Legal expertise and policy development | Skill Level: | Learner |
| I have some experience in policy development from an HR perspective, but I do not have much experience in the field of legal related matters. | ||
Organisational development, design, and systems | Skill Level: | Contributor |
| I have experience supporting organisational development and volunteer-led environments like WAGGGS. This includes reviewing organisational structures, improving workflows, and strengthening governance and operational systems to enhance efficiency and accountability. | ||
Technology strategy, digital transformation and AI | Skill Level: | Follower |
| At every opportunity I get to learn and practice the use of AI and digital transformation tools, I take advantage in a bid to keep myself updated with current trends. For instance, every training opportunity in GGGA and also at work for the youth on IT related areas such as the use of AI or other digital tools, I take advantage to involve myself to either gain knowledge or refresh my acquired knowledge to sharpen my skills. | ||
Research and development | Skill Level: | Follower |
| Through the resources available to me or at my disposal, I am able to research and find information that I may require for documents. Though not successful in all instances, I explore diverse ways to get Information. I make the necessary calls, engage in both private and public engagements or conversations such as focus group discussions and interviews to get information that I require for work. Organisations, analysing global trends affecting girls and young women, and transforming findings into strategic recommendations. | ||
Data analysis, monitoring, and evaluation | Skill Level: | Follower |
| Over the years, I have gained experience in data collection and analysis at the local level and have engaged in the use of some MEL tools of WAGGGS for the implementation of some specific global initiatives. I have supported M&E for leadership and advocacy programmes such as JLS and Helen Storrow Seminars, ensuring indicators reflect WAGGGS’ educational methodology and diverse regional contexts. | ||