Senior Education Manager
Nisreen Ash has worked on international education reform programmes since 2010 supporting nationwide changes to educational systems covering curricula, teaching and learning and assessment. In her role, she has worked closely with various stakeholders in ministries and education providers, as well as teachers and learners and within wider communities.
She has worked in monitoring the implementation of system changes within reform programmes, addressing emerging needs and advising on further action to ensure the success of reform initiatives. Nisreen’s work with different technical teams within Cambridge Assessment has helped develop the depth and breadth of her expertise and experience.
Prior to joining Cambridge, she worked as a teacher and teacher trainer in various contexts including the University of Nottingham and Sheffield Hallam University, UK and Damascus University, Syria.
Her expertise lies in curriculum development and evaluation, assessment, teaching and learning, capacity building and monitoring and evaluation. She has delivered training workshops in Singapore on using and adapting teaching materials, in Malaysia on formative assessment and in Kazakhstan on quality assuring textbook alignment to curricula.
Nisreen holds an MA in teaching English as a foreign language (TEFL) from the University of Reading, UK, and a Diploma in Public Service Interpreting in English Law. Nisreen is fluent in Arabic.
- Nisreen has been working with the Ministry of Education in Malaysia since 2017 on developing and rolling out a new CEFR-aligned English curriculum for state schools from pre-school to the end of secondary education. Nisreen has led the development of all bespoke curriculum documentations and the content and organisation of the annual cascade training programme which prepare Malaysian Master Trainers to train English teachers across the country.
- Nisreen recently worked on a project to establish a baseline of English language levels to inform a major donor-funded education reform programme. The needs analysis involved visiting schools and education centres, interviewing different stakeholders and ministry department directors and presenting implications and recommendations to senior delegates.