I am associated with UNDP as Trainer Consultant in the Merged Areas Governance Program (MAGP). I participated in three days of interactive ToT, which was organized by UNDP. My main role in the consultancy is to build the capacities of the newly elected local government members from the Mohmand and Bajaur districts. I have successfully strengthened the capacities of the elected LG government members on the Rules of Business Local Government 2022, and the local government amended act 2019. The local government elected members were involved in certain activities where they learned and internalized their basic functions and roles. 

The name of the project is Promoting and Empowering Aghan Children through Enhanced Education (PEACE). The project aimed to mainstream 2200 Afghan OOS children in the Pakistani Government Primary and Middle Schools. I coordinated with our stakeholder DCTE (Directorate of Curriculum and Teacher Education) and requested them to share their curriculum for the Accelerated Learning Program in KP. I helped the project in successfully mapping out the ALP curriculum, which I later on tweaked and adjusted according to the needs and duration of our project and target children. I helped in condensing the scheme of studies for our targetted children. I carried out the compilation of textbooks for our school readiness centres. I also developed training manuals, teacher guides, and PTC training manuals for different training sessions with our SRP (School Readiness Program )and PPRP (Post Primary Readiness Program) Facilitators. I successfully trained the nominated SRP and PPRP Facilitators and Mentors on the developed content. I also helped the project train a group of CPD Coaches and Community volunteers. Apart from content development and training sessions, I also developed different tools for conducting practical training sessions, including training evaluation forms, pre and post-training questionnaires, classroom observation tools, End Day reflection sheets, etc. I have also developed a liaison with the Provincial Institute of Teacher Education (PITE) for getting their insights on the developed content, and to involve them in different stages of the training cycle.

This was a freelance training oppertunity where my services were hired for the Connecting Classroom project. Connecting Classrooms is a global education programme for schools that aims to help young people develop the knowledge, skills and values they need for life and work in a global economy.
I became a validated trainer of British Council after I successfully passed the face to face and computer-based competitive tests. After being considered, I participated in back to back ToTs on how to build the capacities of teachers to embed the 21st century core skills in the teaching and learning process. During this project, I helped thousands of teachers to acquire skills which are required to prepare students to cope up with practical life problems. I provided mentorship and on job technical support to teachers to adapt activity-based teaching approach and bring an impact that students become engaged with the core skills, project-based approach to learning. I also facilitated sessions on how to ensure inclusive education, give attention to marginalized children to get confidence in their lives. Besides, I also helped lots of school heads to acquire leadership and administrative skills, required to enhance the structure of the schools. 

I was responsible for the overall project planning and its implementation. I had a team of three lead trainers, one finance officer and an M&E manager to turn our project into a success. TEACH (Teach and Educate Adolescent Girls through Community Help) project was mainly supporting the additional fund window of the Girls Education Challenge (GEC), which has been awarded to IRC trough UKAid. The project aimed to enrol 48000 OOS (Out of School), adolescent girls, in 50 learning centres across 5 districts of province Baluchistan. The project had two pathways, which were: ALP (Accelerated Learning Program) for girls under 10-14 years and BLN (Basic learning and Numeracy) for girls under 15-19 years. Our assigned component in this project was to review the relevant national and provincial curriculum and policies & then analysis them to develop content and material for training of the trainers and teachers for both BLN and ALP. We had to build the capacities of trainers and teachers on ALP, BLN, Child safeguarding and Protection, Inclusive Education and other teaching methodologies.

The Punjab Education and English Language Initiative (PEELI) is part of the Chief Minister’s road map for educational reform in Punjab. Main objective is to improve the teaching and English language skills of the primary schools teachers in KPK and Punjab provinces. We conduct ToTs with the government schools teachers from high and higher secondary schools, who further cascade the same training to government primary school teachers and head teachers. Our training are interactive, participatory and based on the actual needs of the education system of Pakistan. We mainly focus to integrate the 21st century training and teaching skills in our training. I have successfully trained almost 500 master trainers in province KPK and 1000 expert trainers in province Punjab.
I also help this project in terms of material development-training courses and teaching resources. It is anticipated that the project will contribute to improve students learning outcomes and will enhance the the quality of classroom teaching at the primary level. I also conduct classroom observations, FGDs and interviews to identify gaps and suggest areas for improvement in both the content and training methodologies.

Name of the project was Learning is Fun - Promoting Child Friendly Classroom Environment in Selected Schools of Haripur district of Khyber Pakhtunkhwa. The project aimed to facilitate 20 government primary schools of Tehsil Ghazi in terms of providing missing facilities and minor infrastructural repair. Project also had to build the capacities of government primary school teachers on interactive and inclusive teaching and learning strategies and to involve the PTCs to effectively utilize the annual funds of these schools. We also ran campaigns on the importance and need of birth registration which helped us to register 1000 enrolled school children with NADRA. Legal aid will was also provided to children in need at priority bases. I served the project to timely plan, execute and report the project activities.

My job responsibilities were:
---The overall performance of the field monitors at the district/UC/area level.
---Reviewing field monitoring plans of the monitoring teams and submit to provincial M&E Officer for approval.
---Consolidate the information/data received from the monitors and check the appropriate sample size and number of days spent in the field as prescribed in the guidelines.
---Organize monthly reviews with provincial UNICEF and COMNet staff and partners.
---Perform quality assurance and ensure that the process conforms to the standard guidelines and protocols and quality of data is acceptable.
---Conducting supervisory visits to spot check performance and skills of monitoring staff.
---Provide on-the-site support and take corrective measures as and when required.
---Assist in providing data and making presentations.

The Citizens Justice and Peace Program (CJPP) was a 34-month program that commenced in September 2015 and scheduled to finish in June 2018. The program was implemented by Coffey International Development and funded by the European Commission, through the European Delegation to Pakistan. The overall objective of CJPP was to contribute to strengthening Khyber Pakhtunkhwa states’ responsiveness to citizens\\\' security and justice needs and to the restoration of trust between KP citizens and the state. My specific roles were:
To lead and facilitate the assessment of UNDP’s funded Model Police Stations. To supervise the data collection and research team to conduct interviews related to the assessment of MPS. To assess the impact of UNDP’s Model Police Stations on police behavioral change and police performance. To assess Civil Society Organizations (CSOs) whether their capacities have been built effectively to engage with police and community policing. To do impact assessments of activities in support of police professionalization.

The name of the project was “Parwaan Pre School – A School Readiness Program.” The project mainly focused on Early Child Development and Entrepreneurship development in district Charsadda. The project had to directly benefit children (3-5 years) and the unemployed youth. My role was to identify and select the most deserving and competent unemployed youth and to capacitate them to establish their own ECD centers for the children. We worked as a team to select the most talented and competent youth for this project. We imparted a 30 days extensive training on entrepreneurial skills, branding and marketing and ECED skills to the selected youth. The motivated youth out the trainees were provided with a kit for establishing their ECED centers. The established centers were monitored, facilitated and helped to ensure that children were given proper opportunities to play and learn. The project produced very welcoming results and visible indicators of holistic development were observed in the enrolled children.

This was an OXFAM-NOVIB funded project, implemented by Sungi Development Foundation in district Haripur. Thematic area of the project was to raise awareness about HIV/AIDS, Sexual and Reproductive Health Rights (SRHR), impacts of early marriages, and to enhance life skills of the youth. I was assigned to to impart capacity building and awareness raising sessions with in/out school youth, gatekeepers and caretakers to ensure an enabling environment for effective citizenship and responsive governance, where people especially youth and women can exercise their sexual and reproductive health rights without any discrimination of gender and sexual identities/orientation in Pakistan. The projects had a holistic approach to aware and equip the target groups with some life skills to avoid early marriages, abstain from HIV/AIDS and recognize/claim their Sexual and Reproductive Health Rights (SRHRs). I helped this project to train youth, doctors, lawyers, police , parents, teachers and transgenders on different topics related to HIV?AIDS, life skills, SRHRs and early marriages.

The project was awarded to Premier Diverse Learning Concepts - PDLC (a project of the Beaconhouse School System) after the The governmrnt of Khyber Pukhtunkhwa decided to shift the primary schools curriculum from Urdu to English. To effectively impart the training and build the capacities of the government primary school teachers on English as a classroom language, I was trained on the content for 10 days. I trained almost 1000 government school teachers across 11 districts in KP to effectively teach the revised curriculum in English. Other cross cutting themes of the training sessions were lesson planning, core teaching skills, assessment techniques, activities based teaching and other teaching methodologies. After the training were over, we helped the project to conduct classrooms observations, which later on helped us to design a refresher course for the same teachers.

Pakistan Reading Project supported the Educational Institutions in terms of training, scholarships and training material development, which in a longer run would institutionalize improvements in reading, in grades one and two. The responsibility of the In-Service Teacher Training Manager was to ensure that all the in-service teachers’ training related activities are planned and executed with quality, perfection and in a timely manner. It was very integral to keep all the stakeholders in close coordination, particularly the Directorate of Education FATA and the Agency Education Offices.
I helped to developed a strategic action plan in proper consultation with the line supervisor and the major stakeholders to properly execute, monitor and evaluate the project inputs at the field level. I developed good working relations with the education directorate to to acquire timely nominations, and other important data and information form EMIS department DoE FATA. I also assisted my project by establishing schools’ clusters in close coordination with the EMIS department at FATA secretariat. In time Support was provided to other components of the P.R.P for ensuring the essence of the team work and better coordination.

Teaching various subjects to the B.S and Master students of Sociology, Social Work and Gender Studies. Many courses were successfully taught to the students and their report writing and presentation skills were enhanced. I was also assigned to help the research students in choosing research areas/topic and developing quality synopsis. Another very important task was to systematize the research reports in the research cell. I achieved this task very diligently, and the research cell was established. The abstracts of the research reports were extracted and typed in a detailed document.
I Was also the member of the students career counseling and future planning committee, where i facilitate and guide students to better plan their post-graduation life. I also liaise with various NGOs, GOs and UN agencies to provide our students with capacity development activities like seminars, workshops and internships opportunities.

I worked as Project Assistant with UNDP. I was responsible to monitor and assess our Implementing Partners (IPs) in the course of quality project implementation, reporting, better coordination and planning their targets. I was also assigned to liaise with the district government and other developmental actors to avoid the duplication of project activities. I used to cooperate with the senior management of the IPs to settle the issues or amendments in the project, if any. I also used to go on the project sites for monitoring visits to physically verify the schemes, and to get beneficiaries' feedback, check the relevant documentation, settle the issues and put new targets and deadlines.
I successfully supervised 05 Project Cooperation Agreements (PCAs) with five implementing partners (local NGOs). As many as 15-20 successfully coordination meetings have been conducted with the local district government officers like DCO, EDO etc, etc. All the five projects were assessed till 100% delivery of the project targets, beneficiaries and budget. I have learned a lot by working with the local NGOs and a culturally, geographically and ethnically sensitive/different areas of Sindh. I have also learned productive project management skills from my supervisor and colleagues.

I have worked with Al-Mubarak Welfare Society International (AWSI) as a Project Manager in the Gender Justice and Protection (GJP) project. This was a UNDP funded project. I was responsible for the over all project management and executions at the field level. My key assignments were:
To supervise the social mobilization staff in collecting the data like baseline, case studies and implementing the project activities.
Also to orient the local influential people with on the crux of the project and to make them cooperate in the project interventions.
I was also assigned to development good working relations with the local administrative government officers by promoting and advocating our cause.
It was an awareness based project on the theme of Gender Justice and Protection. Hence i was also responsible to build the capacities of my social mobilization team on how to be more object and focused in when they are in the field.
Other duties, I was responsible for, was to arrange workshops, seminars for the lawyers, religious scholars and school teachers of the project tehsil of district Charsadda.
I was also responsible to report the weekly, monthly and quarterly progress with the donors/UNDP. Processing the tranche request and looking after the project budget management was also my sole responsibility.
Doing need based, monitoring visits of the field and resolving issues (if any) was also an element of my duties.
It was a two years project on the women rights in a very orthodox area, where people were not accepting our cause. But we very tactfully resolved all the issues by coming in consent with the religious leaders. they promoted our cause, as women rights are the central element of the Islamic teachings. Clauses on the rights of the girls/women were inculcated in the curriculum of the religious seminaries. Women rights of inheritance and SWARAH (a custom in which girls are exchanged to resolve issues two unlawful and in-Islamic customs were minimized to a greater extent. a major mental change was observed.

Working with MES was my first government job. I was Furniture and Supply (F&S) clerk. My duties were to maintain the complete record of the furniture supply and return in the cantonment. My additional responsibilities were to ensure the timely payments of salaries to the employees, keeping a record of the incoming and outgoing letters, advertising the tenders in the local dailies and any other task assigned by the supervisor.

I performed my duties as a Senior English Teacher in Peshawar Education Foundation Model School & Post Graduate College. I was assigned to teach English as a text book to the senior classes. Hence I was responsible to teach the course to the students. other related jobs were to prepare lesson plans, maintain teaching diary, career planning and counseling of the students, character building and exploring the creativity of the students and planning their vacations how to get the maximum benefit from the preparations.
I was also given the extra duty of the chief prefect of the school. Being a chief proctor i was responsible to maintain and promote the discipline and order of the school and to prepare leading students to carry out the same duty in
future.
Among the major achievements i have made in this job were:
The courses were completed on timely bases and also revised for the sake of better understanding.
Students were mobilized and focused to concentrate on their studies and their future, that's why they produced sound results.
Those students who were given the opportunity to be student proctors, they were found confidant and committed in their academic life.
Also motivated the students to participate actively in healthy and environment friendly activities.

I was working with NADP as a social organizer. It was a project jointly implemented by UNDP, IFAD and GoP in Chillas, Northern Areas of Pakistan. Being a social organizer i was basically responsible to meet with the target community, orient them about the project, its activities, duration and outcomes. I was also responsible to collect the baseline data and submit the same to the PM for further analysis. Doing frequent meetings with the social influential of the area and involving them in the project activities was also my duty. I was also expected by my senior management to form CBOs at the community level for the sake of accountability, transparency and sustainability. I was also assigned to assess the training officer in conducting the training sessions for the community. My duty was to mobilize the targeted community to participate in those sessions for the sake of maximum benefit. My other related jobs were to make social profiles, collecting end line data, awareness sessions, safe documentation for any future retrieval and good working relations with my senior management.
Among my major achievements were:
Majority of the people/farmers/horticulturists were mobilized to consistently participate in the training sessions, which resulted to enhance their productivity in the fields.
100% delivery of the project activities took place.
A mechanism was developed to extend the Market linkages of the local farmers/horticulturists to the nearby market.
CBOs were formed to ensure the transparency, accountability and sustainability of the project.
The targeted communities were made to accept the project as their own.