Teachers & schools
Prepare explanations, activities and reviewed learning materials.
Looking for a practical NGO or CSR proposal?Choose a community, inspect the learning activities and prepare a pilot discussion.Explore 7 programme ideas
Connected learning
Schools, NGOs, government & employers
Start with the people you serve, choose practical outputs and agree how learning will be supported.
Classroom cyber safety
Combine online-safety knowledge with a lesson or worksheet.
Current programme options
Women, inclusion, safety, rural skills and business learning.
Programme briefs
Explore proposed delivery models and responsibilities.
Decision pack
Support an internal discussion about a possible cohort.
Evidence & review
Agree starting tasks, later work samples and review criteria.
A proposed collaboration model
Your community.
A shared learning plan.
A partner can bring local knowledge, a classroom or a supported cohort. Together, we can scope relevant Maahir activities and agree how to review learning.
Open the partner decision pack →
Local access and care
Outreach, facilities, connectivity and a named safeguarding contact.
Relevant Maahir practice
AI foundations, guided exercises and situations matched to the group.
Reviewed work
Comparable attempts, consented evidence and an agreed next step.
Roles, resources, availability and costs need agreement. This diagram describes a proposal, not a confirmed partnership.
Taking this to your team?
Review programme briefs, responsibilities, support categories and proposed evidence.
What could this look like for you?
See Maahir in a real-life situation.
Explore jobs, business, confidence, teaching and inclusive learning through practical examples.
Find your organisation.
See how Maahir could help.
Choose a name to open its benefits, learning pathway, practical examples and SDG themes directly.
World BankAKEPB / AKDNJICAGIZThe Citizens Foundation (TCF)Saylani Welfare International TrustAkhuwat FoundationHBL FoundationJazz Foundation
These profiles describe potential collaboration. Organisation names do not imply an agreed partnership or endorsement. Open the complete directory →
Grow together / NGOs / CSR / Institutions
You know your people.
Let’s build their next possibility.
A training event can inspire someone. Repeated practice, useful feedback and a project they can explain help them move forward. Connect your community, classroom or workplace with Maahir’s AI-enabled learning.
Partnership overviewNGOs & communitiesCSR & workplacesHow delivery worksProgress & evidenceAlignment directory
Where your programme meets Maahir
World Bank. AKEPB.
Different missions. Specific pathways.
Explore how Maahir could help each programme develop people through AI foundations, communication, applied practice and work they can show. These are proposed collaboration models, not announcements of signed partnerships.
01World BankHuman capital, useful skills and pathways into work+
Who it could serve: Young adults, workers and small enterprises who need practical skills they can demonstrate.
The programme challenge
A training register says who attended. A development programme also needs to know what participants can do and what support helps them move forward.
The Maahir learning route
AI foundations → sector task → communication role-play → reviewed project → portfolio → opportunity follow-up.
Use a fictional sales sheet to identify missing records, prepare a reorder proposal and explain the assumptions.
Work to showA checked spreadsheet and supplier message.
Turn a customer brief into design options, a sample production plan and a presentation.
Work to showA reviewed design brief and a clear explanation of choices.
Organise approved information into a useful customer or community message in a suitable language.
Work to showA source-checked information resource.
Compare dated market information, organise crop observations and prepare questions for an agricultural specialist.
Work to showA source log and reviewed grower information sheet.
Use synthetic household records to practice arranging approved reminder messages and a visit log.
Work to showA privacy-aware sample reminder workflow reviewed by a health professional.
Organise sample quantities, supplier quotations and a draft progress report; have a qualified supervisor check the figures.
Work to showAn estimate worksheet with assumptions and review notes.
Explain an approved product in plain language and practice responding to a suspicious request for account details.
Work to showA checked explanation and a scam-awareness response.
Summarise a fictional defect log and suggest questions to investigate recurring issues.
Work to showA simple quality dashboard with traceable inputs.
Organise fictional appliance-use records and prepare a clear customer handover for a qualified technical reviewer.
Work to showA checked information pack and handover explanation.
Practice a delivery schedule, customer delay message or record sheet using approved operating requirements.
Work to showA reviewed planning sheet and communication sample.
Partner contribution
Programme teams select the beneficiary group and sector; local delivery partners support participation; industry reviewers assess work and offer realistic next-step conversations.
Evidence to review
Compare baseline and final work. Track enrolment, participation, completion and project quality by agreed demographic and geographic groups. Verify interviews, work and income separately through consented follow-up.
A practical starting point
Start with one sector and an agreed cohort. Demonstrate the learning journey and reporting fields with the programme team, then review access, quality, resource use and outcomes before expansion.
Relevant SDG themes: 4 · 8 · 10 · 17
02AKEPB / AKDNCommunity opportunity, enterprise, education and inclusive participation+
Who it could serve: Students, job seekers, women building income, community professionals, remote families and learners with access needs.
The programme challenge
People have knowledge and ambition, but may need help turning a skill into an offer, communicating confidently, finding a direction or continuing learning away from a centre.
The Maahir learning route
Explore a personal goal → learn useful AI tools → practice a real situation → prepare a work sample → receive community mentor feedback → choose a next action.
Describe a craft or home service, calculate a sample price, write an offer and rehearse a customer asking for a discount.
Work to showA costed offer, customer message and first test plan.
Research a role, build a small relevant sample and practice explaining it in an interview.
Work to showA project, an improved introduction and an application plan.
Draft a bilingual itinerary or booking reply; check local details and practice handling a complaint.
Work to showA checked guest communication pack.
Prepare two versions of an activity, review the explanation and plan manageable practice between sessions.
Work to showA teacher-reviewed activity and learner work.
Compare dated price sources, organise costs and write questions for a qualified agriculture adviser.
Work to showA cost sheet and source-checked market comparison.
Use public environmental observations to practice charting data and explaining its limits to a teacher.
Work to showA sourced science report with a reviewed chart.
Adapt an approved awareness leaflet into plain-language questions and answers for professional review.
Work to showA reviewed awareness resource.
Write accurate captions and keywords for their own images and discuss usage rights.
Work to showA small portfolio with clear descriptions and permissions.
Test an appropriate voice or text method, practice in manageable steps and present a small project remotely.
Work to showAn individually suitable work sample and participation plan.
Turn a local project idea into a problem statement, activities, budget assumptions and questions for a mentor.
Work to showA reviewable first project proposal.
Partner contribution
Community organisers bring trusted relationships and identify needs. Mentors bring professional context. Education, rural-development and inclusion specialists help shape appropriate pathways.
Evidence to review
Record each learner’s chosen goal, initial attempt, revised work and next action. Review communication through a practical task; collect feedback on access and confidence in the learner’s own words.
A practical starting point
Begin with an interactive community orientation, career and business questions, and a Maahir demonstration. Offer follow-on cohorts for employment, enterprise and education, with a named local coordinator.
Relevant SDG themes: 4 · 5 · 8 · 10 · 17
03JICAAlternative learning, community resilience and access+
Who it could serve: Learners outside easy reach of formal centres, teachers and community facilitators.
The programme challenge
Learning can be interrupted by distance, displacement or lack of suitable local support.
The Maahir learning route
Assess access → choose a foundation activity → practice with explanations → facilitator review → continue through a suitable remote or shared-space route.
Use an approved WASH guide to prepare a plain-language explanation and check comprehension.
Work to showA reviewed explanation and learner questions.
Adapt a short activity for different starting levels and ask learners to explain the answer.
Work to showA differentiated activity and evidence of understanding.
Partner contribution
Education teams provide curriculum context, local facilitators and appropriate protection arrangements.
Evidence to review
Participation continuity, task quality, language suitability and barriers resolved.
A practical starting point
Test one alternative-learning cohort and the actual devices, language and connection before wider delivery.
Relevant SDG themes: 4 · 5 · 10 · 17
04EU / GIZVocational learning, enterprise and digital working habits+
Who it could serve: Vocational trainees, micro-enterprises and institute facilitators.
The programme challenge
Trade knowledge needs to connect with customer communication, records, quotations and modern workplace tools.
The Maahir learning route
Foundation → trade-related digital task → customer role-play → reviewed output → supervised application.
Prepare a service quotation and explain its scope to a simulated customer.
Work to showA checked quotation and handover message.
Map an order process and identify one repeated task suitable for a simple digital improvement.
Work to showA process map and tested sample workflow.
Partner contribution
Institutes retain practical trade instruction and competency assessment; employers supply realistic briefs and review.
Evidence to review
Quality of work, supervisor feedback, participation and progression into further training or work.
A practical starting point
Select one trade and one institute; add digital practice alongside existing training.
Relevant SDG themes: 4 · 8 · 10 · 13 · 17
05UNICEF / UN WomenChildren’s learning and women’s agency+
Who it could serve: Children with appropriate adult support, and women pursuing their own education or livelihood goals.
The programme challenge
A family may share a device while its members need different activities, permissions and support.
The Maahir learning route
Age-appropriate onboarding → separate learning routes → guided practice → human support → reviewed next steps.
Practice asking for help when an unfamiliar message requests personal information.
Work to showAn age-appropriate digital-safety response.
Use Saheli ideas to shape an offer and rehearse a professional boundary or customer conversation.
Work to showA sample offer and a clearer response.
Partner contribution
Child-protection and women’s programme teams shape activities, referral routes, consent and local facilitation.
Evidence to review
Age-appropriate participation, reviewed learning, women’s chosen goals and access barriers addressed.
A practical starting point
Start with clearly separated child-learning and adult-enterprise cohorts supported by trained facilitators.
Relevant SDG themes: 4 · 5 · 8 · 10 · 17
06FCDO / British CouncilEnglish, girls’ education and confidence+
Who it could serve: Girls, young women, teachers and learners strengthening English for education or work.
The programme challenge
Understanding a lesson does not automatically make a learner comfortable speaking, asking questions or presenting work.
The Maahir learning route
Supported explanation → English rehearsal → feedback → another attempt → practical presentation.
Practice introducing a skill and answering an interview follow-up question.
Work to showA revised introduction and a work sample.
Prepare a short bilingual explanation and check it against the lesson objective.
Work to showA reviewed classroom activity.
Partner contribution
Education and language specialists review quality and programme safeguarding requirements.
Evidence to review
Compare practical communication attempts, attendance continuity and reviewed learning outputs.
A practical starting point
Choose one communication goal and combine language practice with a relevant project.
Relevant SDG themes: 4 · 5 · 8 · 10
07Government / NAVTTC / BISP / Planning teamsSkills delivery, family opportunity and better public service+
Who it could serve: Youth cohorts, beneficiary families, vocational learners and public-sector staff.
The programme challenge
Different departments need useful learning and clear reporting around their own service responsibilities.
The Maahir learning route
Define the departmental task → foundation skills → approved practice → review → cohort reporting.
Summarise a fictional service report and draft a clear citizen response.
Work to showA checked briefing and response template.
Explore a manageable service idea and practice communicating its terms.
Work to showA small first-test plan.
Partner contribution
Departments define eligibility, approved content, authorised tools, data access and programme ownership.
Evidence to review
Agreed cohort indicators and reviewed outputs; benefits eligibility and payments remain separate official decisions.
A practical starting point
Run a scoped departmental or beneficiary cohort; validate any systems integration separately.
Relevant SDG themes: 1 · 4 · 5 · 8 · 10 · 16 · 17
08PYMP / Vocational institutes / UniversitiesFrom learning to evidence an employer can discuss+
Who it could serve: Trade learners, graduates, interns and candidates seeking their first opportunity.
The programme challenge
Candidates need to explain what they can do and show work relevant to a role.
The Maahir learning route
Relevant exercises → project → review → portfolio → mock interview → employer conversation.
Demonstrate a small tracking system and answer questions about its limitations.
Work to showA reviewed prototype and project explanation.
Prepare a customer job card and practice a service handover.
Work to showA checked job card and communication sample.
Partner contribution
Institutes guide learning; career teams and employers review work and make independent placement decisions.
Evidence to review
Project quality, interview preparation, applications and separately verified placements.
A practical starting point
Agree a few employer briefs and a portfolio review session for one cohort.
Relevant SDG themes: 4 · 8 · 17
09ADB / ILO and development programmesEnterprise capability and decent working practices+
Who it could serve: Workers, small businesses and people entering more formal work.
The programme challenge
Practical digital skills must connect with fair terms, reliable communication and everyday productivity.
The Maahir learning route
Work task → AI-assisted draft → facts and terms checked → role-play → reviewed improvement.
Prepare a transparent quotation and discuss scope changes with a customer.
Work to showA quotation and change-request message.
Practice raising a concern respectfully and identify the agreed human escalation route.
Work to showA communication plan.
Partner contribution
Programme teams and sector specialists identify real work needs and review appropriate standards.
Evidence to review
Work quality and adoption of the reviewed practice; employment outcomes assessed separately.
A practical starting point
Explore a current eligible programme and one defined worker or enterprise group.
Relevant SDG themes: 4 · 8 · 10 · 17
10Remote communities: KP, Balochistan, GB and AJKLocal opportunity with flexible participation+
Who it could serve: Remote learners, families using shared devices, tourism workers, artisans and local facilitators.
The programme challenge
Travel, connection quality, language and device access can all interrupt learning.
The Maahir learning route
Test access → agree a manageable activity → repeat practice → local check-in → useful work sample.
Prepare a product listing or guest enquiry response around a local skill.
Work to showA checked listing or message.
Plan device-sharing times and a way for learners to ask for help.
Work to showAn access and follow-up plan.
Partner contribution
Local organisations provide trusted support, access planning and language review.
Evidence to review
Who starts, who continues, which barriers remain and what work each learner completes.
A practical starting point
Test the complete activity on the actual connection. Confirm offline, voice and local-language requirements before promising them.
Relevant SDG themes: 4 · 5 · 8 · 10 · 17
11Disability and inclusion organisationsLearning shaped around individual access needs+
Who it could serve: Learners with disabilities, homebound learners, caregivers and specialist educators.
The programme challenge
Access needs differ by person and activity; a single format can exclude a capable learner.
The Maahir learning route
Listen to the learner → test suitable input/output → break down the task → practice at an appropriate pace → specialist review.
Try a suitable voice or text route to prepare and explain a small digital project.
Work to showA learner-chosen work sample.
Agree manageable steps, assistance and a clear way to report difficulty.
Work to showAn individual participation plan.
Partner contribution
Specialist organisations co-design and validate access with learners; educators and caregivers provide appropriate support.
Evidence to review
Usability, learner choice, completion of meaningful tasks and participant feedback.
A practical starting point
Begin with a small co-designed group and test assistive-technology compatibility and support needs.
Relevant SDG themes: 4 · 8 · 10 · 17
Select a pathway above, explore the full organisation directory, or see how a cohort is delivered. A joint pilot establishes the exact features, responsibilities and evidence to use.
People first. Technology in service.Your reach.
Your reach.
Our learning technology.
A shared purpose.
Your organisation brings trust, local knowledge and the people it serves. Maahir brings AI foundations, guided exercises, role-play, scenarios, communication practice and routes into projects.
Together, a programme can help a learner take a practical step: explain an idea, prepare for an interview, organise a business task or use AI responsibly at work.
See how a programme comes together
Choose your contribution
There is more than one
way to build capability.
Start with the people and the change you want to support. Then choose a delivery model that fits.
Continue beyond a workshop
Build a supported cohort around livelihoods, youth readiness, women’s agency or access.
Explore this route →Make expertise useful to others
Connect community learning with mentoring, facilities, practical briefs and reviewed work.
Explore this route →Your labs. More ways to learn.
Add AI practice and projects to existing classrooms, with teachers and facilitators central.
Explore this route →Upgrade the everyday work
Explore staff communication, reporting and responsible AI practice around approved departmental tasks.
Explore this route →Programme ideas grounded in everyday needs
What could your community
actually practice?
Open a pathway to see a learning activity, a useful output and the human support around it. These are programme design examples—not claims of deployed partnerships.
01Women’s livelihoods+
From an existing skill to a clearer offer
A woman who stitches or cooks can practice describing her service, checking costs, answering a price objection and setting delivery terms.
What a learner can show
A priced sample offer, a customer response and a simple order sheet.
What the partner brings
Recruit through trusted networks, agree suitable session times and connect participants with a mentor or local market test.
Relevant SDG themes: 5 · Gender equality / 8 · Decent work. Alignment is not certification or proof of impact.
02Youth & first jobs+
Replace “I have no experience” with work to discuss
Learn AI foundations, research a role, build a small project and rehearse explaining it in a mock interview. Feedback leads to a second attempt.
What a learner can show
A reviewed work sample, an improved introduction and a focused application plan.
What the partner brings
Bring realistic challenge briefs, project reviewers and employer conversations—not promises of placement.
Relevant SDG themes: 4 · Education / 8 · Decent work. Alignment is not certification or proof of impact.
03Schools & teachers+
Help teachers prepare; help learners practice
A teacher compares explanations, checks accuracy and creates an age-appropriate activity. Learners solve a task and explain their thinking.
What a learner can show
A reviewed lesson activity and learner work that reveals what needs another explanation.
What the partner brings
Provide curriculum context, teacher review, guardian permissions and child safeguarding.
Relevant SDG themes: 4 · Quality education. Alignment is not certification or proof of impact.
04Rural communities+
Build useful skills without making travel the first barrier
A learner practices a guesthouse enquiry, a craft description or an agricultural record-keeping task in an appropriate language.
What a learner can show
A bilingual customer message, a product listing or a simple record template.
What the partner brings
Check connectivity and devices, organise shared access where suitable and offer local facilitation.
Relevant SDG themes: 8 · Decent work / 10 · Reduced inequalities. Alignment is not certification or proof of impact.
05Inclusive learning+
Start with the person’s access needs
Break a task into manageable steps, try the learner’s preferred input format and revisit explanations. Practice presenting a project remotely.
What a learner can show
An accessible participation plan and a work sample chosen by the learner.
What the partner brings
Co-design with the learner and disability specialists; test assistive-technology compatibility before rollout.
Relevant SDG themes: 4 · Education / 10 · Reduced inequalities. Alignment is not certification or proof of impact.
06TVET & trades+
Add digital capability to a practical trade
A trainee prepares a quotation, explains a repair scope, organises materials or role-plays a customer complaint alongside supervised trade learning.
What a learner can show
A checked quotation, job card or customer handover explanation.
What the partner brings
Keep hands-on instruction and safety assessment with qualified trainers; supply real trade context.
Relevant SDG themes: 4 · Education / 8 · Decent work. Alignment is not certification or proof of impact.
07Community health & WASH+
Turn approved information into clear communication
Practice explaining an approved awareness message, organise a training checklist and compare a draft with the authoritative source.
What a learner can show
A reviewed plain-language awareness resource or administrative template.
What the partner brings
Health or WASH specialists approve the content. No patient diagnosis or clinical decision-making through the exercise.
Relevant SDG themes: 3 · Health / 6 · Clean water. Alignment is not certification or proof of impact.
08Climate & community resilience+
Practice planning before a real situation
Use an approved local preparedness guide to create a checklist, discuss responsibilities and rehearse communicating with a community group.
What a learner can show
A reviewed community checklist, meeting note or awareness presentation.
What the partner brings
Local specialists validate advice and connect learning with established response arrangements.
Relevant SDG themes: 11 · Communities / 13 · Climate action. Alignment is not certification or proof of impact.
09Public-service teams+
Make everyday service clearer
Practice writing a plain-language citizen response, checking a spreadsheet and summarising a fictional departmental report.
What a learner can show
A clearer response template, a data-quality checklist or a reviewed reporting workflow.
What the partner brings
Use approved tools and synthetic data; retain departmental review, permissions and accountability.
Relevant SDG themes: 16 · Institutions / 4 · Education. Alignment is not certification or proof of impact.
Beyond the nearest training centreAccess is a delivery plan.
Access is a delivery plan.
Not just a login.
Ask who has a suitable device, when it is available, which language helps and who can provide encouragement. Combine home practice with a shared lab or local facilitator where useful.
Maahir’s public materials describe Urdu, English, Roman Urdu, Punjabi, Pashto, Sindhi, Saraiki, Balochi and Hindko support. Check the required language and activity with the actual learners before expanding.
Explore individual access needs →From participation to practical evidence
Show the learning.
Understand what changed.
A login is not a livelihood outcome. Review participation, work quality, learner experience and next steps separately.
Who is participating—and who needs help?
Review onboarding, activity, access barriers and follow-up needs.
Explore this route →What can the learner now demonstrate?
Compare attempts, review projects and ask the learner to explain their choices.
Explore this route →What happened after the learning?
Follow up on applications, interviews or business tests, with consent and supporting evidence.
Explore this route →Bring a community challenge.
Leave with a programme brief.
Tell us who you serve, the outcome you want, the resources you already have and the support learners may need. Start with a defined pilot, learn from it and decide what to improve.
Explore all programme models, potential alignment profiles and SDG themes. Directory inclusion does not indicate an agreed partnership.
Practical answers for learners in Pakistan
Questions before you start
How can an NGO or CSR team work with Maahir?
Propose a defined learner group and goal, then agree facilities, connectivity, coaching, safeguards and evidence of progress. Named organisation profiles describe possible alignment, not confirmed partnerships or endorsement.
Practical questions about this learning route
What can an NGO or CSR learning pilot measure?
Agree a defined cohort, access needs and a practical outcome before starting. Examples include completed exercises, reviewed projects and improvements between role-play attempts. Do not equate registrations with jobs created. Any claimed employment outcome needs evidence and an agreed reporting method.
Can an organisation use its own classroom or lab?
A possible collaboration can combine an organisation’s space, devices and local support with Maahir learning and practice. Confirm responsibilities for connectivity, coaching, consent, accessibility and learner data before launch. This is a proposed model, not a confirmed arrangement with a named organisation.
Apply this to your life
Questions and situations you can practice
NGO community programmes
How can an NGO turn access to computers into useful learning?
Agree the learner group, access needs and a practical output. A proposed Maahir collaboration can combine local support with guided practice; it is not a confirmed partnership until agreed.
See the scenario, example response and checks →
CSR and classroom collaboration
What can a CSR team support beyond donating equipment?
A useful proposal links facilities, access, coaching and practical outcomes. The organisation’s lab can be one part of the delivery model while responsibilities and costs are agreed explicitly.
See the scenario, example response and checks →
Government staff learning
How can government staff use AI for clearer public service?
Start with an approved low-risk workflow using fictional information. Practice respectful communication, source checking and escalation without placing live citizen records into unapproved tools.
See the scenario, example response and checks →Considering different ways to learn?
Compare Maahir with international platforms and a Pakistan-focused programme, using official sources and practical selection questions.
Five programme starting points
Women at Home, Maahir Ability, Cyber-Safe Pakistan, Rural Digital Skills and AI for Business connect learning with different audiences.
Explore the current programmes