DOCSLIB.ORG

FY 1998 Annual Report: Interagency Working Group on U.S. Government-Sponsored International Exchanges and Training (IAWG)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
FY 1998 Annual Report: Interagency Working Group on U.S. Government-Sponsored International Exchanges and Training (IAWG) Interagency Working Group on U.S. Government-Sponsored International Exchanges and Training FY 1998 A n n u a l R e p o r t p o R e l u a n A FY 1998 FY 1998 ANNUAL REPORT PAGE i FOREWORD This publication, in both electronic and printed form, constitutes the second Annual Report of the Interagency Working Group (IAWG) on United States Government-Sponsored International Exchanges and Training. The FY 1998 Annual Report contains an inventory of U.S. Government-sponsored international exchanges and training programs funded and/or conducted by 13 federal departments and 28 independent agencies/organizations. The inventory was conducted this year using a new data management system (FEDS) which provided more accurate, consistent and reliable data collection and retrieval. The system will be greatly expanded and refined next year through the use of the World Wide Web. The narrative portion of the Annual Report includes this year, for the first time, three individual country field studies, each of which provides an important perspective on these exchanges and training programs – that of a United States diplomatic mission abroad. Since our FY 1997 Annual Report, the IAWG, begun under Executive Order 13055, has received a legislative mandate. The Omnibus Consolidation Act (PL-105-277) amended the Mutual Educational and Cultural Affairs Act (The Fulbright-Hays Act) of 1961 to include a new subsection, subsection (g), creating the IAWG and defining its membership and tasks. The full text of this amendment may be found in the Appendices. In addition to attempting to carry out the specific tasks assigned to the IAWG, the Working Group has taken a pro- active role in relating the function of the IAWG to the foreign policy process. During the past year, the IAWG undertook an in-depth discussion of the International Affairs Strategic Plan (IASP) and how it relates to the conduct of international exchanges and training programs. Members of the IAWG pointed out that concepts important to international exchanges and training were not clearly evident in the IASP. Among the concepts left un-addressed were “mutual understanding” (the crux of the Fulbright-Hays Act itself), “the advancement of science” and “human capacity development.” How these concepts, important to members of the IAWG, are reconciled within the IASP will be the subject of further discussion. More directly related to the exigencies of the foreign policy process was the IAWG’s positive interest in and material contributions toward the policy-making process on the Southeast Europe Initiative/The Stability Pact for the Balkans. Members of the IAWG contributed to the most comprehensive and accurate compilation to date on exchanges and training programs past and present, an assessment of needs and capabilities, and future plans and ideas relating to exchanges and training programs in the countries of Southeastern Europe. The Working Group’s efforts on this issue marked an important watershed in making the IAWG more directly relevant to the planning and FY 1998 ANNUAL REPORT PAGE i FOREWORD conduct of foreign policy and to the ability of U.S. Government agencies in the field to mount more focused and effective programming. We have made excellent progress toward the tasks outlined in our enabling legislation, and the quality of participation in IAWG activity and discussion continues to grow. Without this active participation, hard work and support by the member agencies of the IAWG, our organization would be but a hollow shell. The work undertaken so far by the Working Group and its staff is the best proof of the wisdom of the Administration and the Congress in creating this vehicle for the coordination of federal international exchanges and training programs. The Annual Report that follows presents the important efforts undertaken so far. Much remains to be done. We have made a good start and the IAWG has now achieved the momentum necessary to carry out our mandate. In the years to come we will look back on this period as one which began the process of making U.S. Government- sponsored international exchanges and training more efficient, more effective, and more central to our national interests. William B. Bader Chair FY 1998 ANNUAL REPORT PAGE ii IAWG MEMBERS Department of Agriculture Mary Turner Drug Enforcement Administration James Schroeder Andrew T. Duane Deputy Under Secretary for Farm Federal Bureau of Investigation and Agricultural Services Virginia Hinkle Whetten Reed Federal Bureau of Investigation Richard Affleck Vance Remillard Department of Commerce Immigration and Naturalization Service Pamela Swain Dr. Susanne Lotarski International Criminal Investigative Training Liesel Duhon Technical Assistance Program Cherie Whitney Paul Vaky Jason Hancock Overseas Prosecutorial Development, Department of Defense Assistance and Training Program Dr. Diane Disney Department of Labor Deputy Assistant Secretary of Defense James Perlmutter Thomas F. Garnett, Jr. Elizabeth Taylor Rita Verry Stephen R. Ramp Department of State Dr. Robert O. Slater Ann C. Richard Dr. Edmond Collier Edward Platte Department of Education Lt. Col. Joseph Bond William Duffy Dr. Claudio Prieto Deputy Assistant Secretary for Department of Transportation Higher Education Phyllis Gales Ralph Hines Marci Kenney Lenore Garcia John Paul Broadcasting Board of Governors Department of Energy John Lindberg Robert Price Federal Deposit Insurance Corporation Lise Howe Christopher Spoth Department of Health and Human Services Gregory P. Wyka Vanessa I. Villalba Joyce Jones Robert Eiss Federal Emergency Management Agency NIH Wayne Blanchard Department of Justice Federal Trade Commission Ronald Lee James Hamill Associate Deputy Attorney General Dr. Mary Ann Radebach and Acting Director, Executive Office Col. James McAtamney Inter-American Foundation Katherine Sherwood Robert Sogge Antitrust Division FY 1998 ANNUAL REPORT PAGE iii IAWG MEMBERS Japan-United States Friendship Commission Peace Corps Dr. Eric Gangloff Peter Loan Executive Director Pamela Fields U.S. Agency for International Development Dr. Emily Vargas-Baron National Aeronautics and Space Deputy Assistant Administrator Administration Center for Human Capacity and Development Robert Tucker John Jessup Doug Englund Linda Walker Ruth Almony U.S. Information Agency National Endowment for the Arts Dr. William B. Bader Pennie Ojeda Associate Director for Educational and Cultural Affairs National Endowment for the Humanities Van S. Wunder Jeffrey Thomas Robert McCarthy Christine Kalke Woodrow Wilson International Center for National Security Council Scholars Steve Naplan Dr. Blair A. Ruble Kennan Institute National Science Foundation Nancy Popson Dr. Pierre Perrolle Kennan Institute Christine Galitzine Interagency Working Group Staff Office of Management and Budget William P. Kiehl Kelley Lehman Staff Director Paul Good Office of Personnel Management Mary O'Boyle Franko Peter Ronayne Adrienne Price Laura Shane Gloria Simms For further information regarding this report, please contact: Gloria Simms Interagency Working Group on United States Government-Sponsored International Exchanges and Training 301 4th Street, SW, Room 320 Washington, DC 20547 Phone number: 202-260-5124 Fax number: 202-260-5122 E-mail: [email protected] FY 1998 ANNUAL REPORT PAGE iv CONTENTS CHAPTER 1: OVERVIEW...........................................................................................................................................1 The Year in Review.....................................................................................................................................................2 New Mandates .............................................................................................................................................................5 CHAPTER 2: BUILDING EFFICIENCIES IN PROGRAM ADMINISTRATION .............................................10 Introduction ...............................................................................................................................................................10 Section 1: Budget Transfers.......................................................................................................................................11 Section 2: Data Management.....................................................................................................................................20 Section 3: Visa Usage Issues and Administration .....................................................................................................29 Section 4: Insurance...................................................................................................................................................33 Section 5: Performance Measurement .......................................................................................................................36 CHAPTER 3: DUPLICATION STUDIES.................................................................................................................40 Introduction ...............................................................................................................................................................40 Section 1: Rule of Law/Administration of Justice Programming ..............................................................................40 Section 2: International Visitors Programs................................................................................................................44 CHAPTER 4: COUNTRY FIELD STUDIES............................................................................................................47
Load more

Recommended publications
  • Student Handbook
    Student Handbook PAX - Program of Academic Exchange EMERGENCY CONTACT INFORMATION PAX maintains a 24-hour, 365-day per year answering service for after business hours emergencies. Any PAX participant (host family, student, school administrator, or coordinator) may call the national office at our regular toll-free number 1.800.555.6211. After hours, the caller receives instructions to access the emergency response system. The number to call for emergencies in which the police, fire department, or an ambulance are immediately required is 911. Dear Student, Your high school year in America with PAX will be a unique cultural and educational experience which you will remember for the rest of your life! You will meet new people, improve your English, learn about what life is really like in the U.S., and most of all, learn more about yourself. This handbook provides information about your role and responsibilities as an exchange student. It also describes some practical information which will be helpful. Reading this handbook will help you know what to expect, so that your year as an exchange student will be a successful experience. Of course, we cannot cover every topic and every question you have. Every host family, school, and community placement is different. Every student has a different experience. Use this guide as part of your preparation. The details which you need to know about your host community will be provided upon your arrival. As an exchange student, you will be an ambassador for your country. You should expect a lot of questions about your home country. We encourage you to exchange viewpoints and discuss the similarities and differences between your country and the U.S.
    [Show full text]
  • Assessment of the Future Leaders Exchange (Flex) Program
    ASSESSMENT OF THE FUTURE LEADERS EXCHANGE (FLEX) PROGRAM Submitted to BUREAU OF EDUCATIONAL AND CULTURAL AFFAIRS US DEPARTMENT OF STATE WASHINGTON, DC Submitted by AGUIRRE INTERNATIONAL 1156 15th STREET, NW SUITE 1000 WASHINGTON, DC 20005 This report was prepared by Aguirre International under Contract Number GS10F0350L, dated December 4, 2002. The findings, conclusions, and recommendations are those of its authors and do not necessarily reflect the views and/or policies of the Bureau of Educational and Cultural Affairs or the US Department of State. July, 2003 Assessment of the Future Leaders Exchange Program CHAPTER 1: INTRODUCTION The Future Leaders Exchange (FLEX) program is the U.S. government’s premier youth exchange program, funded by the U.S. Department of State through the FREEDOM (“Freedom for Russian and Emerging Eurasian Democracies and Open Markets”) Support Act. Since FLEX began in 1993, more than 11,000 secondary school students from the New Independent States have spent an academic year in American high schools and lived with U.S. host families throughout the United States.1 FLEX honors a highly select group of high school students from Armenia, Azerbaijan, Belarus, Georgia, Kazakhstan, Kyrgyzstan, Moldova, Russia, Tajikistan, Turkmenistan, Ukraine, and Uzbekistan. The application process is extremely rigorous, and includes two initial tests of English language ability, a written application, and group interviews. Approximately 30 percent of those who take the initial English tests go on to the second round pre-TOEFL test; more or less one-third of the pre-TOEFL takers are then invited to complete the application and participate in group interviews, and ultimately, only about 20 percent of this group are selected as semi-finalists.
    [Show full text]
  • Promoting Peace and Understanding Between the United States and the Countries of Eurasia
    “Through this program, we can break down misconceptions and stereotypes.” - High school principal from Mississippi Promoting Peace and Understanding Between the United States and the Countries of Eurasia FUTURE LEADERS EXCHANGE What is FLEX? thousands of young Eurasian citizens have The Future Leaders Exchange (FLEX) is a U.S. participated in FLEX and have returned to their government program that provides scholarships for countries with a new enthusiasm and desire to high school students (ages 15 - 17) from the help others and share their newly acquired countries of Eurasia to spend a year in the United experiences and knowledge to benefit their home States, living with a family and attending an communities and countries. American high school. FLEX participants come from Armenia, Azerbaijan, Georgia, Kazakhstan, How are FLEX participants Kyrgyzstan, Moldova, Russia, Tajikistan, selected? Turkmenistan, and Ukraine. Participants are recruited and selected through a multi-step, merit-based, open competition spanning the eleven time zones of Eurasia. Academic What is the goal of the performance, English language competence, and FLEX program? personal qualities (for example, adaptability, The program was created from former Senator flexibility, and cultural openness) are important Bill Bradley's conviction that the best way to factors in the selection process. Applicants are ensure long lasting peace and understanding tested in English speaking, writing, and between the United States and the countries of comprehension; are interviewed individually and Eurasia is to enable young people from these in groups, and must have the academic equivalent countries to learn firsthand about the U.S. and of a “B” average. Approximately 20 percent of the Americans.
    [Show full text]
  • FLEX LC Handbook
    THE UNITED STATES DEPARTMENT OF STATE BUREAU OF EDUCATIONAL Future Leaders Exchange AND CULTURAL AFFAIRS (FLEX) program E mail: [email protected] Website: http://exchanges.state.gov/youth/programs/!ex.html LOCAL COORDINATOR HANDBOOK “I ALSO WOULD LIKETO SAY A BIG THANK YOU TO MY HOST FAMILY. THEY ARE...ALWAYS HELPING ME AND I WILL NEVER FORGET THEM.” LOCAL COORDINATOR STUDENT FROM TAJIKISTAN LIVING HANDBOOK IN ILLINOIS TABLE OF CONTENTS PART I: THE PROGRAM The U.S. Department of State...........3 What is FLEX?......................................3 What Makes FLEX Students Different From Other Exchange Students?........4 Your Role as a Local Coordinator.......4 Responsibilities of FLEX Students .....5 Special Opportunities for FLEX PART II: OPERATIONAL GUIDELINES Students During the Program Year.....5 Securing Host Family and FLEX Student Recruitment School Placements ............................16 and Selection .....................................6 Reporting Placements and FLEX Pre-Departure Orientations .....7 Placement Changes ...........................18 Organization of FLEX Student Student Travel ...................................20 Travel................................................7 Health and Immunization Issues ........26 The Language Program and On-Program Support .........................27 Independence Program......................9 Recruitment and Selection.................33 How Can FLEX Students Be an Asset Pre-Program Preparation..................34 to Their School and Community?........9 Cultural Influences on Behavior..........10
    [Show full text]
  • Summary of Meeting with Viktor Bolotov on EGE Needs
    STATEMENT BY DR. DAVID PATTON ACTING PRESIDENT, AMERICAN COUNCILS FOR INTERNATIONAL EDUCATION: ACTR/ACCELS SUBCOMMITTEE ON STATE, FOREIGN OPERATIONS, AND RELATED PROGRAMS COMMITTEE ON APPROPRIATIONS U.S. HOUSE OF REPRESENTATIVES MARCH 12, 2019 Madam Chairwoman, Thank you for the opportunity to appear before the Subcommittee on behalf of the American Councils for International Education. I am requesting that the Subcommittee recommend funding in the fiscal year 2020 State, Foreign Operations bill of at least $700,900,000 for programs under the Department of State’s Bureau of Educational and Cultural Affairs (ECA). Further, I ask that funding within ECA for Citizen Exchange Programs be at least at the current level of $111,860,000. I also ask that funding a level of $3 million be recommended for Research and Training for Eastern Europe and the Independent States of the Former Soviet Union Program (Title VIII). My name is Dr. David Patton, Acting President of American Councils for International Education, one of the leading nonprofit organizations administering U.S. Government and privately funded exchange and educational development programs in Central Europe, the Middle East, and East, Southeast, Central, and South Asia. I am also the President of the National Council for Eurasian and East European Research, created in 1978 to develop and sustain long- term, high-quality programs for post-doctoral research on the social, political, economic, environmental, and historical development of Eurasia and Central and Eastern Europe. In light of the current geopolitical environment and its challenges for the U.S. and our foreign policy objectives, region-to-region and people-to-people connections have acquired even greater importance for the U.S.
    [Show full text]
  • Did You Know? What Educators Need to Know About AFS-USA
    Connecting Lives, Sharing Cultures Did You Know? What Educators Need to Know About AFS-USA. contents Welcome from AFS-USA AFS-USA Fact Sheet Teachers Can “Go Global” Scholarships and Need-Based Aid Invite the World into Your School Introduce Your School to New Cultures Dear Educator, Welcome to AFS-USA, a global leader in intercultural learning. For more than 65 years, AFS has partnered with schools, educators, families and communities to provide life-changing learning experiences for high school students. Whether for US students abroad or international students in the US, AFS has worked with educators in over 50 countries to give students key skills and global competencies for success in college and beyond. Enclosed you will find some resources to assist you in fostering global citizenship with your students, both inside and outside the classroom—especially the Teachers Can “Go Global” flyer in this packet. There, you will find out how to subscribe to our Global Classroom e-newsletter filled with intercultural tips and tools on our educator’s portal atwww.afsusa. org/educators. One more thing: AFS works with schools to customize an educator-led, short program abroad for your students. Why work with a travel or touring company when you can partner with a longstanding leader in international high school exchange who customizes programs with a focus on community service and intercultural learning? Please feel free to contact us at [email protected] for more information on how to go global with AFS. We look forward to working with you. Sincerely, Tonya Muro, Ed.D. Director of School Outreach and Educational Partnerships AFS-USA AFS Intercultural Programs/USA One Whitehall Street, 2nd Floor New York, NY 10004 Tel: (800)876-2376 Web: www.afsusa.org Connecting Lives, Sharing Cultures AFS-USA Fact Sheet Misson AFS-USA works toward a more just and peaceful AFS-USA TODAY world by providing international and intercultural learning experiences to individuals, families, schools, and communities through a global volunteer partnership.
    [Show full text]
  • Marlene Laruelle
    Marlene Laruelle editor Central Asia Program Institute for European, Russian and Eurasian Studies Elliott School of International Affairs The George Washington University NEW VOICES FROM CENTRAL ASIA: Political, Economic, and Societal Challenges and Opportunities VOLUME 1 Marlene Laruelle, editor Washington, D.C.: The George Washington University, Central Asia Program, 2017 www.centralasiaprogram.org The volume “New Voices from Central Asia: Political, Economic, and Societal Challenges and Opportunities” gives the floor to a young generation of experts and scholars from Central Asia and Azerbaijan. They were fellows at GW's Central Asia-Azerbaijan Fellowship Program, which aims to foster the next generation of thought leaders and policy experts in Central Asia. The Program provides young professionals (policy experts, scholars, and human rights and democracy activists) with opportunities to develop their research, analytical, and communication skills in order to become effective leaders within their communities. The Program serves as a platform for the exchange of ideas and builds lasting intellectual networks of exchange between and amongst Central Asians and the U.S. policy, scholarly, and activist communities. It increases and helps disseminate knowledge about Central Asian viewpoints in both the United States and Central Asia. Central Asia Program Institute for European, Russian and Eurasian Studies Elliott School of International Affairs The George Washington University For more on the Central Asia Program, please visit: www.centralasiaprogram.org. © 2017 Central Asia Program, The George Washington University. All Rights Reserved. No part of this publication may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the Central Asia Program.
    [Show full text]
  • UKRAINE Not to Display Them to Others
    Eye contact is important when socializing and talking to others, but in some traditional families, teenagers do not make direct eye-contact with adults as a sign of respect. It is common for Turkmen teenagers to show negative emotions to their peers, but UKRAINE not to display them to others. Older people are highly respected and children are taught to listen to and obey them. Ukraine is known for its Orthodox churches, Black Sea coastline, and forested mountains. Europe’s second largest country, it is a land of wide, fertile, agricultural plains, with large pockets of heavy industry in the east. Its SCHOOL LIFE capital, Kyiv, features the gold-domed St. Sophia’s Cathedral, with 11th-century Students take 15 to 17 subjects at a time which do not meet every day and they study the same subjects as a group. Students mosaics and frescoes. Ukraine is bordered by Russia, Belarus, Poland, Hungary, are evaluated on homework, special assignments, and periodic exams. To maintain good grades, students must turn in daily Slovakia, Romania, Moldova, the Black Sea, and the Sea of Azov. Ukraine gained homework, participate verbally in class, and perform well on exams. Most Turkmen students are required to wear a school independence after the collapse of the Soviet Union in 1991 and has since veered uniform. Cheating is not allowed but is a common practice where students try to help each other. Fighting and bullying are also between seeking closer integration with Western Europe and being drawn into prohibited at schools, and can result in warnings and parent notification.
    [Show full text]
  • State, Foreign Operations, and Related Programs Appropriations for 2020
    STATE, FOREIGN OPERATIONS, AND RELATED PROGRAMS APPROPRIATIONS FOR 2020 HEARINGS BEFORE A SUBCOMMITTEE OF THE COMMITTEE ON APPROPRIATIONS HOUSE OF REPRESENTATIVES ONE HUNDRED SIXTEENTH CONGRESS FIRST SESSION SUBCOMMITTEE ON STATE, FOREIGN OPERATIONS, AND RELATED PROGRAMS NITA M. LOWEY, New York, Chairwoman BARBARA LEE, California HAROLD ROGERS, Kentucky GRACE MENG, New York JEFF FORTENBERRY, Nebraska DAVID E. PRICE, North Carolina MARTHA ROBY, Alabama LOIS FRANKEL, Florida NORMA J. TORRES, California NOTE: Under committee rules, Mrs. Lowey, as chairwoman of the full committee, and Ms. Granger, as ranking minority member of the full committee, are authorized to sit as members of all subcommittees. STEVE MARCHESE,CRAIG HIGGINS,ERIN KOLODJESKI,DEAN KOULOURIS, JEAN KWON,MARIN STEIN,JASON WHEELOCK, and CLELIA ALVARADO Subcommittee Staff PART 4 TESTIMONY OF MEMBERS OF CONGRESS AND OTHER INTERESTED INDIVIDUALS AND ORGANIZATIONS ( Printed for the use of the Committee on Appropriations U.S. GOVERNMENT PUBLISHING OFFICE 39–683 WASHINGTON: 2020 COMMITTEE ON APPROPRIATIONS NITA M. LOWEY, New York, Chairwoman MARCY KAPTUR, Ohio KAY GRANGER, Texas PETER J. VISCLOSKY, Indiana HAROLD ROGERS, Kentucky JOSE´ E. SERRANO, New York ROBERT B. ADERHOLT, Alabama ROSA L. DELAURO, Connecticut MICHAEL K. SIMPSON, Idaho DAVID E. PRICE, North Carolina JOHN R. CARTER, Texas LUCILLE ROYBAL-ALLARD, California KEN CALVERT, California SANFORD D. BISHOP, JR., Georgia TOM COLE, Oklahoma BARBARA LEE, California MARIO DIAZ-BALART, Florida BETTY MCCOLLUM, Minnesota TOM GRAVES, Georgia TIM RYAN, Ohio STEVE WOMACK, Arkansas C. A. DUTCH RUPPERSBERGER, Maryland JEFF FORTENBERRY, Nebraska DEBBIE WASSERMAN SCHULTZ, Florida CHUCK FLEISCHMANN, Tennessee HENRY CUELLAR, Texas JAIME HERRERA BEUTLER, Washington CHELLIE PINGREE, Maine DAVID P.
    [Show full text]
  • The Eastern Question Russia, the West, and Europe’S Grey Zone
    The Eastern Question Russia, the West, and Europe’s Grey Zone Daniel S. Hamilton and Stefan Meister Editors Center for Transatlantic Relations Paul H. Nitze School of Advanced International Studies Johns Hopkins University German Council on Foreign Relations/ Deutsche Gesellschaft für Auswärtige Politik Daniel S. Hamilton and Stefan Meister, eds., The Eastern Question: Russia, the West, and Europe’s Grey Zone Washington, DC: Center for Transatlantic Relations, 2016. © Center for Transatlantic Relations, 2016 Center for Transatlantic Relations The Paul H. Nitze School of Advanced International Studies The Johns Hopkins University 1717 Massachusetts Ave., NW, Suite 525 Washington, DC 20036 Tel: (202) 663-5880 Fax: (202) 663-5879 Email: [email protected] http://transatlanticrelations.org Deutsche Gesellschaft für Auswärtige Politik DGAP German Council on Foreign Relations Rauchstraße 17-18, D-10787 Berlin Tel: +49 (0)30 25 42 31-0 Fax: +49 (0)30 25 42 31-16 Email: [email protected] Funded by the ISBN 13: 978-0-9907720-9-5 Cover image: The Monument to the Founders of Kyiv, Fotolia.com Table of Contents Preface and Acknowledgements . .v Headline Summary The Eastern Question: Recommendations for Western Policy . .vii Daniel S. Hamilton and Stefan Meister Section I East and West in a New Era Introduction . .3 The New Era Daniel S. Hamilton and Stefan Meister Chapter 1 . .9 Eastern Challenges Daniel S. Hamilton and Stefan Meister Chapter 2 . .33 Western Dilemmas Daniel S. Hamilton and Stefan Meister Section II What the West Must Do 1. What the West Must Do with Russia . .41 2. What the West Must Do with the Common Neighborhood .
    [Show full text]
  • Summary of Meeting with Viktor Bolotov on EGE Needs
    STATEMENT BY DR. DAN E. DAVIDSON PROFESSOR, BRYN MAWR COLLEGE AND PRESIDENT, AMERICAN COUNCILS FOR INTERNATIONAL EDUCATION: ACTR/ACCELS BEFORE THE SUBCOMMITTEE ON STATE, FOREIGN OPERATIONS, AND RELATED PROGRAMS COMMITTEE ON APPROPRIATIONS U.S. HOUSE OF REPRESENTATIVES MARCH 1, 2013 Madam Chairwoman, thank you for allowing me the opportunity to present this statement on behalf of the American Councils for International Education. I am requesting that the Subcommittee recommend funding in the fiscal year 2014 State, Foreign Operations bill at least at the level requested by the Administration in fiscal year 2013 for programs under the Department of State’s Bureau of Educational and Cultural Affairs and in support of continued assistance for East Europe and Eurasia, including several assistance models in the educational sector that are making a major difference for the successor generation of leaders in that part of the world. My name is Dan E. Davidson and I have worked in Russia, Eurasia, and East Europe as a scholar, teacher, and director of several major assistance initiatives for nearly 40 years. I am president of American Councils for International Education, a nonprofit organization that works in the republics of the former Soviet Union, East Europe, Afghanistan, Asia, Africa and the Middle East. Founded in 1974, American Councils is one of the leading and best-known U.S. organizations administering U.S. Government, World Bank, foreign government, and privately funded exchange and educational development programs. 1 ACHIEVING DEMOCRATIC FREEDOM Since 2003, the “Rose Revolution” in Georgia, the “Orange Revolution” in Ukraine, and the “Tulip Revolution” in Kyrgyzstan have taken place.
    [Show full text]
  • Exploring Approaches to Effective Evaluation for Public Diplomacy Exchange Programs
    SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Capstone Collection SIT Graduate Institute August 2020 Exploring Approaches to Effective Evaluation for Public Diplomacy Exchange Programs Alison Opoku Donyina Follow this and additional works at: https://digitalcollections.sit.edu/capstones Part of the Policy Design, Analysis, and Evaluation Commons, and the Policy History, Theory, and Methods Commons Recommended Citation Opoku Donyina, Alison, "Exploring Approaches to Effective Evaluation for Public Diplomacy Exchange Programs" (2020). Capstone Collection. 3214. https://digitalcollections.sit.edu/capstones/3214 This Thesis (Open Access) is brought to you for free and open access by the SIT Graduate Institute at SIT Digital Collections. It has been accepted for inclusion in Capstone Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. Exploring Approaches to Effective Evaluation for Public Diplomacy Exchange Programs Alison (Mason) Opoku Donyina PIM 76 A capstone paper submitted in partial fulfillment of the requirements for a Master of Arts in Intercultural Service, Leadership and Management at SIT Graduate Institute in Brattleboro, Vermont, USA. August 2020 Advisor: Dr. Bruce Dayton EVALUATION FOR PUBLIC DIPLOMACY EXCHANGE PROGRAMS ii CONSENT TO USE OF CAPSTONE I hereby grant permission for World Learning to publish my Capstone on its websites and in any of its digital/electronic collections, and to reproduce and transmit my CAPSTONE ELECTRONICALLY. I understand that World Learning’s websites and digital collections are publicly available via the Internet. I agree that World Learning is NOT responsible for any unauthorized use of my Capstone by any third party who might access it on the Internet or otherwise.
    [Show full text]