Welcome to Daddab Refugees. Ku soo dhowow goobta qaxootiga ee Dhadhaab. Yooyyaa! Mooraa Baqqatoota Dhadhaab, Nuu Dhiyaadhaa!

Dadaab: the World’s Largest Refugee Camp.Teknolojia inaunda mifano ya kujifunza ya Wakimbizi Dadaab. Mafunzo ya nchi ya sasa yanawezekana.Pangungsi di Dadaab dinten ngajalankeun rupa livelihoods bebas ngadukung sorangan tinimbang pinuh gumantung kana dahareun kamanusaan.

Dadaab Stories

We support students to engage in digital learning using available devices and applications that are necessary such as creating ComicLife, video editing using storrytelling approach, to make their learning meaningful and interesting. We also aim to create a participatory community in Dadaab that engages in Refugee Education Programs - establishing a productive generation and integrating diverse refugee communities in an inclusive environment.

Digital Making

Digital Making

Community Made Digital Artefacts

Video Works

Video Works

!قريبا

About Us

About Us

Qaxootigu way sameyn karaan!

Refugees Respond: Dadaab Stories

A part from learning, we provide a space where cultural values are displayed for the diverse Dadaab refugee communities.Each and every culture is valued and appreciated. the cultural differences are used as a resource in learning field, to make live and meaningful than an abstract.

Listening to Dadaab Refugees

Education endures as long as you live. It is an ever-lasting journey and resource.

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“Quality education is a fundamental right for every child. Refugee children have the same right and should not denied from them. Education is a valuable asset and plays a crucial role for refugees to restart their own lives, become self-sufficient and facilitate pathways to their future. The school provides a safe place children can play and learn, a protection intervention. This right should never be ignored and world leaders should a solution in funding education in emergencies in order not to lose an entire generation. Your voice can change the refugee situation”.

Abdullahi & Abikar - Designers

Latest News

York University’s distance-education program breaks barriers for refugees: Higher education can offer a way out. This year’s graduates say they now want to teach others and are thinking about how to rebuild their home countries when it is safe to return. Equipped with new skills – including fluent English − the students are also less dependent on foreign aid and can take jobs inside and outside Dadaab. With an MA, they will be able to teach undergraduates in the camp and eventually partially run the entire program – making it self-sustaining. York instructors visit the camp for extended periods to help them with assignments, but the students primarily rely on each other – and their Canadian classmates who are taking the same courses. Using WhatsApp and GoogleDocs, the entire class works on group projects. While the program is changing the opportunities of some of the world’s most isolated citizens, the situation in the camp is difficult. A quarter-million people live in the various sections of Dadaab, half of what the population was at its peak. But food rations and cash assistance from international agencies are regularly cut to cope with demands from other crises, including Syria, and the Kenyan government has periodically threatened to close the camp. Still, at a graduation celebration held in Dadaab for this year’s cohort, the mood was optimistic. The students imagined a peaceful Somalia without the regular bombings of civilian and government targets that al-Shabaab militants have inflicted in the past year.

My Dadaab story

Below is a link that talks about my story in Dadaab; This is a story which is available in UNHCR Page. i am so happy to inspire many youths in the camps. My future is to help my community and fellow Africa through Education.

The story below is my story i have copied from the  UNHCR page, enjoy reading.

Every day, Abdikadir walks for almost two hours on the sandy, rocky roads of Dadaab to the computer lab, where he connects to the online learning platform that allows him to speak to his classmates and professors.

“Education changes a person. It has transformed me,” says Abdikadir, who is now a teaching assistant for the new cohort of students at the camp. He has recently co-authored an article in the Forced Migration Review, a journal edited by the Refugee Studies Centre at Oxford University, and is busy writing a chapter for a book to explain how Dadaab has benefited from technology.

His professors at York University could not be more proud. Don Dippo, Professor of Education at York, explains: “The refugees that have been trained are now in a position to replace the faculty that taught them years ago.” He adds with a smile: “I long for the day when Abdikadir will be my professor and I will be his teaching assistant.”

Abdikadir knows he is defying the odds. Globally, only 3 percent of refugees can access university. The road that has taken him there has been a harrowing one.

By the age of 10, he was an orphan. His father passed away from illness and his mother was killed by members of a militia in Somalia. Fearing for their safety, Abdikadir’s older brother Adam, who was only 15 at the time, fled with him to Kenya. They found refuge in Dadaab. That was 20 years ago.

As soon as he arrived at the camp, Abdikadir enrolled in primary school. With his brother’s help, he excelled in his studies. But even for those who make it all the way through secondary school – an achievement in itself – accessing higher education from somewhere as remote as Dadaab isn’t easy.

Technology provided a solution. Studying online, Abdikadir obtained a teaching diploma from Kenya’s Kenyatta University, one of 23 universities that are part of the Connected Learning in Crisis Consortium,

co-chaired by UNHCR. Today more than 12,000 students worldwide are on courses supported by the Consortium.

Abdikadir didn’t stop there. Determined to keep going with his education, he applied for a Bachelor of Arts program at York University, another member of the Connected Learning in Crisis Consortium, and was accepted. He is now also doing his master’s there.

Abdikadir stresses that studying online does not leave him disconnected from the university campus experience. He follows most of his courses face-to-face with his professors and constantly interacts with his fellow York students. “We learn from each other and exchange ideas on the learning platforms. The Ph.D. students also kindly help proofread my assignments,” he explains.

He has even been elected as one of the representatives of York’s Graduate Students Association. “I am an information technology coordinator. From Dadaab, I help improve the social media protocols of York University.”

Abdikadir has high hopes for his future and that of his three daughters, aged three and a half, four and five. “As soon as they reach four years old, I will take them to school.

He wants to use his education to make a difference. “One day, I will be a change-maker and go back to my homeland, Somalia. I want to apply new ideas and help bring education to communities outside cities,” he says.

“Without education, a person’s eyes are always closed.”

For more continue reading it on this link below

Stepping Up

congratulation notes for Doctor Marangu the founder of higher Education in Dadaab.

https://twitter.com/YorkUPresident

Marangu on stage

Humanitarian and Executive Director for @Windle International Dr. Marangu Njogu, was be awarded an honorary degree yesterday ’s spring convocation on June 20th.

From Dadaab point of view, we are so happy and congratulate, Doc Marangu for his achievements and we hope to see many sorts of development related to refugees soon, it was Marangu who brought the idea of higher educations to the camps( Dadaab). we appreciate the honors given to him by York University and we hope to take his footsteps to help many young children get educations and make changes for their respective society.  it was him who was able to move and share the needs of the refugees in the camps and through him York University reached us and we are proud to share our congratulations to Dr. Marangu.

as cited from

Innovation in Education:
Borderless Higher Education for Refugees

ALLISON MAGPAYO* under the publications of  (An e-publication of the New Scholars Network
www.refugeereview.wordpress.com
Volume 1, September 2013)

Dr. Marangu Njogu and how he came up with the BHER Program.

The BHER team is comprised of a global consortium of NGOs and academic institutions committed to improving the quality and accessibility of education for refugees. At present, they administer education initiatives with refugees along the Thai-Burma border and are developing a program within the Dadaab refugee camps. The impetus behind the Dadaab branch of BHER came from Dr. Marangu Njogu of Windle Trust Kenya, the NGO responsible for running secondary schools in the Dadaab refugee camps. Long frustrated by the limited education in the camps, Njogu envisioned a new program that would provide teacher training for primary and secondary school teachers in order to improve the overall quality of education in Dadaab. In 2008, the pursuit of this vision leads him to Philip Landon, African director of the World University Service of Canada, an organization is best known for offering scholarships for refugees to study at Canadian universities.

As Giles shares, “WUSC was also interested in expanding what they could do beyond individual scholarships. Scholarships tend to be more of a drop in the bucket- there are not many for the number of refugees that need them.” So, in 2008, Landon and Njogu traveled to York University in Toronto, a WUSC partnership university with a specialized research center focused on refugee issues. It was there they met with Professor Giles and Professor Dippo, both of the Centre for Refugee Studies. Giles and Dippo were excited about Njogu’s ideas on improving teacher training in Dadaab but realized the potential for installing a program that went beyond just teacher certification. In fact, Giles had recently concluded a study with York University Professor Jennifer Hyndman on the Globalization of Protracted Refugee Situations, which looked at the living situations in long-standing refugee camps like Dadaab.

She was struck by the lack of schooling options available to refugees, noting that, “beyond secondary education, most refugees all around the world in refugee camps have practically no access to higher education.” The inconsistency or unavailability of quality education for refugees stems largely from the fact that education is not prioritized within the array of emergency responses in refugee situations. Funding from NGOs and international agencies tend to go toward the most basic survival needs like food rations, shelter, and emergency health care. This problem is exponentially compounded, however, by the increasing lengths of refugee situations.

BHER MANDATES

(1) Improve the equitable
delivery of quality education
in refugee camps and local
communities through
accredited university
programs, to prepare a new
generation of male and female
teachers and professionals

(2) Create targeted, continuing
opportunities for young men
and women in university
programs that will enhance
their employability through
portable certificates, diplomas
and degrees;

(3) Build the capacity of Kenyan
academic institutions that
already offer onsite/online
university degree programs to
vulnerable and marginalized
groups.

TODAY WE CONGRATULATE THE HARD WORK AND DEDICATIONS OF THE DR. AND HOW HE SUPPORTED INSIDE AND OUTSIDE REFUGEE CAMPS.

WE WISH SUCCESS IN HIS LIFE

 

Abdikadir Bare Abikar
M.Ed. Candidate in Language, Culture, and Teaching
Faculty of Education | York University
Winters College | 4700 Keele Street | Toronto, Canada
+254 714 771897

 

JUNE 20, 2019 WORLD REFUGEE DAY

EVERY YEAR REFUGEES IN THE WORLD CELEBRATE WORLD REFUGEE DAY, INTERNATIONAL.

June 20 each year, this celebration is dedicated to raising awareness of the situation of refugees throughout the world. The other reason for the celebration is that we show to the world where violence forces thousands of families to flee for their lives each day, the time is now to show that the global public stands with a refugee. The 2019 theme: #StepWithRefugees — Take a Step on World Refugee Day.

Around the world, communities, schools, businesses, faith groups and people from all walks of life are taking big and small steps in solidarity with refugees. This World Refugee Day, we challenge everyone to join together and take a step with refugees.

Why Do We Mark International Days?

International days are occasions to educate the public on issues of concern, to mobilize political will and resources to address global problems and to celebrate and reinforce the achievements of humanity. The existence of international days predates the establishment of the United Nations, but the UN has embraced them as a powerful advocacy tool.

 

BRIEF HISTORY OF THE WORLD REFUGEE DAY

On 4 December 2000, the United Nations General Assembly in Resolution 55/76 decided that, from 2000, 20 June would be celebrated as World Refugee Day. In this resolution, the General Assembly noted that 2001 marked the 50th anniversary of the 1951 Convention relating to the Status of Refugees.

African Refugee Day had been formally celebrated in several countries prior to 2000. The UN noted that the Organization of African Unity (OAU) had agreed to have International Refugee Day coincide with Africa Refugee Day on 20 June.

In the Roman Catholic Church, the World Day of Migrants and Refugees is celebrated in January each year, having been instituted in 1914 by Pope Pius X.

In my camp (IFO) the community celebrates this day. And it was a day to remember and exchange the ideas related to the camps. It is also a day to get the latest and updated information from the camp leaders. It is also an entertaining day where we exchange ideas, thoughts and meet one another.