FACILITATOR PROFILE
Facilitator ID: OWH-F1001
Haroon Mahomed
Education Leadership.
Organisational Growth.
Meaningful Learning.
Education leader, organisational consultant & football (soccer) development practitioner
Education Leadership
Curriculum Development
Organisational Effectiveness
South Africa SAST (UTC+2) English
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35+ Years
Professional experience
100 Schools
@home Learning Project
190 Participants
National reading improvement training
Experience and project reach from Haroon’s professional profile.
Professional Overview
Haroon brings over 35 years of experience in education leadership, curriculum development, teacher professional learning, organisational consulting, and community development. His work connects careful analysis with practical planning and sustained implementation support.
His senior leadership experience spans national and provincial education departments in South Africa. He has also provided technical assistance to UNICEF on curriculum policy review and to the National Education Collaboration Trust (NECT) on reading improvement.
Master’s in Education
University of London
Sociology and education in developing countries
Master’s in Education
University of the Witwatersrand
Philosophy of education
National and provincial education leadership · UNICEF and NECT technical assistance · Football (soccer) coaching and youth development
Workshops & Consulting Focus
These service outlines are starting points. The final scope, group size, and delivery approach are discussed with the client and facilitator.
Organisational Effectiveness
Clarify priorities, align teams, and develop practical organisational and personal development plans.
Practical outputs: Revised development plans, implementation support, ongoing monitoring, and training.
District Reading Improvement
Build reading improvement plans, implementation frameworks, monitoring tools, and review processes.
Practical outputs: District plans, monitoring and adaptation tools, with quarterly implementation review.
Football (Soccer) Coach Development
Develop season-long coaching plans, individual session designs, and ongoing observation and feedback.
Practical outputs: Season and session plans, followed by observation and feedback on matches and training.
Facilitation Philosophy
Clear purpose. Deep listening.
Collaborative progress.
Thoughtful facilitation begins with clear objectives and deliberate planning. Haroon listens carefully and probes the organisation’s underlying need, adapting the approach through constructive dialogue. Clients stay involved in assessing progress and strengthening implementation.
Plan with purpose
Define outcomes, methods, and ways to assess progress.
Listen & clarify
Understand the need beneath the initial request.
Reflect & adapt
Revisit the plan through constructive dialogue.
Read Haroon’s full facilitation philosophy
A good workshop facilitator or consultant begins with thorough and deliberate planning that clearly defines objectives, methods, timing, pacing, audience information, assessment, and reporting. From the outset, the facilitator must be clear about the knowledge, skills, values, and attitudes participants should gain, while also bringing deep subject matter expertise, a sense of humour, and strong listening and summarising skills to keep participants engaged and feeling heard. Critically, a good facilitator does not simply accept a client’s initial request at face value — they listen carefully and ask probing questions to develop a genuine, felt sense of the organization’s real underlying need, ensuring the workshop is designed to address what truly matters rather than just the presenting issue. When gaps in clarity emerge at any stage, the facilitator should engage in constructive re-engagement, applying positive pressure to rework objectives, methods, or outcomes until they are adequate.
A good workshop hub serves as a central point for sharing information and experience, actively cross-referencing similar requests to make well-informed matches between facilitator expertise and client needs. Beyond matchmaking, the hub should maintain a common space where both facilitators and clients can ask questions and exchange information on an ongoing basis. When challenges or mismatches arise, the hub should pause, carefully consider the situation, and facilitate dialogue with both parties — checking relevance and fit with the client and discussing necessary adjustments with the facilitator. The hub also acts as a sounding board during re-engagement processes, offering feedback and guidance to help all parties find win-win positions.
A good organizational client arrives prepared with clear objectives, desired outcomes, preferred methods, and means of verifying progress, and invests in a thorough onboarding process for the facilitator, actively reviewing their preparation work. During the workshop, the client should attend parts or all of the sessions, providing real-time assessment and guidance for adjustments, and conclude the process with a final report. When clarity is initially lacking, the client should remain responsive and open to constructive re-engagement, trusting the process and working collaboratively with the facilitator and hub to ensure the partnership produces meaningful and lasting results.
Explore experience, qualifications & methods
Education leadership
Previous senior roles include Deputy Director-General for Curriculum and Assessment and Chief Director for Curriculum Management and Teacher Development at the Western Cape Education Department; Director for Continuing Teacher Professional Development at the national Department of Basic Education; Executive Director of the Gauteng Institute of Curriculum Development; and Head of Teaching and Learning at the Gauteng Department of Education.
Applied project experience
His NECT national reading improvement training reached 190 participants across all nine South African provinces and at least ten support organisations. The @home Learning Project supported 100 schools with daily youth mentoring, parent training, and play-based after-school learning, and was recognised as a runner-up in provincial and national public service innovation awards in 2022/23.
Selected qualifications
Alongside his two master’s degrees, his professional profile lists a BA from the University of South Africa, a Higher Diploma in Education and Bachelor of Education from the University of the Witwatersrand, strategic planning and project management training, a Public Speaking Certificate, SAFA Level 1 coaching certification, and South African Soccer Academy coaching certification, with additional KNVB Dutch Coaching Academy training.
Frameworks and methods
His toolkit includes SWOT/TOWS, PESTLE, Design Thinking, Scenario Planning, Balanced Scorecard, Kotter’s Change Model, McKinsey 7S, Theory of Change and Logic Models, EGRA and oral reading fluency, Professional Learning Communities, Asset Mapping, the Pareto Principle, and structured lesson planning. Coaching work draws on game-based approaches, periodisation, SAFA/CAF frameworks, KNVB methodology, and age-appropriate development.
Football (soccer) and community development
Haroon’s playing and coaching experience includes the South African Soccer Federation Professional League, club and academy technical leadership, coaching resources for young children, non-racial sports heritage work, and community engagement. His professional profile also describes international presentations and consultations across education and football heritage contexts.
Professional contribution
Selected contributions include a peer-reviewed Africa Education Review article, work on the National Policy Framework for Teacher Education and Development, a curriculum studies book chapter, and commissioned session planning guides for Little Kickers South Africa. He has facilitated workshops for audiences of up to 400 participants.
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