Afghanistan (2002-2004) English Language Resource Centre
(Trustees Funded)
This involved the setting up of an English Language Resource
Centre as a substantial facility for the use of the University and
outsiders. This initiative was a step in the process of upgrading
the teaching provision of English in Afghanistan, which, in turn,
would help enable the country to take its place in the
international community and gain access to political, economic,
cultural and educational forums.
Afghanistan (2002) Provision of English Language Teaching
within the Ministry of Education (CfBT Trustees)
The aim of this project was to meet the urgent request of the
Ministry of Education for the provision of English Language
Teaching to Ministry officials.
Bulgaria (1996-1997) Foreign Language Training in Vocational
Education & Training (EU)
This project established and managed a number of foreign
language vocational education and training centres across Bulgaria,
trained trainers and teachers, and assisted with syllabus design
and accreditation.
Cambodia (2000-2001) Programme d’Appui au Secteur de
l’Education Primaire au Cambodge 2 (PASEC 2) (EC)
The overall objective of PASEC was to provide all school age
children in Cambodia equal access to quality basic education by
consolidating the efforts to strengthen institutions, improving the
quality of basic education, adapting education to the requirements
of the labour market, and strengthening the links between school
and the community.
Cambodia (1999-2001) Secondary Education Investment Programme
(SEIP) (ADB)
This project supported Government’s ongoing education sector
reform by providing technical assistance to help finalise a
pro-poor education sector development plan, with the specific remit
of assisting the Ministry of Education to design a Secondary
Education Sector Investment Plan. This included building the
planning capacity of Ministry of Education senior officials,
supporting the creation of policy task forces within the Ministry,
and enabling a series of provincial consultations for greater
ownership of the planning process.
Cambodia (1999) Management Development Programme: Central
Ministry of Health (WHO)
This support enhanced the effectiveness of middle managers in
the Ministry of Health in managing departmental staff.
Cambodia (1998-2000) English Language Training for Public
Finance (World Bank)
This training built the capacity of technical specialists and
managers from the Ministry of Economy and Finance by providing a
series of Ministry-specific training programmes.
Cambodia (1994-2001) Cambodia Secondary English Teaching
Projects (CAMSET I and II) (DFID)
The aim of these projects was to implement a sustainable
national English Language Teaching (ELT) programme for secondary
education, agreeing national curriculum, establishing a supervision
system, implementing a national system of in-service teacher
training, designing a system of pre-service training, and expanding
the supply of basic teaching materials.
Cambodia (1994-1995) Intermediate Level Teacher Training (Royal
Cambodian Armed Forces/Australian Defence Forces)
This project provided pre-service training in Teaching English
as a Foreign Language (TEFL) for teachers from all three services,
who would go on to form the nucleus of the RCAF Education
Corps.
Cambodia (1993-1997) English Language Courses for Ministries’
Staff (DFID)
These courses aimed to improve the standard of English of civil
servants from the Council of Ministries and the Ministries of
Commerce, Economy and Finance, Education, Youth and Sport,
Environment, Mines and Energy, Planning and Tourism, in order to
enable them to interact successfully with foreign institutions and
actively participate in such international organisations as
ASEAN.
Cambodia (1993-1994) Foundation in Banking (ADB)
This course enabled Cambodian bankers to participate in
international banking training and negotiations conducted in
English.
Cambodia (1992-1994) Cambodian-British Centre for Teacher
Education (DFID)
The project established a centre to provide accelerated training
and resources for English teachers in Cambodia as it re-established
and developed its education system following the genocide and long
period of isolation.
Czech Republic (1995-1996) Renewal of the Education System of
the Czech Republic (EU)
The objective of this project was to increase and consolidate
the levels of foreign language teaching in primary and lower
secondary schools. This was achieved by strengthening the Faculty
of Language Teaching’s capacity to deliver qualified teachers
within the Fast Track Programme, and establishing a permanent and
coherent system of in-service education for foreign language
teachers.
Ethiopia (1999-2000) Evaluation of ‘Strengthening National and
Research Capacity in Economics’ Project (EU)
This study evaluated the ‘Strengthening National and Research
Capacity in Economics Project’, looking into both the co-operation
between the Department of Economics of the University of Addis
Ababa and the Centre for the Study of African Economics, and the
wider impact of the project.
Georgia (2002-2005) Professional Development of Educational
Staff (World Bank)
This intervention assisted the Georgian Ministry of Education
through a process of capacity building and support to reform the
education system. An important part of the project involved the
establishment of a grants fund to stimulate innovation at school
level: schools competed for the grants by submitting proposals
which demonstrated how they will use the (small and fixed level of
grant) to improve teaching and learning in the classroom or to
strengthen school-community linkages. The CfBT team assisted their
Georgian counterparts to develop the funding system, devise a
manual for the schools, and in addition, deliver in-service
training to those schools selected to receive the grants.
Kenya (1997) Supporting the Girl Child (Eden Trust)
This assistance supported staff and education management
students at Kenyatta University to work with upper primary pupils
living in nearby low-income areas with the aim of improving the
performance of girls through pairing the school pupils with 3rd
year undergraduates.
Kenya (1996-2001) Primary Schools Management Project (PRISM)
(DFID)
This project sought to raise the quality of primary school
education in Kenya by improving the management of schools by
headteachers. A cascade training programme was developed, focussing
on school development planning, management of the curriculum,
management of people and management of resources has been
developed. Training modules and a School Management Guide have been
produced and widely distributed. Capacity building was undertaken
at all levels within the central Ministry and district education
offices through a participatory approach to all project
activities.
Kenya (1996-1997) Environmental Education in Primary Schools
(Eden Trust)
This programme raised awareness of environmental issues and
explored ways of teaching good environmental practice in Primary
Schools. In conjunction with Kenya Wildlife Service, training
programmes were run in selected districts to enhance awareness
amongst teachers of the importance of integrating environmental
issues into the primary curriculum, and resource packs were
provided supporting the theme and further learning materials
developed by the teachers involved.
Kenya (1992-1996) Strengthening of Primary Education (SPRED)
(DFID)
This project set out to improve access for all children to the
full primary education cycle through enhanced community
participation and cost sharing in the construction of Teacher
Advisory Centres (TACs); a study on School & Community
participation in provision of education; and a study on Kenya’s
cost sharing system on education and resource provision. Funding
was provided to train TAC Tutors on a range of skills meant to
support schools to improve not only access but also the quality of
education delivered. Mobilisation strategies for community
participation were systematically developed and a range of
stakeholders were involved.
Laos (1996-1999) English Language Teaching Project (BPS)
This project improved the English communication skills of
selected government officials to prepare them to participate in
ASEAN and other development related activities.
Malta (2004) Technical Assistance and Administrative
Co-operation – Assistance to the Malta College of Arts, Science and
Technology (MCAST) (EU)
The object of this consultancy was to assist the Malta College
of Arts, Science and Technology (MCAST) to offer Vocational
Education and Training comparable to counterpart vocational
institutions within the European Union (EU) to better enable the
workforce to withstand increased market competition brought about
by EU accession once protective barriers are removed.
Mongolia (1995-1998) Reform of Economics Higher Education
(EC)
The objective of this support in association with Manchester
University was to reform the Economics Institute of the National
University of Mongolia by adapting economics education at
undergraduate and postgraduate levels to the free market economy;
reinforcing research capacities in economics; and establishing a
distance learning centre.
Mongolia (1994-1997) Support to English for Special Purposes
Institute (ESPI) (DFID)
This programme of support assisted the development of the ESPI
as a self-sustaining resource for the commercial provision of
language services in Mongolia.
Mozambique (1993-1997) Teacher Training Project (DFID)
This project extended the use of English throughout Mozambique
to improve communication and economic activity and to improve the
supply of trained teachers of English throughout the secondary
education system by consolidating the position of Maputo Higher
Pedagogical Institute.
Namibia (2000) Monitoring and Evaluation Feasibility Study
(CfBT Trustees)
This study involved undertaking an assessment of ways in which a
monitoring and evaluation system could most effectively be
established at the National Institute for Educational Development
(NIED).
Oman (1997-1999) Supply of Learning Resource Centre Heads for
the Colleges of Education (MoE)
Experts were provided to set up and run Learning Resource
Centres in 6 different Colleges of Education in various parts of
the Sultanate in order to establish and consolidate the role of
learning resource centres as part of the national teacher education
programme.
Oman (1995-2000) Supply of Computer Instructors for the
Colleges of Education (MoHE)
This support provided training to students in the use of
computers to aid their instructional delivery, record keeping and
administration. It involved the introduction of basic computer
languages and application to the students and introduced them to
the use of IT including the Internet and Instructional Technology.
In addition, this programme helped students to acquire basic
English and ESP related to the subjects they would later be
teaching.
Oman (1999-2000) Supply of Trainers for the Petroleum
Development Oman (PDO) Training Centre
This support trained selected Omani students in preparation for
future positions at PDO. Programmes included EFL training,
Communication and Personal Skills, General English, Technical
English, Business/Management Development, as well as A-Level
Preparatory training in Maths, Physics, and Chemistry with
Computing/IT and EFL support. Materials Development and Curriculum
Development was also provided.
Oman (1995-1997) EFL and ESP Training for Student Teachers
(MoHE)
This support raised the English level of all trainee teachers on
the new degree course and provided ESP support in the trainee
teachers' main subject areas.
Oman (1993-2000) Inter-Continental Hotels, Muscat
(Inter-Continental Hotels)
Through this contract, quality language lessons were provided to
the Omani staff of the hotels with some ESP teaching.
Palestine Occupied Territories (1999) Career Counselling Visit
to Birzeit University
A careers counselling visit to the University of Birzeit
provided a 4-day programme covering theories of vocational
guidance, models of careers guidance interviewing, practice of
interviewing skills, action planning, psychometric testing, Labour
Market Information (LMI), and job search skills (CVs application
forms and interviews).
Qatar (2003-2004) Teacher Preparation and Certification
Programme (Supreme Education Council)
This project, in liaison with the University of Southampton,
involved the management of a programme within the University of
Qatar on behalf of the Supreme Education Council to deliver initial
teacher training to the first cohort of new teachers to enter the
system under Qatar’s programme of educational reform.
Qatar (2005-2006) Introductory and Preparatory Training
(Supreme Education Council)
This programme seconded four teacher trainers to the Supreme
Education Council in order to prepare, organize, manage and lead a
programme of Introductory and Preparatory Training to introduce 12
cohorts of teachers currently working in the Ministry of Education
schools to the fundamental concepts of the Qatari educational
reform system.
Qatar (2004-2006) School Support Organisation for Cohorts I and
II (Supreme Education Council)
The School Support Organization is assisting the individual
school personnel at the assigned schools to accomplish key tasks,
such as completing the School-Education Institute contract
(Application for Independent School Status), recruiting school
staff, developing lesson plans, involving parents in the school,
developing a program to support teacher trainees, and generally
ensuring that the schools are in compliance with its contract,
meetings their goals, and providing a high quality education to
their students.
Romania (1996-2000) Reform of Finance and Management of
Education (Know How Fund)
This project reformed the financial planning and management of
education at central, district and local levels through a training
needs analysis, headteacher training, school mapping, school
inspection training, and developing Management Information Systems.
In addition, it improved education finance and management at
pre-university level through Technical Assistance to officials in
the Ministries of Education and Finance, the Judets, local
authorities and to school headteachers. A network of seven regional
resource centres were established to deliver training in education
finance and management to inspectorate staff and headteachers.
Somalia (1999-2003) Institutional Support to Secondary
Education in Somalia (EU)
The purpose of this project was to re-establish quality teaching
and learning in core subjects in an initial group of secondary
schools serving as a model to support further expansion of
secondary education in Somalia.
Sudan (2004) Training Programme for the Open University of
Sudan (OUS) (Trustees/OUS)
CfBT has undertaken two consultancies for the Open University of
Sudan in Khartoum, providing training for trainers and advice on
the curriculum for the OUS on its recently introduced distance
learning programme to improve the methodology and subject knowledge
of English language teachers working at primary and secondary
schools throughout the country.
Swaziland (1998-2002) Establishment of a Link with the
Swaziland Institute of Management and Public Administration (SIMPA)
(EU)
Within the broad framework of the Government’s Public Sector
Management Programme (PSMP) and its endeavour to improve the
quality of its planning and management performance, CƒBT in a
consortium lead by SORCA Management Consultants were invited to:
rehabilitate and strengthen SIMPA in order to reinforce its
capability to provide training for both present staff and new
employees of the Swaziland public service; consolidate the overall
steering capacity of the three central agencies, being the
Ministries of Economic Planning, Finance and Public Service and to
support their staff development in close co-operation with the
Public Sector Management Programme; and provide training resources
for the programme in the form of a ‘link’ arrangement with the
Institute of Development Policy and Management (IDPM) of the
University of Manchester.
Turkey (1989-2001) BUSEL Support Project
This project assisted Bilkent University School of English
Language to set up management systems, develop the curriculum,
train teachers, and develop an integrated system of testing and
examinations and ESP to meet the University's overall needs.
Vietnam (1993-1994) Technical Assistance to Reform the
Vietnamese Banking Sector (Swedish Sida/World Bank)
This programme of Technical Assistance provided training to
interpreters and translators in the language of banking and
economics, and provided ESP Banking training to Vietnamese junior
managers.
Vietnam (1998-2003) English Language Teacher Training Project
(DFID)
This project improved English language teaching in Vietnamese
lower secondary schools through the development of Vietnamese
institutional capacity to upgrade teachers of English in lower
secondary schools and junior teachers' colleges. It involved the
training of trainers, cascaded training, quality assurance and the
development of a system of distance learning.