About me · Founder of TAS
Independent researcher and consultant in assessment, learning quality, capacity development and decision support
I connect more than 22 years of experience in education, assessment and capacity building with my research in HR and emotional intelligence to support team development, data interpretation and practical action plans.
Professional work in Arabic and English
From practice to TAS
My career began in English language teaching, followed by education development and assessment coordination at UNRWA in Syria. These stages connected everyday work with learners and teachers to designing tools, interpreting results and identifying improvement priorities.
Today I work independently in research, consulting and training. Through TAS, I offer support for role clarity and staff development, data analysis, and facilitated decision-making and strategic planning. These services connect with my research, professional learning and open tools; collaboration starts with a clear question and agreed outputs.
HR study and professional learning in leading people and resources inform tools for role clarity, staff onboarding and development follow-up.
Service and outputs →Learning and applications in the Strategic Support Unit ProgrammeAssessment and research experience inform data review, appropriate analysis and explanation of findings and limitations, linked to the question you need to answer.
Service and outputs →Methods and analysis in the emotional-intelligence studyLeadership learning and research on decision effectiveness provide a foundation for facilitating options analysis, prioritization, responsibilities and review indicators.
Service and outputs →Related experience and learning pathwaysSkills in practice
Analysis, communication, facilitation and organisation are shown here through specific tasks and outputs. Each example states my role, the work’s status and the limits of the evidence.
I frame evaluation questions and develop tools suited to different stakeholder groups and contexts, with clear roles in collaborative work.
I explain concepts clearly and facilitate their application to workplace tasks through exercises, templates and review of outputs.
I connect questions to evidence, distinguish results from interpretation and explain analytical limits before making recommendations.
I translate development needs into actions, support, evidence of progress and a review date, as illustrated in the staff development template.
I organise information into clear explanations, reports and tools, and prepare professional materials in Arabic and English.
I review claims, references and privacy before using AI-generated content in professional work.
Professional timeline
Past institutional experience at UNRWA, followed by independent work and the development of TAS.
English language teaching and learning support at UNRWA in Syria, building the classroom foundation for later teacher development and educational review.
Explore education expertise →Teacher support and review of learning materials and programmes at UNRWA, alongside staff training and applied educational-leadership development.
Explore strategic-support applications →Results analysis and quality-framework and tool design at UNRWA, connecting evidence with school-support priorities. This period included the 2025 psychosocial-support and school-counselling study design.
View the study design →Developing TAS, delivering applied training, publishing research and digital-awareness content, and supporting bilingual humanitarian proposal design.
View an institutional training example →Academic qualifications and research
MBA research on emotional intelligence and decision-making effectiveness, connecting evidence with leadership development in humanitarian work settings.
Read the research brief →Managing refugee and asylum-seeker crises while preserving privacy and enabling coexistence.
Explore the dissertation →How I work
Understand the need, audience and decision.
Review available information and its limits.
Compare options against impact, resources and risks.
Turn priorities into actions, responsibilities and review indicators.
Design and facilitation of an applied programme with Al-Anwar for Development, including tracking templates, reports and practical exercises.
Explore outputs and documentation →Study design · 2025Contributed to the research framework and stakeholder instruments within a team. The work remained at design stage, without data collection or implementation findings.
Explore the method and tools →Selected professional learning
Completion certificate with application and reflection records across five educational-leadership strands.
Details and professional context →Historical institutional qualification in internal training and staff capacity building.
Details and professional context →Two programmes of 60 and 36 hours in training design, facilitation and evaluation.
Details and professional context →Four days of training in leadership, delegation, communication and difficult conversations.
Details and professional context →Trainer certificate from Al-Anwar for Development for preparing and delivering training for Ministry of Social Affairs and Labour staff.
Details and professional context →Two training certificates totalling 30 hours, within a broader learning pathway in quality, risk management and occupational safety.
Details and professional context →My working commitments
I make the limits of evidence clear, protect data privacy and agree scope and outputs before starting. I aim for accessible language and tools suited to the people who will use them.