Fiaz Ahmed Shah

• Spearheaded the creation of a holistic education initiative, emphasizing emergency preparedness, and local capacity building.
• Sustained learning continuity amidst COVID-19 school closures
• Facilitated educational agenda transformations for 12 nations as part of the UN TES summit
• Management of the Lifelong Learning Programme for 12 East Caribbean Island countries.
• Coordination of the GenU (Generation Unlimited) initiative in Trinidad and Tobago.
• Provision of leadership and programme development of GIGA initiative jointly led by ITU and UNICEF.
• Facilitation and development of digital content material and open source repository for digital educational content to support effective delivery of online/distant education programme.
• Partnership development and implementation for intergovernmental sub-regional and regional organizations, including OECS (Organization of East Caribbean States), CDMA (Caribbean Disaster Management Agency), national, and International NGOs.
• Responsible for COVID-19 response plan and emergency education responses.
• Responsible for planning, development, and implementation of migrant education for Venezuelan migrants in Trinidad and Tobago.
• Lead in development of the Education component of the new country programme (CPD 2022-2026).

• As OIC of the Section during April-August 2015 and during March-October 2017:
• Facilitated section's annual work plans, set priorities, and targets.
• Monitored work progress and ensured results are achieved according to schedule and performance standards.
• Establish clear individual performance objectives, goals, and timelines; and provide timely guidance to enable the team to perform their duties responsibly and efficiently.
• Provided clear guidance, supervision, and timely support to team members, enabling them to perform their duties responsibly, efficiently, and effectively.

Led section as OIC for an extended period

• Developed and successfully implemented a national-level comprehensive Teachers Professional Development Programme with embedded monitoring of continued learning assessments, which is linked to need-based teachers training, cluster-based Teachers Resource Centers (TRC), and classroom-level follow-up by school supervisors to support the quality of education in the public school system.
• Initiated, developed, and successfully implemented a Life Skills and Citizenship Education program through extra and co-curricular activities, covering initially 100 schools with the potential to be scaled up to all public schools in Syria.
• Developed strategy with a systemic approach to scale up Early Childhood Education in the public school system and initiated a detailed plan to establish 384 ECE classes in the first phase.
• Developed and implemented an effective back-to-learning campaign supported by local learning material, MoLed mechanisms for supply plans, and distribution.
• Developed and implemented a strategy to rehabilitate over 1000 schools at the national level, maximizing the use of existing resources with a built-in transparency and accountability mechanism.
• While based in one of the field offices, I provided continued support to 4 field offices to train the newly recruited education team on programme planning and implementation at the field level, including the development of new partnerships.

• Served as Chief of Field Office from August 2013 to date, providing managerial support to programme sections and field operations.
• Managerial and technical support to Health, child protection, Nutrition, WASH, and education sections to provide support to the host communities and refugee population in Dadaab.
• Developed rolling work plan with UNHCR and other partners to support both refugee education and host community education.
• Successfully implemented Dadaab education Strategy, jointly developed by UNHCR, UNICEF, all the international development partners, and the government Department of Education.
• Facilitated regular monthly education coordination meeting.
• Interagency agency coordination in all sectors, especially in the field of Education.
• Regular member of Area Security management team (ASMT), representing UNICEF Seld office.

• Developed strategic plans for project execution
• Oversaw the completion of the 2010 annual review.
• Established shared programme vision with Ministry of Education, Baghdad, and Kurdistan regional authorities
• Facilitated development and signing of Annual Work Plan 2011 with full participation of MOT, Directorates General at Governorates, and UNICEF education team
• Empowered National Education Team to conduct Mid-Year review in Arabic
• Program Implementation
• Supported drafting of major Project Cooperation Agreements for Community School linkages
• Optimized Direct Cash Transfers in alignment with Annual Work Plan via Zonal Offices
• Initiated decentralized implementation process and provided technical support to the zonal teams to provide needed assistance through involvement of local NGOs using small-scale funding agreements.
• (Provided needed confidence-building support and technical guidance to the Education Officers).
• Spearheaded Inception Phase initiation for a 3-year Cooperation Agreement with UNICEF and the European Union
• Drafted a comprehensive 3-year joint plan with stakeholders like the British Council, UNICEF, and GOI
• Contributed to the completion of the initial bi-annual report for EU initiative
• Finalized four Special Service Agreements meeting all scheduled objectives.

• Conceptualized and executed research on social marginalization in education
• For the continued 5 years, I have successfully provided facilitation, monitoring, and technical support for the implementation of Annual Work Plans in the provinces of Balochistan and NWFP of Pakistan.
• For continued three years, timely annual work plans were developed and implemented in consultation with the Department of Education in the Federally Administered Northern Area of Pakistan.
• Established and managed education sector coordination and service delivery mechanism for the Internally Displaced Population of the October 2005 earthquake in three UN field hubs in the North West Frontier Province of Pakistan during the first three months (relief phase).
• Facilitated high-level policy dialogue with the Ministry of Education, government officials, and other education stakeholders on key sector policy issues, with special emphasis on access, quality, management, finance, and governance.
• Served as a technical resource person for the Education Management Information System, making schools child-friendly, and the school health program.
• Provided timely support and leadership to two provincial office's education programs in development and implementation of effective strategies for greater access and improved quality of primary education as good sustainable models for policy reform for the government school system

• Managed timely completion of 5 multi-donor funded projects, consisting of 52 sub-projects in various fields, while initiating a mechanism of effective coordination among the various development agencies to streamline the development process for effective planning, resource mobilization, and its utilization in the Suhad Oblast of the Republic of Tan.
• Developed a comprehensive strategy for improved governance and capacity building with implementation steps for the Rural Rehabilitation and Development Programme (RROP) of UNDP in the Republic of Tajikistan, while enhancing the capacity of the Area Office in Sughed Oblost through training and participatory management. The office is now functioning effectively on its own without the continued support of an international Area Manager.

• Developed a sustained participatory representative mechanism at the village Cluster Village and District level which initially operates as arms of the aid organizations while mainstreaming into the structure of local governance so as to concubine democratic process in the southern districts of rural Afghanistan The process grooms a transparent and accountable leadership in the local communities while it ensure locally managed social services
• Established a community bised and managed sustainable revolving fund mechanism in rural Afghanistan in order to provide social services, including micro credit to the mast vulnerable and disadvantaged in their respective communities, under the restrict Islamic rule which banned the interest or service charges on money lending
• Identified and successfully implemented sub-project activities that support the establishment of communal enterprises in order to promote sustained employment, generate core costs for the sustainability of the community organizations, and provide services to the respective communities.
• Designed and successfully implemented a support mechanism for neural health facilities and girl schools in the Badakhshan province of Afghanistan to meet the necessary operational recurrent costs, including salaries of the doctors and teachers.
• Through the organization of communities and project support, we evolved and successfully implemented a cost-effective strategy to mitigate the effects of severe drought in northern Afghanistan (Marar E Sharif). We ensured that the affected communities are provided support at the point of origin, restraining their mobility to the concentration camps.

• Established sustainable community band Village Education Programme in rural Mekan Province of Balochistan though mobilization and organization of Women Community Based organizations

• Played a key role in the formulation of a comprehensive policy recommendation framework for the Directorate of Primary Education, while evolving a community-based methodology to establish Community-Government Partnership Garfs Primary Schools in rural Balochistan.
• Identified, and trained fresh female and male graduates, as cadre of young community Education Promoters who together as team were able to live and work with the rural communities for establishment of community government partnership school, while meeting community's cultural expectation
• As a co-facilitator and participant, I organized and coordinated a 30-day study tour of teachers, government officials, and NGO community education promoters to Sri Lanka and Bangladesh in order to learn from the participatory development experience of these countries.