseminated in Gori district high schools; 7)re-training &
workforce development services offered to Gori employers & un/under-employed people; 8)an
innovative governance system linking the college with MES & other stakeholders; 9)an
implementation plan for MES to set up community colleges in all Georgian regions;
10)entrance and exit standards so that graduates can succeed in the local labor market; ll)an
articulation process linking Gori Community College (GCC) to Georgia's reformed university
system; and 12)MES accreditation of the Gori college.
      The main focus in year 1 will be creation of new courses and re-training of teachers with
our partner, GTU, so that Gori Community College (GCC) can start offering courses in one
degree specialty in fall 2007. The Ministry has made clear that this is to be the most important
activity and should result in all curricula needed to support three degree programs by the end of
the HED grant. The curriculum will be prepared by joint Georgian and American teams in each
specialty, e.g., engineering, water supply and wastewater, carpentry, medical technology,
travel/tourism, fruit processing, etc. Community college teachers will travel to Georgia each
year during the grant period to participate with Georgian colleagues in curriculum & teaching
workshops and MES officials will participate in CCID annual conferences.
      During years 2 and 3, courses will begin in two other specialties. Some Gori teachers and
administrators will come to Muscatme and other partnership locations for internships and
study programs. The project team will phase in support services needed to offer the new
curricula In addition, workforce development and economic development, e.g., re-training
courses will be piloted in conjunction with advice from GTU and community stakeholders.
During the HED grant we will discuss ways and means to achieve accreditation from the
American side when Georgian representatives are on the campuses of the CCID partners.
Because of the requirements
of EU higher education requirements, we will also focus on how Gori students will transition
from GCC into the workforce and/or the Georgian university system.
      The lead American institution, MCC, is experienced in international educational work
and is actively supported in this project by CCID, Kirkwood Community College in Cedar
Rapids, Iowa, Moraine Valley Community College, in Palo Hills, Illinois, Waukesha County
Technical College in Waukesha, Wisconsin, and Santa Fe Community College in Gainesville,
Florida. All have hosted visits by Georgian partner institutions. We also expect collaboration
from one of CCID's Canadian members, Selkirk College in British Columbia, which is seeking
its own funding. Project management will be led by MCC Dean Jeff Armstrong. CCID's Ardith
Maney and John Haider, Lali Ghogheliani, Director of Georgian Technical University's Higher
Education Reforms, and a representative named by Minister Lomaia will participate in
Armstrong's management team.
      GCC will contribute measurably to economic development in Gori, assisting USAID-
Georgia's goals to strengthen private enterprise and a market economy in this critical region.
MES believes that adapting the community college format to Georgian realities with the
assistance of US community college curriculum experts will make it more likely that parents
and high school graduates will see Gori Community College as an attractive option to leam
needed workforce skills. The project team brings teacher training, curriculum development,
and management experience to the task - including in Thailand, India, Thailand, and Georgia -
as well as experience dealing with workforce development, community education, and related
economic development challenges in central and eastern Iowa, suburban Chicago and
Milwaukee, and north Florida.

Muscatine Community College (MCC), Georgian Technical University (GTU),
and the other project partners propose an innovative program of activities
designed to start up a new higher education system in Georgia. Curricula created
under this grant for the Ministry of Education & Science's (MES) pilot
community college in Gori will be disseminated to eleven sister colleges during
the next decade and will result in enhanced economic and workforce
development opportunities for Georgian communities and their residents,
especially in economically depressed regions outside the main urban centers. In
this proposal we discuss the need and design of this new institution, previous
and continuing connections between the Georgian and American project
partners, information about how the project addresses USAID's programs in
Georgia, and the management and evaluation activities and timetable. We also
show how the scope of work and the project's expected outcomes attest to its
innovative nature and forecast, its high likelihood of success.


MES wants to work with the Community College for International
Development, Inc.(CCID) consortium because the community college model
signals the thorough-going innovation that is necessary for Georgia to assure the
next generation the expanded skills, knowledge and understanding needed to
meet the expectations of the new high performance workplace. The
establishment of community colleges will mean not only better, low-cost
educational alternatives, especially in Georgia's regions, but also improved
economic development opportunities for Georgian communities through
training - and re-training - of technicians in skills needed in the 21st century.
Georgia's regional economies deserve the opportunity which a
reformed and market-oriented higher education can provide. Thus, the
time is ripe for community college development in Georgia.

Basic data on the USAID website shows that Georgia is roughly the size of
South Carolina. It is situated on the east coast of the Black Sea, bordering
Turkey and Armenia to the south, Russia to the north, and Azerbaijan to the east.
Pro-independence activities in Georgia in 1991 were contributing factors in the
disintegration of the Soviet Union. Independent Georgia suffered civil strife in the
mid-1990s, as breakaway regions sought independence. However, in 2003 the
world watched as Georgians peacefully protested a presidential election judged
as flawed at home and by the world community. A new president, American-
educated Mikheii Saakashvili, has actively pursued support from international
funding agencies with a program of political and economic reform. This project
continues the reform of Georgia's educational institutions already underway,
including at our partner, Georgian Technical University (GTU), and contributes
to the economic reform which will help Georgia grow its economy and improve
its ranking on the United Nations Development Program Human Development

As a result of the political turmoil and out-migration spurred by lack of
economic opportunity, Georgia's population has dropped during the post-Soviet
period from 5 million to approximately 4.6 million today. Civil strife and
economic distress have caused a steep decline in the standard of living of the
Georgian people. By some accounts more than half live below the poverty line
and almost every family has one or more members who have migrated abroad to
better their economic situation. The Saakashvili government's program of
reform includes a campaign against corruption that has led to increased revenue
collection, allowing a modest increase in state pensions and government
salaries, including at public universities like GTU.
However, private sector jobs and investment are badly needed, especially outside
of the capital, Tbilisi. Many state-owned enterprises continue to be poorly
managed, privately-owned businesses are starved for capital, and entrepreneurs
lack important market skills. Continuing territorial conflicts in Abkhazia and S.
Ossetia, conflicts with Georgia's northern neighbor, Russia, outdated
infrastructure, and insufficient energy supply all combine to discourage
investment from abroad. These are the development challenges which the
Ministry's reforms in higher educational system are designed to meet.

The number of universities has been cut substantially and the ones that will
operate after 2006 will look quite different, e.g., smaller number of majors,
departments, teachers, and students. All universities are currently in the process
of re-accreditation by MES and have to show significant reforms in hiring and
evaluating teachers. All Georgian school graduates (and school leavers) will
have access to a. system of vocational and career education through a network of
community colleges to be based in 12 locations all over the country, which is in
line with the requirements for higher education of the European Bologna
Process. MES began the reform process with money from the World Bank. The
USAID mission in Tbilisi is involved with accreditation programs being
introduced into the county's primary and secondary schools. USAID also has
given some financial support for educational resource centers to be located in the
public schools in collaboration with Tbilisi State University. Thus, this proposal
complements educational programs in which USAID-Georgia is already
interested and adds a new dimension of higher education for economic
development through this application to HED.

Minister Lomaia has decided to start up the first community college in Gori, a
regional center approximately 1 Vi hours east of Tbilisi. Because it is near the
main east-west and north-south transportation corridors and is located nearby
one of the two regions claiming independence from Georgia, Gori is
strategically important. Like most of non-mountainous Georgia, Gori's climate
and soil make it a strong agricultural producing area. Gori is known for the
quality and tastiness of its apples and indeed Gori apples still find their way -
legally and illegally - into the markets of Moscow and other Russian cities.
However, the severe economic conditions in the region mean that many outside
the city now rely on subsistence agriculture. Gori district's population is
approximately 70,000 with an unemployment rate of as much as 60 or 65%. Most
of those employed are local government officials, police, and teachers. Few
large businesses -except for two apple-processing factories - are working.
Because the goal is to assist economic modernization and build careers for
Georgia's young people - so that they do not have to leave for careers in Moscow
or Tbilisi - Gori is an excellent location to begin to build the Ministry's new
market-responsive model of higher education.

Until recently, Gori has had two institutions of higher education. One will
probably be re-accredited and the Ministry's plan is for the new community
college to occupy the space previously taken by the other, a branch campus of
GTU. In the first year, we will explain the new curriculum requirements to
students set to graduate in spring 2007. A student admitted to the Gori college
will take the equivalent of 60 credits (or two years) in one of the new specialties,
including prerequisites and practical courses, e.g., internships and apprenticeship
work. The
remaining credits needed to complete three years of study will include supporting
work, e.g., in English, social science, and business subjects, such as a course on

We have also thought carefully about the mix of subject specialties needed to
make the Gori college a success in that region. It won't be a success if all
graduates leave for good-paying jobs elsewhere, as many now do. The
workforce analysis piece we will do before deciding on specialties is necessary
to see what women and men are doing now in Gori district and use that
information to create a mix of career specialties - some perhaps male-dominated,
some female-dominated, and some drawing from both genders. The Georgian
and American project activity directors are well-positions from past experience
to address gender and cultural issues.

Our main MES contacts, Gigi Tevzadze, director of MES' Ilya Chavchavadze
Project for Georgia Education Reform and Archil Samadashvili, director of the
MES Policy and Strategy Department, underscored the seriousness of the
government's efforts in a presentation at the CCID Annual Conference in
February 2006. Thus, we understand MES' goal to create a market system of
career and technical education throughout Georgia. As cited during the
conference presentation - and reinforced at the meeting with Minister Kaki
Lomaia, U.S. Ambassador John Tefft, and John Haider, CEO of CCID on April
6, 2006, the assistance from the project's community college partners should
include: l)technical assistance to the Ministry of Education and Science in
developing a community college system in Georgia, starting with Gori
Community College; 2)support and technical assistance in incorporating
regional labor market demands into the programs of the new colleges; 3)a focus
on technical careers, e.g., in fields of engineering, medical technology,
agriculture, and small enterprise management; 4)support and technical
assistance in curriculum planning, development, implementation and evaluation;
and 5)
faculty and staff development through training programs, faculty exchange
programs, etc.


MCC, CCID, and other project partners will look for expanded funding to assist
MES to set up the full network of community colleges based on the Gori model
outlined in this proposal. The total cost of this GCC project is $266,049 which
includes $44,735 in cost sharing by MCC, $20,870 from the other CCID
partners. It is expected that the Ministiy will contribute at least $75,998 for
preparing the Gori campus, purchasing computers for its labs, and paying
salaries of teachers and teacher trainers at Gori and GTU. MCC is seeking
$124,446 in HED funding. USAID's recent programs in Georgia have
responded to four strategic objectives: l)encouraging broad-based economic
growth; 2)protecting human health and social services; 3)democratic
governance and, 4)energy and the environment. In addition USAID-Georgia's
website shows special projects and support for regional projects involving all
the S. Caucasus countries, i.e., Armenia, Georgia, and Azerbaijan. We believe
that MES' community college initiative directly links USAID's goals in the areas
of economic growth and democracy and governance.

The development of infrastructure needed to produce a skilled workforce has a
substantial multiplier effect on a nation's economy. Throughout the 20th century
social progress and economic development were driven largely by technological
innovation. Countries with the infrastructure to spawn and support technological
innovation prospered. As technology becomes ever more "fluid," the emerging
key determinant of a country's social and economic development is its ability to
build the skills of young people (human capacity development). The
development of a community college system in Georgia creates the potential to
vastly increase
the skill base of the people in support of broad-based economic growth. At the
same time, our proposal models transparent and accountable governance,
including strong relationships with GTU; community, employer, and NGO
stakeholders; and MES.

This HED proposal incorporates inter-country mentoring with U.S. colleges
sharing their experience and expertise with Georgian colleges—and Georgian
colleges sharing their culture, knowledge, governmental system, and
development experience with U.S. community college faculty and students. The
project also incorporates intra-country mentoring where 1)U.S. colleges with
more international development experience work alongside colleges with less
international experience and 2)GTU provides leadership to Gori organizations
interested in the new community college. In the next section we discuss the
proposal's main paitners in more detail and show the working relationships they
have with one another.


To work out the arrangements for this partnership, the two Project Activity
Directors, CCID's Ardith Maney and GTU's Lali Ghogheliani, visited Moraine
Valley, Waukesha Technical College, and Kirkwood in August 2005. This trip
built on a joint program of innovative teaching and learning initiatives between
GTU and Iowa State University since 2003. Then, Jeff Armstrong and Ardith
Maney held meetings in Tbilisi with Ministiy and GTU officials in November,
2005, resulting in CCID welcoming Deputy Minister Temur Samadashvili, Gigi
Tevzadze, and Archil Samodashvili at CCID's February conference. During
March, 2006, Maney negotiated the work plan with GTU and also held meetings
in Tbilisi with representatives of Selkirk College, MES, the US Embassy and
USAID ahead of CCID President Haider's visit in April. Minister Lomaia
announced at a press conference held in connection with Haider's visit
that the first fruit of this collaboration would be the joint establishment of Gori's
community college.

This HED partnership project is led by Muscatine Community College in
Muscatine, Iowa. MCC's agriculture, health sciences and advanced technology
programs can be useful to our Georgian partners. Muscatine Community College
is a separate campus of the multi-college Eastern Iowa Community College
District (www.eiccd.edu). Community Colleges for International
Development, Inc. (CCID) is a consortium of more than 120 leading colleges in
the United States, Canada, and 11 other countries committed to
vocational/technical education and training in the international domain. CCID
has delivered educational and consulting services to hundreds of locations around
the world. This project will have available to it the full range of CCID training
resources which includes technical training programs in more than 300 areas and
the expertise of more than 20,000 faculty.

Georgian Technical University (GTU) is the main higher education institution
in engineering and technical subjects in Georgia and a leader in Georgia's
educational reforms. GTU has extensive experience designing new subjects and
pedagogical methods due to more than a decade of participation in European
Union higher education partnerships. Since 2002 Ghogheliani's department of
civil engineering has also collaborated with Iowa State University and other
American colleges and universities on a National Science Foundation project,
"Science Education for New Civic Engagements & Responsibilities"
(www.sencer.net) which has resulted in the establishment of an active Teaching
and Learning Center, new courses, and new skills for GTU teachers.
MCC and three of the other CCID member colleges in this partnership -
Kirkwood (www.kirkwood-edu). Moraine Valley (www.m9ratfieyalley.edu').
and Waukesha (www.wcto.ediO - are located within three hours' driving from
CCID's headquarters in Cedar Rapids. We will also call on other CCID members
colleges, including Santa Fe (www.sfcc.edti) in Gainesville, FL, and Selkirk
(www.selkirk.ca) in British Columbia, Through its NSF-funded Agroknowledge
project, Kirkwood Community College can also bring 16 other community
college partners focusing on agriculture, as well as its Ukrainian partner,
Dniepetprotrosk State Agriculture University. Kirkwood also has programs in
other specialties, which may be useful for Georgia's community colleges.
Moraine Valley Community College, which is located near the site of the first
community college in the U.S., will bring business and industry partners to our
project and is particularly strong in areas like engineering subjects, road
constructions, and service of electrical equipment.

Waukesha County Technical College is a member of the 15-college technical
college system in Wisconsin. They will showcase to Georgian colleagues the
WIDS curriculum development system which is now being used in many states
and in other countries. In addition they can help with economic development
outreach to industry partners, our hospitality and tourism programs, welding, and
international business and can provide connections to the other 15 technical
colleges in Wisconsin's professional education network. Santa Fe Community
College in Gainesville, Florida, has also expressed interest in bring their
international experience and curricula in construction technology and
entrepreneurism to the American community college team. Selkirk College in
British Columbia is seeking financial support to work alongside American
community colleges in Georgia via a grant from the Canadian community
college association. As community and technical colleges must satisfy
requirements of external

stakeholders for curriculum, education and licensing of teachers, etc, our
community college partners can offer our Georgian colleagues four state
government - and one non-US — model for institutional governance.


Year 1: Project activities will run on an October-September timetable starting
in fall 2006 and ending in September 2009 (see 1st year highlights below &
Activity Matrix in the appendix. In year 1 we will develop new courses and re-
train teachers ahead of the opening of the new Gori College in September 2007.
Curriculum development will be organized via joint Georgian and American
teams in each specialty, e.g., water supply and wastewater, carpentry, medical
technology, travel & tourism, fi-uit processing, etc. During month 1 or 2 the
project director will hold consultations with MES, GTU, and in the Gori
community to publicize the project among stakeholders, establish a governance
process, analyze workforce needs, decide on the first specialties, and set up the
curriculum development teams. American community college teachers working
on the curriculum development teams will come to Georgia yearly to participate
with Georgian colleagues in cuniculmn development workshops. MES officials
will participate in the CCID annual conference during all three years at their

[MES renovation of GCC
building continues
Labor market studies -

Gori region
[Coordinating offices
Consultations &
established & operating
stakeholder meetings
                                    IX IX

                                                   jx   X X
GE & US advisory groups set

Gori teachers liked &
evaluated on merit Joint GE
 & US curriculum in CCID
jMES participates teams
annual conference
 Training of teachers in new
 Career fairs for Gori high
 school students
 1 Georgia curriculum
 methodology seminar held
  ew curricula adapted by

GCC teachers Student

seminars for CC entrance
CC entrance exams offered &
students admitted
GCC orientation program held
& classes begin

up & functioning 1st Gori
degree specialties approved

Key outcomes will be: 10+ GTU curriculum developers and teacher trainers
working, 10+ courses & curriculum materials prepared, 20+ Gori teachers
trained in new subject matter and active learning pedagogies, and information
delivered to Gori high school students and their families about student career
options and how to succeed in the entrance exams. For the larger initiative to
create a community college network, we will offer Internet-based courses
utilizing GTU's Internet backbone. For this HED grant, we will put curriculum
development materials on CDs and DVDs via a mobile studio, i.e., a Tablet PC
plus software and camera designed at Iowa State University for use by students
in rural high schools.

Year 2 - In years 2 and 3 curriculum work continues and 1st year course work
begins in some specialties. The 2nd year is also when we add economic and
workforce development services for
employers and begin internships and apprenticeship programs for Gori CC
students. A program of internships and study programs in the U.S. is organized
for 3 Gori teachers and administrators and senior project officials will participate
in the annual HED workshop. In year 2 we will also begin to collect data on
student learning in the Gori classrooms via student test results, student and
teacher evaluations, and other parts of formative and summative evaluation
system developed with Georgian colleagues. The Georgian-American
curriculum development teams will create 10+ courses and we anticipate that
Gori teachers will assist GTU in disseminating new topics and methods to
teachers in other MES community colleges.

                                              IS    19   '20     21   '22- :23" 24

Coordinating offices operating
GCC 1st year courses
operating in 2

ED & workforce short courses
developed & offered [
Curriculum work continues

Career & ED services offered at
GCC, as needed

                                      K x «x jx             sx            X     x
                                      :lx IX pc                           IX

CC presidents present
(Advisory workshop
GCC study tour in US
committee meetings
High school seminars                                            X X          X

GCC entrance exams & students                                                X       X
admitted                                                                             jx
Orientation for new students                    1                                     X X

Year 3 - In year 3, study in the third degree program begins and students admitted
the year before continue taking courses for their degrees. We expect the first class
to graduate in spring 2010 after the HED project ends. Internships, workforce
development and economic development services and re-training courses will be
piloted by GTU with advice from our government, employer, and civil society
stakeholders in Gori, along with MES. Year 3 will also continue the
lnstitutionalization of internship and apprenticeship programs in GCC's curriculum.
Results for year 3 will include the dissemination plan and transfer plan, the report
of the HED evaluator, and the accreditation process for Gori CC by MES.

£^eF3^r Actives           ;25"                                   .....                    36
                                                        x                            x
[Coordinating office operating     X X        X X           X    '■
                                                                 X               •
Courses offered in 3 specialties X X X        X X X x            X X
                                     "■         ■
Continuous evaluation system X       X
                                     ....     X X X X            X               X X
ED & workforce short courses       X .-.
                                     X        X X X X            X X X X
Dissemination & transfer plans X X
GCC study tow in U.S.          X
GCC student internships                             X X X        X X X X
MES participation in CCID                           X
3rd annual curriculum                                            x
workshop                                                             1               _
Training of new CC teachers

(High school seminars held                          X

HED project evaluation held
Orientation for new students
& new classes

HED project ends


The Project Activity Chart (appendix) shows a detailed implementation plan
with goals, objectives, activities, timelines, identification of responsible
persons, and results. The project is designed with clear direction, assignment of
responsibilities and measures of success. This project has enthusiastic support
from teachers and curriculum coordinators on the American side excited by
professional development opportunities to be gained by working with partners
in comparable technical fields. It also has strong support of the CEOs of all the
Georgian and American partners and so will receive the commitment of
resources and leadership required to ensure successful completion. The project
builds on a successful partnership between Iowa State University and Georgian
Technical University and the project's success is supported by a management
structure and process arising out of the memoranda of understanding signed
between CCID's John Haider and Minister Lomaia and GTU's rector, Ramaz
Khurodze. Minister Lomaia's ministry has a reputation in the country for
executing its reform plans.

Project Director Jeff Armstrong has significant international education
management experience, including partnership-building with community
colleges and universities in India, Thailand, and Ukraine. Project Activity
Directors Maney and Ghogheliani have worked together closely on
previous education and science reform projects — both subjects are under MES
authority on the Georgian side — since 2002, most recently on a science education
project sponsored jointly by the National Science Foundation, Iowa State
University, Georgian Technical University, Tbilisi State University, and the
Georgian Medical State University. Under this program 40+ teachers received
training in new pedagogical methods and 7 bachelors' level courses have been
started up, each with a unique civic engagement component.

MCC and its community college partners bring exactly the right kind of
curriculum development experience to the task — including in international
settings - as well as experience dealing with workforce development, community
education, and related economic development challenges. Our consortium also
brings first-hand experience of successful articulation between 2-year and 4-year
schools (Muscatine and Kirkwood send students each year to ISU where Prof.
Maney is on the faculty. Santa Fe can show similar experience with its neighbor,
the U. of Florida). The consortium includes fast-growing suburban and sun-belt
areas (Waukesha, Moraine Valley, and Santa Fe) populations and different
governance structures. Outside the scope of this grant, we hope to work also
with a Canadian CCID partner, Selkirk College, which is seeking funding from
the Canadian community college association for activities in Gori and one other


This proposal is structured as a pilot project designed to be a model for MES and
its partners to create 11 additional community colleges across the country.
Participating U.S. community colleges are demonstrating their support for this
project through the commitment of their CEOs, which has led to substantial cost
sharing of project costs. There are additional features built into the design which
fit the needs of higher education in Georgia: students will be admitted to
individual colleges on the basis of scores on an entrance exam given annually; the
degree will be based on three years of study, not two, as is the case in the U.S.;
and the Ministry will accredit the Georgian system of community colleges.

Our project team will organize seminars for high school students and their
parents to familiarize them with this new type of higher education and prepare
for the exams. We will also hold a joint orientation program for new students
with our Georgian partners each year. As mentioned before students will have
time to take courses outside the core curriculum and we also may use courses
with civic engagement activities which were created by GTU as a result of their
collaboration with ISU, e.g., Chemistry and the Environment, Engineering for a
Sustainable World.

Deliverables mentioned in the Project Activity Matrix will yield products to aid
in the dissemination and replication of the model, including project reports,
meeting agendas, curriculum materials, and a web-based resource site containing
detailed project information and an email function allowing interested parties to
ask questions and discuss the project with the principal project staff. This site
will be maintained for a period of two years following completion of the grant
and then turned over to the Georgian partners. These products will also provide a
solid foundation for the replication of this model in other countries. Replication
and dissemination benefit from our extensive use of a train-the-trainers approach.
In the 2nd and 3rd years of this project as the Georgian partners are constructing
the pieces necessary to build Gori's community college, they will identify needs
and seek additional information and assistance from the U.S. partners.
Administrative assistance might include creation of a student registration and
tracking system, establishing financial controls, or assistance in creating a
resource development plan. Academic assistance might involve establishing a
career center, library, or distance education system.

The project design also includes strategies to ensure that results are disseminated
within the higher education community and to the general public in the United
State and abroad. We anticipate submission of articles to publications in the US
and Georgia, joint publications by Georgian and American ESL teachers,
presentations to business, community, and civic groups in the US and Georgia,
posting of relevant project information on the project website for access by
those seeking to replicate the project, and creation of English and Georgian
language project brochures. The brochures will highlight benefits to the partner
institutions and their communities of their participation in this international
development activity. Upon completion, this project will showcase how, with
modest financial inputs from USAID (via HED), higher education can assist in
reaching economic development and workforce objectives.


The Activity Chart shows that the project design incorporates the evaluation
function as a central component. Project evaluation is a principal responsibility
of the Project Director. Analysis of data necessary to document progress toward
achieving project objectives is summarized in semiannual reports prepared by
the Project Director and provided to project participants. All documentation will
be kept on file and available for examination in the Project Director's office and
in the project office in Tbilisi. In addition to the required narrative and financial
reports to be shared with HED, the Project Director will submit an annual
(summative evaluation) report to HED, the Ministry, and the CEOs of the
partner institutions.
Individual-level, program, and institutional outcomes will be evaluated using a
wide variety of modalities. As part of the train-the-trainers model, the American
partners will also assist GCC to set up and maintain its own evaluation system to
get regular feedback from specific populations involved in the project. Examples
might include focus group sessions with local employers, trip reports of
American and Georgian teachers, feedback forms for community meetings,
course evaluations submitted by GCC students, etc. At the end of the project
both the Georgian activity data and the reports prepared by the project director
will be available to the HED evaluator and the MES team charged with program


Project Director - Jeff Armstrong is Dean of Muscatine Community College.
He provides leadership for both the academic faculty and student services staff.
His area of expertise is curriculum development and instructional design. In
addition, he was recently appointed International Education Director for the
Eastern Iowa Community College District He has successfully led projects in
India, South Africa, Guyana, Namibia, Ukraine, and Thailand.

Project Acitvitv Director. (U.S.') - Ardith Maney has worked with CCID
projects for ten years in collaboration with Iowa State University where she is a
professor of public administration and women's studies. Maney has directed
projects for the US Department of State in Slovak and Czech Republics and
Ukraine for mayors, local economic development officials, and university
teachers and administrators. As director of the International Women in Science
& Engineering (IWISE), Maney has organized professional development
programs for women academics and researchers for the National Science
Foundation (Georgia), ALO (Africa), and UNESCO.
Project Activity Director, (Georgia) - Lali Ghogheliani is the coordinator of
higher education reforms at GTU where she also serves as head of the Civil
Engineering Department. She is a member of the Social Committee of the
Department of Education and Science of the Georgian Parliament. Ghogheliani
brings to the project extensive involvement in EU partnership programs, and also
has started up two arts organizations in Tbilisi. Since 2002 she has served as the
coordinator of GTU's partnership activities with ISU and other college and
university partners.

Project Evaluator - Scott McNabb is a professor in the University of Iowa's
College of Education and a former Peace Corps volunteer and Fulbright Senior
Research Scholar in Thailand. He has been a community college project
evaluator in Ukraine and Thailand and has served as an external evaluator for the
U.S. Department of Education Undergraduate International Studies program and
for two US AID projects in Thailand.


Among the innovative features of this HED project for Georgia are: 1) the
cross-country curriculum development teams which will be organized to create
3+ program specialties; 2)the inclusion of norms or standards from business and
industry in the course activities and outcomes; 3)Georgian and English language
curriculum materials available to teachers and students on CDs; 4)student
internship and apprenticeship courses connected to regional economic
development needs; 5)links created between Georgian and American community
college support services, e.g., IT, career services, economic development, etc.;
and 6)Muscatine's continuing partnership with GCC.
The U.S. higher education institutions benefit because their participation: 1
demonstrates institutional commitment to international education; 2)creates
opportunities for partnerships (sister college, faculty exchange, student
exchange); 3)makes international educators available for speaking engagements
on campus and in classes on their campuses; 4)showcases community college
role in international development, especially in the field of economic
development; 5)provides opportunities for faculty and staff to visit Georgia and
work with GTU and GCC faculty; and 6)demonstrates to their home
communities that their colleges are global players.

Benefits to the Georgian side are also evident. Because of the time and effort
invested to develop this initiative, the Gori college will contribute measurably to
economic development in that region and achieve governmental economic
reform goals by introducing a new kind of market-responsive higher education
which fits the Bologna requirements. Adapting the community college format to
Georgian realities will make it more likely that parents and high school
graduates in Gori and other regions will take this opportunity seriously and not
just see it as an inferior option to entrance into university after high school
graduation. GTU gains further experience in curriculum development and
teacher training. The new courses and methods used in Gori's community
college curricula will also speed up reform in the universities' study programs.
Our partnership benefits from Rector Khurodze's support and Professor
Ghogheliani's experience. Both are respected leaders in Georgian higher
education who have successfully guided the Technical University through re-
accreditation and made GTU a leader in Georgia's higher education reform.

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