Chief of Party, Indonesia
Andrea Bosch has more than 20 years of experience leading education and institutional capacity building projects. She currently serves as the chief of party on a higher education management program in Indonesia, which focuses on improving administration, financial management, and collaboration in the country’s education sector. Dr. Bosch has worked to promote education quality and equity in India, Nepal, the Philippines, Thailand, Lao PDR, Bolivia, Dominican Republic, Ecuador, Guatemala, South Africa, Grenada, and Nigeria. As chief of party on a technology and learning program in Egypt, she worked with the Ministry of Education and Ministry of Communication to build capacity across 11 governorates to use technology in schools to improve learning outcomes. She also developed private sector partnerships with local and international organizations totaling nearly $10 million.
Senior Vice President, Asia
Prior to leading Chemonics’ activities in education and youth, Andrew Lewis served as Chemonics’ senior vice president for both the South Asia, and Egypt, North Africa, and Yemen regions. As practice director, Mr. Lewis provides expertise in education, youth, and workforce development efforts. He also serves on the executive committee for the Alliance for International Youth Development. Mr. Lewis has led education projects in Egypt, Georgia, and Zambia. He began his international career as a Peace Corps volunteer in Samoa. He holds a bachelor’s degree in anthropology from the University of Tennessee and has done graduate work at the George Washington University and Tulane University.
Manager, Europe and Eurasia
Annie McHugh is an international education professional with five years of experience in education. She currently supports the USAID/Georgia Primary Education project from Chemonics’ home office. As a classroom teacher, Ms. McHugh spent three years teaching English in South Korea, the majority of which focused on early childhood second language acquisition through reading, phonetics, and vocabulary-building activities. In her professional studies in international education, Ms. McHugh focused on the social externalities of education, the relationship between education and other practices in development, and literacy education. Ms. McHugh holds a M.Ed. in international education policy and management from Vanderbilt.
Chief of Party, Pakistan
Christopher Ashford is an education and youth development expert with more than 20 years of experience. Before his career in international development, Dr. Ashford taught English in the U.S. More recently, he led the Yes Youth Can National Program in Kenya. As chief of party for the Liberia Teacher Training Program (LTTP), he managed the capacity building of 30,000 under-qualified primary school teachers by providing both in-service and pre-service training. Dr. Ashford has also assisted the Ministry of Education in policy decisions to improve literacy levels and provide additional support for girls. He is currently the chief of party for the Sindh Reading Program in Pakistan, which aims to increase student achievement in early grade reading and math with high-quality education in the Sindh province.
Senior Vice President, East and Southern Africa
Emet Mohr served as senior vice president for Caucasus and Central Asia and now serves as senior vice president for East and Southern Africa. He has broad experience leading program design and implementation throughout Europe and Eurasia, particularly in Georgia, where he was chief of party for an innovative education project. As an education development specialist, Mr. Mohr has conducted technical assignments, from Jordan to Peru, and helped build the education practice at Chemonics. In addition to serving as a Peace Corps volunteer in Morocco, he has a bachelor's degree from Cornell University and has completed graduate coursework in education at the University of Virginia and George Mason University.
Director, Violence and Crime Prevention Initiative
Enrique Betancourt is a trained architect and urban planner who once served as Executive Director at the National Center for Crime Prevention and Citizen Participation in Mexico. As an expert in urban innovation, he co-founded CONTEXTUAL, an agency developing creative solutions to complex urban problems through collaborative and participatory design. CONTEXTUAL works to bridge the gap between research, policy design and successful implementation. Previously, Enrique served as Deputy General Director of Social Policy for the Presidency of the Republic of Mexico. He holds a Masters of architecture in urban design from Harvard University.
Director, West and Central Africa and Haiti
Jennifer Swift-Morgan is and education and governance expert with more than 15 years of experience designing, managing, and evaluating integrated projects in Sub-Saharan Africa and South Asia. Her technical expertise includes decentralized public policy, teacher training, civil society strengthening, early grade reading human rights, community mobilization, and non-profit management. Ms. Swift-Morgan has previously worked at USAID, KfW Development Bank, National Democratic Institute (NDI), and InterAction. As a director in the West and Central Africa region, Ms. Swift-Morgan currently supports the USAID ACCELERE! Project in the Democratic Republic of Congo. She also conducts political economic analyses and provides civic engagement, local governance, and public service delivery input for the Democracy and Governance Practice. Ms. Swift-Morgan holds a Ph.D. in international education development from Columbia Teacher’s College.
Jill Loran Arriaga Meeks
Director, Education and Youth Practice
Jill Loran Arriaga Meeks is a director in the Education and Youth Practice with over 20 years of experience in education and international development. She currently manages the Access to Basic Education All Children Reading IDIQ. Prior to Chemonics, Ms. Meeks led education projects in Afghanistan, Jordan, Nigeria, Lebanon and Mozambique. Her short term field work as included addressing barriers to education for girls and school-related gender-based violence in Ghana and Malawi and conducting a gender audit for reading materials in Mozambique. Ms. Meeks spent eleven years as a classroom teacher, teaching Spanish as a foreign language and English as a second language. She was also a Peace Corps Volunteer in Guinea Bissau, and spent three years at the Peace Corps Headquarters incorporating gender-sensitive programming into projects. Ms. Meeks has a M.A. in international training and education from American University and a B.S. in education from University of Georgia.
As a human resource development, education, and training specialist on Chemonics’ Jordan Tourism Development Project, Joseph Ruddy manages a series of nationally renowned youth vocational training centers that have provided tangible skills to thousands of young Jordanians, 70 percent of whom have found employment or gone on to continue their education. He has more than 20 years of experience heading higher education and vocational education institutions specializing in tourism management.
Associate, Education and Youth Practice
Katherine Centore works in Chemonics’ Education & Youth Practice and supports the USAID Feed the Future Uganda Youth Leadership for Agriculture Activity. Ms. Centore has five years of experience in international development and has previously consulted on education projects for UNESCO Bangkok and UNICEF China, as well as a USAID agribusiness project in Kenya. In addition, Ms. Centore has worked on initiatives in the U.S. to boost adult basic education and support higher education initiatives for low-income youth. She hold a Master’s in public policy with a focus in education and social policy from Rutgers University and a B.S. in business administration from the University at Buffalo.
Director, East and Southern Africa
Kathryn Camp has eight years of domestic and international experience focusing on education interventions. She currently provides technical leadership to Chemonics’ portfolio of education projects as a director in the Education and Youth Practice. As chief of party in Georgia, Dr. Camp led the technical team in introducing classroom methods and tools to improve early grade literacy and numeracy. Recently, Dr. Camp has focused on identifying effective ways to improve students’ ability to acquire the foundational skills of proficient reading, such as phonemic awareness, word decoding, oral reading fluency, and knowledge of comprehension strategies. She holds a PhD in history from the University of Michigan at Ann Arbor.
Associate, Education and Youth Practice
Laura Conrad is an associate on the Education and Youth Practice and has a background in early childhood education, bilingual education, and curriculum development. Ms. Conrad has previously taught elementary school children in Washington, D.C. She has managed early childhood literacy programs in New York City and has conducted research on in-service teacher professional development in Tanzania. She holds a B.A. in international studies from American University and an M.S.Ed in international educational development from the University of Pennsylvania.
Manager, Education and Youth Practice
Laura Harrington has supported a wide range of projects in agribusiness, trade, public health, and microfinance before focusing on education and literacy. She has conducted large- and small-scale training for early-grade reading assessments, overseen data collection and quality assurance, and led the development of the school-based assessment monitoring system for Zambia's Read to Succeed Project. Ms. Harrington has previously worked in Switzerland, France, Mali, and Guinea. She earned a B.A. in international affairs and French from the University of Colorado, Boulder, and an M.P.A from the Middlebury (Monterey) Institute of International Studies in Monterey, California.
Chief of Party, Afghanistan
Nancy Parks is a senior labor skills, youth, and basic education specialist with 30 years of experience in international education and development. Ms. Parks specializes in developing curricula and materials to improve reading, leading employment generation projects, and facilitating innovative private sector linkages. She has led education projects in Afghanistan, Georgia, Lebanon, Iraq, and Egypt, and previously taught for 20 years at the American University in Cairo and Cairo American College. Ms. Parks has trained teachers and government officials and developed instructional materials, basic education and vocational education curriculum, training manuals and assessments. As the current chief of party for an early grade reading program in Afghanistan, Ms. Parks is working closely with the Ministry of Education to assess the reading abilities of primary school students, the quality of reading materials, and the competencies of teachers and education professionals to lead national early grade reading reforms.
Manager, Education and Youth Practice
Rene Rohrs is an international development and project management specialist with seven years of experience in basic education and literacy programming, youth, and workforce development. In addition to managing education projects, she has also completed research on international best practices in workforce development and assessed early grade reading systems in Afghanistan. Ms. Rohrs supports Chemonics’ company-wide education portfolio in business development, project implementation, and knowledge sharing. Before joining Chemonics, she served as a Peace Corps volunteer in the Republic of Macedonia where she led youth leadership and civic engagement initiatives for girls and vulnerable groups. Ms. Rohrs holds an M.P.A. in international development from Rutgers University.
Director, Education and Youth Practice
Sarah Grausz has ten years of experience designing, assessing, and implementing basic, vocational, and higher education, youth, and workforce development programs. Currently, she provides technical assistance to the Education and Youth practice while serving as the director of the Sindh Reading Program in Pakistan. Prior to her current position, she oversaw the operations and staff capacity development for an education program in Zambia. Ms. Grausz has also conducted assessments of basic and higher education systems in Cambodia and Indonesia, early grade reading culture assessments in Nigeria and Ghana, and a youth workforce development assessment in Kosovo. Ms. Grausz has served as the co-chair of the sub-committee for effective practice within the Alliance for International Youth Development and is a member of the Basic Education Coalition’s Early Childhood Working Group. She holds a master’s degree in organization development from American University.
Manager, West and Central Africa and Haiti
Sarah Strader has more than five years of experience supporting international and domestic education initiatives. Currently, she manages the Improving Reading, Equity, and Accountability in the Democratic Republic of the Congo (ACCELERE!) project. Prior to joining Chemonics in 2013, Ms. Strader worked as an indigenous education consultant with the Worldwide Fund for Nature and also conducted research on education access and quality issues for indigenous hunter-gatherers in Cameroon. In addition, she has supported and led literacy, peace education, and civic engagement programs for K-12 learners in the United States. Ms. Strader has a bachelor’s degree from Georgetown University.
Chief of Party, Zambia
Sergio Ramirez-Mena currently serves as the chief of party for USAID’s Zambia Strengthening Educational Performance Up, which partners with the Zambian Ministry of Education, Science, Vocational Training, and Early Education to improve learner performance. With more than 22 years of experience in international education, Mr. Ramirez-Mena is adept in collaborating with ministries on education management systems, particularly those integrating technology. Recognized as an experienced Education Management Information System (EMIS) specialist, Mr. Ramirez-Mena has provided consulting services to clients in Africa and Latin America. He has also led projects in Latin America and the Caribbean that focused on teacher training, literacy methodologies, and institutional capacity building. He has also worked on improving literacy in primary schools through active learning and updated teacher skills, as well as implementing education information systems for policy dialogue and institutional capacity building.
Valerie Power is an international education and development specialist with more than 11 years of experience. Currently, she manages the Pakistan Sindh Reading Program, which aims to increase student achievement in early grade reading and math with high-quality education in the Sindh province through improved teaching practices and access to supplementary materials. Ms. Power has also conducted assessments of the early grade reading environment in South Sudan, Kenya, Nigeria, Nepal, and Haiti. Before joining Chemonics, her career in education began teaching emergent literacy courses in the United States and coordinating health and education services for vulnerable children in Tanzania. Ms. Power holds an M.A. in international education with a focus on development from George Washington University.