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.
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 discusses the education system of South Korea and how it has achieved excellence. It provides 3 key points:
1) South Korea prioritizes education, investing heavily in it. It has achieved top scores in international assessments like PISA and TIMSS through passionate teachers, innovative curricula emphasizing STEM, and cultural values like hard work.
2) South Korea has developed a highly inclusive special education system to support students with disabilities. It has numerous specialized schools with dedicated facilities, therapies, and job training. Teachers receive extensive certification in special education methods.
3) South Korea promotes creativity and identity development in students. Schools emphasize hands-on learning, arts, music, and character building.
Jawahar Navodaya Vidyalayas (JNVs) are a system of residential schools in India that aim to provide high-quality education to gifted rural children. They were established in the 1980s under the Navodaya Vidyalaya Samiti to help talented rural children receive an education equivalent to the best urban schools. There are now around 600 JNVs across India that provide free education to students from grades 6 through 12. JNVs select students through an entrance exam and emphasize academic excellence, national integration, and developing students' talents in areas like sports and cultural activities.
The document contains the resume of Tahmass Muhammad Khan Durrani. It summarizes his objective, academic qualifications which includes an MSC in Sociology and BCom, experiences in various roles such as First Aid Trainer, Outreach Officer, Volunteer, Provincial Coordinator and Peer Educator working with organizations like Pakistan Red Crescent, Taaleem Foundation Pakistan, Bargad Organization for Youth Development and Rahnuma Family Planning Association of Pakistan. It also lists his computer skills and personal details.
The document provides an overview of Navodaya Vidyalayas, which are a system of residential schools for talented rural children in India. Some key points:
- The schools were established to provide quality education comparable to best private schools for talented rural children.
- Objectives include promoting national integration, providing modern education, and ensuring students attain competence in three language formula of their state.
- Schools are co-educational, residential, and provide free education, boarding, uniforms, books, etc. for students from Class 6 to 12.
- Admission is based on merit via an annual entrance exam, with reservations for rural, SC/ST, and girl students.
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.[3][4][5][6] Established by Sir Fazle Hasan Abed in 1972 after the independence of Bangladesh, BRAC is present in all 64 districts of Bangladesh as well as other countries in Asia, Africa, and the Americas.
BRAC employs over 100,000 people, roughly 70 percent of whom are women, reaching more than 126 million people[citation needed]. The organisation is 70-80% self-funded through a number of commercial enterprises that include a dairy and food project and a chain of retail handicraft stores called Aarong. BRAC maintains offices in 14 countries throughout the world, including BRAC USA and BRAC UK
The document discusses and compares aspects of Singapore and Pakistan such as their geography, religions, economic challenges, and political ideologies like socialism and nationalism. Singapore is described as a small island city-state located off the southern tip of the Malay Peninsula between Malaysia and Indonesia, while Pakistan has a varied landscape ranging from plains to deserts and mountains. The religions discussed for each country are also outlined.
Administrative and Supervisory Structure in Pakistan | Educational Leadership...R.A Duhdra
Â
i. Ministry of Education, Education Secretariat and its various wings
ii. Provincial and District Departments of Education, BISE
iii. National Bureau of Curriculum and Textbook
iv. Education Code and its Contents
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 discusses the education system of South Korea and how it has achieved excellence. It provides 3 key points:
1) South Korea prioritizes education, investing heavily in it. It has achieved top scores in international assessments like PISA and TIMSS through passionate teachers, innovative curricula emphasizing STEM, and cultural values like hard work.
2) South Korea has developed a highly inclusive special education system to support students with disabilities. It has numerous specialized schools with dedicated facilities, therapies, and job training. Teachers receive extensive certification in special education methods.
3) South Korea promotes creativity and identity development in students. Schools emphasize hands-on learning, arts, music, and character building.
Jawahar Navodaya Vidyalayas (JNVs) are a system of residential schools in India that aim to provide high-quality education to gifted rural children. They were established in the 1980s under the Navodaya Vidyalaya Samiti to help talented rural children receive an education equivalent to the best urban schools. There are now around 600 JNVs across India that provide free education to students from grades 6 through 12. JNVs select students through an entrance exam and emphasize academic excellence, national integration, and developing students' talents in areas like sports and cultural activities.
The document contains the resume of Tahmass Muhammad Khan Durrani. It summarizes his objective, academic qualifications which includes an MSC in Sociology and BCom, experiences in various roles such as First Aid Trainer, Outreach Officer, Volunteer, Provincial Coordinator and Peer Educator working with organizations like Pakistan Red Crescent, Taaleem Foundation Pakistan, Bargad Organization for Youth Development and Rahnuma Family Planning Association of Pakistan. It also lists his computer skills and personal details.
The document provides an overview of Navodaya Vidyalayas, which are a system of residential schools for talented rural children in India. Some key points:
- The schools were established to provide quality education comparable to best private schools for talented rural children.
- Objectives include promoting national integration, providing modern education, and ensuring students attain competence in three language formula of their state.
- Schools are co-educational, residential, and provide free education, boarding, uniforms, books, etc. for students from Class 6 to 12.
- Admission is based on merit via an annual entrance exam, with reservations for rural, SC/ST, and girl students.
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.[3][4][5][6] Established by Sir Fazle Hasan Abed in 1972 after the independence of Bangladesh, BRAC is present in all 64 districts of Bangladesh as well as other countries in Asia, Africa, and the Americas.
BRAC employs over 100,000 people, roughly 70 percent of whom are women, reaching more than 126 million people[citation needed]. The organisation is 70-80% self-funded through a number of commercial enterprises that include a dairy and food project and a chain of retail handicraft stores called Aarong. BRAC maintains offices in 14 countries throughout the world, including BRAC USA and BRAC UK
The document discusses and compares aspects of Singapore and Pakistan such as their geography, religions, economic challenges, and political ideologies like socialism and nationalism. Singapore is described as a small island city-state located off the southern tip of the Malay Peninsula between Malaysia and Indonesia, while Pakistan has a varied landscape ranging from plains to deserts and mountains. The religions discussed for each country are also outlined.
Administrative and Supervisory Structure in Pakistan | Educational Leadership...R.A Duhdra
Â
i. Ministry of Education, Education Secretariat and its various wings
ii. Provincial and District Departments of Education, BISE
iii. National Bureau of Curriculum and Textbook
iv. Education Code and its Contents
Roles and Responsibilities of NSS VolunteersChella Pandian
Â
The document provides information about the National Service Scheme (NSS) in India. It discusses that NSS is a government program launched in 1969 to develop students' personalities through community service. It outlines the objectives, activities, roles and responsibilities of NSS volunteers. Some key points include that NSS aims to inculcate the spirit of volunteerism among students and encourage community participation. Regular activities and special week-long camps are conducted by NSS units in adopted villages. Volunteers work on issues related to environment, health, women empowerment, and disaster relief. The program benefits students by developing their leadership, organizational and social skills.
Mr. Arvind Kumar Singh is currently the Principal of Podar International School in Latur, Maharashtra, India. He has over 24 years of experience in education and holds several qualifications including an M.Sc., B.Ed., and D.S.M. As Principal, his responsibilities include developing strategic plans, managing finances, ensuring legal compliance, handling staff and student matters, and reviewing academic performance. Previously he worked as a teacher and later principal at other schools. He has received several awards for his work and leadership.
Hunza Gilgit Ismaili Students Federation (HGISF) is a youth-led civil society initiative that is working on a
voluntary basis for the holistic development of youth from Hunza and Gilgit region living here in Karachi
besides respective villages and towns in Hunza and Gilgit region of Pakistan. HGISF is the federation of more
than eighteen youth-led Social Welfare and Academic Development Organizations comprising several
thousand members mainly based here in Karachi and other parts of Pakistan. It is a social entity registered
with namdar Regional Council for Karachi and Baluchistan, Pakistan.
The document discusses the education system in Pakistan. It outlines the various levels of education from pre-school to graduate and post-graduate levels. It also describes the essential components of education including students, teachers, curriculum, learning environment, and instructional methods. Finally, it explains the administrative structure of education in Pakistan's provinces, including the roles of the Provincial Secretariat of Education, Educational Directorates, District Education Officers, and Assistant Education Officers.
The Academy of Grassroots Studies and Research of India (AGRASRI), a registered professional NGO, being headquartered at Tirupati, Andhra Pradesh, has completed 10 years of its services in Panchayati Raj and Women Empowerment, under the nurture and care of its Founders Dr. D. Sundar Ram and Mrs. D. Bharathi Sundar. The 10 Years activities and programmes are summarised in its Decennial Activity Report 2002-2012. The Decennial Activity Report was released at Tirupati in the year 2012.
Golden jubilee lecture for css, surat prof. vibhuti patelVIBHUTI PATEL
Â
Main concerns of womenâs movement in India have been:
⢠Men outnumber women in India, unlike in most countries where the reverse is the case.
⢠Majority of women go through life in a state of nutritional stress - they are anaemic and malnourished. Girls and women face nutritional discrimination within the family, eating last and least.
⢠The average Indian woman has little control over her own fertility and reproductive health.
⢠Literacy rate is lower in women as compared to men and far fewer girls than boys go to school. Even when girls are enrolled, many of them drop out of school.
⢠Womenâs work is undervalued and unrecognized. Women work longer hours than men and carry the major share of household and community work, which is unpaid and invisible.
⢠Once âwomenâs workâ is professionalized, there is practically a monopoly on it by men. For example, the professional chefs are still largely men. The Sexual Division of Labour ensures that women will always end up as having to prioritize unpaid domestic work over paid work. It is not a ânaturalâ biological difference that lies behind the sexual division of labour, but certain ideological assumptions.
⢠Women generally earn a far lower wage than men doing the same work, despite the Equal Remuneration Act of 1976. In no State do women and men earn equal wages in agriculture.
⢠Women are under-represented in various bodies of governance as well as decision-making positions in both public and private sectors.
⢠Women are legally discriminated against in land and property rights. Most women do not own property in their own names and do not get a share of parental property.
⢠Women face violence inside and outside the family throughout their lives.
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.
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
Ramesh Kumar K P is a history teacher currently working at the Singapore International School in Mumbai. He has over 20 years of experience working at various international schools in India, teaching history as well as holding positions like head of boarding and vice principal. He has a bachelor's and master's degree in history, a BEd in social science, and has attended several IB workshops. He is seeking new opportunities at an international school where innovative ideas are appreciated.
Puspa Kumar Pokharel has over 5 years of experience in governance, monitoring and evaluation, youth programs, education, and training. He has a background in social science and experience working in rural Nepal. His skills include monitoring, facilitation, coordination, team management, and networking. He held several positions with organizations focused on quality education, community empowerment, urban poverty programs, and human rights. His responsibilities included program monitoring and evaluation, report writing, advocacy, and training facilitation. He has a Master's degree in population education and bachelor's degrees in population education and economics.
Sachin Eknath Kadam has over 10 years of experience in project management, community organization, and social development work. He holds an MA in Social Work from Tata Institute of Social Sciences. His experience includes working with organizations like Suez Environnement, Slum Rehabilitation Society, Aangan Trust, and SNEHA on projects related to water access, slum rehabilitation, vulnerable children, and community health. Currently he works as a Social Engineering Manager with Suez Environnement on their Mumbai Water Distribution Improvement Program.
Gadiely Nelison Kayanda is a Tanzanian male seeking a community development position. He has a bachelor's degree in population and development planning from the Institute of Rural Development Planning in Dodoma. He has 5 years of experience facilitating community development projects for organizations like Plan International Tanzania and Peoples Development Forum. His responsibilities have included community mobilization, monitoring and evaluations, training, and reporting. He is proficient in Microsoft Office, SPSS, and has strong communication and project management skills.
Respected Sir/Madam
This covering letter is with reference to an advertisement that a post of Assessment Officer is vacant in your renowned organization. Sir I have done Master in (English Lang & Literature), Masters in Education. Thereafter gained more than Five Years of experience with different organizations & Colleges i.e.1.Lecturer in English in Young Muslims College and Jinnah Degree College Mansehra.2.Social Organizer & Community Mobilizer in NCHD (National Commission for Human Development), Mercy corps, Comsats Abbottabad (UNICEF project).3.Teachers Training Officer in USAID (RISE), Field Education Officer in IRC (International Rescue Committee). I also worked with pre-cadet college as Lecturer and in COMSATS University as Visiting Lecturer.
Besides this I have received trainings on EGRA( Early Grade Reading Assessment), â training on âCreating Reading Word Games to Further Reading Development in Urdu conducted by IRC Education Adviser Dr. Peter J. Foley andâOrientation to the Teaching and Assessing of Reading in Healing Classroomsâ conducted by IRC Senior Technical Adviser Anita Anastacio.
I have completed an assignment of 21 days with MSI (Monitoring System International) as Master Trainer for EGRA activities and worked with BEFARe (MSI) as Field Supervisor to administer EGRA in the Field. Now I am working with World Learning as English Language Quality Manager Muzaffarabad.
I offer my services for the organization where I can utilize my experience and skills. If given a chance Iâll prove myself to the best of your selection.
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.
This CV summarizes Roshan Chitrakar's educational and professional experience. He has a PhD in educational policy from the University of Alberta and over 20 years of experience working on educational projects around the world, including for UNESCO, UNICEF, and other international organizations. His areas of expertise include educational research, project management, monitoring and evaluation, and non-formal and community education programs.
Shweta Choubey has over 10 years of experience in education, skill development, and community outreach programs. She has led several large-scale programs, including adult literacy programs reaching over 10,000 people, and skill readiness programs training 1,000 children. Currently she coordinates a skill upgradation program, placing students in jobs and conducting literacy programs. Previously she has written proposals, conducted monitoring and evaluations, and started her own venture providing computer training and job placement. She holds an M.A. in Social Work and has published papers on cultural capital and pedagogical methods affecting learning.
The document contains comments from experts praising a proposed model resource book for small schools in Sri Lanka. Dr. Simona Popa from UNESCO Prospects thanks the author for addressing the important topic of small schools and their unrealized potential. Jenny Homan, who has worked in rural Tanzania education for 10 years, says the book has identified true issues in rural education. Qasir Rafiq and Javeed Mirza also appreciate the book for covering an important topic that most educators overlook. The experts feel the book will interest scholars, practitioners, and policymakers working in comparative and international education.
This CV summarizes the education and professional experience of RenĂĄta TichĂĄ. She has a PhD in Educational Psychology from the University of Minnesota and has worked as a research associate at the University of Minnesota's Institute on Community Integration since 2008. Her work has focused on several projects related to inclusive education and supporting individuals with disabilities. She has over 15 peer-reviewed publications and has provided consultation and training to several school districts.
Mohammad Tanvirul Islam has over 15 years of experience in education program management with international NGOs. He has extensive experience designing, implementing, monitoring, and evaluating basic education, non-formal education, and education in emergency projects. Some of his key responsibilities have included developing education strategies and curricula, conducting training programs, managing partnerships, supporting advocacy efforts, and securing education project funding from various donors. He has strong technical skills in areas such as education policy, curriculum development, and quality monitoring.
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.
Roles and Responsibilities of NSS VolunteersChella Pandian
Â
The document provides information about the National Service Scheme (NSS) in India. It discusses that NSS is a government program launched in 1969 to develop students' personalities through community service. It outlines the objectives, activities, roles and responsibilities of NSS volunteers. Some key points include that NSS aims to inculcate the spirit of volunteerism among students and encourage community participation. Regular activities and special week-long camps are conducted by NSS units in adopted villages. Volunteers work on issues related to environment, health, women empowerment, and disaster relief. The program benefits students by developing their leadership, organizational and social skills.
Mr. Arvind Kumar Singh is currently the Principal of Podar International School in Latur, Maharashtra, India. He has over 24 years of experience in education and holds several qualifications including an M.Sc., B.Ed., and D.S.M. As Principal, his responsibilities include developing strategic plans, managing finances, ensuring legal compliance, handling staff and student matters, and reviewing academic performance. Previously he worked as a teacher and later principal at other schools. He has received several awards for his work and leadership.
Hunza Gilgit Ismaili Students Federation (HGISF) is a youth-led civil society initiative that is working on a
voluntary basis for the holistic development of youth from Hunza and Gilgit region living here in Karachi
besides respective villages and towns in Hunza and Gilgit region of Pakistan. HGISF is the federation of more
than eighteen youth-led Social Welfare and Academic Development Organizations comprising several
thousand members mainly based here in Karachi and other parts of Pakistan. It is a social entity registered
with namdar Regional Council for Karachi and Baluchistan, Pakistan.
The document discusses the education system in Pakistan. It outlines the various levels of education from pre-school to graduate and post-graduate levels. It also describes the essential components of education including students, teachers, curriculum, learning environment, and instructional methods. Finally, it explains the administrative structure of education in Pakistan's provinces, including the roles of the Provincial Secretariat of Education, Educational Directorates, District Education Officers, and Assistant Education Officers.
The Academy of Grassroots Studies and Research of India (AGRASRI), a registered professional NGO, being headquartered at Tirupati, Andhra Pradesh, has completed 10 years of its services in Panchayati Raj and Women Empowerment, under the nurture and care of its Founders Dr. D. Sundar Ram and Mrs. D. Bharathi Sundar. The 10 Years activities and programmes are summarised in its Decennial Activity Report 2002-2012. The Decennial Activity Report was released at Tirupati in the year 2012.
Golden jubilee lecture for css, surat prof. vibhuti patelVIBHUTI PATEL
Â
Main concerns of womenâs movement in India have been:
⢠Men outnumber women in India, unlike in most countries where the reverse is the case.
⢠Majority of women go through life in a state of nutritional stress - they are anaemic and malnourished. Girls and women face nutritional discrimination within the family, eating last and least.
⢠The average Indian woman has little control over her own fertility and reproductive health.
⢠Literacy rate is lower in women as compared to men and far fewer girls than boys go to school. Even when girls are enrolled, many of them drop out of school.
⢠Womenâs work is undervalued and unrecognized. Women work longer hours than men and carry the major share of household and community work, which is unpaid and invisible.
⢠Once âwomenâs workâ is professionalized, there is practically a monopoly on it by men. For example, the professional chefs are still largely men. The Sexual Division of Labour ensures that women will always end up as having to prioritize unpaid domestic work over paid work. It is not a ânaturalâ biological difference that lies behind the sexual division of labour, but certain ideological assumptions.
⢠Women generally earn a far lower wage than men doing the same work, despite the Equal Remuneration Act of 1976. In no State do women and men earn equal wages in agriculture.
⢠Women are under-represented in various bodies of governance as well as decision-making positions in both public and private sectors.
⢠Women are legally discriminated against in land and property rights. Most women do not own property in their own names and do not get a share of parental property.
⢠Women face violence inside and outside the family throughout their lives.
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.
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
Ramesh Kumar K P is a history teacher currently working at the Singapore International School in Mumbai. He has over 20 years of experience working at various international schools in India, teaching history as well as holding positions like head of boarding and vice principal. He has a bachelor's and master's degree in history, a BEd in social science, and has attended several IB workshops. He is seeking new opportunities at an international school where innovative ideas are appreciated.
Puspa Kumar Pokharel has over 5 years of experience in governance, monitoring and evaluation, youth programs, education, and training. He has a background in social science and experience working in rural Nepal. His skills include monitoring, facilitation, coordination, team management, and networking. He held several positions with organizations focused on quality education, community empowerment, urban poverty programs, and human rights. His responsibilities included program monitoring and evaluation, report writing, advocacy, and training facilitation. He has a Master's degree in population education and bachelor's degrees in population education and economics.
Sachin Eknath Kadam has over 10 years of experience in project management, community organization, and social development work. He holds an MA in Social Work from Tata Institute of Social Sciences. His experience includes working with organizations like Suez Environnement, Slum Rehabilitation Society, Aangan Trust, and SNEHA on projects related to water access, slum rehabilitation, vulnerable children, and community health. Currently he works as a Social Engineering Manager with Suez Environnement on their Mumbai Water Distribution Improvement Program.
Gadiely Nelison Kayanda is a Tanzanian male seeking a community development position. He has a bachelor's degree in population and development planning from the Institute of Rural Development Planning in Dodoma. He has 5 years of experience facilitating community development projects for organizations like Plan International Tanzania and Peoples Development Forum. His responsibilities have included community mobilization, monitoring and evaluations, training, and reporting. He is proficient in Microsoft Office, SPSS, and has strong communication and project management skills.
Respected Sir/Madam
This covering letter is with reference to an advertisement that a post of Assessment Officer is vacant in your renowned organization. Sir I have done Master in (English Lang & Literature), Masters in Education. Thereafter gained more than Five Years of experience with different organizations & Colleges i.e.1.Lecturer in English in Young Muslims College and Jinnah Degree College Mansehra.2.Social Organizer & Community Mobilizer in NCHD (National Commission for Human Development), Mercy corps, Comsats Abbottabad (UNICEF project).3.Teachers Training Officer in USAID (RISE), Field Education Officer in IRC (International Rescue Committee). I also worked with pre-cadet college as Lecturer and in COMSATS University as Visiting Lecturer.
Besides this I have received trainings on EGRA( Early Grade Reading Assessment), â training on âCreating Reading Word Games to Further Reading Development in Urdu conducted by IRC Education Adviser Dr. Peter J. Foley andâOrientation to the Teaching and Assessing of Reading in Healing Classroomsâ conducted by IRC Senior Technical Adviser Anita Anastacio.
I have completed an assignment of 21 days with MSI (Monitoring System International) as Master Trainer for EGRA activities and worked with BEFARe (MSI) as Field Supervisor to administer EGRA in the Field. Now I am working with World Learning as English Language Quality Manager Muzaffarabad.
I offer my services for the organization where I can utilize my experience and skills. If given a chance Iâll prove myself to the best of your selection.
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.
This CV summarizes Roshan Chitrakar's educational and professional experience. He has a PhD in educational policy from the University of Alberta and over 20 years of experience working on educational projects around the world, including for UNESCO, UNICEF, and other international organizations. His areas of expertise include educational research, project management, monitoring and evaluation, and non-formal and community education programs.
Shweta Choubey has over 10 years of experience in education, skill development, and community outreach programs. She has led several large-scale programs, including adult literacy programs reaching over 10,000 people, and skill readiness programs training 1,000 children. Currently she coordinates a skill upgradation program, placing students in jobs and conducting literacy programs. Previously she has written proposals, conducted monitoring and evaluations, and started her own venture providing computer training and job placement. She holds an M.A. in Social Work and has published papers on cultural capital and pedagogical methods affecting learning.
The document contains comments from experts praising a proposed model resource book for small schools in Sri Lanka. Dr. Simona Popa from UNESCO Prospects thanks the author for addressing the important topic of small schools and their unrealized potential. Jenny Homan, who has worked in rural Tanzania education for 10 years, says the book has identified true issues in rural education. Qasir Rafiq and Javeed Mirza also appreciate the book for covering an important topic that most educators overlook. The experts feel the book will interest scholars, practitioners, and policymakers working in comparative and international education.
This CV summarizes the education and professional experience of RenĂĄta TichĂĄ. She has a PhD in Educational Psychology from the University of Minnesota and has worked as a research associate at the University of Minnesota's Institute on Community Integration since 2008. Her work has focused on several projects related to inclusive education and supporting individuals with disabilities. She has over 15 peer-reviewed publications and has provided consultation and training to several school districts.
Mohammad Tanvirul Islam has over 15 years of experience in education program management with international NGOs. He has extensive experience designing, implementing, monitoring, and evaluating basic education, non-formal education, and education in emergency projects. Some of his key responsibilities have included developing education strategies and curricula, conducting training programs, managing partnerships, supporting advocacy efforts, and securing education project funding from various donors. He has strong technical skills in areas such as education policy, curriculum development, and quality monitoring.
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.
Virsen Salokhe is a social work researcher from Kolhapur, Maharashtra, India. He has over 5 years of experience as a school counselor and project coordinator for social development programs. He is currently the Secretary of Manspandan Foundation. He holds an M.Phil in Social Work and has participated in numerous workshops and trainings related to counseling, research methodology, mental health, and child rights. His skills include research, program management, counseling, and community outreach.
CURRICULUM VITAE Edwards 1
CURRICULUM VITAE Edwards 2
Markisâ Edwards
EDU 695: Supporting Diversity through 21st Century Teaching and Learning
Dr. Sherry Leialoha-Waipa
April 9, 2018
Resume
Personal information
Name: Markis G. Edwards
Gender: Male
Residence: United States of America
Phone: (601) 500- 2537
Email: [email protected]
Educational background
Ashford University October 2016-May 2018
¡ Major: Higher Education
¡ GPA: 3.9
¡ Honor Society (2017-2019)
¡ Golden Key International Honor Society (2017)
The University of Southern Mississippi August 2010-December 2015
¡ Major:Communication Studies, Fall 2015
¡ GPA: 2.52
Lakeside School, Seattle WA
¡ Certificate of secondary education August 2014- May 2015
Profile
I am a person who is highly responsible for anything that I am doing. Like being punctual both in time and my work, because this is the only way I can meet objectives that I set each day I start work. I am given to changing the education system and in bringing positive changes that can make the system better for both the learners and the teachers. Over the past years, I have been involved in deep research that is aimed at inventing new and better ways of teaching especially to the children with special needs who need special attention. In addition, I am highly disciplined ensuring that I team with the rest of the relevant stakeholders so as to make the system better. In addition, following hierarchy is one thing that I so much observe due to the fact that it can help me to reduce conflicts with both the high and lower administration.
Professional Experience
The Learning Tree, Inc., Mobile, AL Jan.2017-Present
Teacher Assistant
¡ Working one on one with students in the classroom environment
¡ Running teaching trials of educational goals as outlined in each studentâs individual plan
¡ Working cooperatively with other teacher assistants and supervisors during the shift
Greek-life coordinator 2016- 2017
¡ Member of the Greek community
¡ Serving on the National Pan-Hellenic Council (NPHC), and
¡ Taking one-year internship under Southern Miss Greek-Lifeâs coordinator
The University of Southern Mississippi, Hattiesburg, MS Dec.2012-Nov. 2014
Desk Assistant
¡ Greeted visitors and provided them with required information
¡ Assisted in managing inventory of office supplies
¡ Check students in/out of dorm
Leadership & Volunteer Experience
Phi Beta Sigma Fraternity, Inc. August 2014 â May 2015Vice President
¡ Elected by peers to lead the fraternity at the University. Managed a board of 7 and over 31 collegiate members.
Weekl.
The document outlines the Rural Community Schools Approach being implemented by Promise for Education Fund (PFE) to accelerate rural student success from birth through career. It discusses the need to address challenges of persistent poverty through a holistic, community schools model. PFE has implemented this approach in 50 rural schools across 10 districts in Kentucky. The approach includes four pillars of effective community schools tailored with a rural lens: collaborative leadership, integrated student supports, expanded learning, and family/community engagement. It also emphasizes district-wide adoption, neighborhood programs, culturally relevant practices, and resident leadership to sustain outcomes for rural students from cradle to career.
This document contains the resume of April Jasmine P. Bautista. It summarizes her education, skills, experience, and qualifications. She received her MBA from the University of the Cordilleras and BSBA in Management Accounting from the University of Northern Philippines. She is seeking a job that will challenge her intellect and allow growth. Her experience includes five months as an on the job trainee for the Commission on Audit and over a year as a volunteer for the University of the Cordilleras. She has skills in communication, computer programs, research, teamwork, and leadership.
Sabah Ismail Farah is a Somalilander female seeking a position in monitoring and evaluation or child protection. She has over 5 years of experience in these areas, having worked for organizations such as ANPPCAN, VMSDO, and the Somaliland Red Crescent Society. Her responsibilities have included monitoring project implementation, collecting and analyzing data, training staff, and advocating for child protection. She holds a Bachelor's degree in economics from Admas University and an Islamic banking certificate from Mount Kenya University.
Division Nominee for Regional Search for Outstanding ALS Mobile TeacherVicente Antofina
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Vicente R. Antofina, Jr. is nominated for the Regional Search for Outstanding ALS Mobile Teacher. He has 10 years of experience implementing ALS programs in Hernani, Eastern Samar. He utilizes best practices such as advocacy, social mobilization, establishing partnerships, and various learning interventions to increase enrollment, generate resources, and ensure program sustainability. Statistical data shows increases in enrollment over three years. Challenges such as irregular attendance and lack of learning centers were addressed through solutions like individual tutorials and establishing new centers.
Charles Lwanga is a Medical Laboratory Technologist seeking a career in a dynamic healthcare organization. He has over 5 years of experience working in laboratories at hospitals such as Nairobi Women's Hospital and Kenyatta National Hospital. He holds a Bachelor of Science in Medical Laboratory Science from the Technical University of Kenya. His skills include laboratory procedures, research, management, communication, and computer skills. He is interested in socializing, reading, and leadership.
The document discusses CARE India's Udaan Adolescent Girls Education Program which aims to provide educational opportunities for out-of-school adolescent girls ages 11-14 in Mewat District, Haryana. The program will set up a residential school based on the successful Udaan model in Uttar Pradesh and Orissa. The objectives are to enable older girls to complete primary education, provide a bridge course to complete class 5 for dropouts, and establish collaboration between government, corporate, and NGO partners for girls' education. CARE India will provide technical expertise and curriculum support while their local partner will implement activities including mobilizing girls, facilitating the program, and ensuring government participation. The targeted impact is learning
The document discusses CARE India's Udaan Adolescent Girls Education Program which aims to provide educational opportunities for out-of-school adolescent girls ages 11-14 in Mewat District, Haryana. The program will set up a residential school based on the successful Udaan model in Uttar Pradesh and Orissa. The objectives are to enable older girls to complete primary education, provide a bridge course to complete class 5 for dropouts, and establish collaboration between government, corporate, and NGO partners for girls' education. CARE India will provide technical expertise and curriculum support while their local partner will implement activities like mobilizing girls, operating the school, and ensuring mainstreaming opportunities. The targeted impact is
1. SEEMA FAROOQ
Address: House # 1271; Block A, Street A15, National Police Foundation, O-9, Islamabad
Contact # 0335-9559417: Email: themalakand_malghalara@yahoo.com
Key Skills and Experiences
NGOs 03 years working experience with national and International organizations
including World Vision International, Save the Children,PVDP,CHIP,RISE &
Handicap International.
Education 05 years teaching experience at a Government College & private
School/Colleges.
Skills Assessment, Data collection, Community mobilization, Base line survey,
Monitoring, Teaching, Public Dealing, Strong Communication, Hygiene promotion,
Planning and Reporting, Training and Coordination skills
Computer Microsoft Office; Internet; Lotus Notes;
Languages English (fluent); Urdu (fluent), Pashto (fluent)
Employment History
Organization Name World Vision International
Designation Social Mobilizer
Tenure January, 2012 upto August 2013
Location Rawalpindi/Islamabad
Job responsibilities ¡1 To represent & introduce WVP into communities, its goals and objectives
in the emergency activities to ensure confidence building and smooth
entry within communities
¡2 Conduct Broad Based Community Meetings (BBCM) at the grass root
(village) level.
¡3 Register Community Volunteers and maintain Volunteer Database.
¡4 Formation of village committees to ensure participation in emergency
activities.
¡5 Work closely with Community Volunteers and build the capacity in social
mobilization to encourage community participation in relief activities.
¡6 Conduct data verification (data collection & general vulnerability
information of WV targeted communities) of data utilized in programme
2. planning and implementation.
¡7 Liaise & co-ordinate with all stakeholders at UC/Village level.
¡8 Document and submit reports as required in a timely manner to
concerned bodies.
¡9 Organize volunteer acknowledgement ceremonies at the UC/Village
level.
¡10 Conduct FGDs and key informants interviews within the targeted
population to identify EVIs and protection issues.
¡11 Collect baseline data on quarterly basis for different sectoral
intervention in the targeted area.
¡12 Building close coordination with other agencies working on referral
mechanism and keep the record using WVP referral mechanism
protocols
¡13 Preparing success stories and case studies
Organization Name Save the Children
Designation Community Mobilizer
Tenure July 2011 till Dec 2011
Location Swat, KPK
Job responsibilities ¡ Formation/reactivation of PTCs and children Club at government schools.
¡ Capacity building of Teachers, PTCs and children clubs on role
responsibilities, health hygiene, disaster management and school
development plans.
¡ Assessment of damaged schools and monitoring of school reconstruction
¡ Preparing social feasibility reports for schools reconstruction and
identification of temporary space for continuation of teaching learning
process.
¡ Linkages with stakeholders and close coordination with Department of
Elementary and Secondary Education.
¡ Supervision & distribution of education items at school level.
¡ Preparing weekly, monthly, quarterly and yearly reports
¡ Writing success stories and case studies
Organization Name Handicap International
Designation Psychosocial Mobilizer
Tenure April 2011 to June 2011
Location Kohat, KPK
Job responsibilities ¡1 Counseling sessions of the most vulnerable beneficiaries at
community level.
¡2 Providing psychosocial support to the disable children & women.
¡3 Arranging psychosocial activities for women in the community.
¡4 Distribution of different items for disable persons.
¡5 Women skills development
3. ¡6 Planning and reporting
¡7 Performing any other duty assigned by the Coordinator.
Organization Name PVDP(Pakistan village development program) Funded by UNICEF
Designation Hygiene Promoter
Location Kohat, KPK
Tenure September 2010 to March 2010
Job responsibilities ¡1 Assessment of schools & community and distribution of NFIs (WASH)
Linkages with stakeholders and close coordination with focal persons of
the area.
¡2 Hygiene promotion at schools.
¡3 Conduction health & hygiene promotion session in community
¡4 Logistic arrangement for hygiene promotion sessions
¡5 Team building for the positive results and in time achievement of the
project
¡6 Planning and reporting
Organization Name RISE (Islamabad)
Designation Field Monitor
Location Mansehra
Tenure Feb 2009 to March 2009
Job responsibilities ¡1 Assessment of schools, teachers & students.
¡2 Worked as Field Monitor in Teachers Assessment Program.
¡3 Main responsibilities were assessment of teaching methodology and
studentsâ performance in core subjects.
¡4 Report writing.
Organization Name I-SAPS .Institute of Social and Policy Sciences (Islamabad )
Designation Research Associate
Location Kohat,KPK
Tenure Feb,2010 & Feb 2011
Job responsibilities ¡1 Monitor the Program of NWFP Government (Free books Delivery and
Stipend Scheme) for students at government schools of the area,
under the guidelines of the project.
¡2 Visiting different Government schools of Rural and Urban area
¡3 Interviewing Teachers and Students.
Organization Name CHIP (Islamabad )
Designation Consultant
Location Swabi & Charsadda ,KPK
4. Tenure Dec 2009 to Jan 2009
Job responsibilities ¡1 Main Responsibilities were Monitoring, Evaluation and Reporting of
Community Based Schools and Adult Literacy Centers.
¡2 Collection of data from community &schools.
¡3
Interviews from different students and writing their successful stories.
¡4 .Writing Case Studies on life of blind people by interviewing them.
Organization Name Marie Stopes Society
Designation Counselor cum Center Incharge
Location Peshawar,KPK
Tenure March 2006 To Oct 2006
Job responsibilities ¡4 Main responsibilities were counseling regarding reproductive health,
marketing, visits to doctors and reporting along with Office
Management.
Organization Name EURO Consultancy
Designation Education Consultant
Location Peshawar,KPK
Tenure March 2007 To May 2007
Job responsibilities ¡5 Worked as Member of Promotion Team of Euro Consultants.
¡6 Providing Information regarding education abroad to the desiring
students.
¡7 Attending meetings and seminars related to education consultancy..
Organization Name Government Girls Degree College Saidu Sharif, Swat.
Designation Lecturer (Political. Science.)
Location Swat,KPK
Tenure Nov 2006 To Aug 2010
Job responsibilities ¡8 Lecturer in Political Science
taught a variety of courses focusing on: Civics, Principles of Political
Science and World Constitutions, History and Pakistan Studies to
students of F.A and B.A.
¡9 Arrangement of Examinations & discipline system at college.
¡10 Other educational activities assigned by the Principal.
Organization Name Defence Girls College
Designation Lecturer (Political. Science.)
Location Mardan,KPK
Tenure Six ( 6 Months)
5. Job responsibilities ¡8 Lecturer in Political Science
taught a variety of courses focusing on: Civics, Principles of Political
Science and World Constitutions, History and Pakistan Studies to
students of F.A and B.A.
¡9 Arrangement of Examinations & discipline system at college.
¡10 Other educational activities assigned by the Principal.
Organization Name Islamia Girls College
Designation Lecturer (Political. Science.)
Location Mardan,KPK
Tenure Six( 6 Months)
Job responsibilities ¡8 Lecturer in Political Science
taught a variety of courses focusing on: Civics, Principles of Political
Science and World Constitutions, History and Pakistan Studies to
students of F.A and B.A.
¡9 Arrangement of Examinations & discipline system at college.
¡10 Other educational activities assigned by the Principal.
Education
2006-7 MA. History (IST Division)
University of Peshawar, KPK
2004-5 MA. Political Science (IST Division)
University of Peshawar, KPK
2005 Diploma (Local Government)
University of Peshawar, KPK
2005 B.Ed (IST Division)
University of Peshawar, KPK
Trainings
1 Attended Training on Post Earthquake Psychosocial Support held at Peshawar from 28 to 30th
July, 2006 with RH-AID, Marie Stopes Society and Friends of the Mind.
2 Attended Training for project named OUTCOMES OF EDUCATION in Islamabad with an institute
HUMAN DEVELOPMENT CENTER.
3 Attended Accessibility Training held at City Guest House Kohat arranged by Handicap
6. International on 5th Jan, 2011..
4 Attended Training on Knowledge of Content & Pedagogy held at Swat Serena Organized
by Save The Children.
5 Trainings on Social Mobilization, Advocacy, Citizen Voice & Action, Research
Methodology, Online Security training & Do No Harm, Child Rights,Child Protection
Training by World Vision International in the year 2012-2013
3 . .References
Nayab Ali Shah Team Leader (Social Mobilization)
World Vision International Islamabad
Nayab_uom@yahoo.com
Cell: 0344-9751415
Asfandyar Khan Logistics Assistant
DRC Peshawar
Asfandyarkhanyzi@gmail.com
Cell: 03339028778
Shahid Ali Community Outreach Coordinator
(ECCE) Save the Children Peshawar
S
hahid.ali@savethechildren.org
Cell: 0345-9696766
7. International on 5th Jan, 2011..
4 Attended Training on Knowledge of Content & Pedagogy held at Swat Serena Organized
by Save The Children.
5 Trainings on Social Mobilization, Advocacy, Citizen Voice & Action, Research
Methodology, Online Security training & Do No Harm, Child Rights,Child Protection
Training by World Vision International in the year 2012-2013
3 . .References
Nayab Ali Shah Team Leader (Social Mobilization)
World Vision International Islamabad
Nayab_uom@yahoo.com
Cell: 0344-9751415
Asfandyar Khan Logistics Assistant
DRC Peshawar
Asfandyarkhanyzi@gmail.com
Cell: 03339028778
Shahid Ali Community Outreach Coordinator
(ECCE) Save the Children Peshawar
S
hahid.ali@savethechildren.org
Cell: 0345-9696766