Difference between revisions of "Abdullahi"
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Based on focus groups with refugee teachers in the Dadaab Refugee Camps, who are also co-authors of this article, we explore the informal and exclusory nature of primary and secondary education for encamped refugees as a result of underinvestment and the low status of refugee teachers, pointing to serious pedagogical implications to the ad-hoc way in which teachers are engaged and prepared, and in which resources are allocated. The paper examines issues such as the lack of teacher training for refugee educators, overcrowded classrooms due to a shortage of classroom space and instructors, scarcity of curriculum resources, the widespread use of corporeal punishment, and precarious teaching conditions for refugee educators. We suggest that inclusion and quality in refugee education cannot be furthered without addressing these particular challenges and without involving refugees, especially refugee teachers, in how education is provisioned in the camps. | Based on focus groups with refugee teachers in the Dadaab Refugee Camps, who are also co-authors of this article, we explore the informal and exclusory nature of primary and secondary education for encamped refugees as a result of underinvestment and the low status of refugee teachers, pointing to serious pedagogical implications to the ad-hoc way in which teachers are engaged and prepared, and in which resources are allocated. The paper examines issues such as the lack of teacher training for refugee educators, overcrowded classrooms due to a shortage of classroom space and instructors, scarcity of curriculum resources, the widespread use of corporeal punishment, and precarious teaching conditions for refugee educators. We suggest that inclusion and quality in refugee education cannot be furthered without addressing these particular challenges and without involving refugees, especially refugee teachers, in how education is provisioned in the camps. | ||
Note:The article is in the process of publications. | Note:The article is in the process of publications. | ||
Latest revision as of 03:32, 11 November 2018
Abdullahi Yussuf Aden is a professional educator residing in Dadaab Refugee camps, Kenya. He served Dadaab education projects over 10 years, beginning from mid-2007 as a primary teacher, school administrator, high school teacher and currently a Teaching-Assistant at York University, Canada, Dadaab. Virtual Campus. Abdullahi also worked with WASH Project in Dadaab, by CARE International Kenya.
Background
Early life
Abdullahi Yussuf Aden was born in the outskirts of Kismayo, Lower Juba Province of Somalia, in 1987. He sought refuge in Kenya after the civil war erupted in Somalia,1991, and settled Dadaab Refugee Camps, Garissa County, North-eastern Kenya. He went both primary and secondary school in Dadaab and completed satisfactorily. He is a Somali citizen and speaks three other languages;English,Kiswahili and Arabic, apart from mother-tonque.
After high school, Abdullahi continued studying from Certificate in Education(P1) with Mount Kenya University 2010, Diploma in ProjectPlanning and Management, 2011, Diploma in Public Relations,2014, and Primary Teacher Education,2015, Bachelor degree with York University 2017, and enrolled with graduates studies, Education, York University.
Abdullahi's experience in emergency education and Wash project in displaced communities along with academic qualifications, possess the skills of problem-solving, public speaking, creative writing, teaching and facilitation, statistical analysis, mobilization, communication and networking, and computer skills.He has positive leadership values, inspire others to succeed, apply innovations and creativity effectively, listen actively and proactively share knowledge and experience, express ideas in unbiased approaches, evaluate courses of actions before taking decisions, handle conflicts effectively and always willing to pursue continuous improvements.
Publications
Title: The Challenges of Teaching in Displacement: The Perspectives of Refugee Teachers in the Dadaab Refugee Camps
Authors: Mohamed Duale, Ochan Leomoi, Abdullahi Aden, Okello Oyat, Arte Dagane, Abdikadir Abikar Faculty of Education, York University
Abstract
Based on focus groups with refugee teachers in the Dadaab Refugee Camps, who are also co-authors of this article, we explore the informal and exclusory nature of primary and secondary education for encamped refugees as a result of underinvestment and the low status of refugee teachers, pointing to serious pedagogical implications to the ad-hoc way in which teachers are engaged and prepared, and in which resources are allocated. The paper examines issues such as the lack of teacher training for refugee educators, overcrowded classrooms due to a shortage of classroom space and instructors, scarcity of curriculum resources, the widespread use of corporeal punishment, and precarious teaching conditions for refugee educators. We suggest that inclusion and quality in refugee education cannot be furthered without addressing these particular challenges and without involving refugees, especially refugee teachers, in how education is provisioned in the camps.
Note:The article is in the process of publications.
