Women: confidence to practical action
Prepare a clear offer, a checked sample and a customer conversation the learner can handle with greater preparation.
Download this briefFor an internal conversation—not a funding commitment
A practical proposal
your team can evaluate.
Use a programme brief to discuss who you want to help, the activities they could practice, the support required and what evidence would count as progress.
Download the decision packChoose a programme brief
Youth: make your skills visible
Create a role-relevant work sample, explain personal contribution and prepare a realistic next application or mentor conversation.
Download this briefDisability inclusion: learn without unnecessary travel
Enable a suitable learning task, a work sample and a confident explanation while respecting the learner’s choices and privacy.
Download this briefYour learning space. Maahir’s practice.
Create a supported route from a first practical task to reviewed work, using an existing community space where appropriate.
Download this briefTeachers: prepare, explain and adapt
Prepare a reviewed lesson plan, an alternative explanation and a way to check understanding.
Download this briefSmall enterprises: improve one real task
Test one business assumption or improve one bounded workflow, with a useful output and a way to check it.
Download this briefService teams: clearer work, responsible AI
Produce a reviewed communication or workflow prototype and explain its limits, ownership and review process.
Download this briefAgree these before launching a pilot
People & access
Who is eligible? What devices, connectivity, languages and accessibility arrangements are needed? Who is responsible for safeguarding?
Responsibilities & resources
Who provides content, facilitation, mentoring, AI usage, technical support and delivery space? Which costs are covered, capped or still unpriced?
Evidence & decisions
What can participants do at the start and later? Who reviews work, how is consent obtained, and what would justify adapting, continuing or stopping?
Support can include people, facilities, approved project briefs, equipment, connectivity or financial resources. There is no fixed funding amount or confirmed partnership implied here.
Keep reporting honest
- Separate attendance, completed practice, reviewed capability and longer-term outcomes.
- Use baseline and later tasks with a consistent rubric; record missing data and withdrawals.
- Report costs with clear denominators: per enrolled learner, active learner or reviewed completion are different measures.
- Verify job or income claims separately, with permission. Do not infer them from platform activity.
- Map activities to relevant SDG targets without claiming UN endorsement or independently verified impact.
Review the evidence approach · Build a local discussion outline
Discuss a possible pilot