READ : A Charity organization that works for the needy

The Detailed Report by the New Management of READ/IQRA NGO

Warbixintii Maamulka Cusub ee Ururka READ/IQRA oo Faahfaahsan

Subject: - List of Teachers Working with READ/IQRA NGO

The functioning schools operating in this academic year, 2007-2008, and list of teachers working at these schools under the support of READ NGO are the following:

Liiska macalimiinta IQRA/READ ay wax siiso iyo kuwa hada ay rabto in ay hawl galiso sanad dugsiyeedka 2007-2008 waa sidan:

No	Teachers name *Magacda Macalimiinta*	Dugsiga *School*	Degmada District
1	Idiris Shide Cabdi	Ido-Cadays	Lughaya
2	Khadra Max’ed Yuusuf	“““	“““
3	Cabdi Daahir Xoosh	Hadayte	“““
4	Max’ed Maydhane	“““	“““
5	Aadan Cilmi Fariid	Osoli	“““
6	Max’ed Saciid	“““	“““
7	C/laahi Tubeec Kaahin	Geerisa	“““
8	Momin Jamac Huseen	“““	“““
9	Xuseen Cilmi Diiriye	“““	“““
10	Mahamed Ciise Farah	“““	“““
11	Elmi Sahal Farah	“““	“““
12	Elmi Ciise Faarah	“““	“““
13	Nuuradiin Adan Cawale	“““	“““
14	Mahmed Jamac Huseen	Garbo-Dadar	“““
15	Mahamed Hasan Cali	“““	“““
16	Saynab Mmahed Dhinbiil	“““	“““
17	Dahir Ahmed Xasan	“““	“““
18	C/rahman Cali Tukaale	“““	“““
19	Cumar Dahir Farah	“““	“““
20	Farhan Hasan Cabdi	Ceel- lahelay	“““
21	Jamac hasan cali	“““	“““
22	Jamac Muuse Ibrahim	Gargaara-bari	“““
23	Maryan Omar Osman	“““	“““
24	Mawliid Mahamed	Tuurka	“““
25	Cali Mahamed Cabdi	“““	“““
26	Faadumo Hasan Geele	Balay	“““
27	Cali Cumar Cabdi	“““	“““
28	Bashiir Hasan Yoonis	Fardo-xidh	“““
29	Ahmed Hassan Mahmuud	“““	“““
30	Nuur huseen cali	Garaaca	“““
31	Farah Cali xuseen	“““	“““
32	C/laahi Osman Cadar	Lughaya town	“““
33	C/rashiid Jirde Qawdhan	“““	“““
34	Faysal Adan Mahamed	“““	“““
35	Safiya ahmed Jibriir	“““	“““
36	Siciid Clahi Kaahin	“““	“““
37	C/lahi Ducaale Hiriir	“““	“““
38	Cabdoo bare cige	Fiqi Aadan	Zaylac
39	Ahmed Xasan Mahamuud	“““	“““
40	Cabdi Muuse Aare	“““	“““
41	Mahamud Khayre Dhibiil	Sh Mahamuud	Baki
42	Mahamud Cabdi Khayre	“““	“““
43	Qawrax Kamil Dhilbiil	“““	“““
44	C/qadir Jamac Hami	“““	“““
45	Adan Aw Jibriil Diiriye	“““	“““
46	Xaamud Ege Barkhadle	“““	“““
47	Mahmed Huseen Faarah	“““	“““
48	Xasan Cabdi Diirye	Xamarta durdur cad	“““
49	Farah Jamac Muse	Xoorey	“““
50	Mahamed Dahir Cilmi	Cali-Xaydh	“““
51	Khadra Mhamed Cli	“““	“““
52	Baruud Bilawe Cade	“““	“““
53	Cabdi Mahamuud Cumar	Xamarta hogeed	“““
54	Mahamed Jmac Kibaar	“““	“““
55	C/lahi Omar C/lahi	Fadhi-xun	“““
56	C/laahi Giire Dhinbiil	“““	“““
57	Omar Cali Kahiye	Xeega	“““
58	Mahamed Samriye Xasan	“““	“““
59	Cisman Cabdi Nuur	Ruqi	“““
60	Mahamed dahir madar	“““	“““
61	Yoonis ismaciil nuur	“““	“““
62	Mahamed dahir madar	“““	“““
63	Yuusuf axmed bookh	“““	“““
64	Mustafe cabdi cali	“““	“““
65	Ahmed farah cabdi	“““	“““
66	Bare Huseen Saleebaan	Cadad dhadheray	Gabilay
67	Yuusuf Cadare rooble	“““	“““
68	Haybe Ibrahim fariid	Mashruuca wajale	“““
69	Abiib Daahir C/laahi	“““	“““
70	Ahmed Iiman suldan	Illin	“““
71	Ahmed Shariif Cilmi	“““	“““
72	Mahdi Mahamed tagane	“““	“““
73	Mahamed sh osman rooble	“““	“““
74	C/lahi hasan tukale	Sheikh Yuusuf	Boorama
75	Ahmed muuse mataan	“““	“““
76	Mahamed cabdi ahmed	“““	“““
77	Mustafe momin atteeye	Gargoorey	“““
78	Mahmuud shanmaal	“““	“““
79	Mahamed rooble gafane	Dacar budhuq	“““
80	Mahdi cali xuseen	“““	“““
81	C/laaahi Xasan Kaahin	Boocda	Gabilay

The number of teachers at schools supported by READ-NGO

Total number of formal school teachers -81(tirada guud mee macaliminta)
Number of non formal school teachers -15 (supported by NRC, Norwegian NGO) (tirada hay’aduhu wax siyaan)
Number of extra teachers planned this year—46 (macalin tirade hada loo baahan yahay)
Total number of teachers operational schools under support of READ - 20 (Tirada hada gunada qaadata)

Waxaan halkan ku soo gudbinaynaa baahiyaha

in ay wasaaraddu wax ka qabato u baahan.

Shaqaalaynta macaliminta oo liiskooda aan u soo gudbinay Guddomihaya Gobolka
Fidinta waxbarashada dadban ee dugsiyada(extension of non formal education)
Agabka kaabayaasha waxbarashada (school kit and text book)
Tababarka macaliminta waxbarashada (SCOTT) aan galin wali
Dhisme dugsiyada waababka ah iyo teendhonyinka ah
Kordhinta fasalo cusub dugsiyada labada fasal ah (extension of new classes)
Dhisme dugsiyo cusub meelaha waxbarashada u baahan caruurta sanad dugsiyeedkasta la heli karo
Quudinta raashin in loo helo dugsiyada laga tagay( feeding centers)
Tababaro la siiyo gudiga waxbarashada (CEC)
Kaydad biyo oo loo helo dugsiya sida barkad iyo taangiyo
Musqulo loo sameeyo gabdhaha
Dayr loo sameeyo dugsiyada.

Faah faahinta Baahida Dugsiyada

Dugsiyada waababka ah ee dhismaha u Baahan

Dugsiyada kordhiska fasalo u baahan

Meelaha dugsiyo Cusub u baahan

Dugsiyada feedinka Waayay

1-Xoorey, Baki

2-Xamarta Durdurcad, Baki

3-Xamarta–hogeed, Baki

4-Xeegu, Baki

5-Ido-cadays, Lughaya

1- fadi-xun (Baki)

2-Fardo-xidh(Lughaya)

3- Garagaara bari, Lughaya

4-dacar-budhuq, Borama

1-Geb-qaloocan, Baki

2-Hadh wanaag, Baki

3-Sh-Aware, Zaylac

4-Dabodilac, Zaylac

5-Ceelbaxay, Borama,

6-Sheed Dheer, Lughaya

7-Garaca, Lughaya

1-Cali-Xaydh, Baki

2- Xamarta Hogeed, Baki

3-Fardo-xidh, Lughaya

4 – Fardo-xidh, Lughaya

5-Ido-cadays, Lughaya

6-Balay, Lughaya

7-Xeegu, Baki

8-Gargoorey, Borama

9-Osoli, Lughaya

Rural Education and Development

READ/IQRA - BORAMA

Ref-iq/re/GA/10/2007

Summary

Sub: - Major Needs of the School Supported by READ NGO

We take this opportunity to welcome and express our deep appreciation to World Vision organization, who is now planning to support the schools at Baki and Lughaya districts of Awdal region.

The schools at these locations suffered from a set back caused by their geographic locations, as well as the remote and far-reaching areas where accessibility is difficult and the socio-economic of the population are nomadic living under poverty line.

We share a common vision and objectives with any partner, who is committed and dedicated to improve/develop human dignity as READ/IQRA does.

The communities, in which READ/IQRA extends its service to, are plagued by the causes of poverty, ignorance, diseases, and under-development. This local NGO is engaged to improve and support not only the education sector of the remote, nomadic schools but to enhance the living conditions of those communities by providing them with relevant workshops and awareness programs on regular periods.

At READNGO, we see education as the major if not the only tool to fight against poverty, ignorance, diseases, underdevelopment and the other problems those communities are facing.

Our capacity to fund the various needs of the schools is limited; therefore we are once again expressing our utmost appreciations and welcome our new partner, the World Vision.

The Major Needs of the Schools:

1- Teachers incentives:-

The school fees paid by nomadic families are very low since the sicio-economic of the nomadic community is less 10000/s/sh per family per month. This fee cannot cover the teachers the teacher’s basic needs, therefore teachers need extra support to cover his/her basic needs.

2- Capacity building:-

There is a programmer designed to strengthen the capacity building of teachers training during summer vocation called (SCOTT), funded by international NGO and agencies eg a) CARE b) SCF/UK C)SCF/ Denmark and E.C, this training is conducted at Amoud University. Only 1/3 of teachers we support participate in this training two third of teachers are lacking this training.

This training promotes the quality of teachers in their capacity.

3- Sustainability of Teachers incentives

In order to avoid the risks in failing the support given by teachers in every month they need, an income generation project that are applicable in every location that can given grantee, the sustainability of teachers monthly incentives.

4- Introducing and extension of non formal education to all schools

5- School kits and text books

6- School laterine ( for girls)

7- Water supply need for water reservoirs or water tanks

8- Sport materials such as footballs, valleyballs, basketballs, etc.

9- School compound (school fencing) for protection and attraction.

10- Community education committee training: this will increase awareness of community elders.

11- Need for extra teachers to the current teachers supported by READ-NGO------the number of extra teachers needed is yearly.

12- Extension of new classes in certain schools. The yearly increase of enrolment of students and gradual year grade increase, requires the extension of new classes in certain schools.

13- Reconstruction of Huts and Tents schools. The number of schools to be reconstructed are currently Seven.

14- Planning for new schools. As a result of an assessment made by READ NGO, new locations are earmarked to build new schools since those area have enough school-age children every year.

15- Need for feeding centers. Schools that are not granted before, should be resubmitted for reconsideration to obtain feeding centers.

READ/IQRA Management

Boorama

22/10/2007


*In the Name of Allah the Most Gracious the Most Merciful*
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