
Alvi Unaeza
Unaeza Alvi Assistant Professor in Education at Sukkur Institute of Business Administration University. Director Mobile Science and Technology Lab.With the aim to popularize developments in science and technology among general public, particularly for rural students in order to develop scientific attitude, scientific thinking and spirit of inquiry. One initiative of the Kind is the First Mobile Science and Technology Laboratory with the aim of providing opportunity to students of rural government, community based, low resourced schools in engaging hands-on, minds-on, inquiry and practical approaches to learn sciences has been established and has started functioning from March , 2018. The lab is equipped with scientific programs, instruments, and qualified staff to engage student in science learning through practical, inquiry and hands-on sciences from primary to higher secondary levels. Unaeza has to her credit more than 23 years of extensive and rich experience of working in the field of sciences/social sciences, basic education, higher education and development sector in/ with public and private sector organizations at national, regional and international level. She has worked in both, urban, rural and challenging contexts – with top leadership (ministries and government officials) to the grassroots level (including teachers, students and local community). She has teaching and working experience on various projects with various civil society organizations and Development/ International Aid Agencies, in varied contexts and all provinces across Pakistan and in Africa, including (Aga University, UNICEF, USAID, UNDP, UNESCO, CIDA, SDC, World Bank, EU, British Council, ITA, IUCN, Ministry of Education, Ministry of Higher Education, ELLTA, SUPARCO, PITES, BOC, DSD, PEAS, NEAS, HEC, NTS.) and Pakistan Air Force. Unaeza Alvi as an educator/senior consultant in the education teams, has lead the team’s work on school quality and capacity building of systems.particularly the assessment, curriculum and teacher development systems. She also works in the area of curriculum and textbook development and reviews. She specializes in science education, educational assessment, curriculum, teacher education, mixed methods research, qualitative research, action and case study research, large scale assessments, curriculum, teaching learning modules and textbook development and review.As an Educator and Consultant (Education/ Development Sector), she has in-depth knowledge and understanding of the human development as well as the national and international development agendas. Unaeza has led a large scale teacher education and material development program of the USAID-ED-LINKs project, for improvement of students’ learning in the areas of Mathematics, Science and English and the quality and sustainability of professional development of teachers and others in the targeted geographical areas of Sindh and Balochistan.She holds a MS in Education, Mathematics and Science Education from Monash University Melbourne with a specialization in Curriculum, Teaching Learning and Science, and Assessment. She also holds a Masters in Science (Chemistry) (1994) and Bachelors in Education (1995) from University of Karachi. Her other credentials include a Certificate in Science Education from AKU-IED and a Certificate in International Baccalaureate AKU-IED, East Africa (2006). She has over eighteen years of experience in higher education, schools teaching and the development sector. She has assumed leadership and management roles in higher education institute and development sector
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Papers by Alvi Unaeza
The efficacy of the educational framework and the attainment of students' learning outcomes are intricately intertwined with the quality of teachers. To advance educational systems and realize Sustainable Development Goal 4 (SDG 4), it is imperative to systematically address the identified deficiencies delineated within the Training Needs Assessment (TNA) study. This necessitates a concerted effort toward the sustainable integration of gender-sensitive pedagogical approaches and comprehensive proficiency in pertinent domains such as Human Growth and Development (HGD), Instructional Planning and Strategies (IPS), Assessment methodologies, and adept utilization of Information Communication Technology (ICT). Moreover, the cultivation of robust Subject Matter/Content knowledge among teachers, particularly in the disciplines of English, Biology, Chemistry, Physics, and Mathematics, warrants focused attention, emphasizing both exemplary practices and avenues for developmental enhancement. By prioritizing these measures, educational stakeholders can engender an environment conducive to continual improvement and excellence in both teacher training and classroom instruction, thus fostering holistic educational advancement.
The efficacy of the educational framework and the attainment of students' learning outcomes are intricately intertwined with the quality of teachers. To advance educational systems and realize Sustainable Development Goal 4 (SDG 4), it is imperative to systematically address the identified deficiencies delineated within the Training Needs Assessment (TNA) study. This necessitates a concerted effort toward the sustainable integration of gender-sensitive pedagogical approaches and comprehensive proficiency in pertinent domains such as Human Growth and Development (HGD), Instructional Planning and Strategies (IPS), Assessment methodologies, and adept utilization of Information Communication Technology (ICT). Moreover, the cultivation of robust Subject Matter/Content knowledge among teachers, particularly in the disciplines of English, Biology, Chemistry, Physics, and Mathematics, warrants focused attention, emphasizing both exemplary practices and avenues for developmental enhancement. By prioritizing these measures, educational stakeholders can engender an environment conducive to continual improvement and excellence in both teacher training and classroom instruction, thus fostering holistic educational advancement.