Dr Buyiswa Mokhosi

My work focuses on curriculum and assessment development and early childhood education policy development. I am responsible for designing robust KG assessment frameworks, refining KG curriculum to align with best practices, and supporting the selection of high-quality KG learning resources. Additionally, I conduct research to inform curriculum and assessment development, policy decisions, lead professional development for KG educators, and collaborate with stakeholders to enhance early childhood education through data-driven improvements.

• Designed research-based curriculum and assessment materials for 158 kindergartens at the national level.
• Allocated teaching and learning resources to ensure equitable access to quality education.
• Provided direct support to kindergarten principals and teachers through professional guidance and capacity-building training.
• Reviewed and provided feedback on educational materials to enhance learning outcomes and instructional effectiveness.
• Conducted evaluations to measure the impact of curriculum changes on student performance.

Seconded to the Federal Authority for Early Education (FAEE) as part of a federal initiative, while remaining contracted by the Ministry of Education (MOE).

• Designed and refined English Language and Early Literacy curricula for kindergarten, ensuring alignment with developmental milestones, national standards, and global literacy best practices.
• Provided targeted professional development and coaching for kindergarten teachers, enhancing pedagogical approaches, differentiated instruction techniques, and classroom management strategies to improve student outcomes.
• Contributed in the development of assessment tools and literacy benchmarks to track student progress, inform teaching strategies, and support evidence-based interventions at the national level.
• Evaluated and recommended high-quality phonics programs, literacy materials, and technology-based learning resources to enhance early childhood instruction.
• Conducted extensive research on early literacy best practices, contributing to practice and policy recommendations aimed at strengthening national early childhood education outcomes.
• Partnered with school leaders, curriculum designers, and policymakers to implement sustainable literacy improvement strategies across the national kindergarten public education system.

• Led the design of English Language and Moral, Social, and Cultural Studies curricula for Early Years students at the national level.
• Developed an interdisciplinary syllabus framework for the Humanities and Languages Department, ensuring alignment with global best practices and UAE educational goals.
• Conducted in-depth learning theory analysis to inform lesson development, ensuring cognitive alignment with diverse learner profiles.
• Established student-centered learning approaches in line with educational theories, integrating inquiry-based, competency-driven methodologies.
• Evaluated and structured lessons to optimize student engagement, knowledge retention, and cognitive skill development, ensuring both vertical and horizontal curriculum coherence.

• Led in the reform of national primary school English assessments for Grades 1-4 across 193 schools, designing age-appropriate, valid, and reliable assessment tools aligned with global early literacy benchmarks.
• Designed English Language assessment policies and guidelines for 6,985 public primary school teachers, standardizing the administration of formative and summative assessments for Grades 1-4.
• Created developmentally appropriate formative and summative assessments, conducting school visits to evaluate in-class assessment practices and implementing Assessment for Learning (AfL) and Assessment as Learning (AsL) strategies.
• Designed engaging, competency-based ESL assessment projects for 83,264 primary school students in Grades 1-4, integrating 21st-century skills, STEM/STEAM principles, and literacy-based inquiry learning.
• Provided professional development and coaching for primary school teachers, equipping them with effective early literacy assessment methodologies and data-driven instructional strategies.
• Developed primary English Language assessment tools, ensuring alignment with phonics instruction, oral language development, reading fluency, and comprehension skills.
• Managed national Grade 12 marking centers, conducting monitoring and evaluation of English Language assessments through on-site visits.

• Provided English language instruction to over 300 undergraduate women in beginner to intermediate proficiency levels, enhancing their reading, writing, listening, and speaking skills for academic success.
• Delivered structured, proficiency-based ESL instruction aligned with the university’s PYP curriculum, integrating task-based learning, communicative approaches, and differentiated instruction to support diverse learners.
• Designed, administered, and evaluated writing, listening, and speaking assessments for university-bound students.
• Identified, adapted, and integrated high-quality instructional materials, digital learning tools, and interactive resources to support language acquisition and student engagement.
• Maintained attendance records, test scores, and student progress reports, using assessment data to personalize instruction and implement targeted interventions.

• Company Overview: NGO focused on educational support for Akha children in Northern Thailand.
• Developed and managed an after-school program for Akha children, providing literacy support to bridge learning gaps and enhance student success.
• Designed and implemented contextualized curricula and assessment frameworks that incorporated Akha and Thai cultural heritage, language preservation, and global educational standards.
• Secured and distributed essential learning materials ensuring Akha-Thai students in resource-limited environments had access to quality education.
• Conducted professional development programs, instructional coaching, and classroom observations, equipping teachers with effective pedagogical strategies for multilingual and multicultural classrooms in the Akha-Thai Tribe community.
• Established academic tracking systems and intervention plans to address educational disparities, improve literacy and ensure students remained engaged in learning.
• Developed and enforced academic policies, student placement strategies, and operational procedures, ensuring equitable learning opportunities for all Akha-Thai students.
• NGO focused on educational support for Akha children in Northern Thailand.

• Taught English as a Second Language to young learners (Kindergarten to Grade 6), following the Ministry of Education’s national curriculum for public schools.
• Designed lesson plans, formative and summative assessments, and instructional materials based on the national curriculum.
• Planned, organized, and facilitated English Summer and Winter Camps, providing K-6 students with experiential language-learning opportunities.
• Taught at three different elementary schools (Yeonghae, Changsu, and Beongoek), adapting instructional techniques to diverse student needs and school environments.
• Assisted with school-wide events, including sports activities, academic ceremonies, and cultural exchange programs.
• Provided functional English instruction for adults, focusing on professional communication, conversational fluency, and cross-cultural competence.
• Trained Korean teachers under the Teach English in English (TEE) program, equipping them with instructional strategies for English immersion classrooms.