Abdullahi
Abdullahi Yussuf Aden is a professional educator York University 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
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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.
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.
Name: Abdullahi Yussuf Aden,
Date of Birth: 1987,
Place of Birth:Kismayo,
Marital Status:Married,
Languages:Somali,English,Kiswahili,Arabic,
Place of Residence: Ifo Refugee camp, Region: Dadaab, Garissa County, Cellphone: +254728420516, Email: capture144@gmail.com/capture@my.yorku.ca
Summary
Abdullahi is a professional educator with over ten years of experience in emergency education and Wash project in displaced communities. I am pursuing my second degree, Master in Education. The skills I possess include problem-solving, public speaking, creative writing, teaching and facilitation, statistical analysis, mobilization, communication and networking, and computer skills. I am able to communicate effectively with a team and very keen to observe and respect ethics among diverse people. I have 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.
Education
York University: Master's Degree in Education Toronto, Ontario Enrolled August 2018,
York University: Bachelor's Degree in Geography Toronto, Ontario August 2014-April 2018,
Kenyatta University: Diploma in primary Teacher Education Nairobi, Nairobi County August 2015 - August 2016,
York University: Certificate of Completion in Education Studies Toronto, Ontario August 2014 - April 2015,
Kenyatta University: Diploma in Public Relations Nairobi, Nairobi County April 2013 - December 2014,
Kenya Institute of Social Work and Community Development: Diploma in Project Planning and Management Nairobi, Nairobi County January 2011 - December 2011,
Mount Kenya University: Certificate in Primary Teacher Education-P1 Thika, Kiambu County July 2008 – July 2010,
Ifo Secondary School: Kenya certificate of secondary Education-KCSE February 2003 - December 2006,
Midnimo Primary School: Kenya Certificate of Primary Education-KCPE January 1994 - December 2002.
Work Experience
York University: Teaching Assistant August 2018 – Present,
Windle International Kenya (WIK): Senior Teacher-secondary school Nairobi, Nairobi County September 2011 – Present,
Open Learning Exchange (OLE): Community Peace Builder Dadaab, Garissa County January 2018 – April 2018,
CARE International Kenya: Hygiene Promotion Team Leader Dadaab, Garissa County February 2016 – December 2017,
CARE International Kenya: Deputy Headteacher-Primary Dadaab, Garissa County April 2009 – August 2011,
CARE International Kenya: Primary Teacher Dadaab, Garissa County September 2007 – March 2009.
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.
Hobbies
Reading news and novels,
Writing articles and research work,
physical exercise, teaching and facilitation, digital networking, Analysation and evaluation.
