Education Researcher
Education Development Institute (EDI)- Pre-University Education (PUE), Qatar Foundation
Total years of experience :34 years, 0 Months
- Design and conduct mixed-method research
- Design and conduct education program evaluations
- Support building the capacity of EDI (Education Development Institute) and QF school faculty in conducting mixed-method research
- Support developing EDI/PUE (pre-university) research strategy
- Write and share peer-reviewed publications highlighting research and program evaluation findings
Led and partook in the design, development and implementation of mixed-method research projects on family issues and policies (including adolescent well-being)
• Partook in seminars, panels, and lectures representing DIFI at national and international levels
• Contributed to 5 research reports published by Hamad Bin Khalifa University (HBKU) Press (copyright owned by DIFI)
• Contributed to revamping DIFI-Qatar National Research Fund (QNRF) jointly-sponsored OSRA research grant on Arab families and family policy related issues
• Co-authored 3 research reports on: family strengths, adolescent wellbeing and young people’s perceptions of happy, sustainable marriage (to be published by DIFI at HBKU Press).
• Designed and acted as focal point of internship program for MA students from Hamad Bin Khaifa University (HBKU) College of Humanities and Social Sciences (CHSS) and Doha Institute for Graduate Studies (DI) at DIFI
• Acted on behalf of Director of Family Research Department during their leaves
• Partook in developing authorship and publications policy and procedures for DIFI
• Partook in revamping DIFI vision, mission, strategic goals and annual business planning
My roles and responsibilities include participating in:
1- Setting a comprehensive strategy for QNRF K-12 programs that will address all K-12 stages and system in both national and private schools in a way that promotes students' inquiry-based learning and exploration skills.
2- Revamping SSREP and launching its modified form in a new cycle.
3- Engaging all stakeholders and partners in strategy setting, program development and implementation
4- Collaborating with all key players and stakeholders within QNRF and Qatar Foundation and outside them
5-Representing QNRF - as regards K-12 education - in all professional and technical contexts.
6- Collaborating with other teams within QNRF who are working on different programs, addressing undergraduate, graduate, postgraduate, and national priority areas whenever help and support as well as my input are needed.
My roles and responsibilities included:
- Providing and supporting the development of high quality professional development programs’ design, delivery and implementation
- Providing high quality translation, Arabization and editing services of PD training manuals, training reports, and operational documentations
- Providing and supporting the development of capacity building programs’ design, delivery, and implementation
- Providing and supporting the design, development, and implementation of school-based coaching and mentoring programs for educators and Professional Development Specialists from both the NCED and the Qatar Supreme Education Council (SEC)
- Supporting the implementation of NCED comprehensive leadership and executive management plans, and the management team and staff of Qatar University National Center for Teachers’ Education (NCED) and ICERD
- Providing support to other NCED and ICERD-ME team members responsible for Project’s Quality Assurance and programs’ implementations, assessment and evaluation
- Providing technical and professional support services to the leadership of the NCED and School of Education, Qatar University in their support of ‘independent schools’ and the Supreme Education Council (SEC)
- Trained Nile Egyptian Schools (NES) K-6 teachers, both who teach their subjects in Arabic, e.g. social studies, Arabic, Art & Design, Music, and Physical Education, and those who teach their subjects in English, e.g. Science, Math, ICT, and English on CICTT; ranked by the trainees and CIE as the best Arabic trainer in 2011.
- Translated the Trainee Workbook into Arabic for a face-to-face training on Cross-Curricular Links for NES K-7 teachers; co-delivered the bi-lingual face-to-face training to NES K-7 teachers, and Heads of Departments from all NES five schools (in Cairo, 6th of October, Port Said, Minia, and Qena); compiled end-of-training report that included self, trainees and process evaluation and recommendations for future improvements
- Co-delivered bilingual on-line training on cross-curricular links to NES K-7 teachers and Heads of Departments; compiled end-of-training report for the on-line training on Cross-Curricular Links
- Translated Grade 6 & 7 Social Studies Teaching Guides from Arabic into English.
- Gave input into the design of and co-delivered Leadership for Learning program for NES senior leadership; this included working with them on school self-assessment and quality assurance.
- translated into Arabic and delivered Arabic version of “Leadership for Learning Program” for middle school leadership (Heads of Departments and school coordinators)
- Trainer for Cambridge International Diploma for Teachers and Trainers (CIDTT) in Arabic, and prepared the Arabic version of training materials on the CIDTT. This Diploma consists of four modules: Design, Practice, Assessment & Evaluation. CIDTT promotes active learning, learner-centered pedagogy, experiential learning, assessment for learning, creativity and innovation
- Examiner for Cambridge International Diploma for Teachers and Trainers (CIDTT) in both Arabic & English; I have examined assignments written by candidates from the Gulf countries, North Africa, India, Far East, and the United States of America.
- Conducted two Assessor visits (one for Al Azhar University English Instructors and the other for ACCESS program instructors) to collect qualitative data and feedback from all PCELT stakeholders
- Compiled two reports including recommendations for improving two PCELT programs, run concurrently
- Conducted one assessor visit and wrote a qualitative report on 3rd administration of PCELT in Minia governorate for national secondary school teachers
- Conducted and reported on the 4th administration of PCELT in Head Quarters of AMIDEAST Egypt.
- Led a national initiative for building the institutional capacity of the Professional Academy for Teachers (PAT), which is the national entity responsible for regulating the k-12 teachers’ professional development system and activities for all k-12 educators in Egypt (working in the Ministry of Education (MOE), Al Azhar, and privately-owned schools), and the 19 branches of PAT nationwide; this includes enabling PAT and its branches to:
o Establish and update its system for certifying the key components of the professional development system, i.e. training programs and professional development materials, trainers and training and professional development activity providers
o Build the capacity of certified reviewers and staff to effectively manage its certification system
o Effectively communicate and coordinate with its stakeholders both nationally and internationally for ensuring the quality of the teacher professional development system
o Set and review the professional development and career advancement standards and requirements for all educators
o Design, develop and implement impact assessment studies to gauge the effectiveness of the professional development system and its programs and activities
- Enabled the Ministry of Education (MOE) to build the institutional capacity of its local teacher professional development system; this included working with the governorate (province), district and school-level units to effectively manage teacher professional development activities that meet teachers’ actual professional development needs and in accordance with PAT standards and certification criteria and requirements; it also comprised building the institutional and human capacities of these units in the areas of: teachers’ professional development needs assessment and analysis, planning, implementation, monitoring and evaluation.
- Technically led a team of twelve teacher professional development specialists working and supporting PAT, its 19 branches and local training units nationwide to ensure the provision of needs-based teacher professional development activities that promote learner-centered pedagogy, active learning, and instructional leadership at the school level
- Worked with and led national and international consultants’ team to build the teachers professional development system
- Led an international team assigned with designing and implementing a national research project on the quality of the in-service teacher professional development system in Egypt.
- Worked with the team assigned with writing the professional development program in the current MOE strategic plan
- Worked with the teacher professional development specialists and PAT as well as MOE relevant stakeholders as well as other US AID-funded programs and projects to development and implement strategies for k-12 teachers professional development and growth.
- Conducted a comparative analysis study on reforming secondary education in six countries, whose students scored high on the OECD PISA 2009, including Jordan in the Middle East.
- Participated in organizing the convention of an International Round Table Discussions Conference on Secondary Education Reform that included key-note speakers and decision makers representing: Hong Kong, Singapore, Ireland, the US, Oman, Lebanon, Morocco, and international educational organizations such as the World Bank, Academy for Educational Development and the OECD PISA.
- Co-developed the Conference booklets, and developed the session moderation plans.
- Conducted a comprehensive report on the recommendations for reforming secondary education in Saudi Arabia in light of the best practices and lessons learned and as shared in the Round Table Discussions Conference.
- Participated in developing a conceptual framework and a model for developing secondary education in line with the National K-12 education strategy, especially its focus on the 21st century skills and STEM (Science, Technology, Engineering, & Mathematics)
- Set and supervised the implementation of the company strategy to design, develop and deliver quality demand-driven education and training programs for a flurry of corporate clients, including schools and donor agencies supporting the education reform in Egypt
- Led the implementation of diversified training and educational projects
- Led administrative and technical teams working on these projects
- Supervised the coordination among cross-functional teams for achieving the company’s goals
- Led partnership building between the company and its clients and partners
- Contributed to delivering three documents: "Landscape of an Education System", "Documenting the Journeys to Eight Countries", and "Vision Statement"
- Contributed to the development of the "National Sector Assessment" study and its components, taking part in writing, preparing Power Point presentations, and presenting paper or sections of it to TATWEER and key Saudi k-12 Education Stakeholders
- Contributed to the development of the National "Strategic Plan" and its components, such as the "New School Model, " especially in the area of English language teaching, partaking in the writing, preparation of Power Point presentations, and presenting the deliverable or any of its components
- Co-developed the Implementation Plans for the National Strategic Plan
- Took the lead on developing a Monitoring & Evaluation Framework for both the Strategic and Implementation Plans
- Co-moderated the working teams that included key and senior MOE officials and decision makers as well as key stakeholders
- Developed a proposal for the introduction of English language as early as Kindergarten and reforming the ELT in k-12 in general
- Designed and developed two complete bi-lingual (English/Arabic) training packages (including Power Point Presentations, Trainer's Manuals and Trainee Manuals) on Teacher Professional Development (especially via building Professional Learning Communities- PLCs) and Data-Based Decision Making to be used to train educational leaders in k-12 schools in Upper Egypt
- Developed a TOT (Training of Trainers) for these two packages
- Developed financial and technical proposals for conducting a Rapid Appraisal on Active Learning & a study on Students Dropout in Multi-Grade Schools for Girls
- Led a research team conducting a Rapid Appraisal on Active Learning at the primary stage schools in the governorates of Suez, Beni Sweif, Assiut, and the New Valley in Egypt.
- Wrote the study report in English and the executive summary in Arabic
- Presented the study key findings and results to the key MOE and UNICEF stakeholders
- Analysed the data and wrote the report for a study on Students Dropout in Multi-Grade Schools for Girls in the governorates of Beni Sweif & Minia
- Designed & developed the M&E framework for new undergraduate scholarship program bid that was announced by US AID, Egypt, as part of a comprehensive proposal development team
- Designed format and procedures for the program monitoring & evaluation
- Set up the system for maintaining and updating data on LEAD students' performance
- Worked closely with LEAD program coordinators and assistant coordinators, for six cohorts, to obtain information on LEAD students' activities and performance
- Obtained feedback on LEAD program activities from students and all relevant stakeholders
- Regularly attended student activities to support monitoring & evaluation and identify where adaptations might be needed
- Synthesized, analysed and wrote reports based on monitoring & evaluation results
- Recommended improvements to Program Director to more efficiently and effectively manage the program based on monitoring & evaluation findings
- Closely monitored at-risk LEAD students in coordination with Student Life Coordinators
- Worked with program coordinators and assistant coordinators to organize semester abroad program s for LEAD students in universities in the US
- Worked with LEAD students to design, plan for, organize, and monitor and evaluate a student’s-led conference on "Solid Waste Management"
- Co-led a task force who:
- Produced a “Certification and Accreditation Manual”, which is currently used by the MOE PAT (Professional Academy for Teachers) to certify and accredit professional development providers, training programs, and trainers. The manual is currently used by MOE PAT at the National level.
- Developed a training package to train professional development quality auditors and external evaluators who are currently auditing the professional development providers, their training programs, and trainers on behalf of the MOE PAT
- Delivered teacher trainings to EAP (English for Academic Purposes) instructors at the University of Banha
- Co-delivered the ELT (English Language Training) program that was designed to prepare young Egyptian professionals to study at US community colleges for maximum a year
- Co-developed a complete ESP package for teaching English to Hotel Staff that included instructional, training and assessment materials as well as teaching guides
- Co-developed a Training of Trainers program for this package
- Co-led, with a senior Canadian consultant, a two-week event for assisting MOE and relevant MOE partners to establish a pilot “Change Catalysts Network”
- Enabled this Change Leadership network and its affiliate teams to set their vision, mission, and operation plans, as well as monitoring and evaluation procedures
- Co-led, with a senior Egyptian consultant, a task force assigned with:
- Developing rubrics for “Effective Educational Leaders” indicators in the early childhood education (ECE) sector in the Egyptian MOE
- Developing a user-friendly “Standards-Based Self-Evaluation Guide” for leaders in the ECE sector
- Co-led, with a senior Canadian Consultant, a consultants team who:
- Developed a sustainable process for building Change Leaders Network to lead reforming the ECE Sector in the Egyptian Ministry of Education.
- Developed a training course on “Effective Leadership” for the Early Childhood Education (ECE) Sector in the Egyptian MOE
- Co-designed and conducted the "Leadership Competency Assessment Study" in the MOE ECE sector.
- Represented Egypt in the then-called NENA (Near East and North Africa) region, as leading the education reform sector.
- Worked closely with the officers leading the education sectors and units in the NENA region countries and the Regional Educational Manager to:
o Review and evaluate the existing performance of the education sectors and units across the region in light of the British Council's renewed strategic values, goals and objectives and in response to the hosting countries' strategic needs and aspirations
o Collaborate to renew the vision of the educational activities across the region
o Develop a process for designing, implementing, and evaluating needs-responsive program for educational reform across the region.
- Led a multi-project education reform sector in terms of setting strategies, aligning strategies with government partners’ interests and needs, leading a team of project managers who managed projects in: education quality assurance, using ICT (Information & Communication Technology) in teaching & learning, English Language Teaching and training, and self-employment and entrepreneurship, and liaising with partners at the strategic level as well as representing the British Council Egypt in the Donors Agencies Group (DAG) working in K-12 education reform support
- Led the tailoring and initiating the implementation of the British Council k-12 schools program ‘Connecting Classrooms’ in Egypt; coordinated with the MOE at the strategic level to design and implement the project activities in three main areas: Collaborative Curricular Projects, Professional Development (for educational leadership and teaching staff) and International School Awards (including International Leader Award, International Teacher Award, International Student Award) in accordance with the MOE strategic plan 2007-2012
- Played a key role (with other team members) in organizing the Regional Conference for launching the "Connecting Classrooms" initiative
- Led a pilot project for setting Quality Assurance system at Al Azhar University in collaboration with the National Authority for Quality Assurance and Accreditation in Education (NAQAAE)
- Led and managed establishing partnership between Al Azhar University on one hand and Arab and British Universities on the other. This resulted in entering Memorandums of Understanding between Al Azhar University and Leeds University in the UK, EL Karaweyeen University and Dar El Hadeeth El Hasanyia in Morocco
- Supervised the implementation in Egypt of a regional project for Quality Assurance and Accreditation in Higher Education Institutions. The project involved the HE institutions and Regional and National awarding bodies in Education in North Africa and Near East in setting and reviewing National and Regional Academic Reference Standards according to which Intended Learning Outcomes (ILOs) were set by departments, faculties and universities for their graduates
- Supervised the design and implementation of a flurry of activities for the institutional and staff capacity building of the newly-established National Authority for Quality Assurance and Accreditation in Education (NAQAAE) in Egypt. These activities include conducting scoping visits, workshops, exchange visits between NAQAAE and UK awarding bodies such as QAA, CQA, and SQA
- Supervised and led study tours for senior MOE & Education officials to gain knowledge and have first-hand experience of the British Education system in terms of: accreditation and school improvement system, education leadership, and teacher professional development
- Led the development of Business Review and Management and Financial Risk reports
- Led the timely development and submissions of score card reporting
- Led the coordination between the Education Reform Sector and other departments and units at the country, regional, and UK levels
- Ensured the proper use of the (then) newly-adopted SAAP financial system
- Played a major role in creating a paradigm shift in the Program goals and mandate to align its goals with the MOE National Strategic Plan for the period 2007/2008-2011/2012
- Developed a proposal for educators’ licensure as part of the functions of the then-proposed “Professional Academy for Teachers” (PAT) and submitted it to the MOE Policy & Strategic Planning Unit (PSPU). This formed the technical foundation for the policy paper on which Law 155 (the Teachers' Special Cadre) was based
- Co-facilitated the development and writing of the Human Resources and Professional Development Program in Egypt's MOE current Strategic Plan
- Participated in reviewing and finalizing the final version of the “effective schools standards” developed by the MOE for K-12 school reform, which formed the basis of the school quality assurance (school self-assessment and school improvement planning) model, later piloted in Alexandria and Minia, and the rest of the seven governorates at a later stage, and applied in all governorates later on. These same standards later formed the basis for the standards issued for k-12 schools by the National Authority for Quality Assurance and Accreditation in Education (NAQAAE)
- Planned and managed a flurry of activities supporting the establishment of an internal Quality Assurance and Technical Assistance system to enable national K-12 schools to prepare to be accredited by NAQAAE
- Designed and supervised the implementation of a pilot Internal Quality Assurance and School Improvement project that was piloted in the above-mentioned governorates. As such led the process of setting school improvement standards, developing school self-assessment/evaluation processes and training school teams on them, developing external examiner manuals and training external teams on this process
- Developed the job descriptions and led the recruitment of seven Professional & Organizational Development (POD) advisors who were based in these governorates and led the implementation of the pilot quality assurance and school improvement process
- Coached and technically supervised these seven governorate advisors
- Led the team of POD advisors to work with the First/ Undersecretaries and Districts staff to establish the seven units for Quality Assurance in these governorates, which was considered the first pilot of these units to implement the MOE Strategic Plan section on building an Internal Quality Assurance System at the Idarra (District) and the school level. That was also informed by careful reading of the LAW 82 for the 2006 for establishing NAQAAE and setting the educational accreditation system in Egypt. That pilot was later cascaded at the national level.
- Designed and supervised seven study tours for MOE officials and POD advisors in the US to gain knowledge and first-hand experience of school improvement and accreditation systems in some of the States
o Establishing a model for building cadres of trainers and course designers in the Ministry of Education
- Set budget and implementation plans for developing cadres of trainers and course designers in both CDIST (Central Directorate for In-Service Training) and target seven governorates
- Hired and supervised international and Egyptian consultants to support building this model
- Participated in building the capacity of these cadres
- Enabled these cadres to develop their own training resources in training and subject-specific course design skills
- Liaised and worked with both supervisory and training systems and other MOE key players and decision makers to ensure their buy-in and participation in building these cadres and to develop sustainability mechanisms needed to ensure the institutionalization of such a participatory model
- Coordinated and liaised with other donors to support and utilize the newly-established model of training cadre development
- Developed a framework describing the function of this model in supporting MOE professional development endeavours at national, central and local levels
- Developed a plan for building an interactive data-base for trainers and training programs available to the MOE. Such a database was standards-based and has been used to register, mobilize, and classify trainers and training programs by all stakeholders in the MOE
- Developed a plan for activating the cadre development model across and beyond the target governorates
- Developed a plan for improving advanced TOT and course design skills of the training cadres via in-country and US-based training programs
- Co-managed national initiative for developing standards for trainers, training programs, and training institutions; these standards were owned, later, by the Professional Academy for Teachers (PAT) and are currently used for certifying trainers, training programs and training and professional development providers
o Survey on teachers’ perceptions of the professional development system
- Set budget and implementation plans in coordination with the Monitoring and Evaluation Division
- Hired and supervised a research consultant
- conducted orientation events for program and partner staff
- Ensured a participatory approach to all related activities
- Enabled partners and stakeholders to utilize study results in planning and reforming the professional development system
o Baseline study on trainers and training programs in the in-service training system
- Set budget and implementation plan for the study
- Coordinated with the M&E Division and MOE relevant partners to conduct the study
- Hired and supervised a research consultant who designed the instrument, set guidelines for data entry, and wrote the report
- Conducted orientation events
- Managed the data collection
- Shared results with key MOE and US AID partners
- Planed for program and Division interventions in light of the study results and in a system-empowering way
o Supporting the establishment of a standards-based, decentralized academic supervisory system
- Led, as a technical escort, a group of MOE academic supervisors on a study tour in Western Montana, USA. The result was setting a framework for a decentralized, standards-based system for supervising and appraising teachers in Egypt
- Co-managed an activity for training academic supervisors on "basic supervisory skills" using the training cadres developed by the above-mentioned model
o Supporting the establishment of educators’ career advancement system, later called the Teachers’ Special Cadre.
- Co-managed an activity for setting a framework for educators’ career advancement system (personally concerned with setting a framework for educators' licensure and certification)
o Completing Hand in Hand 3 (Primary English Text-book)
- Improved textbook writing process and increased writing team autonomy
- Delivered materials to MOE senior officials
o Hand in Hand 2 & 3 (Primary Two and Three textbooks)
- Managed the whole book production project
- Liaised with the Egyptian MOE
- Set comprehensive budget and implementation plans
- Hired and supervised page layout designers, illustrators, writers, international and local editors, and audio material production team
o Teacher/Academic Supervisor Professional Development Materials
- Set the plans and budgets needed to implement the program Teaching Materials Development activities assigned to me
- Coordinated with the Central Department for In-Service Training (CDIST) and the English Counselor's office in the Ministry of Education
o "Best Practices in English Teaching: A Video-Based Teacher Training Methodology Package"
- Selected and hired a 3-author team to write the training manuals that supplemented this eight-theme video-based teacher training, methodology package.
- Supervised & took part in the field-testing & piloting of these materials
- Hired and supervised the page layout, design and printing contractor who produced 500 copies
o "Supervision for Teacher Development: A 2-Volume Manual"
- Hired and supervised copy editor to prepare previously-developed training materials in supervision to be published in the form of a two-volume manual, called "Supervision for Teacher Development"
- Selected, contracted and supervised a desk top printer to print 500 copies of the manual to be disseminated to Ministry of Education supervisors across the country.
o " School-Based Training Handbook", "Book of Songs" and "Book of Games"
- Hired and supervised a page layout and printing consultant to produce 1500 copies of the book
- Supervised the re-production of the audio-tape that accompanies the "Book of Songs" and the clipart CD that accompanies the power point presentation section in the "School-Based Training Handbook"
- Planned and supervised the dissemination of 1500 packets
o Teacher/Academic Supervisor Professional Development:
- Set plans and budgets needed to implement the program for
teacher and supervisor training
- Coordinated with the Central Directorate for In-Service Training (CDIST) and the English Counsellor's office in the Ministry of Education as well as Methodology Departments in the Faculties of Education for planning and producing needed teaching materials
o "Best Practices in English Teaching: A Video-Based Teacher Training Methodology Package"
- Supervised the design & delivery of a TOT (Training of Trainers) for 40 Ministry of Education (MOE) trainers who trained 600 teachers on a national methodology course using the video-based training package
- Coordinated with the Monitoring & Evaluation Unit
- Supervised the design & delivery of a Materials Orientation Workshop on the video-based package to 40 junior & senior methodologists representing all the Faculties of Education nationwide
o Continuing Educational Materials (CEM)
- Supervised and took part in the design and delivery of Materials Orientation Workshops on the contents of the (CEM) packets. This training was delivered to 100 supervisors in charge of primary school teachers in remote areas
- Hired free-lance consultants to write the training materials for and conduct this Materials Orientation Workshop
o "Pilot Course for Novice Supervisors" (CNS)
- Supervised the design and delivery of a TOT for the "Pilot Course for Novice Supervisors" (CNS)
- Hired and supervised the consultants who wrote the training materials and conduct the TOT
- Planned and supervised the local administration of the (CNS) for 100 novice supervisors in two Upper Egypt and two Delta governorates.
- Hired and supervised the consultant who wrote the Guidelines for the CNS
- Coordinated with the Monitoring & Evaluation Unit to monitor the whole activity
- Planned & supervised the replication of the CNS across the country
- Taught general English and TOEFL preparation courses to adult students
- Participated in the delivery of EFL teacher training and orientations of new curricula produced by Longman & McMillan, Egypt.
- Managed the English Language Program Department.
- Supervised a team of nine GE/EOP/ESP instructors (plus 2 curriculum
developers), including native speakers.
- Designed & conducted teacher training workshops for the instructors.
- Planned, supervised and took part in course design & curriculum development for GE/EOP/ESP.
- Supervised and took part in program monitoring &evaluation processes.
- Planned and supervised the implementation of designing course syllabi and testing.
- Provided continuous support to sales and marketing departments by conducting off-campus demos, promoting EFL/EOP/ESP program.
- Played a major part in strategic planning in terms of the English program.
- Conducted market research and launched new GE/EOP/ESP packages.
- Assessed organizational performance in comparison with competitors in terms of GE/EOP/ESP program.
- Coordinated with competitors for partnership in joint ventures (e.g. with AMIDEAST, Egypt in running the Basic Business Sills Acquisition Program for the Future Generation Foundation.)
- Represented the Company in conferences, workshops and exhibitions.
- Assisted the English Product Manager in the technical and operational management of the English Department.
- Supervised teaching, course design and curriculum development processes.
- Designed and taught tailored GE/ESP/EOP courses.
- Taught in CALL labs.
- Managed a 4-member translation team.
- Took a major part in translation and editing.
- Liaised between clients and freelance translators
- Taught EFL courses at grades 1-12
- Designed and developed student learning assessments
- Wrote 2 supplementary workbooks based on the O level Hello! textbooks for preparatory 1 &2
- Translated medical, legal and administrative documents and materials
- Covered recruitment manager during annual leaves
- Taught EFL courses at grades 7-9
- Designed and developed student learning assessments
My research is on social aspects of assessment. (EdD is in Progress. Expected graduation September 2121)
Graduation project: Feasibility Study for Educational Development & Training Company
Jan 1999 - CELTA (Certificate in English Language Teaching to Adults), University of Cambridge & the RSA (the Royal Society of Arts), AUC, Egypt