PDF Project brochure

Transcription

n policy,
c
egies.
Master of Arts
A School
Distance
Study
Management
Distance Study
Program
Program
for
Eritrea
1
roup.de
autern
y
de
.
e
Implemented for the
Ministry of Education
in Eritrea
Table of Contents
Foreword from the Minister of Education
Mr Semere Russom .................... ......................................................... . . . 3
Expectations from the Ministry of Education
Mr Petros Hailemariam . ........................................................................ . . . 4
Greetings from the President of the TU
of Kaiserslautern
Prof. Dr. rer. nat. Helmut J. Schmidt . ...................................................................................5
Organisation and Implementation of the Distance
Study Program ......................... ......................................................... . . . 6
Components of the distance study program ............................................ . . . 6
The study texts ............................................................................... . . . 7
Tutoring seminars ............................................................................ . . . 8
Semester workshops ........................................................................ . . . 9
Formative and summative assessment .................................................. . . . 9
High completion rate .................................................................................................... 10
Quality assurance ......................................................................................................... 10
Apptitude test................................................................................................................. 10
The support structure .................................................................................................. 12
Impact ............................................................................................................................ 13
Project Team .................................................................................................................... 14
Participants ...................................................................................................................... 15
Contacts ........................................................................................................................... 20
This publication has been produced with the assistance of the European Union. The contents of this publication are the
sole responsibility of the „Distance Study Program, Eritrea - GFA Consulting Group, TU Kaiserslautern, Bildungstransfer“ and can in no way be taken to reflect the views of the European Union.
2
Foreword from the Minister
of Education
Mr Semere Russom
Minister of Education
It has been stated on several occasions, that the hub of Eritrean government policy is the development of the
full potential of its people. Education
occupies the central role in the achievement of this cardinal goal. In the
medium term, the Education Sector
Development Program (ESDP) of the
Ministry of Education has identified
the challenges that the sector faces,
and has set out strategies for improving the provision of educational
services. Hence, the objectives of the
ESDP are:.
•
•
•
•
to increase equitable access to .
basic and secondary education,
to improve the quality of basic and .
secondary education,
to develop vocational, technical .
and technological skills, and
to strengthen institutional capacity .
to deliver better quality education .
services.
The institutional capacity of the
MOE is being presently addressed
in various ways, the Post- and
Undergraduate Studies Program
(PUS) being one of them. The prime
objective of the PUS program, which
started in 2009, was to enable long
serving education managers and
practitioners to enhance their skills
and capabilities, so that quality and
efficient educational services could
be delivered. The selected individuals make up the core of MOE staff
involved in planning, managing,
regulating, monitoring and evaluating
educational programs all throughout
the last decade.
The PUS program has successfully graduated 47 students in MA
level, 10 in BA Equivalent and 92 in
Diploma Equivalent thus achieving
an 87 percent success rate. To my
knowledge this indeed presents
an exceptionally high transition
or graduation rate for a distance
learning program. I further believe
that the PUS is also the by-product
of a shared vision of my Government
and the EC, the collaboration and
support of the Technical University
of Kaiserslautern (TUK), the Institut
fuer Bildungstransfer, and the GFA
Consulting Group.
I am confident that the products of
this program will make concrete contributions in enhancing the efficient
delivery of educational services, and
thus reinforce the building of the
country‘s skilled and productive stock
of manpower. I therefore thank all
the partners and stakeholders for
building the competencies of Eritrea’s
productive citizens.
3
Expectations from the
Ministry of Education
Mr Petros Hailemariam
Director General, Department of Research
and HRD, Ministry of Education
In view of the Eritrean Government’s
long-term plan for the development
of education in the country, the
Ministry of Education (MOE) has long
been engaged in building th requisite institutional capacity. In order
to handle this task systematically,
MOE had conducted a full-fledged
Capacity Assessment in 2006, and
subsequently prepared a comprehensive Capacity Development Plan.
One component of this plan deals
with building adequate professional
capacity to manage the education
sector properly. Thus, the Post- and
Undergraduate Studies Program
(PUS) constitutes one of the various
MOE initiatives aimed at building the
required professional capacity, in this
case by upgrading the professional
competences of a sizable number
of senior education managers and
practitioners.
Besides being the MOE focal person
for the program, I am also one of
the students attending the program. MOE was confronted with two major
challenges in running this program.
The first one revolved around program management. This was a rather
complex process involving around
400 participants consisting of four
Lots in a distance learning arrangement with external universities, and
had to be implemented with limited
resources within a very tight schedule.
One part of it, i.e. the topic under
discussion, consisted of Lots 1 and
2, and was run in collaboration with
the Technical University of Kaisers-
4
lautern. I believe that this encounter
has resulted, not only in the successful achievement of the main goal, but
also in the enhancement of MOE’s
managerial capability to run similar
programs.
The second challenge emanated
from the very nature of a distance
learning program that requires fulltime employees to study in their
free time. In addition to their regular
duties at work, such employees are
obliged to fulfill various family and
social obligations.
Indeed, this has turned out to be quite
demanding in our case too. Hence, I
would like to take this opportunity to
congratulate all the participants for
their exemplary diligence and commendable success.
Of course, all of this would not have
been possible without the full commitment and effective collaboration of all
stakeholders, including the European
Commission, the Technical University of Kaiserslautern, the Institut
fuer Bildungstransfer and the GFA
Consulting Group, whose valuable
contributions made the program a
success.
On behalf of all the beneficiaries of
the program, I would like to present
our appreciation for the training
opportunity as well as for the support
offered.
Greetings from the President
of the TU of Kaiserslautern
Prof. Dr. rer. nat. Helmut J. Schmidt
President of the University of
Kaiserslautern
I am very proud to mention at least
two remarkable items of this successful study program: Foremost,
the University of Kaiserslautern has
for the first time delivered a distance
study program for a batch of 171
students in a foreign country, and
furthermore, they have managed
excellent aptitude test results for 13
students, which demonstrates the
convergence of general and technical
education.
Both the quality of this program, as
well as the commitment of its students are clearly proved by the high
graduation rate of almost 90 percent.
A strong pillar for the success of the
distance education program was the
close cooperation with our consortium partners the GFA Consulting
Group, Hamburg, and the Institut für
Bildungstransfer, Landau.
Even if this brochure marks the end
of our conjoint project “Post-and Undergraduate Studies for the Ministry
of Education, Eritrea” we are confident that the ideas and concepts of
the master program “School Management” have prepared the path for the
fruitful continuing development of
Eritrea’s educational sector.
Our main objective was to qualify
specialists and executives from the
Ministry of Education in the major aspects of modern and holistic school
development approaches. Now, after
having accomplished the various
modules, seminars, and workshops
of the study program, the participants
possess both the practical skills and
theoretical knowledge that will enable
them to act as change agents for the
benefit of Eritrea’s development. In this brochure we would like to
provide a final overview of the project
structure, the parties involved, and
will put particular focus on the concrete activities and implementation of
the project.
The practical implementation of the
project started in 2009 and combined
intense self-studying phases with
face-to-face workshops held by local
tutors and lecturers from our university. The conception of sequenced
presence and self-learning phases
are important components of the program that assist students in fulfilling
their study requirements in addition
to their normal workloads.
Another important point to be highlighted is the aptitude test, which
gave 13 participants the chance to
obtain master’s degrees without having the proof of previous university
studies. The concentration on professional qualifications in a competence
based approach made the aptitude
test a success evidenced in the fact
that all participants concluded with
master’s degrees.
We are pleased to say that students
of all academic levels showed very
promising results throughout the four
semesters, and we are convinced
that they will surely play a major role
in the process of reforming and rebuilding Eritrea’s educational system.
I would like to take this opportunity to
thank, and above all, to congratulate
all of the parties involved in the successful implementation of this project. I would also like to express my
appreciation to the European Union,
which made this project possible.
And of course, we cannot express
enough gratitude to the Minister of
Education H. E. Mr Semere Russom,
to Mr Petros Hailemariam and Mr
Tedros Sium, to the members of the
project team, especially to Mr Tesfamariam Tekie, Mr Peter Gerstlauer
and Mr Uwe Wieckenberg, as well as
to all the partners and participants of
this project.
5
Organisation and Implementation of the
Distance Study Program
The distance study program Postand Undergraduate Studies (PUS)
formed part of the wider Education
Sector Development Program
(ESDP) for the Ministry of Education
in Eritrea and contributed to the output development of system quality.
The contract of the consortium was
composed of LOT 1 and LOT 2, and
addressed a total of 171 participants
selected by the Ministry of Education. The program was addressed to senior
education managers and experts,
such as Director Generals, heads of
divisions, school principals, senior
lecturers and senior staff at the headquarters and at the Zobal level.
In accordance with their previous educational backgrounds, the participants
were divided into the academic levels
of Master´s Degree, First Degree
Equivalent and Diploma Equivalent.
The program was based on the internationally accredited distance study
program Master of Arts in School
Management of the University of
Kaiserslautern in Germany, which was
customized to serve the needs of the
Eritrean education sector with elective
modules being added. The same strict
academic quality assurance and certification procedures of the University
of Kaiserslautern were applied.
The project commenced in January
2009 and was scheduled to end in
December 2010. The formal study
program was completed within this
period with all study materials distributed, tutorial workshops implemented,
and formative and summative assessments carried out. The submission
of the study assignments according
to the TUK requirements was already very demanding and created a
substantial burden to the participants
in addition to their day-to-day work.
Hence, the program was extended by
6 months until June 2011 to allow the
6
MA students to complete and submit
academically sound master theses. It
is a great success and achievement
for the participants that all 47 MA students have submitted their master´s
theses, and that they will all be awarded the Master of Arts in School
Management from the University of
Kaiserslautern.
Moreover, the strong commitment and
performance of all the participants in
this distance study program is reflected by the overall completion rate.
During the two years program, out of
the 171 participants, only 22 participants failed to complete the program,
which is a very remarkable result. This distance learning program was
structured in four semesters that extended over a period of two years. In
each semester, students had to attend
tutorial workshops on weekends, submit term and study papers, and write
examinations in semester 1 and 4. At
the end of each semester a workshop
run by lecturers from the University of
Kaiserslautern provided the chance to
consolidate the stundents´ understanding of the study texts covered during
the semester. Again, it is worth men-
tioning that all of these obligations
were fulfilled in addition to regular day
to day workloads. In order to reduce
time constraints, the program was
implemented on a decentralized basis
and the tutorial workshops regularly
took place at the Zoba level, namely
in Asmara, Mendefera, Massawa,
Barentu, Keren and partly even at
Assab.
XX Components of the
distance study program
During the four semesters, participants were confronted with a wide
range of new professional contexts
and academic subjects. To facilitate a
sound learning process, the distance
study program was based on the
blended learning approach, and welldefined student assignments. The
blended learning approach focused
on the self-study initiative of the learners, as well as regular face-to-face
interaction with national and international tutors.
The components of the study program
were:
• study texts,
• tutoring seminars,
XX Organisation and Implementation of the Distance Study Program
•
•
semester workshops,
and student assignments (term
papers, seminar paper, portfolio,
written examinations).
XX The study texts
Central to any distance education
program are the study texts distribut-
ed to the learners. These texts consist
of print-based materials which are
specially developed and prepared for
self-learning. Their particular features
were the practical exercises and self
evaluations, which allowed the learner
to monitor his or her understanding
of the content. For this distance
education program, the study texts
were organized into nine compulsory
modules, and three specialized/elective modules.
BASIC MODULES
Modules
Content
1. Learning and the
Modification of
Learning Culture
Students no longer want to be taught, they would rather have an active, student-centered approach to learning which motivates them to develop an independent research
approach, analytical strategies and problem-solving dispositions.
2. Leadership and
Change Management
The objective of this module is to address and make proposals for a culture of leadership in and for schools, and provides the path to continuous school development.
3. Quality Teaching
What is good teaching? Scientific theories and concepts of quality teaching and criteria
for meeting the goals are presented, and different models of the learning processes and
teaching competence are discussed.
4. Team Building and
Communication
Team building and communication are essential aspects and ingredients for systemic
changes at school level. Tools are provided to ease the shift from a top-down approach
to cooperative governance structures.
5. Human Resource
Development
Schools have increasingly become more autonomous and gained the freedom to
manage their resources. Methods and techniques of staff selection, personnel planning,
instruments of staff appraisal and facilitation are all vital management tasks for the enterprise called school.
6. School Development
Schools need to address changing student expectations and respond to a changing
social environment. Schools have to use modern instruments and methods such as
mission statements, school programs, and objective-oriented agreements to develop
profiles that enable sustainable school development.
7. Quality Management
This module gives an overview of various models of quality management systems.
The quality concepts build a reference framework for external evaluation and provide a
benchmark system for internal school development.
8. Educational Research
Concepts and professional expertise are provided in order that internal school evaluations meet the benchmarks of the national school policy. The professional management
of evaluation results is essential fuel for the engine of school development.
9. Education Policy and
Legislation
This module covers elementary questions of general education policy, such as compulsory education, private versus public schooling, steering measures, and strategies in
educational policy.
SPECIALIZED STUDIES
1. Curriculum studies
2. Educational planning & administration
3. Educational supervision / accreditation
7
XX Tutoring seminars
An essential component of the distance study program were the regular
tutoring seminars, which allowed
learners to come into direct contact
with lecturers and fellow participants. However, this immediately created
one of the challenges for the logistics of the project . In order to avoid
additional burden for the students due
to long travel hours, it was decided to
implement the tutorial seminars at the
Zoba level. With the efficient support
of the MoE, suitable locations for the
seminars were identified in Asmara,
Keren, Barentu, Massawa, Mendefera
and Assab. From the third semester
onwards the learners in the Southern
Red Sea Region were able to attend
the tutorial workshops in Asmara. The
tutoring seminars were usually conducted on weekends. A group of national
tutors was introduced to the specific
requirements of the distance education
program and were trained to carry
out tutorial seminars. Their dedication
was a substantial contribution to the
success of the program. On average,
one tutor had to deal with 14 students;
however, the ratio varied from Zoba
to Zoba, as well as according to the
academic levels. The tutorial seminars were organized in relation to the
academic levels. The main purpose of
the tutoring seminars was to provide
learners with the opportunity to broa-
Zoba
Maekel / Amara
Tutor team, from left: Amare Teclemicael Mebrahtu, Mekonnen Estifanos Tecklu,
Ali Abdella Suleman, Dr. Ephrem Teweldeberhan, Kidanemariam Mengistu,
Halima Mohammed Mahmud, Desalegn Zerai G/Medhin, Dr. Woldense Tewelde
den their understanding of the study
texts, and to give them the opportunity
to discuss unclear issues with their
academic tutors and fellow learners.
The seminars also served as a platform for communication and interaction
amongst learners to promote peer
learning. In total 183 tutorial seminars
were carried out during the program.
Every learner attended an average
of 14 workshops. Distance learning
demands that learners study independently, and that they organize their
learning process in an autonomous
manner. In order to support this pro-
cess, an increased frequency of tutorial seminars was implemented during
the first semester whereby more than
the eight tutoring seminars required by
the study guide were implemented.
Semester
Numbers of
tutorials
1. Semester
5
2. Semester
4
3. Semester
3
4. Semester
2
Total amount
14
Tutorials per learner
Seminar 1
Seminar 2
Seminar 3
Seminar 4
Total
25
18
10
12
65
Debub / Keren
10
7
4
5
26
Anseba / Mendefera
10
7
4
5
26
Gash Barka / Barentu
10
7
4
5
26
Northern Red Sea / Massawa
10
7
4
2*
23
Southern Red Sea / Assab
10
7
–*
–*
17
75
53
26
29
183
Total
Implementation of tutorial seminars
8
*Learners partly attended tutorials in Zoba Maekel
XX Semester workshops
Credit points
A further aspect of the blended learning approach - which is also a quality
assurance tool - was the regular workshop with lecturers from the University
at the end of each semester. During
these workshops, participants had
the opportunity to discuss critical and
crucial aspects of the study content
covered during the semester and to
further their understanding. The workshops also served as a general review
of the semester, and reinforced essential topics. In addition to the review
in semester 1 and 4, the participants
had to write exams, which were then
marked by the international tutors. In
the end, the combination of tutoring seminars with national tutors, and the semester workshops with lecturers from
the University of Kaiserslautern proved
to be a very successful approach.
XX Formative and summative
assessment
The formative and summative assessment instruments applied were
based on the study guide provided
by the University. Besides a certificate or degree, the participants will
also be awarded with credit points
based on the “European Credit
Transfer System” (ECTS). To be
awarded with the credit points the
participants had to fulfill the requirements and attend the tutoring
seminars, the semester workshops,
Awarding credit points
Master´s
Level
First Degree
Equivalent
Diploma
Equivalent
Working through study
texts submission of term
papers; attending a
minimum of two tutoring
seminars per semester
24 CP
18 CP
12 CP
Attending semester
workshops
8 CP
8 CP
8 CP
Written examinations
8 CP
4 CP
4 CP
Submission of a seminar
paper and a portfolio*
5 CP
4 CP
–
Master thesis
15 CP
–
–
60 CP
34 CP
24 CP
Study assignments and credit points
* Portfolio only for MA students
and submit the specified study assignments.
Term papers are based on the
study texts and require from the
students a serious discussion about
selected aspects of the study texts.
Participants must answer defined
questions in order to prove a well
founded comprehension of the
study texts and covered subjects.
Master´s and BA students submit a
seminar paper discussing in depth
a topic chosen from one of the modules in the semester. Furthermore,
MA students submit a portfolio
in which they describe essential
aspects of their day to day work in
relation to one of the study modules. In the first and the forth semester,
all students write examinations
which are related to the modules of
the semester. It is worth mentioning
that all participants submitted a
total of 1,300 assignment docs. This
again proves a strong commitment
to the program, particularly when
one considers the fact that study
work was completed simultaneously
with regular day to day admin and
management duties. The marking of
study assignments took place at the
University of Kaiserslautern.
No. of
learners
No. of term
papers
No. of
portfolios
No. of seminar papers
Master thesis
Total no. of
assignments
submitted
MA
47
11
1
1
1
658
BA equivalent
10
8
-
1
-
90
Diploma equiv.
92
6
-
-
-
552
Level
Total no. of papers submitted for all levels
1,300
Submission of study papers
9
XX High completion rate
The final evidence for the outstanding
commitment of the participants and
the success of this distance education
program is apparent in the high completion rate of 149 students, which
equals an 87.1% success rate. From
the 171 participants at the beginning of the program, only 22 did not
graduate. Compared to international
benchmarks with dropout rates up to
50% for similar programs the result is
even more highly acceptable. Regularly, the completion rate of a distance
education program is influenced by a
range of factors that are not always
under control of the learner. Besides
the design and the relevance of the
study contents, personal determination and family support naturally play a
crucial role.
XX Quality assurance
One essential aspect of the distance
education program was the strict
academic quality control executed by
Level
Learners completing
Completion rate
MA
47
78.7
BA equiv.
10
90.9
Diploma equiv.
92
88.1
Totals
149
87.1
Completion rates
the University of Kaiserslautern. The
same criteria and requirements applicable to students in Germany were
applied to this program as well. Due to long-standing experience with
distance education programs, the
University of Kaiserslautern had all of
the relevant tools and approaches in
place, and this greatly benefited the
project in Eritrea.
The TUK - QA system is based on:
XX assessment of all study texts by .
TUK lecturers,
XX systematic feedback to students .
on assignments,
XX
XX
XX
XX
internal evaluation of workshops .
and tutorial sessions,
early warning system in case of .
learners missing deadlines,
training of national tutors,
individual coaching of participants..
XX Aptitude test
Due to the fact that School Management at the Master´s level is a
post-graduate program, applicants
are required to prove their previous
academic credentials up to the First
Degree. A total of 13 candidates were
not able to present these documents
for reasons linked with the liberation
Completion Rate
Influenced by
PROGRAM
FACTORS
• Relevance
• Design
Influencing factors of the completion rate
10
ENVIRONMENTAL
FACTORS
PERSONAL
FACTORS
• Family support
• Organisational support
• Technical support
• Self determination
• Autonomy
• Time management
struggle, or difficulties in contacting
their previous universities.
Applying the principles of lifelong
learning and the concepts of recognition of prior learning, the University of Kaiserslautern enabled the enrollment of those applicants without
proof of regular academic credentials
under the condition that they pass an
aptitude test carried out in Asmara
by professors from the University of
Kaiserslautern.
The relevant participants were required:
XX to collect and present documents .
reflecting their professional .
competencies, XX to enter into a discussion with a .
TUK professor about selected .
subjects.
The aptitude tests were held in
December 2010 in Asmara and all 13
candidates passed.
Compiling documents reflecting the development of the
candidate’s professional
competencies
XX A letter of motivation to partici-.
pate in the RPL process
XX A portfolio indicating all profes-.
sional competencies and areas .
of responsibilities, projects .
carried out, etc.
XX Employer statements .
(if available) XX Certificates for continuing .
training
XX Curriculum vitae
In a discussion the candidate
had to prove a deeper knowledge, experiences and competencies in fields related to
educational management. .
Subjects for the recorded discussion were:
XX Planning and design of complex .
education projects
XX Realization of innovations in .
school development and change .
of learning culture
XX Counseling and support of .
teachers
XX Management of educational .
institutions
XX Experience in the development of .
education policy
XX Experience in quality assurance .
in the education sector
Requirements of the aptitude test
11
XX The support structure
As part of the lead function, GFA
Consulting Group had the task of setting up an efficient management and
support structure for the project. The
design and quality assurance concerning study materials and academic
processes was efficiently handled
by the University of Kaiserslautern.
The planning of assignments for
the national and international tutors,
as well as the drafting of an academic calendar for project roll out was
covered by Bildungstransfer. It was a strategic decision to set up
a Distance Learning Resource
Center (DLRC) at Asmara as a base
from which all project activities could
be managed. The DLRC, managed
by the national Key expert Mr. Tesfa
Mariam Tekie, was a fully equipped
center, and became the nodal point
for the project roll out.
Functions of the national Key Expert and the DLRC:
XX Serve as a basis for the .
decentralized rollout of the .
program,
XX receive electronic versions of .
study materials, duplicate and .
distributes them to learners on .
time,
XX liaise with the MoE and plan the .
Design and Quality
Assurance
XX
XX
XX
XX
XX
seminars for the national tutors,
plan the end of semester .
workshops for international tutors,
collect all study assignments and .
liaise with the University of .
Kaiserslautern,
provide feedback and advice to .
learners,
set up and update a compre-.
hensive learner data archive,
act as the central clearing point .
for participants concerning all .
questions.
Academic Support
Project Management
Local Resource
Center
Students´
assignments,
exams
Study
texts, different types of
media
Tutoring
seminars with
local tutors
Students
Support structure
12
Semester
workshops
with TUK
tutors
XX Impact
An inherent difficulty in any study
program is the measuring of operational impacts immediately following
program completion. To bridge this
gap, the project has implemented
a structured feedback stream from
participants at the end of each
semester. Furthermore, a series of
detailed interviews was carried out
towards the end of the project, and
the accumulated results are very
encouraging. The following aspects
featured prominently:
Positive view
There is a very positive attitude
towards the study program at all
academic levels. Participants felt
that the study texts introduced new
concepts and approaches, that the
semester assignments enabled
reflection about individual work
environments, and that the close
cooperation with peer participants
and national and international tutors
sharpened analytical perspectives.
Relevance for own
workplace
Participants highlighted the practical
implications of the program, which
enable them to change their own
procedures and approaches with
immediate effects. The answers
covered a broad range of operational
changes, ranging from improved project management to a change in the
communication style, and the clear
delegation of tasks and authorities.
ship style, the shift from control to
support, and the need for a participatory approach at all levels. There was
also strong agreement that the study
program will have a positive effect on
the educational system due to the fact
that DGs and senior MOE officials
were participating in the program.
Impact on the education
system in Eritrea
Even at the macro level, the participants expressed the view that the
study program will have a positive impact on the educational system. Some
aspects mentioned frequently by the
students were the change in leader-
70,00
60,00
50,00
40,00
1. Semester
30,00
2. Semester
20,00
3. Semester
4. Semester
10,00
0,00
excellent
good
fairly
good
could be
improved
poor
n/a
The students´ overall assessment of the program
13
Project Governance and Project Team
XX Project Governance
Mr Petros Hailemariam
Director General of the
Research and HRD Dep.
Mr Tedros Seyum
Director of the HRD Dep.
Prof. Dr. Rolf Arnold
Team Leader
Mr Uwe Wieckenberg
International Key Expert
Dr. Anthony Basiel
International Key Expert
Mr Peter Gerstlauer
GFA Project Manager
Mr Tesfamariam Tekie
National Key Expert
Ms Chinelo Uzodike
International Administrator
H. E. Mr Semere Russom
Minister of Education
XX Project Team
Mr Solomon Fissehaye
National Administrator
14
Participants
No
Name
Location
Current position
MASTER´S LEVEL
1
Abraham Russom Almedom
Asmara
Director, Department of General Education
2
Abraham Tecle
Asmara
Director, Departmetn of General Edcuation
3
Askalu Geremeskel
Asmara
Curriculum Developer
4
Berhane Kidane
Mendefera
Supervisor
5
Berhane Fekadu Berhe
Assab
Head, Research, Planning & Training Unit
6
Biniam Fessehaye Habtemicael
Barentu
Unit Head, TVET Department
7
Bokrestion Eyasu W/Mariam
Assab
Teacher
8
Daniel Ghebrihiwet Mengsiteab
Gash-Barka
Pedagogy, Department Head
9
Ermias Ghebrezgabiher Hagos
Gash-Barka
Supervisor
10
Ermias Tsehaye
Asmara
11
Fesehaye Abraham
Asmara
12
Geressin Hailemicael Arey
Gash-Barka
Pedagogy Unit Head
13
Ghebrezghi Dimam
Asmara
Director-general, Department of Adult and
Media Education
14
Ghebreyohanes Hagos Kahsai
Asmara
Director-general, Department of Administration &
Finance
15
Ghirmay Andu Tesfai
Asmara
Secondary School, Head Teacher
16
Ghirmai Estifanos Tesfu
Asmara
Director, Department of TVET
17
Ghirmay Ghebrhiwet Atsbeha
Asmara
Head Maekel Regional Education Office
18
Girmalem Kidane
Asmara
19
Ghirmay Mehari
Asmara
20
Goitom Haile
Asmara
Pedagogy Expert
21
Haileab Seare Pawlos
Massawa
Supervisor
22
Hailu Asfaha Foto
Asmara
Director, Department of Research and Human
Resource Development
23
Idrisnur Salih Afa
Asmara
Officer, Human Resource Development
24
Issaias Merhatsion Berhe
Asmara
Research Officer
25
Kaleab Andemichael
Asmara
26
Kidane Ghebrab Gebremeskel
Mekerka
Pedagogy, Department Head
27
Kidanemariam Teklebrehan
Asmara
Supervisor
28
Kifle Mekonnen
Asmara
Head, National Examination Coordination Office
29
Mehreteab Dirar
Asmara
30
Michael Zecarias Tesfatsion
Hagaz
Instructor, Hagaz Technical School for Agriculture 31
Mohammednur Osman Idris nur
Keren
Supervisor
32
Mussa Hussen Naib
Asmara
Director-general, Department of General Education
33
Netsereab Besirat
Asmara
34
Nur Ahmed Idris
Assab
Head, Basic Education Unit
35
Oqubay Ficadu Gebreselasiie
Mendefera
36
Petros Hailemariam
Asmara
Director-general, Department of Research and
Human Resource Development
37
Samuel Yohannes Berhe
Keren
Head School Health Affairs
15
XX Participants
No
Name
Location
Current position
MASTER´S LEVEL
38
Senait Mehari Ghebremedhin
Asmara
Counsellor
39
Simon Mehari W/michael
Asmara
Secondary School, Head Teacher
40
Suleman Mohammed Musa
Segeneiti
Supervisor
41
Teklebrehan Gilamariam
Asmara
42
Tesfagiorgis Demoz
Asmara
43
Tesfalidet Tecle Ghebremariam
Asmara
Pedagogy Unit Head
44
Tesfalidet Negassi Asmara
Secondary School, Department Head
45
Tiquabo Aymut G/slassie
Asmara
Director, Departement of Adult and Media
46
Yohannes Weldegiorgis Tecle
Mendefera
Researcher
47
Yosief Tewelde
Asmara
Education
FIRST DEGREE EQUIVALENT
1
Abraham Mengesha
Asmara
Head, Assessment Unit, Department of TVET
2
Abdeletif Abdella Mussa
Asmara
Head, Sub-zoba Education Head
3
Hamde Kiflemariam Tekle
Asmara
Script writer, Basic Education
4
Matios Sibhatleab Mehreteab
Gala-Nefhi
Head, Sub-zoba Education Office
5
Merih Kiros Mebrahtu
Dibarwa
6
Mohammed Ali Ibrahim
Asmara
Adult & Media Education Officer
7
Russom Gebrihwet Ghebretatios
Mendefera
Head Teacher
8
Samuel Asgodom Andebrhan
Massawa
9
Teklu Ogbamichael Teklemariam
Asmara
10
Tesfay Tekeste Tsegai
Tsaeda-Christian
Supervisor
16
XX Participants
No
Name
Location
Current position
DIPLOMA EQUIVALENT
1
Abdella Mahmud Idris
Haikota
2
Abraham Berhe Ghebreslassie
Asmara
Head, Summer Work Programme
3
Abrehet Isack Abrha
Asmara
Head Teacher
4
Abrehet Ghebre Naizghi
Keren
Zoba Adult Education Coordinator
5
Adem Idris Mohammed
Keren
Head, Cultural Affairs Regional Education Office
6
Alazar Abraha Demoz
Asmara
Head Teacher
Anseba
7
Ali Ahmed Hussien
Shieb
8
Alikhier Mohammed Assed
Logo Anseba
Gash-Barka Regional Education Office,
9
Andemariam Mebrahtu Berhane
Mendefera
Supervisor
10
Asmerom Sasinos Ghebru
Dekemhare
Pedagogy Resource Center Coordinator
11
Aster Tsegai Araya
Asmara
Maekel Regional Education Office, Officer
12
Belai Nurhusien Idris
Emni-Hayli
13
Bereket Okbarebi
Asmara
Administrator, Asmara Teacher Education Institute
14
Bereket Yohannes Tsegai
Dekemhare
Supervisor
15
Berhane Negash Amaha
Asmara
Administrator, Department of TVET
16
Beyene Tesfai Futur
Mai-Mine
17
Dawit Abraha
Asmara
Supervisor Department of Adult and Media
18
Dawit Teklebrhan Ghide
Segeneiti
19
Efrem Netsereab Feshatsion
Keren
Director, Regional Education Office, Anseba
20
Efrem Teklu Fesshaye
GalaNefhi
Head Teacher
Unit head Education
21
Eyob Solomon Beyed
Massawa
Supervisor
22
Ezgheharia Abreham Nuguse
Asmara
Supervisor
23
Ftwi Weldegergish Nayzghi
Asmara
Head, Students Summer Work Program
24
Ghebreyesus Tekie Measho
Adi Keyh
Supervisor
25
Ghezai Haile Iman
Asmara
Supervisor
26
Ghilazghi Berhe Meharzghi
Asmara
Unit Head, Adult Education, Maekel Region
27
Ghirmai Negash
Barentu
Purchaser, Department of Finance and
28
Ghirmai Zerayakob Abede
Massawa
Administration
29
Ghirmay Asmelash Demoz
Asmara
Maekel REO, Director
30
Goitom Tekle Hagos
Tsaeda-Christian
Supervisor
31
Gurja Dejen Lijam
Barentu
Supervisor, Basic Education
32
Habte Ghebrezgabiher Okbamichael
Asmara
Director
33
Habtemichael Tsegai Teklu
Asmara
Supervisor
34
Habtom Zerai Teklu
Senafe
PRC Coordinator
35
Haddas Ghebremeskel Tesfagergis
Asmara
Supervisor
36
Haileab Habtai Gebresilassie
Barentu
Unit Head, Regional Edcuation Office, Gash Barka
37
Hamida Mohammed Hassen
Assab
Statistician
38
Hiwet Tewelde Emeha
Asmara
Head Teacher
17
XX Participants
No
Name
Location
Current position
DIPLOMA EQUIVALENT
39
Idris Abdu Idris
Keren
Supervisor
40
Idris Ali Mohammed
Ghindae
Supervisor
41
Kaleab Keleta Woldemichael
Tsaeda-Christian
42
Kesete Ghebreab Weldemichael
Adiquala
43
Kibrom Gebremedhin G/Hiwet
Mendefera
Supervisor
44
Kibrom Tekle Ande
Dibarwa
Supervisor
45
Kifle Selomon Tedla
Keren
Coordinator, Summer Work Program,
Anseba
46
Kiflu Ghebreslassie Berhane
Mendefera
Auditor
47
Maekele Beyin Weldu
Keren
Head, Project Management
48
Mehari Yohaness Tsaedu
Segeneiti
49
Mesfin Tecle Keflu
Asmara
Director, Department of General Education
50
Michael Berhane
Asmara
Head Teacher
51
Mohammed Ahmed Osman
Habero
52
Mohammed Saleh Mohammed
Asmat
53
Musgun Seltene Tekle
Massawa
Supervisor
54
Mussa Adem Jaber
Shieb
Supervisor
55
Nighisti Habtemichael
Asmara
Supervisor
56
Osman Jimie Ibrahim
Asmat
Supervisor
57
Rista Ghebremeskel Tesfaslasie
Keren
Supervisor
58
Saba Ghebremichael Abraha
Asmara
Head Teacher
59
Said Ibrahim Ahmed
Hamelmalo
Head, Health & Culture
60
Said Mohammed Omer
Assab
61
Saleh Ahmed Mohammed
Ghindae
62
Samson Yohannes Okbeab
Dibarwa
63
Selamawit Tesfamichael Jorjo
Asmara
Head Teacher
64
Semere Okbaldet
Asmara
Auditor
65
Shiwa Ghebrezgabiher Ghebremichael
Mendefera
Supervisor
66
Sisay Tesfaldet Gubsa
Hamelmalo
67
Solomon Asfaha Measho
Asmara
Head Teacher
68
Solomon Nuguse Ghide
Keren
69
Tadesse Eyob
Asmara
70
Teamrat Kessete Weldegergis
Mendefera
Public Relations Officer
71
Tedros Habte Tewelde
Areza
Supervisor
72
Tesfahiwet Gidey Gebremichael
Mendefera
Auditor
73
Tesfalem Ghebrai Ghebremariam
Asmara
Head Teacher
74
Tesfalem Ghebreyohannes Okbazghi
Nefasit
Head Teacher
75
Tesfalem Habtom
Asmara
Officer, Regional Eduacation Office, Maekel
76
Teclemicael Tesfgaber Misgina
Segeneiti
Supervisor
77
Tesfahiwet Tesfamariam Ghebrhiwet
Adiquala
Supervisor
78
Tesfayesus Zekarias
Serejaka
Head Teacher
79
Tewelde Abrham Tewelde
Mendefera
Unit Head, Basic Education
18
XX Participants
No
Name
Location
Current position
DIPLOMA EQUIVALENT
80
Tewelde Ghebremariam Tesfamichael
Asmara
Officer, Cultural Affairs
81
Tsegai Mebrahtu
Asmara
82
Weini Tesfatsion
Asmara
Head, Documentation Center Research and
83
Weldezghi Keleta Mana
Mai-Mine
Human Resource Development Dept.
84
Yacob Beyene Nafie
Keren
Supervisor
85
Yakob Tsegai Amanzghi
Mendefera
86
Yehdego Sium
Serejaka
Head Teacher
87
Yemane Tesfahanes Merach
Asmara
Supervisor
88
Yohannes Okbe Ghebremussie
Asmara
Administrator, Regional Educaiton Office, Maekel
89
Yosief Hagos Minilk
Keren
90
Zaid Mesfun Andemichael
Asmara
91
Zaid Tekle Medhanie
Adi Keyh
92
Zerit Tekle
Serejaka
19
XX Participants
XX Master of Arts Students
Abraham Russom
Abraham Tecle
Askalu Ghebremeskel
Berhane Fekadu
Biniam Fessehaye
Bokretsion Eyasu
Brhane Kidane
Chidanemariam
Teclebrhan
Daniel Gebrehiwet
Ermias Ghebrezghiabiher
Ermias Tsehaye
Fesahaye Abraham
Geressin
Hailemichael
Ghebreyohannes
Hagos
Ghebrezgi Dimam
Ghirmai Ghebrhiwet
Ghirmai Mehare
Ghirmalem Kidane
Ghirmay Andu
Ghirmay Estifanos
20
XX Participants
Goitom Haile
Haileab Seare
Hailu Asfaha
Idris Salihoafa
Isaias Merhazion
Kaleab Andemichael
Kfle Mekonen
Kidane Ghebreab
Michael Zekarias
Mihreteab Drar
Mohammednur
Osman
Mussa Hassen Naib
Netsereab Bisrat
Nur Ahmed
Oqubay Fikadu
Petros Hailemariam
Samuel Yohannes
Senait Mehari
Siumon Mehari
Suleiman
Mohammed
21
XX Participants
Teclebrhan
Gilamariam
Tesfagergiosh
Demoz
Tesfalidet Negasi
Yosief Tewelde
Yohannes Weldegiorgish
Tesfalidet Tecle
Tiquabo Aymut
XX First Degree Students
Abduletif Abdela
Abraham Menghesha
Hamde Kiflemariam
Matheos Sebhatlab
Merih Kiros
Mohammed Alli
Russom Gebrehiwet
Samuel Asgedom
Teklu Oqubamichael
Tesfay Tekeste
22
XX Participants
XX Diploma Students
Abdela Mohammed
Abraham Berhe
Abrehet Ghebre
Adem Idris
Adhanet Issac
Alazar Abraha
Ali Ahmed
Alikeir Mohammed
Andemariam
Mebrahtu
Asmerom Sasinos
Aster Tsegay
Belai Nurhusien
Bereket Oqubarebi
Bereket Yohannes
Beyene Tesfai
Birhane Negash
Dawit Abraha
Dawit Teclebrhan
Efrem Teklu
Efriem Netsereab
23
XX Participants
XX Diploma Students
Eyob Solomon
Ezgeharya Abraham
Fituwi W. Georgis
Ghebryesus Tekie
Ghezai Haile
Ghilazhi Berhe
Ghirmay Asmelash
Ghirmay Negash
Ghirmay Zerayacob
Goitom Tecle
Gurja Dejen
Habte Gebrezgabiher
Habtemichael
Tsegay
Habtom Zerai
Hadas Gebremeske
Haileab Habtay
Hamida Mohammed
Hiwet Tewelde
Idris Abdu
Idris Ali Mohammed
24
XX Participants
XX Diploma Students
Keleab Keleta
Kesete Gebreab
Kflu Ghebreslassie
Kibrom Tekle
Kibrom
Ghebremedhin
Kifle Solomon
Maekele Bein
Mahari Yohannes
Mesfin Tekle
Michael Berhane
Misgun Seltene
Mohammed
Ahmedosman
Mohammed Saleh
Mohammed
Mussa Adem
Nigisti Habtemichael
Osman Jimie
Rista Gebremeskel
Saba Gebremicael
Said Ibrahim
Said Mohammed
25
XX Participants
XX Diploma Students
Saleh Ahmed
Samson Yowhannes
Selamawit
Tesfamichael
Semere Oqbaldet
Shiwa
Gebrezgabiher
Sisay Tesfalidet
Solomon Asfaha
Solomon Nuguse
Tadese Eyob
Teamrat Kessete
Teclemicael
Tesfagaber
Tedros Habte
Tesfahiwet Ghidey
Tesfahiwet
Tesfamariam
Tesfalem
Gebreyohannes
Tesfalem Ghebray
Tesfalem Habtom
Tesfayesus Zecarias
Tewelde Abraham
Tewelde
Ghebremariam
26
XX Participants
XX Diploma Students
Tsegai Mebrahtu
Weini Tesfatsion
Weldezghi Keleta
Yacob Beyene
Yacob Tsegay
Yehdego Sium
Yemane
Tesfahannes
Yohannes Ogbe
Yosief Hagos
Zaid Mesfin
Zaid Tekle
Zerit Tekle
27
The program was funded by the European Union
Europeaid 126931
GFA Consulting Group GmbH
Eulenkrugstr. 82
22359 Hamburg, Germany
Phone: +49 (40) 603 06 – 0
E-mail: peter.gerstlauer@gfa-group.de
www.gfa-group.de
Technical University of Kaiserslautern
Department of Education
P.O. Box 3049
67653 Kaiserslautern, Germany
Phone: +49 (631) 205 – 4925
E-mail: sekpaeda@rhrk.uni-kl.de
www.sowi.uni-kl.de
Institut für Bildungstransfer e.V.
Reiterstraße 29
76829 Landau, Germany
Phone: +49 (6341) 283 089 – 0
E-mail: info@bildungstransfer.de
www.bildungstransfer.de

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