Over the project period, World Learning trained 713 community mentors to deliver the two course offerings and provided technical and logistical support as those mentors trained 22,544 youth in 42 wilayas (states). The project also strengthened the capacities of 51 local partner organizations capable of delivering project activities in the future.

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• Integration of a new accelerated learning scheme of studies into the Khyber Pakhtunkhwa curriculum 
• Development of life skills narratives which included interactive, decision-based games to build life skills through examination, intention, and action. 
• Developed partnerships with highly committed employers, customized training approaches based on employer needs, and supported 200 young women to complete vocational training and obtain long-term employment above minimum wage 

Reports

AGES Pakistan Labor
Market Assessment

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SME Growth Acceleration Course Overview

Reports

Algeria Economic Opportunity Analysis

Setif Economic Opportunity Analysis

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Participants will have one of these instructors for the course:

Dr. Kara McBride is an expert in teacher training, curriculum design, and technology-enhanced learning, working on education projects worldwide since joining World Learning in 2016. She has designed online teacher training courses for the U.S. Department of State’s OPEN program, reaching over 25,000 participants in 100+ countries. In addition to her role at World Learning, Dr. McBride serves as an affiliated Associate Professor at SIT Graduate Institute. Previously, she was an Associate Professor at Saint Louis University, and she holds a PhD in second language acquisition and teaching.

Lois Scott-Conley is an experienced teacher educator with a focus on curriculum design, experiential learning, and teacher reflection. Since 2001, she has designed and led professional development programs for educators globally through her work with World Learning. She has extensive experience developing and teaching content-based courses for English language teachers, both online and in person. In addition to her role as Senior Education Advisor, she taught in the MA in TESOL program at SIT Graduate Institute and supervised pre-service teachers. Lois is passionate about equipping educators with practical, learning-centered teaching strategies that enhance learning in diverse contexts.

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• Four selected CDCs/EIs deepened their skills in analysis, outreach, and training design and developed community-based action plans for economic development.
• 600 job seekers trained in workplace skills and values.
• 30 entrepreneurs equipped with business plans.
• 80% of beneficiaries gained new employment or initiated entrepreneurial projects.
• Women were better informed of opportunities in their communities for employment or entrepreneurship.
• CDCs and EIs developed a mentorship model for job seekers and entrepreneurs that become long-term relationships.

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D-RASATI 2’s activities included developing key strategy and guidance documents for MEHE; a set of standards for extracurricular activities, leadership development, school improvement, and community engagement; a comprehensive national strategy to promote extracurricular activities within the education system including seven modules for schools; an ICT action plan to guide the deployment of ICT across the entire public school system; and training of trainers training materials on ICT, extracurricular activities, leadership development, school improvement, and community engagement.

D-RASATI 2 provided key interactive learning opportunities to public school system administrators on approaches to school development through leadership development and school improvement. This was coupled with continuous mentoring, coaching, and small grants to put learning into action. The project also provided teachers with English language training to improve the delivery of teaching in English, trained teachers with advanced language skills on language instruction and methodology, delivered intensive coaching on integrating ICT in the classroom, and offered training on organizing and delivering extracurricular activities. D-RASATI 2 provided equal opportunity for all to participate in and benefit from its activities.

In addition to the project’s main activities, D-RASATI 2 focused on schools located in communities hosting high concentrations of Syrian refugees to support the Lebanese government efforts to alleviate the pressure on the public education system as a result of the Syrian crisis. The project conducted trainings on human rights-based management skills and psychosocial support skills for school staff in order to improve social cohesion among Syrian refugees in the classroom and community and established a mechanism to closely monitor these activities and measure the reduction in tensions between students at the school level. Stipends were also available to 65 schools to finance teaching and learning materials to satisfy the needs of the increased student population.

For more information, visit the D-RASATI 2 Facebook page.

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