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Abstract 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. INTRODUCTION 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. NEED FOR THE PARTNERSHIP 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 Index. 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. PROGRAM DESIGN 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 entrepreneurism. 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. FINANCIAL CONTRIBUTIONS & RELEVANCE TO US AID OBJECTIVES: 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. PROJECT PARTNERS 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 17 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. PROJECT ACTIVITY HIGHLIGHTS 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 expense. [MES renovation of GCC be building continues Labor market studies - Gori region [Coordinating offices Consultations & established & operating stakeholder meetings IX IX jx X X |X GE & US advisory groups set Gori teachers liked & evaluated on merit Joint GE & US curriculum in CCID jMES participates teams annual conference working Training of teachers in new methods 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 exams & 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 specialties 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 "champions" 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 32 x x [Coordinating office operating X X X X X '■ X • IX Courses offered in 3 specialties X X X X X X x X X 1 "■ ■ x Continuous evaluation system X X .... X X X X X X X operating ED & workforce short courses X .-. X X X X X X X X X offered Dissemination & transfer plans X X presented GCC study tow in U.S. X GCC student internships X X X X X X X MES participation in CCID X conference 3rd annual curriculum x __ workshop 1 _ Training of new CC teachers (High school seminars held X HED project evaluation held X Orientation for new students & new classes HED project ends LIKELIHOOD OF RESULTS 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 region. SUSTAINABILITY, SUPPORT, AND REPLICABILTY 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. PROJECT EVALUATION 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 accreditation. KEY PERSONNEL 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. BENEFITS TO PROJECT PARTNERS & HED 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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