Dhinesh Radhakrishnan, (Research Assistant at Purdue University) , Connected Learning Crisis in Consortium (CLCC).

Welcoming Dhinesh Radhakrishnan, (Research Assistant at Purdue University) who serve as the overall research coordinator across the three sites of this research. the Connected Learning Crisis in Consortium (CLCC),  He will work by coordinating with the three local research coordinators at each location, in Dadaab, Kakuma, and adjuvant. the graduate students in Dadaab are the co-researchers and Dhinesh will provide them a workshop on participatory Evaluation, between the September 23-27th 2019.

We are so privileged to have him and work with on issues of research, this will allow us to expand our research in the future, in totality, we welcome Dhinesh Radhakrishnan.


Welcome!!!!!!!!!1 Dhinesh Radhakrishnan!!!!!!!!!!!!

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.


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
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.


(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




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 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.



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.



York University is considering the third cohort for elementary certificate (BHER).

It is my pleasure to mention that the University is happy to work with the refugee for more teacher training program. so far cohort 1 ( B.A geography) cohort 2 (B.An in Education); they are planning to provide an elementary certificate to the primary education and some host communities from around Dadaab.

Adverts are been posted to different places for teachers and host communities to apply;  the number of applicants interested in joining York University for the certificate program is more as compared to the previous cohorts.  the female applicant is also interested in joining York University this time, so the first two cohorts really were enough to explain how good the York University was to the teaching and helping Dadaab youths.

I was among the first cohort and doing my final graduate courses and moving for my Major Research Paper. I am now an ambassador for York University and ready to back to the University. ready to help the upcoming Cohorts.


Abdikadir Bare Abikar
(B.A.), M.Ed. Candidate in Language, Culture, and Teaching
Faculty of Education | York University; secondary school teacher, based in Dadaab, Kenya
Dadaab branch
+254 714 771897


Graduation York University students from Dadaab.

it was a wonderful day to witness the graduations of York University students BHER Program from Dadaab, a day to interest with many COHORT 2 students who have finished there bachelor of education from faculty of education and the Dean from York University of Education was also present to begin the many good speeches of the Dean. Today was the second time York University was doing graduation with their Dadaab students.

I am impressed the kindly of the happiness students were showing off and the ambitions, I met few individuals and they were having high ambitions like one one I met and interviewed told me that ; he will utilized the knowledge gotten from York to reuse it in Somali so that he can help his communities back at home.

I also met Oman Tata of the previous geography students and told me that he has been thinking on where to apply the knowledge he acquired from York University and possible this year he is planning to go to Ethiopia to look for jobs and make changes for his communities.

Personally this was an interesting day for me as it was an eye opener and hoping next year I will also graduate my gradual program.

Congratulations 🎉🎉 🎉👏👏 well done


15th York University Research symposium live in Dadaab

Today was one moment in my life and it was a day of sharing different ideas with students from different continents, @york university Toronto students with students from Dadaab Kenya. The Dean in faculty of Education was right their opening the day in session. Six graduate students from BHER Project presented their MRPs proposals to the YGSE with the Toronto graduate and Phd students.

We were so happy to share with our idea and answered some of the questions of Toronto students.

Wonderful day to remember.

Different students using comic life to present their final assignment.

Arte saman DAGANE using comiclife to make his final project.

Dadaab graduate students value the use of Comiclife and hope they can as well use and share with different people in the world. According to ochan who used the comic life commented that he was happy to see technology taking another phase in helping him make his assignments done differently.

Arte also appreciated as well in his use of the comic life by saying that it is through Comiclife that allowed him make graphical designs and he enjoyed using it, and promised to help many other students to also use as he did.

Generally use of comic life is something we liked it and we shall also use in our classroom teaching.


I am so excited to share with a comic life software with my fellow graduate student in Dadaab to use for their final projects in Professor Don and Gillian Courses respectively. This was an opportunity for me to share what I have already learned from my technology professor with the rest. Because it has been said previously that sharing is caring. We share with others because we care for them.
Any other person who needs this software to use please contact me through abikar14@gmail.com so that I can give you more guidances on how easy you can use this software.

You are all welcome.

first draft of our chapter is done and looking forward to polishing it off”…

Hello again

I was busy writing my book chapter for the BHER BOOK, with rest of the authors, professor Kurt, Negin and Abdullahi; we have submitted the draft of our chapter and hoping to be given suggestions, so that we do the final write-up.

Below was our previous chapter abstract and now we have submitted the draft of our chapter.

Refugees respond: Using digital tools, networks and production pedagogies to envision possible futures.

Abdikadir Bare Akibar, Kurt Thumlert, Negin Dayha, Jennifer Jenson, Abdullahi


Political and practical matters of access to higher education in refugee camps are fundamentally mediated by questions of connectivity and access to sociotechnical tools, networks and digital media ecologies. This chapter recounts the experiences of two BHER students – teachers in the Dadaab Refugee Camp – enrolled in the York University graduate course, Cultural Studies of Technology for Education. Here, they illustrate how digital tools might be utilized not simply to ‘connect’ actors in refugee camps to sites of higher education, but explore how those tools might be mobilized to support the ends and self-defined purposes of local actors and communities. Building upon theories/practices explored in the course, students in Dadaab enacted a ‘production pedagogy’ model where critical technology learning and making were intertwined with local aims, including the development of a website/blog and Wikimedia platform for teaching, as well as the creative use of digital storytelling and video production as vehicles for refugee inquiry and self-representation. The larger aim was to envision ‘possible futures’ within and beyond the Dadaab refugee camp.

We were interested in technology impact and the success it brought to BHER project. Without technology it would have been hard for York University and the rest to deliver the contents.

Keep viewing Website to get the latest updates on our book chapters.

Abdikadir Abikar