BordersLab works to recognizes and overcome borders. Borders can be physical, but also cultural or ideological. BordersLab focuses on the needs of children, and creates spaces for their active participation in shaping our society, beyond and above borders of any type.To achieve this goal, BordersLab provides technical assistance on capacity building, training, research and impact analysis and curriculum development.

* Development of a toolkit to support local researchers and teachers in gathering children’s inputs to inform the UN General Comment N.26 on “Children’s rights and the environment”.* Analysis of children’s feedback via online and face-to-face qualitative survey. * Analysis of data gathered through States and NGOs online qualitative survey and consultations with experts.* Analysis of submissions from children to provide inputs and feedback to the first draft of the GC26.

Development of a two-days training of trainers on research design, development and management; harmonization of existing tools and streamlining within new set of tools.

* Provide pedagogical inputs for the development of online capacity building tools.* Design and deliver webinars to promote and facilitate the use of eLearning for trainings and capacity building.* Develop guidelines to integrate active learning, participants centered approaches in online and face to face trainings.

Inequality and difference are social realities in all societies, however shaping coexistence to varying degrees. Inequality and difference, so the general assumption, are the results of social processes of negotiation through which access to and the right of disposal over material and immaterial resources are distributed.Vertical and horizontal disparities here intersect: Vertical inequality encompasses economic differences in income wealth, and access to the means of production, the labor market, capital, credit, and welfare state services. Horizontal inequality includes diverging possibilities for social belonging and participation arising from nationality, gender, skin color, religion, age, or language. The two forms overlap and strengthen (or weaken) each other intersectionally in the axes of global mechanisms of exclusion and inclusion such as racism, gender, and class relations, as well as linguicism.

PhD research within the department of Sociology. Living in “border areas”: Migrant children’s identity negotiation in the home, the school and the neighbourhood in Rabat, Morocco. Multi-method qualitative research which explored the lives of young children (4-14 years old) who migrate with their family from West and Central Africa to Morocco.

* Conceptualisation and Development of Primary Level Educational Curriculum for Teachers and Educators on Education 4 Justice*Design of Primary Level Teachers Training of Trainers *Design and Development of Primary Level Teachers Training tools*Coordination of Training in Lagos, Nigeria

- Managing the Aflatot Early Childhood Educational programme. I coordinate the development of the curriculum, providing technical support for the implementation of the programme and defining the strategies for the piloting stage in 18 countries around the world. - Training of Trainers. I organised and delivered several trainings at an international, regional and national level focusing on Aflatoun educational materials, active learning and child centered methodology. - Resource Facilitator and Co-Event Manager. I supported the organisation of 2 Regional Meetings, 1 International Meeting, 2 Curriculum Workshops, 1 International Aflatoun Day - Fundraising. I participated to the resource mobilization strategy and grant writing - Translation: I manage the translation process (En, Sp, Fr, Ar, Ru, Pt) and a network of around 80 volunteers and professional translators.

- Programme Management of street children micro credit projects and vocational training project- Monitoring micro credit project for vulnerable groups - Assisting the management of educational programme - Supporting in the draft of project proposals; liaising with local partners and local authorities- Designing, arranging and providing trainings on diverse subjects (HIV prevention, Micro Credit etc.)- Providing logistic support and coordinating short term volunteers field visits (groups of 4-7 people)

- Organising events for the International Day of Peace, design and coordinate a transnational campaign with other 150 partner organisations- Drafting reports regarding the ECCP Media Focal Points network members project proposals- Developing contents for the ECCP websites; - Developing notes for e-bulletin and newsletters distributed to around 3000 subscribers; - Writing articles concerning successful peacebuilding case studies; - Maintaining communication with network members