Empowered rural Afghanistan Program Teams

..............

Expanded an interactive learning platform for teachers and students to increase access

..............

Consultant: Norwegian Afghan Committee

Developed a framework that first gathers data around lack of digital access and barriers

..............

Provided recommendations to Ministry, schools and community to take action based on the students', parents and national needs

..............

Consultant: Digital Access Needs Assessment Ministry of Education and Sports, Antigua and Barbuda

Identified 10+ distance learning approaches (IT-based, hybrid and analogue)  and assessed their feasibility for use in Afghanistan

..............

Provided recommendations for distance learning in Afghanistan and designed a strategy supporting remote teaching and a pilot

..............

Collaborating Researcher with Norwegian Afghan Committee - Deutsche Gesellschaft für, Internationale Zusammenarbeit (GIZ), 

Helped develop guidelines, strategies and materials for teachers to support students with stress and anxiety

..............

Focused on supporting Inclusion and Diversity

..............

Conducted workshops for Higher Council for the Rights of Persons with Disabilities (HCD), GIZ and UNESCO staff on national, sub-national, and school levels. 

..............

Inclusive Education Specialist, Jordan – International Development Partners, Norway 

Revised and developed syllabi and teaching materials for early grades, then aligned courses to the Afghanistan Curriculum Framework

..............

Trained and advised teacher training college lectures and others how to implement materials

..............

Developed and implemented a mentoring initiative

..............

Curriculum Technical Advisor – GIZ for the Promotion of Basic and Secondary Education in Afghanistan

Recommended and justified best practices for a new Curriculum Framework to guide syllabus development

..............

Guided stakeholders on their curriculum choices, provided a quality assurance process to ensure coherent and robust syllabi across all subjects

..............

Senior/Executive Consultant, Curriculum Reform – UNESCO Afghanistan

Reviewed the content and structure of PedaL curriculum against established quality standards of practice as well as the growing needs of stakeholders

..............

Quality Assurance Auditor: Partnership for African Social and Governance Research - PedaL Curriculum 

Funded through UNICEF, the consultancy provided support for the development of specific standards, competencies and indicators for specialist teaching and support staff positions

..............

Consultant – Mott MacDonald Limited (UK) through Cambridge Education

Designed and delivered professional development  for teachers a consortium of six NGO partners.

..............

Prepared 'Master Trainers' to roll out the materials.

..............

Consultant – Aga Khan Foundation (Afghanistan): Finalization of  Teacher Training Package and Training of Trainers

Advised and assisted Teacher Education Division-Teacher Training Colleges in leading and managing educational reform

..............

Assisted and advised on how to effectively grow, operate and advocate to multiple stakeholders

..............

Technical Advisor - World University Service of Canada (WUSC) Curriculum and Instruction,  Teacher Certification & Accreditation Project  Afghanistan  

Undertook the Module Material and Quality Assurance audit for  Professional Learning and Development Project 

..............

Reported the results with recommendations

..............

Quality Assurance Auditor: Professional Development for Abu Dhabi Public Schools Tamkeen Project– Cognition Education Limited, Auckland, New Zealand. 

Coordinated identifying assessing and planning for  BC students with special needs

..............

Worked on setting standards and guidelines for programs and services for BC students with learning disabilities

..............

Advised on curriculum development and health activities 

..............

Assisted in setting up selection process for curriculum for exceptional students

..............

Special Education Coordinator 

British Columbia Ministry of Education

Provided leadership in the delivery of  21st Century educational programmes

..............

Led the strategic planning process for the division

..............

Provided leadership for research, innovative projects, and income generation to support 21st century learning.

..............

Initiated and implemented regional and international partnerships emphasizing teacher training

..............

Associate Superintendent of Learning; Executive Director, Research & Innovation Rocky View Schools, Airdrie, Alberta, Canada

Provided academic leadership while liaising with course instructors in Australia.

..............

Engaged in joint research with Australia

..............

Provided course instruction and clinical supervision for  international and national graduate students

..............

Academic Director (Education); Adjunct Lecturer, School of Education (Australia) James Cook University (JCU), Singapore International Campus

Conceptualized, established, then oversaw the operation of COPES (Children’s One-stop Psycho-educational Service)

..............

Supervised  the placement of  national and international Graduate Students in Psychology 

..............

Senior Educational Psychologist, Department of Child and Adolescent Psychiatry, Institute of Mental Health, Child Guidance Clinic, 

Republic of Singapore