About Raheem Zafar
I am a Senior Lecturer in International Education at the University of Sunderland and the Module Leader for the PGCE Education (French Medium), the first distance-learning PGCE programme delivered entirely in French. I'm leading the design, development, and global implementation of this innovative programme, scheduled for international launch at the beginning of 2027.
I'm an experienced international education leader with over 25 years of experience across the UK, Europe, the Middle East and North Africa. My work focuses on global teacher education, distance learning, leadership development, curriculum innovation, and inclusive international education.
I'm also an International School Inspector with the Council of British International Schools (COBIS), contributing to quality assurance and international school standards. I'm currently completing the National Professional Qualification for Executive Leadership (NPQEL) with UCL while preparing to begin a PhD in International Education at the University of Sunderland.
I grew up in Paris (France), where after my French Baccalaureate, I obtained BUT, LLB & LLM in Law at the University of Sorbonne Paris Nord and Paris 8. Then in the same academic year, I acquired two master degrees MSc in European Geopolitics and MPhil in International Relations at the University of Gustave Eiffel Paris-East. I then completed my fourth Masters with an MA in International Studies at the University of Birmingham.
In the UK, I hold UK Qualified Teacher Status (QTS) and multiple DFE National Professional Qualifications (NPQ) in leadership, including NPQML (Middle Leaders), NPQSL (Senior Leader), and NPQH (Headship).
My career spans leadership roles, including Head Teacher in Abu Dhabi (UAE), Deputy Head Teacher with GEMS Education in New Cairo (Egypt), Assistant Head Teacher, Head of Faculty for Modern Foreign Languages in UK Local inner schools in Birmingham and PGCE mentor at Birmingham City University.
I enjoy working extensively with underprivileged and diverse student communities and have led major school improvement, curriculum development, and teaching and learning initiatives across international education settings. Hence, I have worked as an MFL Educational Consultant for Birmingham Education Partnership and a Trust Governor for an inner-city school in Birmingham.
My professional philosophy centres on providing an Exceptional Educational Experience (3Es) and promoting equity, access, and global citizenship through education.
Teaching and supervision
I'm leading the development of the PGCE Education (French Medium) at the University of Sunderland, a pioneering programme designed to expand UK teacher education globally through French-language delivery.
I have extensive international teaching and leadership experience across the UK, France, and the MENA region, specialising in teaching and learning, curriculum development, and staff development. I lead on professional development, mentoring educators, and improving teaching practice through evidence-informed strategies.
Interests
I am interested in supporting postgraduate students and educational professionals engaging in research on teaching and learning, leadership, and international education, particularly in relation to inclusive practice, school improvement, and global citizenship.
- International Education Global Teacher Training
- PGCE Development French Medium Education Distance Learning
- Digital Pedagogy
- Educational Leadership
- School Improvement
- Curriculum Design
- Teaching and Learning Inclusive Education
- Social Mobility
- International School Inspection
- Quality Assurance
Research
My research explores international education, educational leadership, and inclusive school improvement, examining how UK and global systems deliver equitable, high‑quality learning through leadership, teacher education, and curriculum innovation in multicultural contexts.
1. International Education and Global School Systems
My research examines how education operates across national, cultural, and linguistic boundaries, with particular attention to UK‑linked and international school systems. I explore how global education models can maintain high academic quality while responding sensitively to local sociocultural contexts, especially in Europe, the Middle East, and multilingual environments.
2. Educational Leadership and School Improvement
A central strand of my research focuses on educational leadership and whole‑school improvement. I investigate middle and senior leadership development, leadership for teaching and learning, professional development (CPD), data‑informed decision‑making, and post‑pandemic recovery and catch‑up strategies. My work is grounded in implementation leadership, emphasising leadership as practice rather than theory alone.
3. Inclusive Education, Social Justice & Equity
Inclusion and social justice are defining lenses of my research. I explore how education systems can reduce attainment gaps, support pupils from migrant and disadvantaged backgrounds, and promote social mobility. My commitment to “The Best for Every Child” reflects a focus on equitable access, high expectations, and inclusive curriculum design across both UK and international contexts.
4. Teacher Education and Professional Learning
My research places strong emphasis on teacher education and professional learning, particularly initial teacher education (ITE), PGCE development, and global teacher training. I focus on distance and blended learning, French‑medium teacher education, and the internationalisation of UK teacher qualifications, with a scholarly interest in scalable and accessible models of teacher preparation for global contexts.
5. Curriculum Design, Pedagogy & Teaching and Learning
Another key area of my research is curriculum design and pedagogical innovation. This includes alignment with national frameworks (such as the DfE and EBacc), literacy intervention and catch‑up programmes, evidence‑informed pedagogical approaches (including Teach Like a Champion), and Modern Foreign Languages (MFL) and multilingual learning. My work bridges research evidence with classroom practice, particularly in diverse and high‑mobility school settings.
6. Identity, Language and Global Citizenship
Drawing on my multilingual and transnational background, my research explores identity formation in education, language policy, and multilingualism. I also examine cultural capital in international schooling and how education supports global citizenship and prepares students for international pathways.
Areas of expertise
My expertise lies in international education, educational leadership, and inclusive school improvement. I specialise in global teacher education, leadership for teaching and learning, and curriculum innovation within UK and international school systems. My work focuses on developing high‑quality, equitable education through effective leadership, professional learning, and evidence‑informed pedagogy, particularly in multilingual, multicultural, and disadvantaged contexts. I bring specialist expertise in teacher training (including distance and French‑medium provision), inclusive education, social justice, and preparing learners and educators for global citizenship.
Further information
Visit my website.