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Archive of Programs

Community Development Programs

Russian Youth Environmental Program | 2015 - 2016

The Russian Youth Environmental Program is funded by the U.S. Department of State’s Bureau of Education and Cultural Affairs. PH International will implement two four-week exchanges in the United States during the Summer of 2016 for a total of 40 Russian youth focusing on environmental sustainability.

PH has partnered with Sustainable Learning, Inc. who will organize a one-week Environmental Sustainability Institute at Dartmouth College in Hanover, NH. The Russian youth will then spend two-weeks in Vermont participating in a workshop organized by the University of Vermont’s 4-H and Youth Extension Program to prepare participants for their community service experiences the following week. The exchange will conclude with a visit to Washington, D.C. for cultural activities, site visits and a program debrief.

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Ukrainian Police as Leaders in Athletics for Youth | 2015 - 2016

The Police as Leaders in Athletics for Youth: Ukraine (UA PLAY) program is funded by the U.S. Department of State’s Bureau of Education and Cultural Affair’s under the SportsUnited International Sports Programming Initiative, and implemented by PH International. The program will take place from September 2015 to December 2016.

The goal of the UA PLAY Martial Arts is to inspire and strengthen Ukrainian community-based youth sports programs that bring youth and police together to promote positive growth and healthy lifestyles among youth and reinforce community policing practices.

PH will conduct a two-way sports and cultural exchange with participants (adults and youth) from Ukraine and the United States. In early 2016, twelve (12) officials and youth practitioners from Ukraine will visit the U.S. and be introduced to approaches and options for community-based youth sports programming, with special emphasis on programs models that bring youth and police together. Exchange participants will return home, to develop and execute action plans resulting in three regional community-based sports initiatives that can serve as pilot and demonstration programs for a broader effort in the future. In June 2016, twelve (12) Americans, including youth martial arts athletes, coaches, and police officers involved in sports programming will visit Ukraine to provide added technical assistance, conduct workshops, and clinics and build momentum for the new sports initiatives.

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UK Young Leaders | 2013 - 2014

Ten up-and-coming young leaders from disadvantaged communities across the U.K. will travel to Vermont, Massachusetts and Washington D.C. to expand their understanding of leadership, develop greater awareness of additional models of programs and approaches to promote leadership to fellow youth and to have personal experiences in the U.S. that may offset negative images and impressions.> More

Macedonia Legal Socialization Project | 2012 - 2014

The purpose of the Macedonia Legal Socialization Program (MAK LSP) to build cooperative partnerships between youth, educators and criminal justice sector officials in the Republic of Macedonia, complementing other ongoing projects being funded by INL, USAID, and the U.S. Embassy Skopje Public Affairs Section, through a focus on promoting a rule of law culture among RM youth. MAK LSP will develop youth as responsible citizens and agents of change by developing understanding of their rights and responsibilities as citizens and the role of RM criminal justice institutions through a process of positive communication between youth, police officers, and teachers. > More

Virtual Classroom Project and YIEP | 2011 - 2014

The Virtual Classroom Project (VCP)  was a component of Internet and Exchange component of YIEP.  VCP was designed to connect students and teachers from Turkey and New England to develop new insights and understanding of current events, international issues, and cross-cultural perspectives. By participating in VCP, students and teachers developed transformative 21st century skills, including critical thinking, problem-solving and teamwork while integrating the use of technology as part of the learning process. 

For more information about VCP, please visit the website above.

The Youth Innovation and Entrepreneurship Program (YIEP) was implemented by the Turkish Education Association and has provided support for the development of innovation and entrepreneurism among Turkish high school students since 2008. PH’s Internet and Exchange Component served three functions. First, the component provided a means of delivering additional content and new approaches that enhance the teaching of entrepreneurism in the classroom. Second, the component established linkages between Turkish and American youth that allow them to explore how innovation, entrepreneurism, culture and their lives are similar and different in the two countries, enriching awareness and understanding. Finally, the component provided opportunities for leading young entrepreneurs and their teachers to have in-person experiences in one another’s countries, further expanding connections and understanding.

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CJC Support-UNICEF/ZANG | 2012 - 2013



From 2011-13, UNICEF, within its 3-year EU-funded juvenile justice program called “Reaching Critical Mass: Consolidation of Juvenile Justice Systems Reforms against Torture and other Forms of Ill-Treatment of Children in Former Soviet Countries”, partnered with PH International to provide interim funding support for Community Justice Centers (CJCs) in Armenia. Eleven CJCs, created and maintained by local Armenian groups with support from PH International, were created as part of the ZANG legal socialization program.

  1. Yerevan (capital area)
  2. Vanadzor (Lori region)
  3. Alaverdi (Lori region)
  4. Gyumri (Shirak region)
  5. Ijevan (Tavush region)
  6. Chambarak (Gegharkunik region)
  7. Talin (Aragatsotn region)
  8. Kapan (Syuniq region)
  9. Echmiadzin (Armavir region)
  10. Metsamor (Armavir region)
  11. Artashat (Ararat region)

These centers pursue programming that is deeply rooted in alternative justice theory. While most approaches to juvenile justice focus on punishing or treating delinquent youth, this theory emphasizes restorative justice and seeks to involve the entire community in rehabilitating offenders and holding them accountable for their behavior. By bringing together victims, offenders, families, and other key stakeholders in a variety of settings, restorative justice helps offenders understand the implications of their actions and provides an opportunity for them to establish a positive reconnection to the community. The CJC specialists (usually a psychologist, a person with formal education training background, and a social worker), law enforcement officers and community members operating the CJCs constitute a Restorative Board which develops rehabilitation plans for delinquency cases referred to the centers by the community and law enforcement officers on local level partnering with the ZANG Legal Socialization Program. The CJCs have proven to be a successful and constructive strategy for combating and correcting juvenile delinquency already identified and reported on a community or police level. They have been at the center of many local and international reports and have always received positive acclaim.

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Georgian Legal Socialization Project | 2008 - 2013

The Georgian Legal Socialization Program (GLSP), implemented by PH International and funded by the U.S. Department of State Bureau of International Narcotics and Law Enforcement Affairs (INL), began in 2008, in partnership with The Ministry of Education and Science of Georgia and The Ministry of Internal Affairs of Georgia. The program sought to increase public safety, juvenile crime prevention and civil society development through raising the youth awareness in juvenile justice matters, building/ promoting trust among the students, teachers and law enforcement officers, and the introduction and promotion of principles of restorative justice. 

The program included a range of components. Legal Culture Classes brought together police officers and civic education teachers in the classroom in approximately 100 public schools in 6 regions throughout Georgia, to jointly conduct specialized 7th and 9th grade GLSP curriculum. The Social Media in Schools (SMS) component taught youth basic social media skills using PH's SMS curriculum, allowing the students to transform the knowledge acquired during the classes into practical actions for juvenile crime prevention though use of social media. A third school-based component, Peer Clubs of Legal Education, encouraged a peer education approach and project-based activities. Curriculum were translated to Azeri and Armenian languages for use in schools in minority regions.

In addition to these school components, GLSP played a significant role in introducing the concepts of restorative justice to Georgia, leading to a Juvenile Diversion and Mediation Program introduced by the Ministry of Justice of Georgia in 2010. GLSP organized trainings for representatives of governmental institutions and mediators involved in the Diversion and Mediation Program and facilitated the sharing of international experience by professional exchanges to the US and Armenia as well as by bringing foreign experts to Georgia. 

 

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ZANG Armenian Legal Socialization Project | 2003 - 2013


ZANG Program brochure

Program Final Independent Evaluation


The ZANG Armenian Legal Socialization Project,  funded by the U.S. Department of State Bureau for International Narcotics and Law Enforcement Affairs (INL), inroduced legal education to Armenian schools and established collaboration between educators and law enforcement professionals who work with youth. In and out of school, the program encouraged cooperative partnerships between law enforcement, educators and community organizations for positive change in areas of public safety, crime prevention, and civic society development. Among its outstanding achievements, ZANG introduced legal education curriculum in schools, introduced new concepts for prevention and restorative justice approaches, raised awareness of the broader community about juvenile justice issues, and helped create Community Justice Centers in Armenia.

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U.K. Youth Entrepreneurship Program | 2012 - 2012

The UK Youth Entrepreneurship Program (summer of 2012) served to inspire the entrepreneurial spirit in UK’s diverse young people, giving them tools that will help them realize their dreams, and connecting these young people to their American counterparts and young American entrepreneurs. The program was funded by the US Embassy Public Affairs Service in London.

The Scotland Study Abroad Professionals Exchange (spring of 2014) better equiped teachers and guidance counselors in Scotland to promote and facilitate application to university level study abroad programs in the U.S.

The UK Young Leaders Program (summer of 2014)  enabled a group of ten up-and-coming young leaders from disadvantaged communities across the U.K. to expand their understanding of leadership, see new models and approaches to promoting leadership among youth, and gain personal experience in the U.S.

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Cisco Networking Academies for Public Service (CNAPS) Program | 2010 - 2012

Cisco Networking Academies for Public Service (CNAPS) Program,was a collaboration between PH International, Cisco Systems Inc. and USAID/Moscow. It brought together the skills, perspectives and resources of the private sector (represented by Cisco), the non-profit sector (represented by PH International and local partners), and the public sector (represented by USAID, local Russian employment offices and regional administrations) to promote/develop a culture of public service among Information Technology (IT) professionals while increasing their level of expertise. The CNAPS program drew upon the Cisco Networking Academy coursework and developed local training institutes (Networking Academies) as a sustainable delivery sources for that coursework. The IT skills development was supplemented by classes on volunteerism and public service, and with an applied learning focus students enrolled in the Academies were required to offer their skills to build the capacity of local organizations providing services, including local NGOs, schools, libraries, health care clinics, etc. In this way the local service providers built their IT networking capacity and the students built practical experience in developing network services for clients, while also learning of the benefits public service can bring.
 

 

 

     

 

 

 

 

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North Caucasus Entrepreneur Capacity Building Program | 2010 - 2012

The North Caucasus Entrepreneur Capacity Building Program (NCEP) brought together the skills, perspectives and resources of the private sector (represented by Cisco), the non-profit sector (represented by PH International and local partners), and the public sector (represented by USAID) to address development challenges in the North Caucasus region of Russia. The program was designed to reduce the threat of violence in the North Caucasus by increasing employment in the Medium, Small and Micro Enterprise Sector by providing business training opportunities for people from "at-risk" groups, including the unemployed, women and the disadvantaged.  PH International worked with local universities to establish eight Cisco Entrepreneur Institutes in a total of five regions in the North Caucasus and trained individuals in how to start and/or expand their businesses using online learning tools developed by Cisco Systems.

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Youth LAB - Leadership Across Borders | 2010 - 2012

Youth LAB: Turkey-Armenia-U.S. forged cross-cultural connections and fostered innovative leadership among Turkish, Armenian and American youth, nurturing a cadre of youth to become actively engaged in addressing issues of mutual concern in their schools and communities, and equipping them with the knowledge, skills and confidence to become citizen activists.. The program was funded by a grant from the Public Affairs Section of the United States Embassy in Ankara, Turkey, and was implemented by PH International and its Turkish partner, ARI Movement.

The 16-month initiative brought together 75 young leaders – 25 from each country – with creative ideas and open minds. Prior to a three-week leadership camp in the U.S., students from the three countries communicated online via a secure website and began talking with one another about leadership and change in their communities. In July 2011 all 75 students came together in Vermont for a two-week leadership camp at Sugarbush Resort, followed by a one-week homestay experience with American hosts.As part of the camp the students formed international teams to discuss, design and plan civic activities to work on in their communities after they returned home. They then spent the next four months working on these projects in their schools and communities, continuing to communicate with their peers and program coordinators as they put learning into action. In late December 2011, the students reunited in Turkey and Armenia visiting projects, communities, and expanding their cultural and leadership training.

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Youth LAB - Leadership Across Borders | 2010 - 2012

Youth LAB: Turkey-Armenia-U.S. was a program to foster innovative leadership and forge cross-cultural connections among Turkish, Armenian and American youth. Youth LAB was funded by a grant from the Public Affairs Section of the United States Embassy in Ankara, Turkey, and was implemented by PH International and its Turkish partner, ARI Movement. The objective of the Turkish-Armenian-American Youth Leadership Project was to nurture a cadre of youth to become actively engaged in addressing issues of mutual concern to Turks, Armenians and Americans in their schools and communities, and to equip them with the knowledge, skills and confidence to become citizen activists.

The 16-month initiative brought together 75 young leaders – 25 from each country – with creative ideas and open minds. Prior to a three-week leadership camp in the U.S., students from the three countries communicated online via a secure website and begin talking with one another about leadership and change in their communities. In July 2011 students came together in Vermont for a two-week leadership camp at Sugarbush Resort followed by a one-week homestay experience. International teams of students designed and planned civic activities that they would work on in their communities upon their return home, and were to spend the next four months implementing these projects and continuing to communicate with their peers and program coordinators as they put learning into action. In late December 2011, all students got together again and spent ten days in Turkey and Armenia visiting each other’s projects, communities, and expanding their cultural and leadership training.

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Youth LAB - Leadership Across Borders | 2010 - 2012

Youth LAB: Turkey-Armenia-U.S. is a program to foster innovative leadership and forge cross-cultural connections among Turkish, Armenian and American youth. Youth LAB is funded by a grant from the Public Affairs Section of the United States Embassy in Ankara, Turkey, and is implemented by PH International and its Turkish partner, ARI Movement. The objective of the Turkish-Armenian-American Youth Leadership Project is to nurture a cadre of youth who become actively engaged in addressing issues of mutual concern to Turks, Armenians and Americans in their schools and communities, and are equipped with the knowledge, skills and confidence to become citizen activists.

The 16-month initiative will bring together 75 young leaders – 25 from each country – with creative ideas and open minds. Prior to a three-week leadership camp in the U.S., students from the three countries will communicate online via a secure website and begin talking with one another about leadership and change in their communities. In July 2011 students will come together in Vermont for a two-week leadership camp at Sugarbush Resort followed by a one-week homestay experience. Inter-national teams of students will design and plan civic activities that they will work on in their communities after they return home, and will spend the next four months implementing these projects and continuing to communicate with their peers and program coordinators as they put learning into action. In late December 2011, all students will get together again and spend ten days in Turkey and Armenia visiting each other’s projects, communities, and expanding their cultural and leadership training.

Türk dilinde

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Learning, Involving, Networking, and X-change of Ideas | 2005 - 2008

The Youth Learning, Involving, Networking and X-change of Ideas (LINX) Program was implemented by Project Harmony (PH International) and its Russian partner organization, the Center of Innovative Public Initiatives (CIPI) from 2005 – 2008 to expand understanding of democratic principles and values among Russian youth by fostering greater linkages between academically-oriented civic education programs and real life community-based civic projects and activities. The program had funding support from USAID.

The largest component of this program supported increased opportunities for Russian youth to apply democratic principles in practical ways that related to their lives by taking part in civic action projects that address priority concerns of youth, while fostering connections with others who were active on similar issues both locally and regionally. The program improved communication among civically-active youth and youth-centered organizations, while also increasing the level of usage and integration of new technology and media in support of democracy in action. The integration of ICT tools helped civically-active youth to overcome feeling of isolation by enabling them to coordinate and share experiences youth to youth, independent of adult-organized or formal communications means. The program’s centerpiece – the Youth LINX Web Portal – links program participants and constituencies with civic-related information, tools, networks and resources.

Critical to the success of the program was direct involvement of youth in the program’s development and oversight through a formal Youth Advisory Board as well as informal youth volunteer networks at the local and regional level. This ensured that program activities were constituent-driven, age-appropriate and legitimate in the eyes of the target audience. Participants from 21 Russian regions, including 32 cities, small towns and villages, participated in LINX program and we thank you all for collaboration, creative work together and our joint success.

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Media Education and Democracy in Action | 2005 - 2006

The Media Education and Democracy in Action (MEDIA) Youth Leadership Exchange Program provided 21 young people and two chaperones from Vermont, USA, Jordan and Palestinian refugee camps in Jordan with media education, technology and leadership training during two-way exchanges and through monitored online work.  Project Harmony (PH) welcomed the participation and support of partnership with the United Palestinian Appeal of Washington, DC for this project. Through an interactive weblog along with training sessions and workshops in VT and Jordan, students increased their knowledge and understanding of media literacy concepts and tools;  they were able to apply learned media literacy skills by creating collaborative digital stories; all participants gained a deeper understanding of the relationships between media, culture, government and civil society through meetings and pertinent site visits during both US and Jordanian exchanges and very importantly, were able to culturally immerse and learn from one another through host family stays, cultural events and collaborative project work.

 

The core technical element of the MEDIA program was the completion of a digital story about a specific social issue of concern in the students’ home country.  This vehicle was selected because it allows for the acquisition of a wide array of technical skills, encourages sustained community involvement as students become personally invested in their chosen topic, and is effective in eliciting a sympathetic response in the students’ identified audience. Digital stories addressed issues such as domestic violence, stereotypes, youth and media, global poverty, and youth activism through a program weblog, classroom and computer lab work and cultural immersion by staying with host families in Vermont and Jordan.


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Azerbaijan Women's Leadership Program | 2004 - 2005

Women’s Leadership Programs (WLPs) empower women from across a given region or country to initiate change and improvements in their communities. Special focus areas are determined by the communities being served and have included such topics as NGO development, mass media, women’s healthcare, prevention of domestic violence, and electoral politics. Through educational workshops and training seminars that focus on practical skills-building and mentoring, the programs develop the leadership qualities and capacity of women. Program components include: a local needs assessment to identify key issues of importance to be directly addressed through workshops and training activities conducted; custom-designed Women’s Leadership Series workshops; Women’s Leadership Institutes focused on intensive leadership training for women; Women’s Mentoring Institutes which provide additional training for the top participants in the Women’s Leadership Institutes so that they can serve as mentors to other women and to train them to conduct the Women’s Leadership Institute for additional women; strengthening the institutional capacities of existing women-centered groups and organizations; creation of a Women’s Resource and Training Center where appropriate; and, Inter-regional and/or International Conferences.> More

Juvenile Drug Enforcement and Prevention Initiative | 2003 - 2004

The JDEP project is the expansion of the Community Policing Training Initiative (CPTI) that was facilitated by Project Harmony Inc. in Karelia, Velikiy Novgorod, Volgograd, Irkutsk, and Ukraine from 2000-2002. JEDP’s provided interactive training programs with the goal of promoting healthy lifestyle among children and youth in order to reduce drug demand. The program took place in St. Petersburg (training of local trainers), Volgograd, Petrozavodsk, Velikiy Novgorod, Pskov, Kaliningrad and Murmansk. Led by local trainers, the program offered hands-on workshops on how to effectively teach the in-school drug-prevention curriculum through observation, role-plays and adventure-based activities. A National Drug Prevention Awareness Conference in Moscow, organized in partnership with the Ministry of Internal Affairs and the Ministry of Education, was a culmination of the program. Selected delegations of five people from each of the now seven-city JDEP network were invited to attend, along with Russian ministry officials, US Embassy and Consular officials, and invited guests in relevant professional fields from regions across Russia. The three-day event allowed participants to present JDEP accomplishments and discuss lessons learned in implementing the DOM curriculum.

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Drug Prevention and Education Program for Siberian Youth | 2002 - 2003

The Drug Enforcement and Prevention Program for Siberian Youth (DEPSY) complemented and built on Project Harmony's 2000-2002 Juvenile Drug Enforcement and Prevention Initiative (JDEP) DEPSY's community coalition approach and in-school curriculum provided Siberian communities with the skills and information necessary to help youth make positive life decisions.

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Georgian Women's Leadership Program | 2001 - 2002

Women’s Leadership Programs (WLPs) empower women from across a given region or country to initiate change and improvements in their communities. Special focus areas are determined by the communities being served and have included such topics as NGO development, mass media, women’s healthcare, prevention of domestic violence, and electoral politics. Through educational workshops and training seminars that focus on practical skills-building and mentoring, the programs develop the leadership qualities and capacity of women. Program components include: a local needs assessment to identify key issues of importance to be directly addressed through workshops and training activities conducted; custom-designed Women’s Leadership Series workshops; Women’s Leadership Institutes focused on intensive leadership training for women; Women’s Mentoring Institutes which provide additional training for the top participants in the Women’s Leadership Institutes so that they can serve as mentors to other women and to train them to conduct the Women’s Leadership Institute for additional women; strengthening the institutional capacities of existing women-centered groups and organizations; creation of a Women’s Resource and Training Center where appropriate; and, Inter-regional and/or International Conferences.> More

Community Policing Training Initiative | 2000 - 2002

The Project Harmony Community Policing Training Initiative (CPTI) was a two-year program (2000-2002) which provided training to Russian and Ukrainian police agencies, as well as education departments, city government and social service providers in the fields of community policing and juvenile narcotics prevention. CPTI is funded by the US State Department's Bureau of International Narcotics and Law Enforcement Affairs.

Using a strong network of reform-minded leadership within the local, regional and national law enforcement agencies in the NIS that PH developed while delivering other law enforcement trianing programs in the region, CPTI built upon and enhanced this network to promote the concepts and practices of community policing as a strategic new approach to community problem solving, public safety and crime prevention.

Three distinct program components were implemented as part of this project

The Law Enforcement Exchange Program
(Novgorod, Russia and Simferopol, Ukraine)
Two-way exchange programs were conducted with American and NIS Law Enforcement professionals, followed by US and NIS-based Professional Development Workshops on community policing themes.

The Juvenile Drug Enforcement and Prevention Initiative
(Petrozavodsk, Republic of Karelia, Novgorod, Volgograd and Irkutsk, Russia)
Regional implementation of a comprehensive juvenile narcotics prevention initiative was developed and implemented in conjunction with an American-led train-the-trainers program and regional cross training by Russian trainers in four target regions in Russia.

The Community Policing Institute
(Lviv, Ukraine)
A community policing training institute and resource center at the Lviv Institute of Internal Affairs was established, and it development was supported by a two-way exchange program focused on community policing and police retraining programs as well as the creation of web-based community policing training courses.

The three components of CPTI brought US-NIS collaborative law enforcement exchanges to two new communities. It enhanced the innovative work taking place in Karelia on juvenile drug enforcement and prevention and expanded this initiative regionally and nationally across Russia. The establishment of the Community Policing Institute in Lviv, Ukraine consolidated community policing training resources and materials into a sustainable center focused on providing professional development training and education for law enforcement officers across Ukraine. Finally, this entire endeavor to develop community policing initiatives across the NIS was documented and promoted through public outreach efforts at the local, regional and national level, as well as through a comprehensive network of web sites and online resources, ensuring the program wide exposure to diverse audiences across the NIS.

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Community Policing Training Initiative | 2000 - 2002

The Project Harmony Community Policing Training Initiative (CPTI) was a two-year program (2000-2002) which provided training to Russian and Ukrainian police agencies, as well as education departments, city government and social service providers in the fields of community policing and juvenile narcotics prevention. CPTI is funded by the US State Department's Bureau of International Narcotics and Law Enforcement Affairs.

Using a strong network of reform-minded leadership within the local, regional and national law enforcement agencies in the NIS that PH developed while delivering other law enforcement trianing programs in the region, CPTI built upon and enhanced this network to promote the concepts and practices of community policing as a strategic new approach to community problem solving, public safety and crime prevention.

Three distinct program components were implemented as part of this project

The Law Enforcement Exchange Program
(Novgorod, Russia and Simferopol, Ukraine)
Two-way exchange programs were conducted with American and NIS Law Enforcement professionals, followed by US and NIS-based Professional Development Workshops on community policing themes.

The Juvenile Drug Enforcement and Prevention Initiative
(Petrozavodsk, Republic of Karelia, Novgorod, Volgograd and Irkutsk, Russia)
Regional implementation of a comprehensive juvenile narcotics prevention initiative was developed and implemented in conjunction with an American-led train-the-trainers program and regional cross training by Russian trainers in four target regions in Russia.

The Community Policing Institute
(Lviv, Ukraine)
A community policing training institute and resource center at the Lviv Institute of Internal Affairs was established, and it development was supported by a two-way exchange program focused on community policing and police retraining programs as well as the creation of web-based community policing training courses.

The three components of CPTI brought US-NIS collaborative law enforcement exchanges to two new communities. It enhanced the innovative work taking place in Karelia on juvenile drug enforcement and prevention and expanded this initiative regionally and nationally across Russia. The establishment of the Community Policing Institute in Lviv, Ukraine consolidated community policing training resources and materials into a sustainable center focused on providing professional development training and education for law enforcement officers across Ukraine. Finally, this entire endeavor to develop community policing initiatives across the NIS was documented and promoted through public outreach efforts at the local, regional and national level, as well as through a comprehensive network of web sites and online resources, ensuring the program wide exposure to diverse audiences across the NIS.

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Bosnian Youth Leadership Program | 1999 - 2001

The Project Harmony-ECA Youth Leadership Program for Bosnia-Herzegovina was designed to develop a constituent base of students and educators in B-H with leadership skills to implement democratic initiatives in their home communities. Through interactive workshops, hands-on training, site visits and collaborative activities with American participants, B-H students and teachers learned fundamental concepts and practices of American democracy and civil society. Participants developed leadership skills relevant to community development and civic activism and fostered personal relationships with Americans that continue since program completion. Participants also engaged in a range of activities that promoted student leadership in community outreach, peer education and mentoring, volunteer initiatives and multicultural learning. Together with their American counterparts, the delegation took part in simulations, a community service project, leadership training exercises, briefings, group discussions, and classroom visits. Each participant worked through goal-setting exercises that culminated with collaboration on a strategic action plan for individual and group projects to be implemented upon return home to Bosnia-Herzegovina. Cultural activities and time with host families provided exposure to various aspects of American life.> More

Domestic Violence Community Partnership Program - Georgia | 1998 - 2001

The dynamics of domestic violence in eastern Europe are essentially the same as in the United States. What does differ dramatically between these two cases however is the social awareness of the problem and the tools available to prevent and defend against acts of domestic violence. At the turn of the millenium, this problem in the former Soviet Union was aggravated by inherited cultural traditions, social structures and norms of behavior which have historically tolerated domestic violence. In 1998, Project Harmony received a grant from the United States State Department to administer "The Domestic Violence Community Partnership Program." This innovative two-year program brought together coalitions of domestic violence prevention and response experts from the United States, Russia, and Ukraine - later expanding to Georgia -  to share strategies and develop community-based tools for increasing awareness of this problem, and protecting women in culturally relevant and law enforcement-supported ways. Participants learned about collaborative models in the U.S. establishing domestic violence community partnerships that were producing measurable and positive results. Working linkages between police, victim advocate groups, prosecutors, judges, health care professionals, family counselors and schools are producing an effective coalition of community based services to attack the systemic issues of domestic violence.

The program initially focused on Petrozavodsk and Volgograd in Russia, and in Odesa and Lviv in Ukraine. Based on the success of the first two-year initiative, Project Harmony received another grant in 1999 to continue the program for an additional two years and to extend the locations to include the cities of Irkutsk in the Far East of Russia, Uzhgorod in Ukraine, and Tbilisi in Georgia.

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Domestic Violence Community Partnership Program - Russia | 1998 - 2001

The dynamics of domestic violence in eastern Europe are essentially the same as in the United States. What does differ dramatically between these two cases however is the social awareness of the problem and the tools available to prevent and defend against acts of domestic violence. At the turn of the millenium, this problem in the former Soviet Union was aggravated by inherited cultural traditions, social structures and norms of behavior which have historically tolerated domestic violence. In 1998, Project Harmony received a grant from the United States State Department to administer "The Domestic Violence Community Partnership Program." This innovative two-year program brought together coalitions of domestic violence prevention and response experts from the United States, Russia, and Ukraine - later expanding to Georgia -  to share strategies and develop community-based tools for increasing awareness of this problem, and protecting women in culturally relevant and law enforcement-supported ways. Participants learned about collaborative models in the U.S. establishing domestic violence community partnerships that were producing measurable and positive results. Working linkages between police, victim advocate groups, prosecutors, judges, health care professionals, family counselors and schools are producing an effective coalition of community based services to attack the systemic issues of domestic violence.

The program initially focused on Petrozavodsk and Volgograd in Russia, and in Odesa and Lviv in Ukraine. Based on the success of the first two-year initiative, Project Harmony received another grant in 1999 to continue the program for an additional two years and to extend the locations to include the cities of Irkutsk in the Far East of Russia, Uzhgorod in Ukraine, and Tbilisi in Georgia.

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Domestic Violence Community Partnership Program - Ukraine | 1998 - 2001

The dynamics of domestic violence in eastern Europe are essentially the same as in the United States. What does differ dramatically between these two cases however is the social awareness of the problem and the tools available to prevent and defend against acts of domestic violence. At the turn of the millenium, this problem in the former Soviet Union was aggravated by inherited cultural traditions, social structures and norms of behavior which have historically tolerated domestic violence. In 1998, Project Harmony received a grant from the United States State Department to administer "The Domestic Violence Community Partnership Program." This innovative two-year program brought together coalitions of domestic violence prevention and response experts from the United States, Russia, and Ukraine - later expanding to Georgia -  to share strategies and develop community-based tools for increasing awareness of this problem, and protecting women in culturally relevant and law enforcement-supported ways. Participants learned about collaborative models in the U.S. establishing domestic violence community partnerships that were producing measurable and positive results. Working linkages between police, victim advocate groups, prosecutors, judges, health care professionals, family counselors and schools are producing an effective coalition of community based services to attack the systemic issues of domestic violence.

The program initially focused on Petrozavodsk and Volgograd in Russia, and in Odesa and Lviv in Ukraine. Based on the success of the first two-year initiative, Project Harmony received another grant in 1999 to continue the program for an additional two years and to extend the locations to include the cities of Irkutsk in the Far East of Russia, Uzhgorod in Ukraine, and Tbilisi in Georgia.

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Women's Leadership Program | 1998 - 2001

Beginning in 1998, Project Harmony began addressing the issue of Women's Leadership in countries across the former Soviet Union.  These programs spanned countries and a variety of settings, from rural to urban, but all aimed for one outcome:  to increase the capacity of women to engage in civil society and government and to become a voice for women's issues in their communities, regions, and nation.

From 1998-2000, Women's Leadership Programs took place in Baikal in Russia.  This program expanded into Volgograd, also in Russia, and then into five communities in Azerbaijan. Overall, from 1998-2005 the total number of women trained in the program included:

500+ women trained in civic participation training of trainers
260 women trained in women's leadership institutes
140 women received online discussion facilitation trainings
53 women participated in exchanges to the US

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Combat Trafficking in Women | 1998 - 1999

The Project Harmony Training Program to Combat Trafficking of Women in Ukraine was an intensive 12-day series of workshops and activities focused on three areas: 1) law enforcement and international legal efforts to combat trafficking; 2) public education, prevention and support networks; 3) the creation of a public-private initiative in Ukraine to combat trafficking. The program goal was to enhance participants' abilities to carry out anti-trafficking initiatives in Ukraine and contribute to international efforts in this area. A group of twenty Ukrainians comprised of government officials, social services and legal professionals and non-governmental organization (NGO) representatives took part in the program in the New York-New Jersey metropolitan area and Washington, DC in July, 1998. Follow-on program initiatives with participants on this topic continued through 1999.

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Future Leaders Exchange | 1997 - 1998

The Future Leaders Exchange (FLEX) program is one of the Department of State's longest lasting programs providing an opportunity for international high school students to spend a year in the United States, living with host families and attending American high schools.

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Romania-US Youth Leadership Program | 1996 - 1996

Karelian Disabled Children's Program | 1994 - 1996

In September 1994, with funding from the USAID/World Learning PVO-NIS Project and in partnership with the Petrozavodsk Palace of Youth and Creativity, Project Harmony helped create The Karelian Center for Children with Special Needs. This resource and training center was designed to foster communication among non-governmental organizations in the NIS and internationally; to provide a databank of information concerning children with special needs and NGOs supporting them in Karelia; to share information about similar organizations eleswhere; and to coordinate professional training workshops. A diabetics association was created, as well as a play therapy program. The Center also provided computer and Internet resources and training sessions, offered consulting on the NGO registration process in Russia and published a quarterly newsletter, Blago Dat, for families and NGOs concerned with children with special needs. PH provided financial and technical support for institutional development of NGOs in Karelia with a focus on enabling parents, professionals and educators to work together to implement models of family-centered care for children with special needs.

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US-USSR Youth Leadership Program | 1992 - 1993

Vermont/White Sea Summer Ecology Program | 1991 - 1992

Vermont/Karelia Sister State Youth Exchange Program | 1990 - 1991

Information Technology Programs

IT for Youth | 2012 - 2016

Unemployment among youth globally is more than twice that of the adult population.  The gap between those who are looking for work and the knowledge and skills needed to compete for successful employment is vast.  In Russia, as in many countries, the need for IT industry professionals now and in the future is outstripping the available workforce.  To meet their country goals, Russia needs to grow its IT ready workforce.   Tvoy Kurs:  IT for Youth, a project implemented by Microsoft in collaboration with PH International, is designed to help reduce this employment gap among youth in Russia and within the IT industry in their country.

Tvoy Kurs:  IT for Youth engages senior class students in creative IT learning opportunities and the potential of IT as a future career by learning more about the industry and the various professions connected to information technologies.  The project also provides opportunities to gain practical skills and knowledge in the field as a gateway to  future employment.   IT for Youth has a special emphasis on reaching disadvantaged youth and those in difficult life situations including pupils aged 15 to 24 from out of home settings and those with disabilities.


More specifically the goals of the "Tvoy Kurs: IT for Youth" project are: assistance to students of the senior classes in professional self-determination; orientation of young citizens on the professions  that are in demand in the social and economic spheres; motivation to participate in  training in modern information technologies and improvement of technical skills as  a basis of career opportunities, successful continuation of training in the highest and average special educational institutions, and  acquisition by students of the competencies necessary for successful employment.  Students will interact with IT professionals, acquire competence in IT skills like basics of computer literacy, safety on the internet and skills in developing code.  They will participate in project competitions and join with other students in socially significant activities.


 

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Intel Corporation ITeach for the Future Program | 2007 - 2015

The Intel® Teach Program was first launched in Russia during November, 2001 with PH taking over management in 2007. Each program cycle starts on February 1st and lasts for 12 consecutive months.

In July 2005, the Intel Corporation reached its first agreement with the Ministry of Education of the Russian Federation to cooperate on program implementation across Russia. Regional educational authorities acknowledge the program as one of the most advanced and effective programs for ICT teacher professional development and finance a considerable part of program implementation in their regions. Partner organizations ensure courses are incorporated into the state defined curriculum.

In April 2009, Teaching and Methodical Expert Council assigned the stamp of the Ministry of Education to the “Project activities in the information education environment of the XXI century” textbook.

In 2011, it was 10 years since «Education for the Future» Intel program has been implemented in Russia. Within this period 10 million teachers all over the world have been trained under the International Intel program. Russia has trained 1 mln. people and takes an honorable 3rd place in the ranking of countries.

From 2007 to 2010, the content of the program has changed completely: a new distance course and 3 new F2F courses for beginning and advanced teachers and managers have been launched.

From 2011 to 2013, 4 Intel courses were launched under the “elements for self-education” topic.

As the part of the program the international conference "What and how to teach and learn in the 21st century" is held every year.

A new process of certification was developed and launched and 270 tutors have been certified. The Intel “Education for the future” expert community began its work. 300 experts are involved in the work of community.

The contest of the projects for programs graduates is conducted every year. The base of the best educational projects was created. The contest of success among graduates and contests for tutors and coordinators are also held under the program.

The winners of contests are invited to attend the international educational exhibition Bett in the UK every year.


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Your Course: Digital Literacy (Tvoy Kurs) | 2010 - 2013


The Tvoy Kurs/Your Course Project, in partnership with Microsoft Russia, provided training in basic and job-related computer skills with the goal of increasing employability and marketability among underserved and disadvantaged populations in Russia. E-skills and the advantages technology knowledge provides in competing for jobs and work-place advancement are particularly valuable assets for those who want and need to improve their economic prospects in our increasingly knowledge-based economy. The Project was implemented through the network of Сomputer Literacy centers throughout Russia  launched in partnership with libraries, colleges and universities and non-profit organizations with the assistance of regional and municipal authorities. Each center gave e-skills training in the Microsoft Digital Literacy and Unlimited Potential Curricula, free Internet access and access to Digiral Literacy Course; as well as training in capacity-building themes, in order to give participants marketable skills and stimulate community participation.

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Intel Corporation ITeach for the Future Program - Kazakhstan | 2009 - 2013

Progress to date:

  • 15 tutors have been trained in June 2009, with five program sites in Astana, Pavlodar, Karaganda and Almaty
  • In July 2009, three KZ experts reviewed and adapted the Essentials course (version 10) to meet KZ educational standards
  • In August, the adapted version of Essentials was prepared for print. 600 copies have been printed and distributed among partner sites, with CDs
  • Partners started training the teachers in September 2009. Up to date, Karaganda partners conducted one training for 19 teachers; Almaty partners conducted two trainings for 39 teachers. Astana partners conducted one training for 28 teachers.86 teachers have been trained up to date, while we expect to train 500 by the end of December. Pavlodar site will start trainings in November.
  • Information on trainings and partner projects can be found at wiki.iteach.ru
  • In  November  2-day master training on the Essentials course was conducted by a trainer from Russia.
  • In December, PH and JA coordinators plan to participate in Intel’s conference in Moscow.

2010 plans:

  • Will continue support for Essentials course to five program sites in Astana, Pavlodar, Karaganda and Almaty. Expected coverage: 500 teachers plus a number of teachers trained at schools vs. Teacher Training Institutes (school-based model).
  • Will introduce the Getting Started course in eight program sites across Kazakhstan (five existing partners and three new ones). The course will be localized in Russian and Kazakh. Expected coverage 1600 teachers.
  • Conduct training for eight partners in Getting Started course content and delivery in March 2010.
  • Will introduce CD-based Elements. Expected coverage 600 teachers.
  • Will introduce Essentials and Getting Started courses in pilot Pedagogical Institutes.
  • Will conduct online competitions for teachers, utilizing www.letopisi.ru , wiki.iteach.ru, campus.ru 
  • Total expected coverage: 2700 teachers plus teachers covered through the school-based model (TBD).
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Information Dissemination and Equal Access (IDEA) - Ukraine | 2008 - 2012

The Information Dissemination and Equal Access (IDEA) Project was a partnership between PH International and the Microsoft Unlimited Potential Program. IDEA created and supported community-based Internet centers which provided residents with free technology training and access to computers. These aptly named IDEA Centers increase the quality of education and the level of social and cultural development in the communities where they operate. IDEA also worked to improve the quality of life of disadvantaged groups by supplying specialized computer software and training aimed at expanding their educational, employment, and community-building opportunities.

Centers were opened in seven cities: Kherson, Sumy, Vinnytsia, Donetsk, Simferopol, Chernivtsi, and Cherkasy.

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Information Dissemination and Equal Access (IDEA) | 2006 - 2009

PH International collaborated with Microsoft Corporation’s Unlimited Potential (UP) Program and a broad range of Russian local libraries and other institutions on the Information Dissemination and Equal Access (IDEA) project, a program to expand technology access and training throughout the Russian Federation and Ukraine. IDEA fostered the development of digital literacy, providing online and Face to Face training through Microsoft's Unlimited Potential program, with a special focus on underserved populations, including the unemployed, senior citizens, people with disabilities, youth and residents of rural communities. Local computer centers provided a range of additional training to build employability in addition to computer skills.

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Azerbaijan Connections and Exchange Program | 2001 - 2009

The Azerbaijan Connections and Exchange (ACE) program provided resources, internet access and training for schools across Azerbaijan and provided extensive training for educator so that these resources were used to enhance civic education and cross-border dialogue through online collaboration. Participants in the program carried out joint educational projects using an innovative cross-cultural curriculum focused on civic engagement and mutual understanding. Working closely with partner schools in the United States, ACE provided education al leadership and technical support to ensure that the use of the internet is integrated into the academic program of participating schools. As part of the program, students spent months discussing and planning the creation of digital stories using PH’s web forums.> More

Armenia School Connectivity Programs | 2000 - 2007

From 2000-2007, PH International implemented three interrelated school connectivity programs in Armenia, all funded by the U.S. State Department, Bureau of Educational and Cultural Affairs (ECA). The first program, Armenia Connectivity – 2000 (AC2K), laid the groundwork for expanded internet access through an assessment of the country’s ICT needs in the educational system followed by launching of phase 1 of a school connectivity master plan. Within the framework of this program, PH International brought together many organizations and private donors already engaged or motivated to invest in ICT projects for Armenia and built a demonstration network of 24 Internet-connected secondary schools from the capital city of Yerevan and few closely neighboring regions. This demonstration project let to two subsequent grants in support of the Armenia School Connectivity Program (ASCP), which reached out across the country to create a vibrant network of 330 secondary schools with an Internet Computer Center (ICC). The program recruited over 600 ICC staff and trained them in computer literacy essentials, Web Design and Network Administration. The ICC supervisors then conducted outreach activities and arranged information literacy programs for the local community. Additionally, in order to expand Internet accessibility to traditionally under-served and isolated communities, PH initiated the Mobile Internet Lab project. The first project of its kind in the former Soviet Union, the Mobile Internet Lab was a modified flatbed truck equipped with 5 workstations, a printer, a scanner, a digital camera and satellite connection, the primary purpose of which was to ride to rural regions of Armenia, offering cycles of basic computer and Internet literacy to the schools and community members of remote villages. ASCP empowered thousands of Armenian students, educators, administrators and community members with Internet access, modern information communication technologies, online tools management skills, leadership capacity and cross-cultural experiences. It also supported the partner U.S. schools in globalization of their classrooms through technology-enhanced cultural US-Armenia reciprocal exchanges embracing numerous educational projects, training activities, seminars, workshops, and community initiatives.

In the program’s final years its emphasis was on ensuring sustainability of the new ICCs. PH worked with Armenia’s government, schools and communities to introduce new policies and appropriate practices to ensure a successful transition of the program infrastructure and resources from an externally funded and administered program to being wholly supported and administered in Armenia by Armenians. In addition, PH help establish the “Harmony" Information Technologies and Education Development Foundation, an independent Armenian NGO comprised of the ASCP Technical Department staff. This organization continues to work with the Armenian government to ensure ongoing technical support for schools and other projects. In July of 2007, PH International successfully transferred the program infrastructure to the National Center for Educational Technologies (NaCET), the entity that the Armenian Ministry of Education and Science officially authorized to coordinate all ICT related major activities. The network, expanded with more schools and educational resources, effectively continues to serve Armenia’s education system.

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Internet Access and Training Program | 1999 - 2006

IATP was aimed at bringing together alumni from 65 Russian cities with the goal of building vibrant online communities dedicated to information exchange among colleagues, academicians, business professionals and other citizens. Alumni targeted by IATP represent 22 professional and academic programs funded by the U.S. Government and maintain ongoing interaction via the Internet with counterparts in all of the 50 states. This unique model of professional collaboration has produced a diverse, technology-literate alumni population spanning the vast ethnic, racial, socio-economic and geographic areas of Russia. IATP alumni, along with the other targeted audiences, continue to shape the developing democratic systems across Russian society through interaction enhanced by the Internet and IATP.

The Internet Access and Training Program for Russia (IATP) advanced the goals of mutual understanding and increased knowledge and use of the Internet by providing Internet access and professional training opportunities to US government-funded program (USG) alumni and other target audiences throughout Russia. PH consolidated and solidified the infrastructure of the IATP network across Russia, while increasing the capacity of alumni and working partners to deliver the training and support necessary for diverse Russian audiences to utilize the network’s resources. Project Harmony enhanced and supported a network of 96 Internet centers in 72 cities, and established five new distance learning resource centers and a DL support hotline. Working with IATP host institutions, USG alumni, and local partners, PH conducted more than 4,500 training seminars and outreach events reaching over 45,000 alumni and target audience members. Administered in partnership with the Stanford University’s Initiative on Distance Learning and the Russian Academy of Education, the IATP Virtual University distance learning (DL) initiative bolstered IATP partners’ institutional capacity to design and deliver DL programs, creating 20 new courses in addition to the existing 40-course portfolio of IATP-Russia, and delivered 64 distance learning courses, including four courses offered through Stanford University.> More

FLEX Technology Ambassador Program | 2002 - 2005

The Technology Ambassadors Program (TAP) was an innovative technology and leadership program for Future Leaders Exchange (FLEX) students studying in the United States. Using a variety of technologies, including weblogs and digital storytelling, students worked both online and in a Vermont workshop to create their own community development projects. TAP explored the benefits and uses of technology and the role of leadership in emerging democracies. The curriculum incorporated concepts of a civil society and demonstrated how technology can be used to enhance current and future initiatives throughout Eurasia. TAP graduated 90 students in three years, benefiting 12 countries, and created a network of motivated, inspiring and talented young adults who shared a desire to improve their own communities.> More

FLEX Technology Ambassador Program | 2002 - 2005

The Technology Ambassadors Program (TAP) was an innovative technology and leadership program for Future Leaders Exchange (FLEX) students studying in the United States. Using a variety of technologies, including weblogs and digital storytelling, students worked both online and in a Vermont workshop to create their own community development projects. TAP explored the benefits and uses of technology and the role of leadership in emerging democracies. The curriculum incorporated concepts of a civil society and demonstrated how technology can be used to enhance current and future initiatives throughout Eurasia. TAP graduated 90 students in three years, benefiting 12 countries, and created a network of motivated, inspiring and talented young adults who shared a desire to improve their own communities.> More

FLEX Technology Ambassador Program | 2002 - 2005

The Technology Ambassadors Program (TAP) was an innovative technology and leadership program for Future Leaders Exchange (FLEX) students studying in the United States. Using a variety of technologies, including weblogs and digital storytelling, students worked both online and in a Vermont workshop to create their own community development projects. TAP explored the benefits and uses of technology and the role of leadership in emerging democracies. The curriculum incorporated concepts of a civil society and demonstrated how technology can be used to enhance current and future initiatives throughout Eurasia. TAP graduated 90 students in three years, benefiting 12 countries, and created a network of motivated, inspiring and talented young adults who shared a desire to improve their own communities.> More

FLEX Technology Ambassador Program | 2002 - 2005

The Technology Ambassadors Program (TAP) was an innovative technology and leadership program for Future Leaders Exchange (FLEX) students studying in the United States. Using a variety of technologies, including weblogs and digital storytelling, students worked both online and in a Vermont workshop to create their own community development projects. TAP explored the benefits and uses of technology and the role of leadership in emerging democracies. The curriculum incorporated concepts of a civil society and demonstrated how technology can be used to enhance current and future initiatives throughout Eurasia. TAP graduated 90 students in three years, benefiting 12 countries, and created a network of motivated, inspiring and talented young adults who shared a desire to improve their own communities.> More

Internet Community Development for the Caucasus | 2000 - 2001

A one-year pilot program, Internet Community Development in the Caucasus (Armenia, Azerbaijan, Georgia), a program of US State Department, Bureau of Educational and Cultural Affairs, was designed to promote the use of the Internet as a democracy-building and community organizing tool for professionals in the Southern Caucasus. The program fostered the development of business support, refugee issues, and assistance to internally displaced persons. The training and outreach activities of the program built the local capacity of professionals in these fields to use and create multi-language online resources such as online newsletters, discussions lists, interactive websites, web chats, and teleconferences. Experience from the pilot program was integrated into the core of the School Connectivity Programs.> More

Internet Community Development for the Caucasus | 2000 - 2001

A one-year pilot program, Internet Community Development in the Caucasus (Armenia, Azerbaijan, Georgia), a program of US State Department, Bureau of Educational and Cultural Affairs, was designed to promote the use of the Internet as a democracy-building and community organizing tool for professionals in the Southern Caucasus. The program fostered the development of business support, discussion on refugee issues, and assistance to internally displaced persons. The training and outreach activities of the program built the local capacity of professionals in these fields to use and create multi-language online resources such as online newsletters, discussions lists, interactive websites, web chats, and teleconferences. Experience from the pilot program was integrated into the core of the School Connectivity Programs.

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Internet Community Development for the Caucasus | 2000 - 2001

A one-year pilot program, Internet Community Development in the Caucasus (Armenia, Azerbaijan, Georgia), supported by the US State Department, Bureau of Educational and Cultural Affairs, promoted the use of the Internet in the southen Caucasus as a democracy-building and community organizing tool for professionals. The program included communities focused on development of business support, refugee issues, and assistance to internally displaced persons. Training and outreach activities of the program built the local capacity of professionals in these fields to use and create multi-language online resources such as online newsletters, discussions lists, interactive websites, web chats, and teleconferences. Experience from the pilot program was integrated into the core of the School Connectivity Programs in Armenia and Azerbaijan, which followed this ICD.

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Samara Regional Investment Initiative | 1999 - 2000

The Samara Regional Investment Initiative Internet Program was a 20-month program (January 1999-September 2000) supporting the use and application of Internet technology for joint US-Russian collaboration. The program increased public access to e-mail and the Internet through the establishment of seven Public Access Internet Centers in Samara, Togliatti and Syzran. Program staff trained individuals and groups in the development, use and application of Internet resources. Specialists in the region worked with staff to develop and establish Russian-language information resources and training materials. PH also worked to enhance the telecommunications infrastructure in collaboration with partner institutions and technology initiatives in the Samara Region. To this end, PH awarded $30,000 in small grants for support local web development projects.

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Children's Rights Internet Resource Development Program | 1998 - 1999

This program sought to promote the rights of children in Russia, focusing on the Convention on the Rights of Children and an emphasis that ensuring the safety and rights of children is not simply a question of good will, but an obligation. A key program output, the Project Harmony Children’s Rights Web Site, provided access to critical information about the rights of children. PH also organized Internet-based discussions about children’s rights and solicits consultations from various professionals in law and law enforcement.

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Internet School Linkage Program | 1996 - 1999

The Internet School Linkage Program, which began in 1996 and was supported by the Soros Open Society Institute, applied telecommunications technology to new and existing partnerships between secondary schools in the US and the former Soviet Union. Teachers and students from both countries learned to use the Internet to communicate with their international partners via electronic mail and to utilize on-line resources to conduct joint educational projects. PH provided the educational leadership, technical equipment and support necessary to ensure that Internet projects were integrated into the academic program of participating schools. In the first year of the program, PH helped more than 25 NIS schools and educational institutions gain access to the Internet and provided training for educators on the use of these resources. Nineteen NIS-US school partnerships were established. In 1998, Project Harmony published Five Evenings: Discussions About Educational Telecommunications Projects (in Russian), a book which describes the experiences of ISLP schools across the NIS and profiles 33 on-line educational projects created by ISLP educators. Twenty-four NIS-US school partnerships took place in the 1998-1999 academic year and a second book of internet projects was published.

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Educational Development Programs

English Access Microscholarship Program | 2011 - 2017

The purpose of the English Access Microscholarship Program (Access program) is to make the study of English more accessible to adolescents from an economically disadvantaged background and is supported by the U.S. Embassy in Georgia.  In addition to working on their language skills, the participants of the program become familiar with the aspects of US culture and develop deeper understanding of current issues in North American society. Greater sensitivity to cultural differences, coupled with the acquired language skills, enable the participants to take advantage of the opportunities that had previously been unavailable to them. 

The program works with 175 economically-underprivileged students aged 13-17 in seven regions of Georgia ( Ozurgeti,Kutaisi,Batumi,Telavi,Mestia, Poti and Ambrolauri), providing after-school and summer English classes and enrichment activities at no cost to the students and enhancing English language skills thereby developing increased self-confidence, stronger critical thinking skills, and increased opportunities for study or employment.

 

PH International works with local NGO partners in the ten regions to provide English language instruction, as well as involve locally-based Peace Corps volunteers and American Corners in enrichment activities. Each NGO holds a one-week summer school for all Access students in their locality in July of each year. Summer schools run six hours a day for five days and provide students with English and American culture training and recreational activities.

 

 

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Global New Media Lab | 2012 - 2016

Global New Media Lab (GNML) is a joint initiative of the U.S. Department of State Bureau of Educational and Cultural Affairs (ECA) and PH International. GNML consists of two program components: GNML Online and the Youth TechCamp.

The purpose of the Global New Media Lab is to provide students participating in three of the Department of State’s Bureau of Educational and Cultural Affairs’ high school academic exchanges with the skills to actively engage in and teach others about the use of social media and other forms of information technology for greater civic engagement. GNML gives young people, ages 15-17 the skills to harness innovative online and mobile tools for powerful change in communities worldwide.

The program has trained 240 international students how to create a social media for social change campaign to address an issue in their home countries using the world's most powerful online platforms. Seventy-eight of these students also participated in a one-week Youth TechCamp in Vermont. Youth TechCamp participants gained leadership and training skills enabling them to transfer knowledge and skills in social/digital media and other information technologies to people and groups at home.

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It’s a WONDER-ful Life | 2014 - 2015

In 2014-2015, building on success of previous social inclusion initiatives, the U.S. Embassy, Yerevan partnered with PH International to bring the “Wonder-ful Life” project to Armenia. “Wonder-ful Life “- is a series of activities based around the reading of Wonder, R. J. Palacio’s prize winning novel about a young boy with a severe facial disfigurement and the challenges he faces when he enters public middle school.

PH International worked jointly with the Ministry of Education of Armenia and the National Institute of Education to train 30 teachers from around the country who then facilitated group readings and discussions of the book with their students during the Social Inclusion Month in February, 2015. In addition, copies of the novel were distributed to libraries, schools, and NGOs in Armenia.

Armenian students were encouraged to create post cards featuring the Wonder bookcover on one side. The best designs were then printed on real cards and students sent them to the U.S. Ambassador, the Minister of Education, and the Minister of Labor and Social Affairs with a brief idea about how they could make their community more inclusive. 

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Applied Civic Education and Teacher Training (ACETT) program for Georgia | 2010 - 2014

USAID-funded Applied Civic Education and Teacher Training Program (ACETT) was implemented by PH International in partnership with the Centre for Training and Consultancy (CTC) and 11 regional partner NGOs from 2010 - 2014. The program was also supported by the Ministry of Education and Science of Georgia.

ACETT worked to improve the quality and scope of school-based civic education as a means to positively influence the knowledge, attitudes and behaviors of youth (and, through their example, those of the broader community) as active participants in Georgia’s democratic society. ACETT involved a number of program areas, including curriculum development, teacher training, encouraging and promoting student civic involvement, and strengthening recognition of the importance of civics education. The program reached out to 740 schools, 30% of all schools in Georgia. Successes achieved by the program include the following:

-        development of 50-hour accredited training course for civics teachers titled “Teaching Democratic Citizenship”;

-        passing 813 civics teachers from partner schools through this accredited course and conducting workshops for 736 school principals about the importance of school-based civic education;

-        creating and supporting a National Forum of Civics Teachers, which now brings together more than 500 teachers from all regions of Georgia. Organization aims to advance civics teachers’ professional development, promote experience-sharing among teachers through different activities, which include: trainings and master-classes by American and Georgian experts, civics teacher roundtables to discuss critical professional issues, regional conferences and meetings of civics teachers to share experiences, open lessons in civics and organization of the National Annual Fair-Conference of Civics Teachers.

-       presenting a Best Civics Teachers of the Year Award annually starting from 2012;

-        development of the four sets of supplemental civics textbooks, which were introduced to 740 schools in Georgia. Translation of these materials into Azeri and Armenian for use in schools teaching in these languages;

-        organizing summer civics camps for 1,115 students and teachers; conducting civics integration camps for 200 Georgian and ethnic minority youth to facilitate implementation of joint initiatives;

-        developing a manual for school civics clubs and helping to establish over 500 school-based civics clubs in which students work with partners to resolve the critical issues of their schools and communities;

-        awarding the most successful school-based civics clubs with audio-visual equipment that can be  used to enhance their activities;

-        funding and supporting 555 mini-grant projects that promote civic participation by students and teachers; involving local state and private organizations as contributors in these projects;

-        training 711 young leaders and 53 teachers in the use of social media for civic engagement;

-        training 170 students (and teachers) in debates and public speaking, who then have trained the peers in their respective schools and regions;

-        organizing youth forums with participation of more than 3000 students nationwide to promote involvement of youth in local decision-making processes;

-        and creating a civics and citizenship web portal www.civics.ge which brings together resources and news for about civic education and civic engagement for youth, their teachers and parents; 

Final external evaluation of the program, through which 1,300 respondents were surveyed nationwide, showed that ACETT program achieved its goals successfully. This survey confirmed students have gained important knowledge and practices, through their participation in ACETT program, which are essential for democratic citizenship.

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Internet and Exchange Component of YIEP | 2011 - 2013

The Youth Innovation and Entrepreneurship Program (YIEP) is implemented by the Turkish Education Association and has provided support for the development of innovation and entrepreneurism among Turkish high school students since 2008. PH’s Internet and Exchange Component serves three functions.

First, the component provides a means of delivering additional content and new approaches that enhance the teaching of entrepreneurism in the classroom.

Second, the component establishes linkages between Turkish and American youth that allow them to explore how innovation, entrepreneurism, culture and their lives are similar and different in the two countries, enriching awareness and understanding.

Finally, the component provides opportunities for leading young entrepreneurs and their teachers to have in-person experiences in one another’s countries, further expanding connections and understanding.> More

DOTCOM in Armenia | 2008 - 2010

The Developing Online Tools for Community Outreach and Mobilization (DOTCOM) program engaged media-savvy and civically-engaged youth from Armenia, Azerbaijan and the U.S., providing training and opportunities for these young people to create socially conscious media impacting communities in the U.S. and the Caucasus. The program was sponsored by the Bureau of Education and Cultural Affairs, U.S. Department of State, and supported by a global network of organizations.

The first phase of the program began in early 2009, when 90 Armenian, American and Azerbaijani students began online collaboration by exploring youth issues through the lens of media, creating their own documentaries, digital stories, short films, public service announcements and other media for distribution internationally. In May 2009, the second phase of the project began. Based on their achievements in the first phase, 30 students (ten per country) were selected as program finalists, and traveled to the U.S. in July 2009 for advanced media and social action training. In March 2010, ten American high school students joined international peers on a visit to the Caucasus, which included participation in the regional Social Media for Social Change conference in Tbilisi, Georgia. 

The program was a tremendous success, with all students going on to reach personal and academic goals beyond their involvement in DOTCOM. For more information about the online learning component of the program, as well as links to student blogs and the DOTCOM YouTube page, please visit the program forum: http://www.netvibes.com/phdotcom#DOTCOM-Home_Page

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DOTCOM in Azerbaijan | 2008 - 2010

Please visit the DOTCOM Program Forum for all modules, news, staff and student blogs, and links to relevant sites, including the DOTCOM YouTube page and Twitter feed: http://www.netvibes.com/phdotcom#DOTCOM-Home_Page

The Developing Online Tools for Community Outreach and Mobilization (DOTCOM) program engaged media-savvy and civically-engaged youth from Armenia, Azerbaijan and the U.S. and provided training and opportunities for young people to create socially conscious media impacting communities across the U.S. and the Caucasus. The program was sponsored by the Bureau of Education and Cultural Affairs, U.S. Department of State, and supported by a global network of organizations that include OneWorldTV, ListenUp!, Young People’s Media Network and the International Youth Media Summit.

The first phase of the program began in early 2009, when ninety Armenian, American and Azerbaijani students began their online collaboration by exploring youth issues through the lens of media, ultimately creating their own documentaries, digital stories, short films, public service announcements and other media for distribution internationally.

In May 2009, the second phase of the project began. Based on their achievements in the first phase, 30 students (ten per country) were selected as program finalists, and traveled to the U.S. in July 2009 for advanced media and social action training. In March 2010, ten American high school students will meet their Azerbaijani and Armenian peers in Tbilisi for a two-day regional media conference to showcase their work to a global audience.  American students will then travel to Azerbaijan and Armenia. 

All students in DOTCOM also have an opportunity to vie for mini-grants to implement civic initiatives based on their selected social issues.

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DOTCOM in USA | 2008 - 2010

Please visit the DOTCOM Program Forum for all modules, news, staff and student blogs, and links to relevant sites, including the DOTCOM YouTube page and Twitter feed: http://www.netvibes.com/phdotcom#DOTCOM-Home_Page

The Developing Online Tools for Community Outreach and Mobilization (DOTCOM) program engaged media-savvy and civically-engaged youth from Armenia, Azerbaijan and the U.S. and provided training and opportunities for young people to create socially conscious media impacting communities across the U.S. and the Caucasus. The program was sponsored by the Bureau of Education and Cultural Affairs, U.S. Department of State, and supported by a global network of organizations that include OneWorldTV, ListenUp!, Young People’s Media Network and the International Youth Media Summit.

The first phase of the program began in early 2009, when ninety Armenian, American and Azerbaijani students began their online collaboration by exploring youth issues through the lens of media, ultimately creating their own documentaries, digital stories, short films, public service announcements and other media for distribution internationally.

In May 2009, the second phase of the project began. Based on their achievements in the first phase, 30 students (ten per country) were selected as program finalists, and traveled to the U.S. in July 2009 for advanced media and social action training. In March 2010, ten American high school students met their Azerbaijani and Armenian peers in Tbilisi for a two-day regional media conference to showcase their work to a global audience.  American students then traveled to Azerbaijan and Armenia. 

All students in DOTCOM also had an opportunity to vie for mini-grants to implement civic initiatives based on their selected social issues.

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Teacher Trainings Project Consultancy | 2008 - 2008

TCON Consultancy Project: Project Harmony was contracted by the Republic of Armenia's Center for Implementation of Educational Projects as a consultant for basic computer literacy training, giving training to 708 educators from Gegharkunik region’s secondary schools. The level of community support for the program was remarkable, with media coverage of PH activities on several occasions.The consultancy took place from Feb. to Sept. 2008 within the framework of much larger national program called “Republic of Armenia Education Quality and Relevance Program”, funded through a credit received by the Republic  of Armenia from the International Development Association.

Through its different components, the “Republic of Armenia Education Quality and Relevance Program” aimed at raising the quality of general education, ensuring its relevance to the new economy and building a professional workforce among Armenian educators and students.

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Azerbaijan School Economics Education-Junior Achievement | 2003 - 2008

PH International (formerly known as Project Harmony) provided support for the Junior Achievement Program in Azerbaijan for the Azerbaijan School Economics Education project over a five year period, from December 2003 to November 2008. Junior Achievement uses hands-on experiences to inspire and prepare young leaders for success in a global economy. In partnership with businesses and educators, Junior Achievement provides opportunities for youth to engage in market-based economic ventures and entrepreneurship, while fostering respect for diversity of talents, creativity, perspectives and identities.

The Azerbaijan School Economics Education project focused on preventing neglect in non-petroleum sectors by developing a workforce in schools that will spearhead Azerbaijan's business development. Under this project, Junior Achievement Azerbaijan expanded its activities to 105 (100 teachers) schools in Baku and in ten regions. The program reached 15,000 tenth and eleventh grade students. Participating students practiced applied economics through Management and Economics Simulation Exercises, and received training on computer usage and internet collaboration. Students also competed online with their peers throughout the world by participating in the Hewlett-Packard Global Business Challenge. In the last two years of the project,  online and offline mentoring relationships were developed with private businesses for 75 students per year; quarterly online forums, discussions and activities took place in collaboration with Project Harmony's Azerbaijan Connections and Exchange Program, including a forum to compare and contrasting effective media outreach in the global market; and a 12-week Global Business Ethics Program trained 30 students from 12 schools each semester. Online partnerships were developed between JAA participants and American schools to learn about the US economy and business environment, in order to build an awareness of the challenges posed by the transition from a demand to a market economy, and the societal implications of those changes.> More

North Carolina State/Pskov Educator Exchange | 2000 - 2002

US-Russia School Exchanges | 1989 - 2002

School Linkage Program | 1995 - 2000

In 1989, Project Harmony initiated the School Linkage Program in which students and teachers from schools in the United States and the former Soviet Union were matched directly. During the academic year Americans traveled to the NIS for a two to three-week period during which they lived in the homes of their counterparts, attended classes at the host school and participated in a cultural program. Each NIS partner school designed its own itinerary so every program was unique. Similarly, the NIS participants traveled to the US for a two to three-week visit in which they lived with American families and participated in a program designed by the US school. Exchange groups varied in size from 10-25 persons. American schools could elect to be paired with a NIS school in a specific location or with a special focus such as English language, music, mathematics, computers, science or art. A Project Harmony staff member fluent in English and Russian accompanied each group in the NIS to facilitate the exchange. Project Harmony was one of the organizations designated for school partnerships by the United States Department of State – Educational and Cultural Affairs Division and has received support yearly from the Department of State for school linkage programs from 1993 - 2000.

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School Linkage Program | 1995 - 2000

In 1989 Project Harmony initiated the School Linkage Program in which students and teachers from schools in the United States and the former Soviet Union are matched directly. During the academic year Americans travel to the NIS for a two to three-week period in which they live in the homes of their counterparts, attend classes at the host school and participate in a cultural program. Each NIS partner school designs its own itinerary so every program is unique. Similarly, the NIS participants travel to the US for a two to three-week visit in which they live with American families and participate in a program designed by the US school. Exchange groups vary in size from 10-25 persons. American schools may elect to be paired with a NIS school in a specific location or with a special focus such as English language, music, mathematics, computers, science or art. The focus for the exchanges to take place in the 1999-2000 academic year will be joint service learning projects. A Project Harmony staff member fluent in English and Russian accompanies each group in the NIS to facilitate the exchange. Project Harmony is one of the organizations designated for school partnerships by the United States Department of State – Educational and Cultural Affairs Division and has received support yearly from the Department of State for school linkage programs since 1993.> More

Teacher Internship/Exchange Programs | 1991 - 2000

From 1991 to 2000, PH International (as Project Harmony) organized intensive professional development trips for teachers from the US, Finland, and Russia. Each program included in-class teaching, meetings with educational administrators, homestays and an opportunity to develop long-lasting professional ties among educators in order to implement new and innovative teaching methods. PH published a curriculum guide of lesson plans developed by NIS teachers for use in American classrooms in spring 1999.

The Teaching Internship Program offered an opportunity for recent college graduates and experienced educators to teach English in Russia and Ukraine. Project Harmony arranged the teaching positions at one of its partner schools or organizations for six months or a full academic year. In most cases, this included a formal contract with the school, detailing the teaching load and the remuneration that the intern would receive in the form of a standard Russian or Ukrainian stipend. Most interns taught English as a Second Language (ESL). Over an eight year period Project Harmony placed 35 interns in the NIS.> More

In Search of a New Democracy – Study Abroad Program | 1998 - 1999

This program was a team effort between PH and the School of Criminal Justice at Michigan State University and provided annual one-month intensive academic programs for two years. In Search of a New Democracy offered MSU students a unique opportunity to study first-hand Ukraine's transition from communism to a free-market economy, providing classroom and field experience that included homestays in Lviv and Kyiv. The program had special focus on old and new problems facing Ukrinian law enforcement and their struggles to adapt, consolidate and reconfigure their system and deal with new criminal issues arising in an open and free society. 

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International Youth Leadership Camps | 1996 - 1998

In 1996 and 1997 Project Harmony organized the International Youth Camp for 12-16 year-old students from Russia, Europe and the United States. The camp was situated in the Green Mountains of Vermont. The campers took part in a structured morning session of intensive language courses and spent their afternoons involved with leadership building activities, sports, field trips, and arts and crafts. A total of 45 Russians and 25 Americans have taken part in Project Harmony camps.> More

International Youth Leadership Camps | 1996 - 1998

In 1996 and 1997 Project Harmony organized the International Youth Camp for 12-16 year-old students from Russia, Europe and the United States. The camp was situated in the Green Mountains of Vermont. The campers took part in a structured morning session of intensive language courses and spent their afternoons involved with leadership building activities, sports, field trips, and arts and crafts. A total of 45 Russians and 25 Americans have taken part in Project Harmony camps.> More

Semester Study Program | 1994 - 1997

The Semester Study Program brought teenagers from Russia, Georgia, Ukraine and Belarus to the United States for a semester of study in American high schools. Between 50 and 100 15-18 year old high school students each year participated in the program, hosted by families across breadth of the U.S. Participants without exception were bery thankful to PH, the USIA's Freedom Support Act program, and most of all their host families for their experience. Follow-up surveys offered statements such as:

"When I got home, I had lots of ideas of things I wanted to do - like starting a student government, clubs for sports, and helping elderly people"

"We are going to try to start something here in Tomsk - going to orphanages and helping kids."

 

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Semester Study Program | 1994 - 1997

Semester Study Program | 1994 - 1997

Semester Study Program | 1994 - 1997

The Semester Study Program brought teenagers from Russia, Georgia, Ukraine and Belarus to the United States for a semester of study in American high schools. Between 50 and 100 15-18 year old high school students each year participated in the program, hosted by families across breadth of the U.S. Participants without exception were bery thankful to PH, the USIA's Freedom Support Act program, and most of all their host families for their experience. Follow-up surveys offered statements such as:

"When I got home, I had lots of ideas of things I wanted to do - like starting a student government, clubs for sports, and helping elderly people"

"We are going to try to start something here in Tomsk - going to orphanages and helping kids."

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Teacher in Residence Program | 1996 - 1996

Teacher in Residence Program | 1996 - 1996

Baltic-New England Commerce School Exchange Program | 1993 - 1994

New England-Siberian Direct School Exchange Program | 1993 - 1994

Project Harmony/Tbilisi Pioneer Palace Youth Exchange | 1989 - 1990

This program provided youth exchanges for American teenage groups to Tbilisi and for Georgian teens associated with the Tbilisi Pioneer Palace to the U.S.

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Professional Development Programs

Transcaucasus Professional Development for Teachers of English Language | 2015 - 2016

 

The Transcaucasus Professional Development for Teachers of English Language (TPD-TEL) program, funded by U.S. Department of State /U.S. Embassy in Tbilisi/PAS, is a one-year intensive professional development initiative that provides instruction, skill building, teaching tools and professional support and feedback to the teachers of English from Abkhazia, Armenia and Georgia. TDP-TEL uses a tested, proven curricula developed by Georgetown University specifically for PH International in their work with English language teachers throughout the Caucasus to improve their ability to make students successful in their study of English. TPD-TEL is managed by PH Georgia and implemented by PH Armenia in collaboration with key partners in Abkhazia.

Project Description

PH International will bring together a core group of English language teachers from Abkhazia, Armenia, and Georgia for a 10 day winter English Language Teachers’ Institute (tentatively scheduled for February 2016) in Armenia, where PH has a well established field office with extensive experience in English language programming and professional development institutes. Over the 10 day period, the teachers will be trained by international TESOL (Teachers of English to Speakers of Other Languages) experts to further develop their teaching skills. Training will be focused on English language teaching pedagogy, classroom management, lesson planning, assessment, interactive student-centered instruction, reading and writing strategies, and scaffolding and contextual support. A comprehensive set of electronic and hard copy handouts and materials will be distributed among participating teachers. The first 6 days of the institute will be dedicated to interactive workshops and feedback sessions, during which participants will learn practical teaching techniques that support learner-centered, communicative classrooms. Training activities will promote English language development, enriched content and good core teaching practices simultaneously. During the remaining four days, Armenian school students aged 13-16  (that participate in PH International's English Access Microscolarship Program in Armenia) will join the institute. Thus the second part of the winter institute will  combine three elements: an observed practicum where teachers apply their learning and teach English to  students who also benefit from this opportunity and gain additional English instruction; additional training and feedback for teachers by the international TESOL excpert; and recreational activities for all (all in English).

Following the winter institute, teachers will stay in touch via social networking sites and through emails with program administrators and international TESOL experts. The program includes a strong follow-on component that encourages and supports teachers to take their new knowledge and skills and apply them in their schools. Teachers may participate in joint professional development sharing during the follow-on period – either through synchronous or asynchronous telephone/Skype workshops run by the international TESOL expert . Interactive webinars will also take place during this time focusing on key themes emerging from the follow-on work. A program website will be created where participants can share insights and observations and use it as a resource for their work.  During the summer break, tentatively planned for early July 2016, PH will reconvene the teachers in a summer resort setting in Armenia for a 5 day English Language Teachers’ Follow-On Workshop, allowing the participants to share lessons learned, best practices and challenges as well as acquire basic teacher trainer skills. 

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Georgian Police as Leaders in Athletics for Youth | 2014 - 2015

The U.S. group  included one girls’ and one boys’ basketball team, coaches, and representatives from the Police Athletic League.The Georgian Police as Leaders in Athletics for Youth (GE-PLAY) Basketball program is funded by the U.S. Department of State’s Bureau of Education and Cultural Affair’s under the SportsUnited International Sports Programming Initiative, and implemented by PH International. The program will take place from September 2014 to December 2015.

The goal of the GE-PLAY Basketball program is to inspire and help officials and community groups in Georgia to adopt policies and approaches that promote development of community-based youth sports programs. Building on PH’s work in the GE CALLS program, youth sports initiatives will draw upon local police and others as resources to provide positive opportunities for youth aged 7-17 to practice leadership, responsibility, teamwork, healthy living and self-discipline.

PH will conduct a two-way sports and cultural exchange with participants (adults and youth) from Georgia and the United States. In early 2015, ten (10) officials and youth practitioners from Georgia will visit the U.S. and be introduced to approaches and options for community-based youth sports programming, with special emphasis on programs models that bring youth and police together. Exchange participants will return home, to develop and execute action plans resulting in 10-15 community-based sports initiatives that can serve as pilot and demonstration programs for a broader effort in the future. In early summer 2015, sixteen (16) Americans, including one boys and one girls basketball team, coaches, and police officers involved in sports programming will visit Georgia to provide added technical assistance, conduct workshops, and clinics and momentum for the programs that are being developed.

ECA SportsUnited: http://eca.state.gov/programs-initiatives/sports-diplomacy

International Exchange Alumni: https://alumni.state.gov/

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Scottish Study Abroad Program | 2013 - 2014

The Scottish Study Abroad Program, was funded by the U.S. Embassy’s London Public Affairs Office in England and implemented by PH International from March 8-22, 2014. The objective of  this two-week, U.S.-based exchange was met by providing an opportunity for six education professionals from Scotland to increase their knowledge about and to promote the use of study abroad opportunities to university students and educational institutions in Scotland.  Exchange participants also learned how to provide informed advice and counseling to students interested in these opportunities; and to how measure, document and communicate the outcomes of studying abroad in the United States.

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Community Connections Hosting | 1996 - 2014

Program Information
PH is the only partner in the Community Connections global program that hosts groups as well as recruits for professional development opportunities in target countries. Over the years we have hosted groups from more than a dozen countries on programs ranging from agricultural production to the arts. Participants typically spend 3 weeks in Vermont, staying with host families and having a series of meetings with relevant professionals, organizations and institutions appropriate to the theme and objectives for the exchange.> More

Forecast Participant Training Program Russia | 2010 - 2011

This Forevase Participant Training Program was a U.S. government initiative, managed by USAID, to support peer-to-peer exchanges under the aegis of the U.S.-Russia Bilateral Presidential Commission (BPC) established by Presidents Obama and Medvedev in 2009. The United States and Russia have much to learn from each other and greater cooperation is needed to more effectively address challenges that both countries face. This project supported a two-way exchange of skills and lessons learned in areas identified as priorities by the BPC. The purpose of the project was to support implementation of the Bilateral Presidential Commission (BPC) through capacity building activities in the areas of civil society, business development, environment, health, and other areas.

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Community Connections Forecast Armenia | 2005 - 2011

2005-11 Final Report (.pdf)

The long-running Community Connections program was administered in Armenia by PH International and funded by the United States Agency for International Development (USAID). The program promoted public diplomacy, economic growth and the development of civil society in Armenia and Eurasia through an exchange of experiences, culture and values among program participants, American families, host businesses and local communities.

CC served as a practical internship program, combining seminars, workshops, site visits, and meetings with American professionals with hands-on practical internships. Participants typically stayed from three to five weeks in the United States and lived with American host families.

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Community Connections Forecast Azerbaijan | 2005 - 2011

Community Connections is a United States Agency for International Development (USAID)-funded program. The Community Connections program offers three-week practical training opportunities in the U.S. for entrepreneurs, local government officials, health workers, legal professionals, non-governmental organization leaders and other professionals throughout Azerbaijan. The program is designed to promote public diplomacy through the exchange of cultural ideas and values between participants, U.S. families and local community host organizations.

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Community Connections Forecast Georgia | 2005 - 2011

The Community Connections program in Georgia was administered by PH International and funded by the United States Agency for International Development (USAID). Community Connections promoted public diplomacy, economic growth and the development of civil society in Georgia and Eurasia through an exchange of experiences, culture and values among program participants, American families, host businesses and local communities. A practical internship program that combined seminars, workshops, site visits, and meetings with American professionals with hands-on practical internships, Community Connections provided participants with an experience lasting three to five weeks in the United States and with an American host family experience.

The Community Connections program:

  • Provided participants with professional training and exposure to the day-to-day functioning of a free market system
  • Encouraged public-private partnerships in Georgia by including private sector and government participants on US visits
  • Created links between US and Georgian regions and communities
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Community Connections Forecast Russia | 2005 - 2011

Community Connections in Russia under the broader Forecast program IQC was administered by PH International and funded by the United States Agency for International Development (USAID). Community Connections promoted public diplomacy, economic growth and the development of civil society in Russia and Eurasia through an exchange of experiences, culture and values among program participants, American families, host businesses and local communities. A practical internship program that combined seminars, workshops, site visits, and meetings with American professionals with hands-on practical internships, Community Connections provided participants with an experience lasting three to five weeks in the United States and with an American host family experience.

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Community Connections Forecast Ukraine | 2005 - 2011

Community Connections was a public diplomacy, economic growth and civil society development program administered in Ukraine by PH International and funded by the United States Agency for International Development (USAID). The program provided practical internship experiences combining seminars, workshops, site visits, meetings with American professionals ane an internship. Participants typically stayed from three to five weeks in the United States and lived with American host families.

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LEAP Follow-On Program | 2006 - 2008

The Legislative Education and Practice (LEAP) Follow-On Program was established in 2006 by the Public Affairs Section of the United States Embassy in Moscow. The Program was created to provide young Russian professionals who completed LEAP fellowships in American state legislatures an opportunity to design and lead activities aimed at sharing their hands-on experience in the day-to-day functions of U.S. state political institutions with their peers through public presentations, legislative institutes and other educational activities.

In 2006 and 2007 eighteen Russian Fellows from all across Russia conducted over seventy public presentations in twenty cities, and led five legislative institutes for over 230 Russian students. In 2008 the LEAP Follow-On Program expanded its activities to Georgia and Ukraine.

The Program is funded by the United States Department of State and administered by PH International. In 2008 three Georgian, four Russian and one Ukrainian Fellows entered the Program upon their return from the United States. Each Fellow will carry out a number of public presentations and have an input in the legislative institute to allow young people to learn about lawmaking processes in America and better understand the political life in their own countries.> More

Open World Alumni Outreach Program | 2003 - 2007

Since its founding by Congress in 1999, the Open World Program has enabled tens of thousands of current and future Eurasian leaders to experience American democracy, civil society and community life; work with their American counterparts; stay in American homes; and gain new ideas and inspiration for implementing change back home. Some 6,000 American host families and their communities in all 50 states have partnered with the U.S. Congress and Open World to make this ambitious public diplomacy effort possible.

PH Implemented the Open World Alumni Outreach Program in Russia from 2003-2007, helping to build strong alumni communities by developing or expanding online and in person mechanisms through which alumni of the Open World program can share both information and experience. The program fostered sharing of resources and experience through networking of alumni, both on an interregional and international scale; to provide an opportunity for alumni to develop their professional skills and to provide program resources to as many alumni as possible. 

 

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Ukraine/Michigan Program on Integrating Ethics into Democratic Governance | 1999 - 2000

A follow-on to the In Search of New Democracy program, PH, the School of Criminal Justice and the College of Social Science at Michigan State University again conducted an intensive program in Ukraine on Integrating Ethics into Democratic Governance.

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Ukraine/Michigan Program on Integrating Ethics into Democratic Governance | 1999 - 2000

Ukrainian Women Parliamentarians Exchange | 1999 - 2000

The Project Harmony Training Program for Women in the New Parliament of Ukraine took place in January, 1999. Nine participants, including legislators, aides and journalists traveled to the United States for an intensive twelve-day program in New York/New Jersey and Washington, DC. The program increased participants’ abilities to improve the legislative process in Ukraine by increasing the effectiveness of women as legislators and increasing the understanding of how policies affect women. The program provided participants with a comparative look at the American political process through a number of focussed lectures, seminars and meetings with leading educational centers, political organizations and politicians.> More

Law Enforcement Exchange Program | 1995 - 2000

Since 1995, Project Harmony has been involved in training and education programs for police, law enforcement officials and criminal justice experts from the United States and the NIS. Police and law enforcement officials from Texas, Louisiana, Colorado, New York, Vermont, Massachusetts and New Jersey have participated in programs in Petrozavodsk, Volgograd and Oryol, Russia and Lviv, Uzhgorod and Odessa, Ukraine. Project Harmony was selected by the Department of Internal Affairs in Russia to coordinate the year-long hosting programs for three Yeltsin Scholars in law enforcement. In the fall of 1997, the Project Harmony-State Department Law Enforcement Exchange Program brought 12 Fellowship law enforcement candidates from the NIS to live in US host families and intern with local US law enforcement individuals and departments from October to December. Four partnerships between US schools of criminal justice and Institutes of Internal Affairs in Russia and Ukraine conducted exchanges in 1997, 1998 and 1999. By the spring of 2000, over 140 US and 140 NIS officials will have participated in Project Harmony law enforcement exchange programs. Project Harmony has received funding from the US State Department to continue Law Enforcement Exchange Programs with Russian and Ukrainian participants through 2000.> More

Law Enforcement Exchange Program | 1995 - 2000

Since 1995, Project Harmony has been involved in training and education programs for police, law enforcement officials and criminal justice experts from the United States and the NIS. Police and law enforcement officials from Texas, Louisiana, Colorado, New York, Vermont, Massachusetts and New Jersey have participated in programs in Petrozavodsk, Volgograd and Oryol, Russia and Lviv, Uzhgorod and Odessa, Ukraine. Project Harmony was selected by the Department of Internal Affairs in Russia to coordinate the year-long hosting programs for three Yeltsin Scholars in law enforcement. In the fall of 1997, the Project Harmony-State Department Law Enforcement Exchange Program brought 12 Fellowship law enforcement candidates from the NIS to live in US host families and intern with local US law enforcement individuals and departments from October to December. Four partnerships between US schools of criminal justice and Institutes of Internal Affairs in Russia and Ukraine conducted exchanges in 1997, 1998 and 1999. By the spring of 2000, over 140 US and 140 NIS officials will have participated in Project Harmony law enforcement exchange programs. Project Harmony has received funding from the US State Department to continue Law Enforcement Exchange Programs with Russian and Ukrainian participants through 2000.> More

Business For Russia Program | 1994 - 1996

Fire Prevention Exchange Program/FPEP | 1995 - 1995

New England-Siberian Folk Arts Program | 1993 - 1994

Vermont-Karelia Agricultural Exchange | 1993 - 1994

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