This document contains the resume of Syed Sabtain Haider which summarizes his educational qualifications and professional experience. He has a Master's degree in English Language and Literature as well as Education. His professional experience includes working as an Education Officer for various organizations such as IRC, RISE USAID, and NCHD in roles involving teacher training, education programs, and community development. He has received training in areas such as social mobilization, gender rights, and the INEE Minimum Standards.
India has the largest tribal population in the world, about 8.5 crore people. Many tribal children face difficulties in school because instruction is often not in their native language. While some government schemes aim to improve tribal education, problems remain at multiple levels including the school system, curriculum relevance, teacher quality, and socioeconomic barriers facing tribal communities. Effective solutions require addressing issues related to policy, planning, implementation, and aligning education with tribal cultures and environments.
This document provides information on tribal education in North-Eastern India based on surveys and findings. It discusses:
- The history of indigenous and informal education systems among tribal communities in the region.
- How the introduction of formal Western-style education by Christian missionaries conflicted with existing systems.
- Literacy rates and issues with the formal education system like high dropout rates.
- National policies aimed at making education more relevant and accessible for tribal students through incentives, pedagogy, and vocational training.
- Differences in reading and writing motivation patterns among tribal communities in Tripura and Manipur based on surveys conducted with students. Intrinsic motives like knowledge and achievement were generally more preferred over ext
Seema Farooq has over 10 years of experience working with NGOs in Pakistan. She has worked as a social mobilizer, community mobilizer, psychosocial mobilizer, hygiene promoter, and lecturer. Her experiences include working with organizations like World Vision International, Save the Children, Handicap International, and PVDP. She has skills in areas like assessment, data collection, community mobilization, monitoring, teaching, and coordination. She holds an MA in History and Political Science and has received training in areas like psychosocial support, education, advocacy, and child rights.
The document discusses factors affecting education among tribal communities in India. It notes that while access and quality of primary education have improved due to government and non-government efforts, millions of tribal children remain out of school. Reasons include a lack of parental motivation and interest; inability to understand the medium of instruction which is often a state language rather than the tribal language; teacher absenteeism and attitudes; the opportunity cost of schooling, particularly for girls; and large seasonal migration. The document examines internal factors like language of instruction, curriculum, teacher training, community participation, and incentives, as well as external factors such as gender bias, access to non-formal education, and migration patterns. It emphasizes the need to balance preserving tribal cultural
This document provides details about an educational project in India aimed at improving access to education for tribal children. The project was implemented from 2010-2012 in 12 villages in Odisha by Sikshasandhan, an NGO, with funding from Welthungerhilfe. Key aspects of the project include mobilizing communities and building capacity of School Management Committees. Sikshasandhan also worked to create more inclusive school environments and bring stakeholders together. The evaluation assessed these efforts and their impact on educational outcomes for tribal children in the region.
The document outlines the agenda for India Sudar's 5th Annual Day Celebration. It includes events like lighting lamps, cake cutting, presentations, and discussions from 9:30am to 1:00pm. It then provides background information on India Sudar, including its vision, mission, approach to addressing education problems in India, and details of its various educational projects. It summarizes India Sudar's achievements from 2004-2009 in terms of funds spent, students benefited, projects executed, members, and more. Finally, it outlines the organizational structure and roles/guidelines for various groups within India Sudar.
Amity International School in Noida provides an advanced STEM education with state-of-the-art laboratories, smart teaching tools, and programs to develop skills in mathematics, science, and other subjects. Students participate in national and international competitions and Olympiads. The school uses technology in teaching and has programs for cultural and learning exchanges. It also focuses on developing values in students through daily prayers and events celebrating Indian culture and traditions.
G. D. Birla Memorial School is a residential school located in the hills of Ranikhet, Uttarakhand that was founded by Mr. B.K. Birla and Dr. (Mrs.) Sarala Birla. It is affiliated with the Central Board of Secondary Education and educates students from classes IV through XII, with an emphasis on academics as well as activities that promote well-rounded development.
India has the largest tribal population in the world, about 8.5 crore people. Many tribal children face difficulties in school because instruction is often not in their native language. While some government schemes aim to improve tribal education, problems remain at multiple levels including the school system, curriculum relevance, teacher quality, and socioeconomic barriers facing tribal communities. Effective solutions require addressing issues related to policy, planning, implementation, and aligning education with tribal cultures and environments.
This document provides information on tribal education in North-Eastern India based on surveys and findings. It discusses:
- The history of indigenous and informal education systems among tribal communities in the region.
- How the introduction of formal Western-style education by Christian missionaries conflicted with existing systems.
- Literacy rates and issues with the formal education system like high dropout rates.
- National policies aimed at making education more relevant and accessible for tribal students through incentives, pedagogy, and vocational training.
- Differences in reading and writing motivation patterns among tribal communities in Tripura and Manipur based on surveys conducted with students. Intrinsic motives like knowledge and achievement were generally more preferred over ext
Seema Farooq has over 10 years of experience working with NGOs in Pakistan. She has worked as a social mobilizer, community mobilizer, psychosocial mobilizer, hygiene promoter, and lecturer. Her experiences include working with organizations like World Vision International, Save the Children, Handicap International, and PVDP. She has skills in areas like assessment, data collection, community mobilization, monitoring, teaching, and coordination. She holds an MA in History and Political Science and has received training in areas like psychosocial support, education, advocacy, and child rights.
The document discusses factors affecting education among tribal communities in India. It notes that while access and quality of primary education have improved due to government and non-government efforts, millions of tribal children remain out of school. Reasons include a lack of parental motivation and interest; inability to understand the medium of instruction which is often a state language rather than the tribal language; teacher absenteeism and attitudes; the opportunity cost of schooling, particularly for girls; and large seasonal migration. The document examines internal factors like language of instruction, curriculum, teacher training, community participation, and incentives, as well as external factors such as gender bias, access to non-formal education, and migration patterns. It emphasizes the need to balance preserving tribal cultural
This document provides details about an educational project in India aimed at improving access to education for tribal children. The project was implemented from 2010-2012 in 12 villages in Odisha by Sikshasandhan, an NGO, with funding from Welthungerhilfe. Key aspects of the project include mobilizing communities and building capacity of School Management Committees. Sikshasandhan also worked to create more inclusive school environments and bring stakeholders together. The evaluation assessed these efforts and their impact on educational outcomes for tribal children in the region.
The document outlines the agenda for India Sudar's 5th Annual Day Celebration. It includes events like lighting lamps, cake cutting, presentations, and discussions from 9:30am to 1:00pm. It then provides background information on India Sudar, including its vision, mission, approach to addressing education problems in India, and details of its various educational projects. It summarizes India Sudar's achievements from 2004-2009 in terms of funds spent, students benefited, projects executed, members, and more. Finally, it outlines the organizational structure and roles/guidelines for various groups within India Sudar.
Amity International School in Noida provides an advanced STEM education with state-of-the-art laboratories, smart teaching tools, and programs to develop skills in mathematics, science, and other subjects. Students participate in national and international competitions and Olympiads. The school uses technology in teaching and has programs for cultural and learning exchanges. It also focuses on developing values in students through daily prayers and events celebrating Indian culture and traditions.
G. D. Birla Memorial School is a residential school located in the hills of Ranikhet, Uttarakhand that was founded by Mr. B.K. Birla and Dr. (Mrs.) Sarala Birla. It is affiliated with the Central Board of Secondary Education and educates students from classes IV through XII, with an emphasis on academics as well as activities that promote well-rounded development.
G. D. Birla Memorial School has been founded by Mr. B.K. Birla and Dr. (Mrs.) Sarala Birla to immortalise the ideals of Late G. D. Birla, a doyen of Indian industry. Founded on July 8, 1987 G.D. Birla Memorial School for Boys was formally inaugurated on August 15, 1987.
HI Guys, I want to make presentation on any topics , if you are looking for a person to make your GOOD presentation in short period of time , then please connect me.My e/mali address is kashmalach66@gmail.com Thank you #pakistan
Education plays a fundamental role in personal and social development by creating opportunities to learn how to live together. Ashram schools were introduced in tribal regions of India to provide residential schooling based on Gurukul principles and impart general education while encouraging cultural traditions. Learning to Live Together is an ethics education program that uses experiential learning methods like discussion, reflection, and group work to develop students' ethical values and identities so they can build relationships and work towards positive change.
This presentation provides information about the education systems of Pakistan, India, and Bangladesh. It discusses the history and policies of each country's education system, key facts about the systems such as enrollment rates and types of educational institutions, and some common problems faced across the three countries like outdated curricula, lack of resources, and high dropout rates. The presentation was given by Fatima Batool for a course on education policy.
This document discusses education in Pakistan and ways to improve the educational system. It lists group members working on the topic and defines education. It describes different levels of education in Pakistan and notes the importance of education. The document highlights corruption in the educational system and provides quotes on education. It then discusses four ways to improve the educational system: improving facilities in rural areas, making English the primary medium of instruction, improving teacher training and salaries, and reducing child labor. The document also addresses improving women's education and changing societal views of women. It asks whether YouTube should be accessible in Pakistan and answers questions about educational benefits. It concludes that citizens should take responsibility for improving the country's education system.
Prodyut Pratim Boruah is a male researcher from Assam, India with over 2 years of experience conducting social science research. He has worked on projects related to livelihood, education, and development in Northeast India. Boruah holds an MA in Gender Studies and has presented research at several conferences. He is currently a research associate evaluating education in Northeast India.
The document summarizes the National Service Scheme (NSS) in India. Some key points:
- NSS is an educational program that aims to inculcate volunteerism among students through community service.
- It has specific objectives like understanding community needs, developing civic responsibility, and gaining leadership skills.
- The program involves regular activities like community outreach and special week-long camps for rural development.
- NSS has a symbolic wheel representing continuous community service and its motto is "Not Me, But You," focusing on service to others.
This document provides a summary of Terri Nadine Thomas's education, experiences, and involvement. She has a Master of Science in Higher Education from Florida State University and a Bachelor of Arts in Strategic Communication from the University of the Ozarks. Her experiences include serving as a graduate assistant at Florida State University coordinating social justice programs and as a teaching assistant. She has also held internships in student government, residential life, and disability services. Thomas has been involved in several professional associations related to higher education and student affairs.
The Institute of Teacher's Professional Development (ITPD) in Mongolia aims to support the continuous development of preschool, primary, and secondary school teachers, administrators, and staff. ITPD conducts various training activities using information and communication technologies. It has developed a structure for national professional development training that combines face-to-face and online learning. ITPD also supports the implementation of education policies and strategies through specialized training at the local, regional, and national levels. It has established an online learning platform and digital resources to provide online training and support for teachers.
Chhan Somnan has over 15 years of experience in social work and child rights in Cambodia. He currently works as a senior child rights officer for Krousar Yoeung Association, where his responsibilities include creating educational programs, conducting workshops, and monitoring and evaluating projects that support children. Previously, he held roles with organizations such as Enfants Du Mékong and Mith Samlanh, focusing on activities like family assessments, counseling, and reporting. Somnan has a bachelor's degree in law and business administration and is fluent in English with proficiency in French.
This document provides information on an Adolescence Education Program (AEP) including its goals, objectives, and implementation strategies. It defines adolescents as individuals between ages 10-19 according to the WHO. The AEP aims to empower young people with age-appropriate information to promote healthy attitudes and develop skills to respond to real-life situations positively. It focuses on developing life skills and addressing the needs and concerns of adolescents such as lack of knowledge about HIV, sexual harassment, and substance abuse. The document outlines the themes, structures, activities, roles and responsibilities of those involved in implementing the AEP in schools. It also discusses some challenges and best practices for AEP implementation in schools.
1. Md. Mizanur Rashid Chowdhury provides his curriculum vitae, including contact information, qualifications, and professional experience.
2. He has over 8 years of experience in community development work, facilitating training programs, and monitoring and reporting on project activities.
3. His most recent role is as a Field Facilitator for the Local Governance Program implemented by the Center for Natural Resource Studies, where he facilitates capacity building and mainstreaming of local governance.
Mr. Wajid Ali Abid is seeking a challenging position to demonstrate his 5 years of experience in social sector projects. He has experience monitoring projects for UNICEF, WFP, and other organizations in Pakistan, with a focus on education, livelihoods, nutrition, and mine risk education projects. His experience includes field monitoring, surveys, coordination, and reporting on projects in Mohmand Agency, FATA. He holds degrees in political science, development journalism, teaching, and human resources.
International Leadership of Schools with an ability to consult on complex change initiatives based on 20 years in school leader positions and diverse international experiences.
BRAC, an international development organisation based in Bangladesh, is the largest non-governmental development organisation in the world, in terms of number of employees as of June 2015
Belete Deribie Woldegies is an Ethiopian professor with over 25 years of experience in teaching, curriculum development, and leadership roles in both governmental and non-governmental organizations. He currently serves as an Assistant Professor at the Ethiopian Civil Service University, where he teaches courses in leadership and manages the Leadership and Good Governance Institute. Previously he held executive roles developing education programs, conducting research, and managing projects for organizations focused on areas such as livelihood support, capacity building, and women's and children's rights. He holds a PhD in Leadership and Change from Antioch University and has extensive training and experience in curriculum development, project management, and community engagement.
The document provides information about the Beehive textbook for Class 9 in Andhra Pradesh, India. It includes details such as the publisher being the Government of Andhra Pradesh, the copyright belonging to NCERT, and lists the textbook development committee members. It also contains a foreword describing the curriculum reforms aimed at enhancing learning outcomes and developing foundational skills.
Gerardo Ruffino has over 10 years of experience in higher education, including roles in residential life, student affairs, and insurance sales and recruiting. He holds a Master's degree in College Student Affairs Leadership and Bachelor's degree in Communications and Spanish. His experience includes supervising resident assistants, managing budgets, providing crisis response and student conduct processes, and developing training programs. Currently he works in insurance sales and recruiting, where he meets with clients, recruits and trains new staff, and handles day-to-day operations.
Matsiti & NSW DEC Careers presentation 2014MATSITI
The document discusses initiatives by the NSW Department of Education and Communities to increase Aboriginal representation in the teacher workforce. It outlines programs such as the Join Our Mob campaign, Aboriginal teacher education scholarships, and strategies to promote teaching as a career choice to Aboriginal students and communities. The department aims to address underrepresentation and support Aboriginal teachers, with initiatives focused on attraction, recruitment, development and retention.
Sizwe Mzamo has over 30 years of experience in education management. He holds qualifications including a Master's in Business Administration and Bachelor of Arts degree. His career includes roles as a school principal, education development officer, and project manager for education improvement projects. Currently, he works as a senior manager for parliamentary liaison at the Eastern Cape Provincial Legislature, providing oversight of the legislature's programs and stakeholder coordination.
This document contains a career summary, experience summary, skills summary, and professional work history for an individual with experience in development work, education, and data entry. Some key points:
- Over 4 years of experience in development work focused on children, youth, and communities through education, capacity building, and advocacy. Held leadership positions.
- Previous roles include Station Coordinator at an ambulance service, Data Entry Operator, Head Coach at a development organization, and positions as a Teacher and Clerk.
- Relevant skills include training, community development, writing, computer skills, and languages like English, Sindhi, and Urdu.
- Professional work history provides more details on roles at various organizations and workshops/
Research Committee Action Plan SY 2020-2021 (January - July '21).docxMD Tristan
The DepEd outlines its vision to develop passionate, competent Filipinos who contribute to nation-building. Its mission is to provide quality, equitable education for all Filipinos in a supportive learning environment. Camaman-an National High School's action plan coordinates research activities over 7 months, including forming a research committee, identifying priorities, reviewing proposals, conducting and disseminating research, and maintaining records. The school aims to improve curriculum through collaborative and individual studies.
G. D. Birla Memorial School has been founded by Mr. B.K. Birla and Dr. (Mrs.) Sarala Birla to immortalise the ideals of Late G. D. Birla, a doyen of Indian industry. Founded on July 8, 1987 G.D. Birla Memorial School for Boys was formally inaugurated on August 15, 1987.
HI Guys, I want to make presentation on any topics , if you are looking for a person to make your GOOD presentation in short period of time , then please connect me.My e/mali address is kashmalach66@gmail.com Thank you #pakistan
Education plays a fundamental role in personal and social development by creating opportunities to learn how to live together. Ashram schools were introduced in tribal regions of India to provide residential schooling based on Gurukul principles and impart general education while encouraging cultural traditions. Learning to Live Together is an ethics education program that uses experiential learning methods like discussion, reflection, and group work to develop students' ethical values and identities so they can build relationships and work towards positive change.
This presentation provides information about the education systems of Pakistan, India, and Bangladesh. It discusses the history and policies of each country's education system, key facts about the systems such as enrollment rates and types of educational institutions, and some common problems faced across the three countries like outdated curricula, lack of resources, and high dropout rates. The presentation was given by Fatima Batool for a course on education policy.
This document discusses education in Pakistan and ways to improve the educational system. It lists group members working on the topic and defines education. It describes different levels of education in Pakistan and notes the importance of education. The document highlights corruption in the educational system and provides quotes on education. It then discusses four ways to improve the educational system: improving facilities in rural areas, making English the primary medium of instruction, improving teacher training and salaries, and reducing child labor. The document also addresses improving women's education and changing societal views of women. It asks whether YouTube should be accessible in Pakistan and answers questions about educational benefits. It concludes that citizens should take responsibility for improving the country's education system.
Prodyut Pratim Boruah is a male researcher from Assam, India with over 2 years of experience conducting social science research. He has worked on projects related to livelihood, education, and development in Northeast India. Boruah holds an MA in Gender Studies and has presented research at several conferences. He is currently a research associate evaluating education in Northeast India.
The document summarizes the National Service Scheme (NSS) in India. Some key points:
- NSS is an educational program that aims to inculcate volunteerism among students through community service.
- It has specific objectives like understanding community needs, developing civic responsibility, and gaining leadership skills.
- The program involves regular activities like community outreach and special week-long camps for rural development.
- NSS has a symbolic wheel representing continuous community service and its motto is "Not Me, But You," focusing on service to others.
This document provides a summary of Terri Nadine Thomas's education, experiences, and involvement. She has a Master of Science in Higher Education from Florida State University and a Bachelor of Arts in Strategic Communication from the University of the Ozarks. Her experiences include serving as a graduate assistant at Florida State University coordinating social justice programs and as a teaching assistant. She has also held internships in student government, residential life, and disability services. Thomas has been involved in several professional associations related to higher education and student affairs.
The Institute of Teacher's Professional Development (ITPD) in Mongolia aims to support the continuous development of preschool, primary, and secondary school teachers, administrators, and staff. ITPD conducts various training activities using information and communication technologies. It has developed a structure for national professional development training that combines face-to-face and online learning. ITPD also supports the implementation of education policies and strategies through specialized training at the local, regional, and national levels. It has established an online learning platform and digital resources to provide online training and support for teachers.
Chhan Somnan has over 15 years of experience in social work and child rights in Cambodia. He currently works as a senior child rights officer for Krousar Yoeung Association, where his responsibilities include creating educational programs, conducting workshops, and monitoring and evaluating projects that support children. Previously, he held roles with organizations such as Enfants Du Mékong and Mith Samlanh, focusing on activities like family assessments, counseling, and reporting. Somnan has a bachelor's degree in law and business administration and is fluent in English with proficiency in French.
This document provides information on an Adolescence Education Program (AEP) including its goals, objectives, and implementation strategies. It defines adolescents as individuals between ages 10-19 according to the WHO. The AEP aims to empower young people with age-appropriate information to promote healthy attitudes and develop skills to respond to real-life situations positively. It focuses on developing life skills and addressing the needs and concerns of adolescents such as lack of knowledge about HIV, sexual harassment, and substance abuse. The document outlines the themes, structures, activities, roles and responsibilities of those involved in implementing the AEP in schools. It also discusses some challenges and best practices for AEP implementation in schools.
1. Md. Mizanur Rashid Chowdhury provides his curriculum vitae, including contact information, qualifications, and professional experience.
2. He has over 8 years of experience in community development work, facilitating training programs, and monitoring and reporting on project activities.
3. His most recent role is as a Field Facilitator for the Local Governance Program implemented by the Center for Natural Resource Studies, where he facilitates capacity building and mainstreaming of local governance.
Mr. Wajid Ali Abid is seeking a challenging position to demonstrate his 5 years of experience in social sector projects. He has experience monitoring projects for UNICEF, WFP, and other organizations in Pakistan, with a focus on education, livelihoods, nutrition, and mine risk education projects. His experience includes field monitoring, surveys, coordination, and reporting on projects in Mohmand Agency, FATA. He holds degrees in political science, development journalism, teaching, and human resources.
International Leadership of Schools with an ability to consult on complex change initiatives based on 20 years in school leader positions and diverse international experiences.
BRAC, an international development organisation based in Bangladesh, is the largest non-governmental development organisation in the world, in terms of number of employees as of June 2015
Belete Deribie Woldegies is an Ethiopian professor with over 25 years of experience in teaching, curriculum development, and leadership roles in both governmental and non-governmental organizations. He currently serves as an Assistant Professor at the Ethiopian Civil Service University, where he teaches courses in leadership and manages the Leadership and Good Governance Institute. Previously he held executive roles developing education programs, conducting research, and managing projects for organizations focused on areas such as livelihood support, capacity building, and women's and children's rights. He holds a PhD in Leadership and Change from Antioch University and has extensive training and experience in curriculum development, project management, and community engagement.
The document provides information about the Beehive textbook for Class 9 in Andhra Pradesh, India. It includes details such as the publisher being the Government of Andhra Pradesh, the copyright belonging to NCERT, and lists the textbook development committee members. It also contains a foreword describing the curriculum reforms aimed at enhancing learning outcomes and developing foundational skills.
Gerardo Ruffino has over 10 years of experience in higher education, including roles in residential life, student affairs, and insurance sales and recruiting. He holds a Master's degree in College Student Affairs Leadership and Bachelor's degree in Communications and Spanish. His experience includes supervising resident assistants, managing budgets, providing crisis response and student conduct processes, and developing training programs. Currently he works in insurance sales and recruiting, where he meets with clients, recruits and trains new staff, and handles day-to-day operations.
Matsiti & NSW DEC Careers presentation 2014MATSITI
The document discusses initiatives by the NSW Department of Education and Communities to increase Aboriginal representation in the teacher workforce. It outlines programs such as the Join Our Mob campaign, Aboriginal teacher education scholarships, and strategies to promote teaching as a career choice to Aboriginal students and communities. The department aims to address underrepresentation and support Aboriginal teachers, with initiatives focused on attraction, recruitment, development and retention.
Sizwe Mzamo has over 30 years of experience in education management. He holds qualifications including a Master's in Business Administration and Bachelor of Arts degree. His career includes roles as a school principal, education development officer, and project manager for education improvement projects. Currently, he works as a senior manager for parliamentary liaison at the Eastern Cape Provincial Legislature, providing oversight of the legislature's programs and stakeholder coordination.
This document contains a career summary, experience summary, skills summary, and professional work history for an individual with experience in development work, education, and data entry. Some key points:
- Over 4 years of experience in development work focused on children, youth, and communities through education, capacity building, and advocacy. Held leadership positions.
- Previous roles include Station Coordinator at an ambulance service, Data Entry Operator, Head Coach at a development organization, and positions as a Teacher and Clerk.
- Relevant skills include training, community development, writing, computer skills, and languages like English, Sindhi, and Urdu.
- Professional work history provides more details on roles at various organizations and workshops/
Research Committee Action Plan SY 2020-2021 (January - July '21).docxMD Tristan
The DepEd outlines its vision to develop passionate, competent Filipinos who contribute to nation-building. Its mission is to provide quality, equitable education for all Filipinos in a supportive learning environment. Camaman-an National High School's action plan coordinates research activities over 7 months, including forming a research committee, identifying priorities, reviewing proposals, conducting and disseminating research, and maintaining records. The school aims to improve curriculum through collaborative and individual studies.
The document discusses the Regional Institute of Education (RIE) in Bhopal, which is a constituent unit of the National Council of Educational Research and Training (NCERT). It provides teacher education and other educational requirements for several states. RIE Bhopal conducts research, training programs, and acts as a resource center to improve school education. Its key roles include pre-service and in-service teacher training, pilot studies, advising on education policies, and monitoring government schemes.
Eleanor Roper is a dedicated professional with over 4 years of experience in not-for-profit organizations focused on issues like youth unemployment, social integration, poverty, education, and community development. She has strong skills in program management, volunteer coordination, event planning, and communication. Her resume highlights her most recent role as Senior Assistant Manager for The Challenge, a volunteering program addressing social segregation and youth employability in London.
The document summarizes a presentation on what school districts are doing to effectively implement English language learner (ELL) programs and help ELL students make progress in learning English. It discusses a report that identified characteristics of successful districts, including strong leadership support for ELL programs, extensive teacher training and collaboration, and strategic use of student data. The presentation also covers how districts can help ELL students transition to the new Common Core standards and redesign teacher evaluation systems to better support instruction.
The document summarizes Kenya's curriculum reforms since independence in 1963. It outlines the key reforms and rationales for moving to a competency-based curriculum (CBC) framework. The main points are:
- Kenya has undergone several curriculum reforms since 1963 to transition to different education systems, most recently adopting the 8-4-4 structure in 1985.
- Recent task force reports and evaluations recommended moving to a CBC to align with Vision 2030, address skills gaps, and integrate values from the 2010 Constitution.
- The new CBC framework is being rolled out between 2018-2028 and focuses on competencies, flexible pathways, and formative assessment rather than solely content and summative exams.
- The
How do we ensure that every student has an adult advocate who understands and guides his/her academic and social development? In this session, we will answer that question by examining how we build strong advisory and advocacy programs in our middle schools.
Building for Middle Level Success: Advisory and Advocacy Programs
CV--sabtain Haider new. fresh
1. Syed Sabtain Haider
(Master in English Language & Literature & Master of Education)
S/O Syed Ilyas Ahmed
Res.: Chikriali Mansehra.
OBJECTIVES
To achieve excellence in “Human & Institutional Development”, being the part of a dynamic organization where I would
utilize my knowledge, skills and expertise to contribute in the development of Nations, thus seeking the pleasure of Allah.
Cell No. 0345-9555465, 0300-0340415
Email Address sabtain.haider@pakreading.org, syedsabtainhaider@gmail.com
Skype Id # syed.sabtain.haider1
PRACTICAL EXPERIENCE
Academic Record
S # CLASS/SUBJECT SESSION Obt/Total MARKS
UNIVERSITY
BOARD
1 Master of Education 2007 608/1000 Hazara University
2
Master in English (Language &
Literature)
2006 503/1100 Peshawar University
3 Bachelor Of Education 2006 529/1000 Peshawar University
4
Bachelor of Arts
( Humanities Groups)
2002 271/550 Peshawar University
5
Intermediate
( Humanities Groups)
1997 448/1100
Board of Intermediate & Secondary Education
Abbottabad
6
Matric
( Science Group)
1992 448/850
Board of Intermediate & Secondary Education
Abbottabad
7 Primary Teaching Course (PTC) 1999 772/1200
Govt. College of Education for Elementary
Teachers (Male)
Working as English Language Quality Manager with Pakistan Reading Project-World Learning- since 07Jan, 2014
Worked as Field Supervisor with BEFARe (MSI) in EGRA (Early Grade Reading Assessment) from 10 August,
10 October, 2013
Worked with MSI (Monitoring System International) as Master Trainer in EGRA activities from 8th
to 27th
April, 201
Visiting Lecturer in COMSATS UNIVERSITY Abbottabad from 1st November, 2012 till 31March, 2013
Worked with IRC (International Rescue Committee) as a Field Officer Education in Peshawar from 16th
Feb, 2010 till 4th
October 2012
Worked as a “Community Mobilizer in Psychosocial Project for Children” with Mercy Corps Country
Office Islamabad from 15th
October, 2009 to 15th
Feb, 2010
Worked as a TEACHERS TRAINING OFFICER in RISE USAID Mansehra from 2nd
June, 2008 to 30th
September, 2009
One-Year Experience as a Lecturer in Jinnah Degree College Commerce and Computer Science
Mansehra from 01 July 2007 to 30th
June 2008
. Two years’ experience in NCHD as a Social Organizer from 1st
Jan, 2003 to 31st
December
2004
One-Year Experience as a Lecturer in Young Muslim College Battagram from
1st
Jan, 2004 to 28th
Feb, 2005
Worked with NCHD/UNICEF project of school tent transition, installation and monitoring.
Highlights
OF
Experiences
2. RESEARCH WORK:
Carried out research on Use of Active Learning Techniques in English at Secondary Level
in District Mansehra.
Training Conducted:
• Conduct 3 days training of authors on session writing and manual development. Trainees were from Text Book Board
Peshawar, PITE, DCTE and RITE.
• Conducted 12 days TOT for High School English
• Conducted 12 days TOT in Muzaffarabad for Middle school teacher’s on English
• Conducted 12 days TOT for primary school teachers
• Conducted 12 days training for Govt. Primary, middle and high school Teachers in English subject.
• Conducted 6 days TOT of Follow up Mechanism of 12 days training in Islamabad.
• Conducted 3 days training of all RITE Instructors related to English, Science and Mathematics of N.W.F.P with the
coordination of DCTE.
• Conducted 3 days training on Inclusive Education to 3000 teachers in District Mansehra.
• Conducted 3 days training for the Head Teachers of all High schools of District Mansehra
• Conducted 3- Days training of Govt. and RISE formed LTRCs (Local Trainings Resource Center).
• Conducted 3 days training for Primary, Middle and High School teachers on behavior management, Continuous
assessment and ideal classroom environment.
• Conducted a two days social Mobilization Trainings in Mansehra for social mobilizers of MIED staff.
• Orientation Sessions for SRSP-RISE & Sungi-RISE
• Orientation sessions for Component-2 staff of RISE
• As a resource Person delivered 2 days training on INEE Minimum Standards organized by UNICEF.
Trainings Received:-
• Report writing training.
• Time Management & Delegation.
• Social Mobilization.
• Gender and rights.
• Volunteer training at U/C level.
• 3 days training on dropout prevention by education department.
• Seven days training on social mobilization and communication skills held by (NCHD).
• Training on evaluation and monitoring held by NCHD.
• Three days training on Rights of the child by Rasti and World Vision.
• 5 days Training Workshop on Academic Purposes of English Language Held by
Department of English, Hazara University & HEC
• 3 days training Workshop of Directorate of Curriculum & Teacher Education
• NWFP Abbottabad
• Attended weekly workshop arranged by NCHD brief how to involve community into
• Program and solve their problems.
• Attended three days training on concept paper, Log frame and proposal writing
arranged by IRC Senior Technical Advisor (Anita)
• Attended two days training on Protection Mainstreaming by IRC
• Two days training on the understanding of INEE Minimum Standards
• Attended one day workshop on Sexual Harassment
• Three Days TOT on INEE Minimum Standards arranged by BEFARe funded by
UNESCO.
• Two days’ training on “Creating Reading Word Games to Further Reading Development
in Urdu by IRC Education Adviser Dr. Peter J. Foley.
• Four days “Orientation to the Teaching and Assessing of Reading in Healing
3. The International Rescue Committee responds to the
world’s worst humanitarian crises and helps people to
survive and rebuild their lives. Founded in 1933 at the
request of Albert Einstein, the IRC offers lifesaving
care and life-changing assistance to refugees forced to
flee from war or disaster. At work today in over 40
countries and in 22 U.S. cities, the IRC restores safety,
dignity and hope to millions who are uprooted and
struggling to endure. The IRC leads the way from
harm to home. The International Rescue Committee is
on the ground in more than 40 countries, providing
emergency relief, relocating refugees, and rebuilding
lives in the wake of disaster. Through 22 IRC
locations in cities across the United States, we help
refugees resettle in the U.S. and become self-sufficient.
Education Officer
IRC (International Rescue Committee)
Main Responsibilities.
1. To establish School Management Committees & further strengthen their skills in school
administration.
2. Plan & conduct teacher trainings and class room support for teacher in the field site.
3. Assist the manager to coordinate, organize, and supervise the implementation of project
activities at the field site.
4. Identify and respond to problems concerning education at the field site in coordination with
other organization.
5. Ensure delivery and receipt of any goods to the site in a timely manner with adequate
documentation.
6. Provide regular field reports, monthly, and quarterly reports to the project manager.
7. Assist with other training, managerial and administrative tasks as required.
8. Facilitate activities in the child Friendly space in camps for IDPs.
9. Mentor local facilitator for child friendly space in camps for IDPs.
10. Maintain school records and documentation.
11. Present the IRC positively and professionally in both internal and external relations and
situations.
12. Perform any related task as assigned by the supervisor. ,
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4. Revitalizing,
Innovating,
Strengthening Education (RISE), a
project funded by the United States
Agency for International Development
(USAID) is operating in the Bagh,
Muzafffarabad and Poonch District of
Azad, Jammu And Kashmir and the
Mansehra District of the North West
Frontier Province, district strongly
affected by the earthquake of October
2005.
It has three Components:
1. Strengthening Education District
Management,
2. Training and Supporting teachers,
and
3. Establishing and training School
Management Committees (SMCs)
or Parent-Teachers Councils
(PTCs).
From August 2006 to July 2010, RISE
will work with education Official,
Teachers,
And Community members to make
2,300 schools into places of healing
Main Responsibilities.
• Developmental Functions
Prepare and consolidate need assessment and feasibility reports in details for Teacher
Training & Staff Development schemes according to criteria and submit it to Director
after thorough scrutiny.
• Preparation of Budget
Prepare budget for Teacher Training & Staff Development and process it for approval
of the competent authority
• Progress of Teacher Training Activities In District
• Consolidate information received from EDOs regarding progress of teacher
training activities in District
• Organize monthly, quarterly progress review with EDOs
• Progress Review
• Initiate meetings for monthly/quarterly progress review with EDOs and
department
• Completion Reports
• Consolidate completion reports from EDOs related to teacher training.
• In Service Teacher Training
• Collect information from EDOs, regarding in-service Teacher Training
needs/ Programs.
• Consolidate the requirement of the District for Teacher Training.
• Have a liaison with RITES/PITE/Director Teacher Education for Teacher
Training Activities.
• Arrange meetings with the above organizations and put up to Director.
• Have liaison with other NGOs for Teacher Training in-service programs.
• Nominate Teachers for in-service training organized by other agencies.
• Staff Training
• Nominate staff for different Training courses in the country and put up to
Director for approval.
• Coordination with Donor’s Agency
• Keep record of the meetings with donor’s agency; and plan and organize such
type of meetings.
• Monitor the progress of programs/ schemes run by Donors agencies.
• Complaints
• Attend to the complaints received in his section, and take prompt action and
put to Director.
• Personnel Management
• Write PAS (Performance Appraisal System) of teacher training officer &
Master Trainers of training branch and submit to Director for counter
signature.
• Sanction Casual Leave of all the subordinate staff of training branch.
• Send applications of all types of leave (other than C.Leave) of the staff of
teacher training branch to HR Section through Director.
• Office Management
• Ensure that the working conditions of training branch are conducive and all
basic requirements are available to the staff.
• Ensure that the staff of teacher training branch is regular and punctual in
attendance.
• Maintain record of circulars/notifications/rules and regulations pertaining to
training branch.
• Others
• Provide regular feedback to Master Trainers during Training program
• Provide Monthly and quarterly project progress reports of relevant section
• Produce success stories of teachers using active learning techniques
• Provided regular technical support to Authors in the development of training
manual
• Review and rewrite the Training manual after editing
5. Achievements/functions:
• Helped union councils a gross root elected body in planning and implementations of Education and
community development plans.
• Facilitated Education and social welfare department to prepare the district implementation plans for
Education and community development
• Active member of the team that has ensured data collection in the district and 100% enrollment of
Children (5to7 in primary schools)
• Report writing of activities on weekly and monthly basis.
• Coordination, Facilitation and Monitoring with social organizer at circle level.
• Facilitated line department at circle level i.e. ADE
PERSONAL TRAITS
1. Flexible, logical in decisions, tolerant and compassionate.
2. Having Clear Visions/Missions, Objectives, Goals, values and commitment to task.
3. Managing the Human Resources according to there’s skill, abilities and aptitude.
4. Sharp, analytical and decision making skills.
5. Excellent communicative skills in Different Languages.
6. Ability to work in-group and teams, understand and adopt organizational culture.
7. Initiator in every positive move in organization.
National Commission for Human
Development (NCHD) is a
program of the federal government
through out the country to enhance
human development and poverty
reduction through the provision of
basic education, health facilities, and
income generation skills working
with line departments. It also builds
capacities of the elected
representatives and officers dealing
with local government for the
effectiveness of local government
and enhanced service delivery.
1st
Jan 2003 31st
Dec2004 National Commission for Human Development (NCHD), Mansehra
Social Organizer in NCHD
Working as a Social Organizer In UPE (Universal Primary Education) Project. A project
of National Commission for Human Development in District Mansehra
Main Responsibilities.
1.Social Mobilization, Sensitization and Organization to maximum School enrolment in District
Mansehra.
2.Attitudinal Change and awareness raising campaign.
3.Meetings with different segments of the society for the formation of the Village and Union Council
Volunteer Network for the substantiality of Programme.
4.Data Collection, verification and analysis.
5.Volunteer and Supports Group identification.
6.Enrollment of Out of school Children (5-7) through Volunteers and Sport Groups.
7.Establishment of Literacy Centers and Feeder Schools through community self help and its
Monitoring and Evaluation.
8.Dropout Prevention of Enrolled students through the village volunteer’s core.
Reading Books/ Newspaper
Using Computer/ Internet
Playing Snooker
Hiking
Interests
6. LANGUAGES:
1. English
2. Urdu
3. Hindko
4. Pashto
5. Gojri
REFERENCE
• ELIZABETH FREUDENBERGER
Early Grade Reading Assessment Coordinator
Management Systems International
Cell: +92-0345-575-7481
efreudenberger@msi-inc.com
www.msiworldwide.com
• Syed Shafait Gardazi
RISE USAID
shafait.gardazi@gamil.com
Cell # 0334-9531078, 0333-5084366
• Syed Ibrahim Ahmad
Deputy Registrar (HR)
COMSATS Abbottabad
khyzar2000@hotmail.com
Cell # 0334-8952486
7. LANGUAGES:
1. English
2. Urdu
3. Hindko
4. Pashto
5. Gojri
REFERENCE
• ELIZABETH FREUDENBERGER
Early Grade Reading Assessment Coordinator
Management Systems International
Cell: +92-0345-575-7481
efreudenberger@msi-inc.com
www.msiworldwide.com
• Syed Shafait Gardazi
RISE USAID
shafait.gardazi@gamil.com
Cell # 0334-9531078, 0333-5084366
• Syed Ibrahim Ahmad
Deputy Registrar (HR)
COMSATS Abbottabad
khyzar2000@hotmail.com
Cell # 0334-8952486