Shafiul Azam Shakil

Professional Experience

Four roles, three organisations, one focus: Rohingya and host-community programming in Cox’s Bazar, from Vocational Instructor to Deputy Project Manager.

  1. Nov 2025 – Present

    Current role

    Deputy Project Manager (Assistant Technical Specialist)

    BRAC

    Cox's Bazar, Bangladesh

    Lead the UNHCR-funded Digital Skills Training Programme under BRAC’s HCMP (FSSL sector).

    Core responsibilities

    • Lead curriculum development and facilitation for digital skills vocational training, ensuring effective technical delivery of training sessions; coordinate with stakeholders including donor UNHCR, technical partner Konexio, Camp-in-Charge, CMO, CMA, and other implementing partners for smooth project implementation.
    • Provide programme quality assurance and technical guidance to Senior Project Officers and Technical Trainers; coordinate with the Programme Manager on training standards.
    • Conduct formal and non-formal learner assessments; prepare and submit internal and external monitoring reports with proper documentation.
    • Lead community mobilization to promote training uptake; track learner attendance and progress, with door-to-door follow-up for at-risk participants.
    • Ensure safeguarding standards are implemented consistently across all training activities.

    Key achievements

    • Curriculum DesignDesigned and refined the training curriculum for digital skills modules directly shaping the learning experience for the enrolled learners.
    • Technical SupervisionProvided technical supervision to Senior Project Officers and Technical Trainers, maintaining consistent training quality across camp-area sites.
    • Safe Learning and RetentionMaintained a safe, secure, and positive learning environment across training centres, achieving a 95% participant attendance rate with zero dropout.

  2. Feb 2025 – Nov 2025

    Education Technology Officer

    Community Development Centre (CODEC)

    Cox's Bazar, Bangladesh

    Supported UNICEF’s education programme across 7 camps by managing large-scale learning devices, training teachers on Learning Passport, and overseeing Interactive Audio Instruction.

    Core responsibilities

    • Conducted regular IAI session observations across multiple camps; provided structured feedback to teachers to strengthen instructional quality and learner engagement.
    • Managed digital device inventory, redistribution, and technical support to ensure uninterrupted learning delivery.
    • Facilitated teacher and staff orientations and blended training sessions on IAI and Learning Passport in collaboration with UNICEF and other partner agencies.
    • Prepared monthly activity plans, conducted learning status checks, and documented field observations to support data-driven reporting.
    • Coordinated with field teams, PSGs, camp leadership, and education partners; supported piloting of assessment tools including Tangerine for Ed-Tech implementation.

    Key achievements

    • Device Fleet ManagementManaged and maintained a device fleet of 1,056 tablets, 529 Bluetooth headphones, 480 Bluetooth speakers, 532 power banks, 473 solar chargers, 550 media players, 475 radios, and 21,965 memory cards across 7 camps in Ukhia and Teknaf, minimizing downtime through proactive troubleshooting and health checks.
    • Teacher Capacity BuildingDelivered Learning Passport training to 630 of 632 teachers, 19 master trainers, 31 mentor teachers, and 36 field staff in partnership with UNICEF, achieving a 99.72% course completion rate and strengthening TPACK-based instructional practice across 7 camps.
    • Interactive Audio Instruction (IAI)Oversaw Interactive Audio Instruction (IAI) sessions across 7 camps in 830+ learning centres, spanning Grade 4 to 8 in English, Burmese, Math, and Science.

  3. Feb 2023 – Jan 2025

    MPC In-Charge

    Jagorani Chakra Foundation (JCF)

    Cox's Bazar, Bangladesh

    Led UNICEF’s adolescent skill development programme at the Multi-Purpose Centre, delivering quality vocational training and self-reliance skills to host and Rohingya adolescents, including children with disabilities.

    Core responsibilities

    • Managed data collection, analysis, documentation, and reporting to support MPC monitoring and evaluation; oversaw IT infrastructure and system maintenance.
    • Implemented and monitored PSEA safeguarding compliance to protect the well-being of learners and staff.
    • Engaged camp and host communities through CESG meetings, parent meetings, and outreach activities to strengthen collaboration and gather programme feedback.
    • Coordinated vocational training delivery across multiple trades, tailoring programming for adolescents and children with disabilities.

    Key achievements

    • Vocational Programme DeliveryOversaw delivery of 6-month vocational training programmes across multiple trades for host and Rohingya refugee adolescents (15 to 18) and children with disabilities, supporting pathways to economic independence for over 480 learners.
    • IT and MIS SystemsManaged IT infrastructure and MIS data systems for the Multi-Purpose Centre, ensuring reliable monitoring and evaluation reporting with zero major system downtime.
    • Project Management Successfully led a 6-month Project Management Piloting Programme as Piloting In-Charge, engaging Rohingya adolescents in self-reliance and project management skills, with full documentation and reporting to UNICEF.

  4. Dec 2020 – Jan 2023

    Vocational Instructor

    Jagorani Chakra Foundation (JCF)

    Cox's Bazar, Bangladesh

    Delivered computer operation training under UNICEF’s Skill Development Project, mentoring host-community adolescents toward further education and income-generating work.

    Core responsibilities

    • Delivered vocational education in computer hardware, MS Office, Google tools, content creation, software installation, and troubleshooting; assessed learner progress through structured testing.
    • Mentored adolescents toward entrepreneurial pathways; engaged parents and community/religious leaders to strengthen programme buy-in.
    • Conducted learner assessments with proper documentation, reporting outcomes to the supervisor
    • • Conducted surveys and collected case studies to support MPC development reporting.
    • Promoted COVID-19 safety awareness and adherence to safeguarding, PSEA, and Gender and Child Protection policies.

    Key achievements

    • Training and Learner OutcomesDelivered vocational training in computer operation to 400 adolescent learners (ages 15 to 18) in host communities over 2.2 years, with 98% of graduates progressing into further education or income-generating activity, including 100+ entering income-generating work directly.
    • Mentorship and Evidence GenerationMentored adolescent learners toward entrepreneurial activities post-graduation, contributing case studies and reports used in wider programme development.

Full references from BRAC and Jagorani Chakra Foundation are available on request. Ask for references