Youth preparing for work
Learn AI basics, build a work sample and practice an interview.
Possible learning output
See the pathway →A project they can explain and a practical job-search action.
Maahir for NGOs & community organisations
Help people in your community
take their next step.
Connect the people you serve with AI skills, communication practice, growing confidence and useful projects. Learning can continue remotely, supported by the relationships and spaces your community already has.
Begin with a person and a possibility“I want to do something.
“I want to do something.
I need help getting started.”
For one person, the next step is preparing for a first job. For another, it is speaking to a customer, returning to work, explaining an idea or learning without travelling to a centre.
Maahir helps turn that intention into manageable practice. Your organisation brings local understanding, encouragement and continuity.
An example: a woman exploring a home service
From “How do I start?”
to a practical first test.
She chooses a service that fits her interests and circumstances. Maahir’s learning and practice can help her prepare each next step. This is an illustrative journey.
- 1
Find a direction
Explore her skills, available time and possible customer needs.
Something to take forwardA service idea and questions to ask a potential customer.
- 2
Learn useful AI skills
Use guided prompts to organise the offer and draft a quotation. Check the details herself.
Something to take forwardA clear description of the service, price and scope.
- 3
Rehearse the conversation
Role-play a customer asking for a discount or more work. Practice clarifying needs and setting boundaries.
Something to take forwardA response that explains value and offers a sensible next step.
- 4
Improve with feedback
Review the message, practice again and bring focused questions to a coach or peer session when available.
Something to take forwardA revised quotation and a more confident explanation.
- 5
Try a small next step
Speak to a potential customer, listen and adjust the offer.
Something to take forwardA real question answered, a lesson learned and a next action.
Adapt the route to your community
The same support.
Different personal goals.
Choose activities around participants’ goals, language preferences, devices and available time. A useful starting point may be one conversation or one small project.
Keep learning connected
A workshop can open the door.
Practice keeps it moving.
A first gathering can introduce AI tools, explore participants’ questions and demonstrate a role-play. Follow-up exercises and shared review help people continue.
Maahir’s learning contribution
- AI foundation exercises and guided explanations.
- Role-play, scenarios, English and communication practice.
- Relevant projects and opportunities to review progress.
- Coaching, masterclasses and peer support according to the agreed programme.
Your community’s contribution
- Local relationships and understanding of learners’ goals.
- Existing classrooms, labs or suitable shared spaces.
- Help with access, encouragement and regular follow-up.
- Mentors, relevant project ideas and connections to next opportunities.
CSR and industry supporters can strengthen this work through devices, connectivity, AI resources, specialist reviews and mentoring. Agree the resources around the learners and activities you choose.
Notice what is changing
Look at the attempt.
Listen to the explanation.
Keep a starting sample and revisit it after practice. Ask the learner what changed, where they still need support and what they want to try next.
Communication
Compare an introduction or customer response before and after feedback. Can the learner ask a clearer question?
Practical skills
Review a document, project or work sample. Can the learner explain their decisions and check the output?
Participation & next steps
Notice who continues practicing, what makes access easier and which action each person chooses next.
Use consented evidence and confirm employment or income outcomes separately. Participation alone does not establish those results.
Planning access, support and a sustainable programme
Agree the audience, learning goal, activities, language and device needs, local support and a follow-up plan. For younger learners, include suitable guardian participation. Test individual accessibility requirements with the people concerned.
Define how work is reviewed, what information may be shared and who learners can approach for help. Free learner access is supported by resources such as connectivity, AI capacity, coaching and coordination.
Maahir supports learning and preparation; jobs, sales and income depend on wider circumstances. Custom reporting, integrations and institutional programmes can be discussed around the proposed scope.
Build the route togetherWho would you like
Who would you like
to help move forward?
Share their goals, the barriers they face and the support your organisation already provides.
Partnership overviewNGOs & communitiesCSR & workplacesHow delivery worksProgress & evidenceAlignment directory
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.
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.
Questions to connect this topic with real situations
These related, illustrative practice guides can help you rehearse the conversation or task around your learning. Choose a suitable level; they do not replace the actual lesson brief or specialist review.
- How can an NGO turn access to computers into useful learning?
- What can a CSR team support beyond donating equipment?
- How can government staff use AI for clearer public service?
All topic questions and scenarios · Choose a practice format