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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

  1. Total number of  formal school teachers -81(tirada guud mee macaliminta)

  2. Number  of non formal school teachers -15 (supported by NRC, Norwegian NGO) (tirada hay’aduhu wax siyaan)

  3. Number of extra teachers planned this year—46 (macalin tirade hada loo baahan yahay)

  4. 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.

 

  1. Shaqaalaynta macaliminta oo liiskooda aan u soo gudbinay Guddomihaya Gobolka

  2. Fidinta waxbarashada dadban ee dugsiyada(extension of non formal education)

  3. Agabka kaabayaasha waxbarashada (school kit and text book)
  4. Tababarka macaliminta waxbarashada (SCOTT) aan galin wali
  5. Dhisme dugsiyada waababka ah iyo teendhonyinka ah
  6. Kordhinta fasalo cusub dugsiyada labada fasal ah (extension of new classes)
  7. Dhisme dugsiyo cusub meelaha waxbarashada u baahan caruurta sanad dugsiyeedkasta la heli karo
  8. Quudinta raashin in loo helo dugsiyada laga tagay( feeding centers)
  9. Tababaro la siiyo gudiga waxbarashada (CEC)
  10. Kaydad biyo oo loo helo dugsiya sida barkad iyo taangiyo
  11. Musqulo loo sameeyo gabdhaha
  12. 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

 

Kor

 Copyright 2000 - 2007 Rural Education And Development. All rights reserved.