"Ex-Post Evaluation of Punjab Youth Workforce Development (USAID-PYWD) Project":

USAID awarded the Punjab Youth Workforce Development (USAID-PYWD) Project to Louis Berger. The project aimed to transform lives by developing youth skills in four target districts: (Multan, Lodhran, Bahawalpur, and Muzaffargarh). This was achieved by creating economic opportunities, improving livelihoods, and fostering socially constructive attitudes and behaviors to ensure stability in these areas. To meet the program's objectives, project activities were implemented through community engagement and youth empowerment, access to education and training (including technical and vocational training), partnerships, placements, and Institutional Capacity Building (ICB) components. The project began with pre-mobilization activities on May 18, 2016, and officially started mobilization on October 1, 2016. It achieved all its program targets and concluded on December 31, 2019.

The PYWD project engaged youth in positive activities to counteract the trends that turn at-risk communities into environments conducive to extremism and instability. This engagement helped build the resilience of the targeted youth and their communities to resist the influence of extremist ideologies and networks. The project sought to reduce the likelihood of extremism in the focus districts of Southern Punjab by involving disadvantaged youth (aged 16-29) in productive economic activities.

As a Consultant for Transcription & Note-Taking, my role involved conducting Key Informant Interviews (KIIs), Focus Group Discussions (FGDs), and Group Interviews (GIs) with community members, stakeholders, government officials, and non-government officials. The project aimed to evaluate the outcomes following its successful completion and highlight key gaps or challenges in the focus districts of Southern Punjab.

divpNational Institute of Excellence in Teacher Education (NIETE):/p
pTaleemabad is collaborating with the Federal Directorate of Education (FDE) to introduce innovative digital education solutions in public schools across the country. This initiative involves developing a program for digital teacher training in key districts, to improve the quality of education in public schools, focusing on enhancing teacher training and professional development. The project aims to provide a more structured and impactful learning experience by aligning educational content with specific learning outcomes and cognitive domains. brbrIt is dedicated to achieving measurable improvements in academic outcomes, particularly in under-resourced and underprivileged areas, to empower every child to reach their full potential. The project recognizes the crucial role of teachers in student outcomes and aims to enhance teaching practices through interventions such as “Continuous Professional Development (CPD), structured pedagogy through Lesson Plans (LPs), and Coaching”. brbrIn my role as a Field Enumerator, I am conducting baseline surveys in public sector schools in Islamabad/Rawalpindi. I have gathered data from the primary level using the “Annual Status of Education Report (ASER 1-3 & 4-5) and the Measuring Early Learning and Quality Outcomes (MELQO) test for the pre-primary level”. Additionally, I am certified by the World Bank in Teach Tool (Teach Primary) for classroom observation of teacher practices./p/div

EAA (Education Above All) Foundation:Digital School ProgramThe Digital School Program (DSP) is a flagship initiative of the EAA (Education Above All) Foundation. It is a pioneering hybrid, self-learning model designed to meet the educational needs of out-of-school children and youth (OOSCY). This program provides a vital opportunity for those who are unable to access traditional education due to challenges such as full-time employment, displacement, living in remote areas, or being at a different learning level than their peers. By utilizing technology and a flexible learning approach, DSP offers a dynamic solution that enables learning to take place anytime, anywhere, and for any duration. Taleemabad partners with the Japan International Cooperation Agency (JICA), the National Commission for Human Development (NCHD), and the Basic Education Community Schools (BECS) to digitalize primary-level education in Pakistan. The primary objective of the Digital School Program is to ensure that every child receives a formal education up to the primary level, bring out-of-school children, dropouts, and never-enrolled children to school, provide them with digital learning opportunities, and support their educational advancement. As a Focus Group Discussion Facilitator, I engaged with the community and collected data through student needs analysis surveys, teacher diagnostic tests, Focus Group Discussions (FGDs), and Key Informant Interviews (KIIs) with parents and the communities. I was responsible for designing the surveys and managing the data, mapping the Lesson Plans (LPs) and Student Learning Objectives (SLO), and reviewing the Lesson Plans (LPs).

Inclusive and Gender-Sensitive Civic and Voter Education Campaign with the slogan of “Mera Vote Pakistan Ke Liye”:Chanan Development Association (CDA) has implemented a comprehensive, inclusive, and Gender-Sensitive Civic and Voter Education Campaign with the slogan "Mera Vote Pakistan Ke Liye" in conflict-prone and flood-affected districts of Punjab, Sindh, Balochistan, and Khyber Pakhtunkhwa. IRI sponsors this campaign. As part of the campaign, CDA has circulated community awareness messages using various innovative and traditional media methods, including social media platforms (Instagram, Facebook, Twitter, LinkedIn, WhatsApp, TikTok, and YouTube), Radio, and Community Sessions. I served as a Peer Educator in Quetta, Balochistan, and participated in the Inclusive and Gender-Sensitive Civic and Voter Education Campaign organized by the Chanan Development Association (CDA), Pakistan. Through this experience, I gained a deep understanding of the importance of democracy, voter rights, and the step-by-step process of casting votes. Additionally, I developed voter outreach and mobilization session plans to educate my respective constituencies about the voting process and motivate them to go out and cast their votes on February 8th, 2024.

My main role as an "Admissions Officer" is to evaluate and process applications from potential students to ensure they meet the institution's admission criteria and policies. I have a strong understanding of the higher education landscape, including the admission requirements, program offerings, and academic standards of various institutions. With exceptional organizational skills and the ability to multitask, I efficiently manage numerous applications, review transcripts, conduct interviews, and assess candidate's qualifications.I am skilled at building positive relationships with students, parents, and educational counselors, providing them with accurate and timely information about admissions procedures and requirements.

Exploratory Study to Profile Out of Primary School Children in Selected Districts of UNESCO’s Geographical Presence in Pakistan:The study aims to develop a profile of Out-of-Primary School Children (OOPSC) in target districts of UNESCO's geographical presence. The study will focus on children between the ages of 5-10 years, disaggregated by gender and location/district. The study aims to gather comprehensive data profiles of (OOPSC) at the primary level, including those who have never attended school and those who have dropped out. The study will also seek to identify the various overlapping types of exclusion and inequities experienced by OOPSC, such as exclusion based on sex, clan, religion, disability, age, and nationality. Additionally, the study will identify and analyze the barriers (or causal factors) and obstacles that keep children out of school through a desk review of the existing literature (documents and reports). The study will suggest contextualized actionable recommendations to key stakeholders at the national and provincial levels on how to ensure that OOPSC and those at risk of dropping out of primary education (also in the backdrop of the pandemic/flood-affected areas) can initially and continually attend school. The main purpose of the project/study is to understand the obstacles/barriers to why children are out of school, drop out of school, or never enrolled in schools between the ages of 5-10 years. As a Field Supervisor, my responsibilities include closely monitoring project sites, conducting daily visits, preparing reports, leading and managing the field team, inspecting their work, and overseeing resource allocation. We have collected data from households (HH) and children aged 5-10 years. We have conducted Focus Group Discussions (FGDs) and Key Informant Interviews (KIIs) with the parents, children, community members, government and non-government officials.

As a teacher at Mashal Model School (a charity-based school), I had the opportunity to enhance my communication skills, gain valuable experience, and develop my interpersonal, and leadership skills. My responsibilities included designing and implementing lesson plans that met educational requirements and aligned with curriculum standards. I used diverse teaching methods and materials to accommodate different learning styles and abilities.I also conducted assessments/tests to monitor student progress and understanding. Creating a safe, inclusive, and engaging learning environment was my top priority. I effectively managed classroom behavior and acted as a mentor and counselor for students, providing guidance and support in both academic and personal development. I worked collaboratively with other professionals to support students with special needs.I also engaged in continuous learning to improve my teaching skills and stay updated with educational research and best practices. Prepare and deliver progress reports and participate in parent-teacher meetings (PTM). Additionally, I maintained open communication with parents, colleagues, and school administration, and participated in various administrative tasks and extracurricular activities to enhance the school community and student engagement.

I worked as a Brand Ambassador for IR Technologies Pvt. Ltd's marketing department. It is an IT-based company that provides IT services through its APP/Application to make people's daily lives easier. I gained experience, knowledge, and skills in market structure and human behavior during my time there. My responsibilities included promoting the company's products to private sector schools, academies, hostels, bookshops, and uniform stores, and educating them about the company's app/application and everyday uses. I also prepared daily reports and collected customer data.

Pakistan Rising Star is dedicated to excellence, as evidenced by its wide range of programs and initiatives. From skill-building workshops to motivational seminars, Pakistan Rising Star takes a comprehensive approach to education, empowering youth to realize their full potential. The focus on personal development is commendable, instilling confidence and resilience in the younger generation to face challenges head-on. Pakistan Rising Star stands out as a catalyst for positive change in the lives of youth, especially students.By promoting a culture of growth, mentorship, and community engagement, this organization undoubtedly plays a pivotal role in shaping the future leaders of Pakistan. The impact of their work extends far beyond academic achievements, creating a ripple effect that lights the way for youth to rise and become leaders in their respective fields. I volunteered for the Freelancing Instant Skill Training, an initiative by Pakistan Rising Star. Through this training, I learned how to create an online profile on platforms like Upwork and Fiverr, as well as other social media platforms. I also gained insights into securing jobs on these platforms, enhancing my online skills and knowledge, and broadening my horizons.

"Prevention of Sexual Harassment at Educational Institutes":The National Youth-Led Policy Forum is an initiative by the UNDP in partnership with Prime Minister Kamyab Jawan to implement youth policies developed under a project of the United Nations Development Programme Pakistan, UNICEF Pakistan, Solf, Kamyab Jawan, and UNFPA. Pakistan's first National Youth-Led Policy Forum was hosted by the United Nations Development Programme (UNDP), United Nations Population Fund (UNFPA), and United Nations Children's Fund (UNICEF) in partnership with the School of Leadership Foundation. The forum comprised thirty young participants, including 15 men and 15 women, selected from across Pakistan. They engaged in dialogues with federal-level policymakers, UN representatives, politicians, and subject experts to chart a path for youth inclusion in the implementation and accountability of Youth Policies. The Embassy of Japan and the Royal Norwegian Embassy have supported the forum. Preceding the National Youth-Led Policy Forum, a series of four Provincial Youth-Led Policy forums were held. I volunteered as a Human Resource Team member on behalf of the School of Economics, Quaid I Azam University Islamabad, working on the "Prevention of Sexual Harassment at Educational Institutes". Our efforts included running Twitter trends and social media campaigns on platforms such as Facebook, Instagram, YouTube, and WhatsApp Channel to amplify women's voices, ensure safety in educational institutions, engage with youth, and educate them about women's rights. We aimed to eliminate harassment in academic settings and protect women from misconduct. Our focus was on empowering young women by educating them about their rights and providing guidance on how to handle different situations they may encounter in their daily lives.