Emkan Education invites you to attend our Fifth Annual Emkan Schools Conference, “ESC23”
The conference aims to explore the growing need for higher-level skills in the modern educational landscape, bringing together industry experts, leading academics, and policymakers to examine best practices in developing high-value skills and how these can be integrated into today’s educational models. There will also be panel discussions and workshops by hands-on experts.
It will be on Saturday, the 18th of March 2023, from 9:00 am to 6:00 pm KSA.
The conference will be in Jeddah at the Movenpick Tahlia.
The speakers will deliver the sessions and workshops in English only.
Yes, Emkan Education will provide all attendees' certificates of attendance for the conference, as well as additional ones for the workshops. We will send the certificate via email after the conference. Please note that the names entered during registration will be the same on the certificates.
No, it is not approved by TVTC or MOE, it is only stamped by Emkan Education Company.
Yes, registration is mandatory to attend the conference.
No, entry fees will apply.
- The “Early Bird” registration fee is 250 SAR (including VAT).
- The Full registration fee is 350 SAR (including VAT).
Note: Fees include the main sessions and the three workshops.
You can register for the event and workshops via the following link: http://emkaneducation.com/esc2023/
Yes, any registered person can cancel his/her cancellation.
No, It's not refundable but you can transfer the ticket to someone else.You need to contact Emkan Education by [email protected] of the person who will attend instead of your kind self.
Emkan Company sends an email with the name of the person who will attend instead of your kind self.
Upon arrival at the venue, present your ticket and barcode to the ushers at the check-in counter. Please inform the ushers if you have a transferable ticket to recive the certificate under your name.
No, the workshop registration happens with the event's primary registration process.
Your feedback is always welcomed and very valuable to us. You can give us your feedback by filling out the form available in one of the following ways.
Also, find the link here
New speakers and experts are welcomed by Emkan each year. To express your interest, please contact us at [email protected] to discuss.
To get in touch with us, kindly send an email to [email protected].
Basma is a Co-Founder and CEO of Emkan Education. Basma is a certified program leader for the Cambridge PDQ certificates for teachers. She was the supervisor for schools under the “Mawhiba Schools Partnership Initiative” in the Western Region organized by the King Abdulaziz and his Men Foundation for Giftedness and Creativity (Mawhiba). Basma has a B.Sc.in Special Education, from Dar Al Hekma University, specializing in the field of the Gifted & Talented. She then obtained her M.A. in Curriculum & Assessment from the University of London, U.K. Basma continues to work with teachers in public and private schools to improve their teaching skills.
For years people have talked about the importance of learners being able to reason … but why? On the one hand we need to remember less information as the information age takes over, and yet at the same time the importance of understanding may be growing. I will show, during this keynote, that to be successful, we need to reason about the world we live in. We might even see reasoning as the currency of the future.
Alison is an international education and mathematics consultant. She has worked with many different educational organisations across the world, including several departments within The University of Cambridge. A world class trainer, inspirational teacher, keynote speaker, facilitator and adviser she has over 25 years of experience in the UK and internationally. Alison is also an active researcher, writer and co-author. She has edited and published several books, journals and papers. To date her career has spanned early years, primary, secondary, HEI and advisory roles.
In general terms, innovation in schools is the process of generating new ideas or approaching existing ways of doing things in new ways. Being open to creativity and willing to innovate upon existing processes is critical to adapting to the ever-changing demands of 21st century learning in schools. As leaders, it is critical to provide environments that foster risk taking as well as encourage a culture of knowledge-sharing between teams. At the same time, support should be extended to include school leaders with adequate PD based on their professional needs.
Kelsey Bull is an equity-centered educator with experience and passion for instructional leadership, social justice, curriculum design, culturally relevant practices, and fostering a community in which all can succeed. She has served as an educator in Tennessee, Ghana, Egypt, Taiwan, and Saudi Arabia. She holds a Masters of Education from Columbia University and is a doctoral candidate at Johns Hopkins University. She currently serves as the High School Assistant Principal at the American International School of Jeddah.
Educated in Singapore’s top schools, Shaqeel received the Prime Minister’s Book Prize at age 13 and subsequently went on to attend 6th form at a 400-year-old British Public School. He believes this early exposure to vastly different education systems and cultures, kindled in him a lifelong interest in the sector.
With a Law degree from UCL and as a fellow of the Institute of Chartered Accountants in England and Wales, his career started at Price Waterhouse, London and included positions in a listed FMCG company and private investment offices. Throughout this time, he has maintained links with education with teaching stints including Leicester University’s MBA programme.
More recently he served as CFO of Obeikan Education involved in national curriculum development projects and partnering with Laureate Education operating vocational colleges.
He is currently CEO at Tadrees, which owns and operates K12 schools in the Kingdom of Saudi Arabia.
Dara is the Deputy Head at Nahda Academy, in Jeddah, and the Head of Teaching and Learning. This is her 5th year working in this school and her second year as Deputy. Dara trained in the UK where she worked as a Phase Leader in a large British school. She has also been an educational leader in Ireland and South Korea.
Dara is passionate about sharing best practice and ensuring all teachers and leaders have access to professional development that is purposeful and personal to them. She considers the professional learning community in her school to be the most important tool in ensuring that teaching and learning is at the highest possible standard.
Her biggest reward in Nahda Academy has been building a training program that develops leaders from different cultural backgrounds to deliver an inspiring bilingual education where the British curriculum is blended with Arabic culture and Islamic values.
The emergence of the Meta verse heralds a significantly exciting time to be in education with limitless possibilities for the way we deliver lessons. Technology now enables learners to attend virtual classes remotely while experiencing elements of the real classroom. Education institutions and technology companies alike are working towards removing physical barriers while making them more immersive, engaging, and communicative. In the metaverse learners can represent themselves in a totally different way. They use their digital identities (i.e., avatars) in customized, realistic, and dynamic forms to attend classes. Avatars are the digital representation of real-world player characters in the metaverse world. When they experience the metaverse, learners can get a sense of being by manipulating and controlling their avatars in a new joyful, and completely immersive way
Baz is the Principal Advisor Education Technology at GEMS Education. He has over 12 years’ experience working in schools and held various senior leadership roles, including Head of Centre of Excellence. Baz is recognised for his innovative approach to bridging links between education, technology and industry, and has successfully embedded a number of pioneering and ground-breaking initiatives within the region. Baz joined the corporate team to act as a bridge between education and technology leadership, and to support in aligning emerging technologies with education vision and strategies.
Dr. Dalal Alabbasi is an assistant professor and a general manager for E-Learning department in Tatweer for Educational services (Talemia) that is based in Riyadh, which is owned by the government of Saudi Arabia that is the strategic partner of the Ministry of Education in developing the educational system to achieve the highest level of a global knowledge economy and, a key arm of its projects and programs aligned with Vision 2030. Dr. Dalal hold a PhD in Educational technology from University of Manchester which is one of the leading universities in the world, held multiple positions in academia. She was the Chair of Educational leadership program and a faculty for educational technology and research supervisor. Dr. Dalal is also a co-founder for Tazamon digital learning consultancy that provides digital transformation services for educational institutions. In her current role in Talemia, she is leading two major transformational projects in E-Learning that is part of Human Capability development program that is one of Saudi 2030 vision programs. Dr. Dalal is a well know figure in educational technology, participated in Local Tv interviews, and many conferences as a speaker in Saudi Arabia, Europe, MEA and New Zealand events.
Research shows that student achievement and workforce readiness will improve by better integrating student voices into education. When students feel heard, they have more ownership over both their classroom community and their learning. To combat passive participation in the classroom, teachers must find ways to step out of the spotlight and engage students so their ideas can be voiced and validated. Our 21st-century classrooms allow students to learn and express themselves in new ways. With tech and connectivity comes endless amounts of information in myriad forms. While the concept of student voice is a growing movement in educational systems, not all schools and knowledge organizations know how to implement it—or why it’s beneficial.
Haya Salman is a senior in high school with a passion for the medicinal, technical, and scientific fields. Thanks to her time at Mawhiba, she has had the opportunity to do research, work in a lab, and develop her leadership abilities. Her experience on the student council, where she was able to make an impact on many of her schoolmates and organize informative events, solidified her position as a student leader. Becoming the Chief Executive Officer of Go Education, an organization that provides educational services and has assisted over hundreds of students, was one of her greatest accomplishments in the field of education. Haya has been able to achieve great success in school because of her participation in extracurricular activities, and she has also been able to inspire the youth around her to go for goals that may first seem out of reach.
As a junior at Manarat Jeddah International School, Lamar Jweher believes that there is a need to improve the student experience by creating a more enjoyable and less stressful environment. Many students are so focused on their studies that they neglect to explore their passions and live their teenage years to the fullest. Instead, school should be an enriching, educational, inspiring, and exciting experience that prepares them for the future.
Personally, Lamar is inspired by the power of art to communicate a message. The act of creating something that speaks to the soul through paint or clay is truly empowering. Lamar believes that by promoting extracurricular activities such as art, music, and sports, schools can help students develop their talents and find their true passion in life. Additionally, by incorporating mindfulness and stress-reducing activities into the curriculum, schools can help students manage their stress levels and maintain a healthy work-life balance. Together, Lamar believes that students and schools in Saudi Arabia can create a positive and fulfilling learning environment.
Ahmed Elbanna is a sophomore at the American International School of Jeddah, who has a deep passion for physics and mathematics. He firmly believes that education and learning are the keys to unlocking one's potential for success. Ahmed is a member of the National Honor Society and serves as a student council representative, demonstrating his commitment to serving his school and community. Ahmed is one of the top 10 students at his school, and his belief in hard work and dedication have earned him the prestigious President's Education Award. Apart from his studies, Ahmed is an active athlete who plays on both the U16 Junior Varsity Football and Track & Field teams. Through his participation in these sports, he has developed a strong sense of leadership and teamwork skills. Ahmed's experience on both teams has shown him that a powerful force and leadership are necessary for success in all situations. Ahmed's dedication to his studies and athletics is a testament to his hard work, discipline, and perseverance. He is a student motivated by discovery who seeks to make a positive impact in his school and community. With his passion for learning and his natural leadership abilities, Ahmed plans on engineering the future for the better.
This session aims to provide effective recruitment solutions for both schools and teachers. We will delve into the challenges faced by both parties, analyzing the reasons why teachers often struggle to secure jobs and schools face difficulties in finding suitable candidates. Additionally, we will explore the essential skills and talents that schools value and provide expert insights on how teachers can enhance their competencies. Join us to discover the tailored recruitment solutions we have to offer at Aanaab.
Mounira is a Co-Founder and CEO of Aanaab.com an online professional development platform for teachers. She is also Co-founder of Emkan Education a school development and education advisory company. Mounira worked an Advisor for the Evaluation, Training and Education Commission (ETEC). In 2012, Mounira worked as a senior research specialist with the Ideation Center, Booz & Company’s think tank in the Middle East. Mounira also serves as a board of trustee at Dar Al Hekma University for women in Jeddah. She was an advisory board member of the Technical and Vocational Training Corporation (TVTC) for women and a member at the National Childhood Committee in Saudi Arabia. Mounira is a board member at several schools and academies. Mounira has published two books and is passionate about building teacher capacity. Mounira holds a Ph.D. in education from Oxford University and a master’s degree from Columbia University and a bachelor of arts in special education from Dar Al Hekma University. Mounira is a currently a fellow at the Owner President Management (OPM class 56) program at Harvard Business School (HBS). She has written extensively on education in Saudi Arabia, among other topics. She is a Fellow of the sixth class of the Middle East Leadership Initiative and a member of the Aspen Global Leadership Network.
Ghada is a program manager for the qualification courses at Aanaab. Ghada has a nineteen years of experience in the education field, ten years as a teachers and nine years as an academic supervisor and an international school leader. During her experience, she trained and coached teachers on different areas of teaching and learning. She coached and mentored academic supervisors and presented different workshops to international school leaders. A member of school development and quality committees as well as a curriculum advisor. Ghada received an award as a “School Special Principal” among International School Principals in 2019.
Traditional methods of teaching and curricula are no longer at the centre of education as it is becoming more learner centric. The nature of jobs is changing, and so are the skill demands and expectations from graduates. This has profound implications for the competencies which teachers need to acquire to effectively impart the skills to students. Traditional teacher training is not enough and this upskilling is necessitated by the dynamic changes faced by the sector, with schools increasingly looking for additional skills such as digital skills and mental health training. Too often, top-down programmes of change are imposed on schools leaving teachers alienated and with an endless list of initiatives to implement.
Nabila Bashir is the Director of Business Development and Promotion at Queen Rania Teacher Academy (QRTA) in Jordan, with more than 20 years of experience in teaching, innovation in education, EdTech, STEM, and education development projects. She is an evaluator for The Council for the Accreditation of Educator Preparation (CAEP) from the US.
Out of 3,500 nominees, she was chosen as a Techwomen fellow to represent Jordan in Silicon Valley as one of the leading women in STEM in 2018, an initiative of the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA). Due to her work in education and technology she was awarded the “Queen Rania Outstanding Teacher Cambridge Award” in 2012, she is also an international examiner from Cambridge Assessment International Education. She is a (MEPLI) Middle East Professional Learning Initiative fellow at the Harvard Graduate School of Education since 2021.
She has a Master’s degree in Multidisciplinary Studies in Education from the State University of New York (SUNY) and a B.Sc. in Computer Science from the University of Jordan. She has also obtained a Certificate in Advanced Educational Leadership (CAEL) from the Harvard Graduate School of Education. Truly believes in women empowerment and supports initiatives such as volunteering as a judge for Technovation in 2022, which is a global tech education nonprofit that empowers girls to become entrepreneurs, leaders, creators, and problem-solvers, through mentors, and educators looking to teach girls everywhere the skills they need to change the world with technology. Also, in 2022 she served as a reviewer in HundrED 2022 Global Collection and as a Country Ambassador for T4 Education group.
Shaylyn Carey is the Associate Director for the Middle East Professional Learning Initiative (MEPLI), located within Professional Education at the Harvard Graduate School of Education. She has been working with the MEPLI program since 2019 and is currently responsible for strategic oversight, program design, faculty engagement, and external relations with our many collaborators in the region. Prior to joining HGSE, Shaylyn worked in the international education field for 5 years both in the US and Jordan where she supported American university students to engage in enriching study abroad experiences. She holds a BA in International Affairs & Middle East Studies from the George Washington University and a MA in Middle Eastern Cultures & Languages from the University of Texas at Austin.
Self-motivated CEO and Co-Founder build and model a great culture, provide inspired leadership to the executive team, establish a great working relationship with the board of directors, set a course for company strategy through ideas, develop concepts, and handle diverse leadership functions and a great problem-solver. Provide strategic, financial, and operational leadership for the company from start to end, liaising with the Board of Directors and Senior Leadership Team for policies and growth. Chair delegating and directing agendas, driving profitability, managing company organizational structure & strategy, and communicating with the board.
This training session is focused on giving practical advice in developing effective Middle Leaders. During the workshop, we will investigate the key responsibilities of Middle Leadership. All sessions can easily relate to the context of any school. As team leaders we are driving towards improving outcomes for the whole community, and Middle Leaders play a vital role in this.
Zoe Woolley started her teaching career as a Primary School Teacher in East London after graduating from university with a B.Ed. (Hons) in Mathematics and Education. She then spent a few years at The British School in Riyadh where she taught mathematics from years 5 to 9. On her return to the UK, Zoe moved into management roles in both state and independent schools, including five years as a Head of a Junior School. During this time Mrs. Woolley gained an MSc in Educational Management and Curriculum. The opportunity to lead a larger team brought her to Repton Dubai where she led mathematics in the Prep School and later became Head of the Infant Department. Zoe was promoted within the Repton group to become the Principal of Repton Al Barsha (formerly Foremarke Dubai). Mrs Woolley is currently the Headteacher of Jeddah Prep and Grammar School, Saudi Arabia.
Child abuse or protection can be easily missed by teachers if they are not trained to be aware of the signs. This workshop will offer realistic solutions that have been proven to work in helping schools to recognize the signs of abuse, build staff confidence, and learn practical methods to protect children in their care.
Attendees will discuss the key safeguarding challenges that are faced by schools in the Middle East, school policies/procedures and learn individual responsibilities towards protecting all stakeholders from harm.
Zen is an inspirational educator, International speaker and safeguarding expert who has worked in education for over 10 years.
Her diverse background, enthusiasm and passion is the driving force that empowers those she works with, helping them to achieve lasting outcomes.
Zen has worked with Ministries, The British Embassy and organisations both in the UK (Government) and Internationally to raise awareness on the importance of Child Protection and Safeguarding children. With a unique background of over 20 years’ experience in Education, Business leadership and strategic planning, Zen provides her clients with unique advantages, her understanding of local needs and the importance of cultural awareness, ensures that educators have access to safeguarding training that is aligned to the challenges of The Middle East and the local requirements, alongside International best practice.
This workshop will be an interactive hands on session taking us through a short experience on how to support the innate creativity we all have within us, then compare that experience with a more traditional art experience.
When I was 7 years old I had an incident at school that started my questioning about the traditional educational system.
When I graduated from school I decided to begin a search journey about best practices in education.
I earned a masters degree in educational administration, and a doctoral degree in instructional leadership with a focus on brain based education. Both from USA.
Since my completion I have worked on multiple curriculum development and teacher training programs in Saudi Arabia.
I’m recent years, I have become an avid researcher in early childhood theories that support brain development. Such as Pikler, Waldorf, Nature Education, and Reggio Emilia.
I have been conducting and coordinating trainings to bring such sophisticated theories to the educational arena in Saudi Arabia in hope of transforming educator’s mindsets.
The Kingdom of Saudi Arabia is undergoing unprecedented changes, pioneered through the aspirational Vision 2030 reform journey. A centrepiece in this reform agenda lies in education, especially where secondary and tertiary education outcomes are expected to align with about market needs. This workshop aims to (1) clarify the scope of career education in schools, (2) contextualise the concept within national priorities and (3) provide actionable recommendations for educators and education leaders.
Radwan Chahrouk is Senior Educational Officer at Waad Education Company. His thirteen years of international education experience span the multiple roles of teacher, head of department, head of academics and head of school. He holds BSc and MSc in Bio-Health, PGCE and NPQH, and is currently midway through his EdD at the University of Bath. Radwan believes that the teaching practice - although cannot be truly mastered - can be continuously improved through consistent, collaborative CPD approaches. The ultimate goal of schooling is to provide children with genuine life opportunities, and all aspects of education should converge to serve this noble purpose.
This workshop will focus on the components of a balanced literacy program and how it supports language development in students. We will discuss the role it plays in promoting the love for literacy in students and in helping them become lifelong readers and writers. Participants will also learn about language intervention that can be done to support struggling students or students who may be second language learners. We will also go over Dhahran Ahliyya Schools’ practices when it comes to implementing the balanced literacy program and the intervention system in a bilingual school.
Ashraf Malkawi is a certified Literacy Coach, Educational Supervisor and Trainer. He Holds a BA degree and an MA degree in Education.Joined the Reading and Writing Project at Columbia University , New York and is currently training teAachers on using a Balanced Literacy Approach through Reading and Writing workshop model. Ashraf has been intrigued with how children experience their world for more than 23 years as a teacher, literacy coach, trainer and a supervisor. He is currently working as an Academic Coach at Dhahran Ahliyya Schools, supervising and training teachers from different backgrounds teaching language , science and math. Ashraf is also a member of Century Tech committee for designing Language virtual lessons.
Ms. Fatima has earned her BA in English education from King Faisal University. She recently earned her master degrees from Walden university: M.S. Master of Science in Special Education. She has worked in Dhahran Ahliyyah Schools for 11 years. She started as a student support teacher and then became the responsible of the department. In her position, she supports teachers in how to best address the literacy needs of the students by designing individualized plans that include effective evidence-based strategies. She also provide professional development trainings to teachers in order to improve and develop their practices.
Stressing the importance of creativity in education, Robinson believes that children are born creative and have an extraordinary capacity for innovation. On the other hand, Leunig believes creativity is a process that can be learned. Others relate this to cognitive and non-cognitive skills. However, the main question remains as to whether schools kill or cultivate creativity.
Schools that adopt and promote instructional methods, such as project-based learning, provide students with opportunities to build and foster creative skills. This is through inquiry, critical and innovative thinking, evaluating ideas and solutions, collaborating, and preparing work for presentation.
Barhum Asad is an Academic Supervisor at Al Rowad International School. Throughout his career in the field of education, Barhum has been a strong advocate of student-centered and project-based learning pedagogies.
He has over 12 years of international education experience in multiple roles: Classroom teacher, Instructional coach, Mentor, MAP coordinator, Leading and managing CPD, Cognia steering committee for teaching and learning domain, and Academic Supervisor.
Barhum holds an MA in Education from University College of London and a BA (Hons) in Business Management with Law, and TEFL.
As per his Master's degree, Barhum's project research focused on ‘securing the consistent and effective implementation of student-centered learning in Saudi international schools’.
Schools that adopt and promote instructional methods, such as project-based learning, provide students with opportunities to build and foster creative skills.
Action Research allows a school's leadership team to reflect on key aspects of organisational progress with narrow and/or holistic perspectives in an academically rigorous way. Its practitioners form a Participatory Action Research (PAR) team with other leaders and teachers in the organisation to explore the 'hows' and 'whys' of organisational change, adopt interventions and re-evaluate progress against benchmarks. In this workshop, the speaker will share his own experience in conducting Action Research from the end of 2021-22 through 2022-23. It sets out ways in which his PAR team analysed their teachers' and leaders' skill set in the key area of assessment at the outset of the research, the processes by which upskilling was achieved and assesses the impact on their organisation.
I have always enjoyed a profound and intrinsic love for learning. That translated into very fulfilling educational experiences throughout school and university, whether studying Classical Linguistics or, later, Economics. My time working for the Treasury in the UK provided me with insights into how economic theories play out in a practical sense that I could not have gained from classroom experiences alone. When I entered the teaching profession, I was able to leverage these experiences as I developed my own blend of teaching strategies and tactics to make learning focus on a deep understanding of subject content. My aim has always been to make learning rigorous and systematic whilst paying attention to individual student needs and empathise with their intellectual and emotional struggles.
Entering educational leadership in international schools was a logical progression since it gave me the facility to impart these teaching values and practices to wider audiences across a broad spectrum of academic disciplines. I particularly enjoyed helping teachers to identify intellectual barriers preventing students from progressing to the next stage and to induce in students the ability to ask the right questions. I was amazed at how training a small group of teachers in active learning for a Cambridge Assessment professional teaching qualification (PDQ) in an ‘out of city’ international school had a transformational impact on teaching practices in the school as a whole and consequently on student learning. Teachers are just as avid learners as their students!
As we journey through the stages of education and leadership, we inevitably need to upskill. This naturally occurs as we leverage our own experiences, read, and apply lessons gleaned from the corpus of academic research and, just as crucially, seek credentials for what we learn. My career in education has provided many such opportunities and sharing these with others adds yet more meaning, since our field is intrinsically about sharing what we know.
The workshop will cover 3 main areas, planning for inclusion success: connecting education standards and framework as well as embracing students with determination and differently abled into the classroom and finally inclusion Do's: what works well
Although born in the UK, from a very early age David travelled and lived abroad, spending most of his school years in Hong Kong, latterly at Island School (ESF), a school that he loved, his teachers inspiring him to move into the profession.
David returned to UK for university (studying a 4 year B.Ed Hons Degree in Design & Technology for Secondary Education) whilst also securing his Council of National Academic Awards qualification.
He began his teaching career in the UK, leading Design and Technology programmes at Taunton School, Whitgift School and Wellington College in Berkshire. From Wellington, David joined his first new-build project in Toulouse, France. It was a brand-new Airbus sponsored school, where he led the Design faculty. At the time (1999), it was the first fully lap-topped school in the northern hemisphere where every student aged 4 to 18 had a laptop.
After a decade, David moved back to UK, first to Stowe school in Buckinghamshire and then to Cranleigh School in Surrey, initially as Director of the Creative Arts Faculty, then as marketing and admissions lead. Another overseas opportunity beckoned, this time as part of a pioneering team for his second brand new school project on the shores of Lac Leman near Geneva for Nord Anglia Education. David was the Design and Enterprise Director, leading the creative arts faculty and guiding the secondary digital strategy for their 1:1 iPad and Macbook scheme. He was then invited to be Assistant Head at the Lyceum Alpinum, Zuoz near Saint Moritz – an international boarding school in the Swiss Alps.
After a decade in Switzerland, David swapped -40C temperatures for +40C temperatures moving to the glorious kingdom of Saudi Arabia, accepting the opportunity to join the Chatsworth/Blenheim Schools group as founding Principal of Beech Hall School Riyadh – the Kingdoms first mainstream, premium, non-selective, all-inclusive school; a school that has a vision to be the first truly reimagined international school in Saudi Arabia.
David’s passions include education, classic cars, collecting product design, rugby, listening to rock music and reading. He is married to his French wife, Laurence, and their ‘home’ is in the Gers, near Toulouse, in France. They have two grown up daughters, Alexia and Charlotte, and a crazy dog called Dexter.
I am Faiza Mubeen and I am currently working as Director Inclusion at Beech Hall School Riyadh. I have served several schools as senior academic advisor carrying more than 10 years of expertise in pastoral care and inclusion.
I specialize in provision of inclusive education, career counseling, social-emotional upbuilding, along with professional development trainings for educators.
I carry master's degree in international education management from Pädagogische Hochschule, Ludwigsburg, Germany along with an additional Post Graduate degree in Mass Communication & Social Sciences with a massive research focus on UN SDGs and incorporating UN goals into the education framework. I have an extensive track record of working with schools in Dubai, Al Ain and Kuwait.
I believe I am driven, organized, and dedicated professional, and I strive to develop inspiring relationships with students, teachers, and parents. My passions also include writing, reading literature, research work and poetry.
My role as Founding head of inclusion is exciting as it provides me an opportunity to contribute and assist inclusive practices incorporated in the education system allowing participation barriers and to support the inclusion of children that are differently able and are full of determination.
The increased pace of the 21st century as well as the rapid changes our society is facing, makes the need to be prepared unavoidable. In particular, families need to be upskilled in order to actively contribute to shaping the resilience of their children. The role of parents should go beyond providing food and shelter: it should also hold elements of strategic planning and resilience building. The workshop will cover the role of families in the education lifecycle of children, the need for upskilling families, and the importance of family engagement by schools.
Dr. Alaa Nasief is an expert in the areas of social and cultural development with a focus on the educational realm. She has been engaged with organisations in the public and private sector for over 20 years.
For the last decade, Dr. Nasief has been working with universities, private organisations and governments on creating a more resilient and anti-fragile future generation by investing in the parenting and education of today. In 2007, Dr. Nasief founded Hadara Consulting, a purpose-driven organisation focused on transforming outdated educational systems and curricula.
In 2014, Dr. Nasief ideated and later on managed the Knowledge Family Initiative in the Kingdom of Saudi Arabia. In 2021, she designed and implemented the human development model “Bina’a” for teachers, parents, children and school leaders throughout the Kingdom. In 2022, Dr. Nasief spearheaded the creation and implementation of several family development programs for the “Family Generational Program”. Dr. Nasief has also acted as lead consultant for the development of the “Tally Academy” strategic framework.
Previous to returning to the Kingdom of Saudi Arabia, Dr. Nasief worked in different countries, including the United Kingdom, the United States and Austria, where she led the establishment of the King Abdullah Bin Abdul-Aziz International Centre for Interreligious and Intercultural Dialogue (KAICIID), followed by covering a leading post as Chief of Staff in an Intergovernmental Organisation.
Between 2007-2010, Dr. Nasief consulted the British Council and the International Institute for Education (IIE) in San Francisco on capacity building programs for women. Dr. Nasief was awarded her PhD from the University of New Castle Upon Tyne in Education & Curriculum studies.
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