Fairouz Omar

My Graduate Story

My name is Fairouz, and I graduated from the University of Birmingham with a Master of Education.

Today, I work as a Project Manager on a Sexual and Reproductive Health Rights (SRHR) project at Plan International, where I develop and implement a clear plan to strengthen program and compliance quality in project delivery. I also create an efficient knowledge management approach that supports learning, sharing, scaling up, and innovation. I provide valuable input into technical network meetings on adolescent programming, build internal and external partnerships to support delivery, and manage staff and volunteers in line with our policies. Plan International is an independent development and humanitarian organization that advances children’s rights and equality for girls, operating in Egypt since 1981.

A Day in My Life

Part of my day includes meetings with project staff to agree on operational details and exchange experiences, with the Plan International management team to ensure operations align with guidelines and quality indicators, and with partners for coordination, capacity building, and discussion of challenges and solutions.
Sometimes I conduct field visits to ensure that activities are conducted with quality, and to observe challenges, lessons learned, or success stories. Reports are also an important part of my role—monthly, semi-annual, and annual—alongside reviewing expenditures and managing the budget.

My Journey to Plan International

Having a Master's degree from Birmingham University gave me the opportunity to get managerial positions in international organizations in my country (Egypt). After completing my degree, I had the opportunity to work as a Project/Program Manager at UNICEF, Save the Children, Terre Des Hommes, and now Plan International.

My Birmingham Experience

Studying for a Master of Education at the University of Birmingham not only improved my knowledge and skills but also exposed me to an educational environment that was totally different from Egypt. The student-centered approach to teaching shifted my perception of education. Instead of dictating the same information for all students, I learned they can tailor their learning objectives based on their needs.

I learned the project-based approach, which transforms students from passive receivers to active actors; this gives meaning to their learning journey and encourages them to pursue useful knowledge and skills. These concepts have shaped the programs I have since designed and implemented.

The Curriculum Design subject was a cornerstone in my journey of socio-educational change—it helped me design programs with real impact on thousands of children and educators. Through “Personal and Teaching Professional Skills”, I learned how educators can be agents of change, not just homework-givers.

One of the most inspiring methodologies was “School Observation”. Though it was 13 years ago, I’ll never forget the day a child refused a photo with me—because he had the right to refuse! Or the honorary plaque that celebrated a student with a 65% score—not because he was the best, but because he had improved.

In one school, they used the Educational Corners approach (normally for KG) with older students to help non-native English speakers with flexibility. These experiences taught me the real meaning of child rights, flexibility, and encouragement.

I also studied eye-opening subjects like Citizenship, Social Justice, and Human Rights in Education—topics I had never previously connected with education. My dissertation was on “Perceptions of Citizenship Education in Egypt”, which was later reflected in my “I Grew Up” program.

I learned what diversity truly means, working alongside international colleagues of different cultures, languages, religions, and norms—an experience that profoundly shaped my personal and professional life.

Birmingham's Impact

The knowledge and experience I acquired during my course were later shared with others. During my Master’s course, I conducted research on Citizenship Education; this became a key element in the “I Grew Up” program, which reached around 30,000 teenagers in Egyptian public schools.

I also completed assignments using the project-based and learner-centered approaches, which I later incorporated into my “School of Educational Entrepreneurs” program that I designed and implemented.

I recieved the FORD Foundation. The funding helped me to enrol in the Master’s programme and included a per diem, which supported all of my living expenses in the UK. This gave me the opportunity to focus on my studies and graduate on time.

My Achievements

I acquired knowledge and experience that I shared later with others. During the Master course, I conducted research about Citizenship Education; later I included this in the “I Grew Up” program, which reached about 30,000 teenagers in Egyptian public schools.

I also had an assignment using the project-based approach and the learner-centered approach; later I included them in the “School of Educational Entrepreneurs” program that I designed and implemented.

Advice for Students

• Get benefit from the wonderful library at Birmingham—you can find everything there.
• Pay attention to the tutor sessions with teachers—they are very useful.
• Participate in group work and exchange experience with your colleagues.