Education

Today's Zaman Feb 01, 2012 A total of 400 students from famine-stricken Somalia will come to Turkey on Thursday for religious education. The Directorate of Religious Affairs and the Turkish Religious Affairs Foundation (TDV) will bring 400 students, 100 of whom are female, from Somalia to Turkey on Thursday to receive Islamic education through Quran courses and in imam-hatip high schools. After these students receive religious training, they will return to Somalia to officiate religious services. İsmail Palakoğlu, deputy director of the foundation, called the project one of Turkey’s most important initiatives for the Somali people. “Three months ago, we conducted interviews with 3,000 students from all over Somalia. Four hundred students were then selected to study in Turkey,” he said. According to the Yeni Şafak daily, the foundation will pay for 50 male students to study in the Ondokuz Mayıs University’s theology department in Samsun. Palakoğlu said 50 female students will receive scholarships to enroll in Quran courses in İstanbul. They will receive religious training as well as education in the Turkish language and culture. Foreign Minister Ahmet Davutoğlu said Turkey has collected TL 538.2 million in funds to fight the hunger crisis in Somalia. Source: Today's Zaman

Today's Zaman
Feb 01, 2012

A total of 400 students from famine-stricken Somalia will come to Turkey on Thursday for religious education.

The Directorate of Religious Affairs and the Turkish Religious Affairs Foundation (TDV) will bring 400 students, 100 of whom are female, from Somalia to Turkey on Thursday to receive Islamic education through Quran courses and in imam-hatip high schools.

After these students receive religious training, they will return to Somalia to officiate religious services.

İsmail Palakoğlu, deputy director of the foundation, called the project one of Turkey’s most important initiatives for the Somali people. “Three months ago, we conducted interviews with 3,000 students from all over Somalia. Four hundred students were then selected to study in Turkey,” he said.

According to the Yeni Şafak daily, the foundation will pay for 50 male students to study in the Ondokuz Mayıs University’s theology department in Samsun.

Palakoğlu said 50 female students will receive scholarships to enroll in Quran courses in İstanbul. They will receive religious training as well as education in the Turkish language and culture.

Foreign Minister Ahmet Davutoğlu said Turkey has collected TL 538.2 million in funds to fight the hunger crisis in Somalia.

Source: Today's Zaman

ADDIS ABABA, 18 January 2012 (IRIN) - Parts of Ethiopia are still reeling from the effects of recent drought, flooding, conflict or a combination of the three, resulting in increased numbers of children dropping out of school, say officials. At least 385,000 school-children need "emergency education assistance this school year", Alexandra Westerbeek, the UN Children’s Fund (UNICEF) communication manager in Ethiopia, told IRIN. "In addition, 70,000 children among [the] refugee population also need emergency education assistance." Parts of the affected regions of Afar, Amhara, Benishangul-Gumuz, Diredawa, Gambella, Harar, Oromia, Somali Region, Southern Nations, Nationalities and People's Region (SNNPR) and Tigray are under-developed and suffer chronic emergencies. According to Mohamed Abubeker, head of the special support and inclusive education office at the Ministry of Education, the Afar and Somali regions were the most affected. "Between June and July 2011, the drop-out rate had reached 50 percent in some of these areas, although it is now showing a stabilizing trend," Abubeker said. A number of formal and alternative basic education schools have also been damaged by wind storms. The alternative schools are non-formal programmes for children aged seven to 14, enabling pupils in pastoral areas to cover the equivalent of the first four grades of primary school in three years before transitioning into formal schools. “Food for education” The school-feeding programme is helping to draw pupils back to school, according to Abubeker. In an e-mail to IRIN, Melese Awoke, the UN World Food Programme (WFP) spokesperson, said WFP and partners were trying to secure additional funding to expand the “food for education” intervention. At present, WFP is assisting at least 625,000 children in 1,186 schools in six of the regions. But the WFP intervention is under-funded, according to Melese. Funding for emergency education was also a major gap in the humanitarian response from mid-2011, according to UNICEF, which noted that "the challenge for 2012 is to design more flexible programmes which are able to respond to the changing educational needs, whatever they are". Newer approaches are needed to tackle the problem. "The severity of the drought has caused different [types] of migration," said Arlo Kitchingman, the education cluster coordinator of the Inter-Agency Network for Education in Emergencies. "The longer students are out of school, research and experience suggests, the more likely they are not to return..." Kitchingman recommended "making the school calendar more flexible to accommodate pastoralists and nomadic movement with the intention that the school year doesn’t fall when the drought is most severe". If the school year followed such a pattern, he said, "It wouldn’t matter if children are migrating or moving to different areas, it won’t affect their academic calendar."

ADDIS ABABA, 18 January 2012 (IRIN) - Parts of Ethiopia are still reeling from the effects of recent drought, flooding, conflict or a combination of the three, resulting in increased numbers of children dropping out of school, say officials.

At least 385,000 school-children need "emergency education assistance this school year", Alexandra Westerbeek, the UN Children’s Fund (UNICEF) communication manager in Ethiopia, told IRIN.

"In addition, 70,000 children among [the] refugee population also need emergency education assistance."

Parts of the affected regions of Afar, Amhara, Benishangul-Gumuz, Diredawa, Gambella, Harar, Oromia, Somali Region, Southern Nations, Nationalities and People's Region (SNNPR) and Tigray are under-developed and suffer chronic emergencies.

According to Mohamed Abubeker, head of the special support and inclusive education office at the Ministry of Education, the Afar and Somali regions were the most affected.

"Between June and July 2011, the drop-out rate had reached 50 percent in some of these areas, although it is now showing a stabilizing trend," Abubeker said.

A number of formal and alternative basic education schools have also been damaged by wind storms.

The alternative schools are non-formal programmes for children aged seven to 14, enabling pupils in pastoral areas to cover the equivalent of the first four grades of primary school in three years before transitioning into formal schools.

“Food for education”

The school-feeding programme is helping to draw pupils back to school, according to Abubeker.

In an e-mail to IRIN, Melese Awoke, the UN World Food Programme (WFP) spokesperson, said WFP and partners were trying to secure additional funding to expand the “food for education” intervention.

At present, WFP is assisting at least 625,000 children in 1,186 schools in six of the regions. But the WFP intervention is under-funded, according to Melese.

Funding for emergency education was also a major gap in the humanitarian response from mid-2011, according to UNICEF, which noted that "the challenge for 2012 is to design more flexible programmes which are able to respond to the changing educational needs, whatever they are".

Newer approaches are needed to tackle the problem. "The severity of the drought has caused different [types] of migration," said Arlo Kitchingman, the education cluster coordinator of the Inter-Agency Network for Education in Emergencies.

"The longer students are out of school, research and experience suggests, the more likely they are not to return..."

Kitchingman recommended "making the school calendar more flexible to accommodate pastoralists and nomadic movement with the intention that the school year doesn’t fall when the drought is most severe".

If the school year followed such a pattern, he said, "It wouldn’t matter if children are migrating or moving to different areas, it won’t affect their academic calendar."

The brain's ability to function can start to deteriorate as early as 45, suggests a study in the British Medical Journal. University College London researchers found a 3.6% decline in mental reasoning in women and men aged 45-49. They assessed the memory, vocabulary and comprehension skills of 7,000 men and women aged 45 to 70 over 10 years. The Alzheimer's Society said research was needed into how changes in the brain could help dementia diagnoses. Previous research had suggested that cognitive decline does not begin much before the age of 60. But the results of this study show that it could in fact begin in middle age. This is important, the researchers say, because dementia treatments are more likely to work at the time when individuals start to experience mental impairment. The UCL researchers tested the cognitive functions of 5,198 men and 2,192 women aged 45 to 70, who were all UK civil servants, from 1997 to 2007. Individuals were tested for memory, vocabulary and aural and visual comprehension skills. Differences in education level were taken into account. Mid-life crisis The results of the tests show that cognitive scores declined in all categories except vocabulary - and there was a faster decline in older people. The study found a 9.6% decline in mental reasoning in men aged 65-70 and a 7.4% decline for women of the same age. For men and women aged 45-49, there was a 3.6% decline. Professor Archana Singh-Manoux from the Centre for Research in Epidemiology and Population Health in France, who led the research team at University College London, said the evidence from the study showed that dementia involved cognitive decline over two to three decades. Dr Anne Corbett, Alzheimer's Society: 'There are things people can do to reduce their chances of getting dementia later down the line' "We now need to look at who experiences cognitive decline more than the average and how we stop the decline. Some level of prevention is definitely possible. "Rates of dementia are going to soar and health behaviours like smoking and physical activity are linked to levels of cognitive function. "It's important to identify the risk factors early. If the disease has started in an individual's 50s but we only start looking at risk in their 60s, then how do you start separating cause and effect?" Lifestyle choices Continue reading the main story “Start Quote If the disease has started in an individual's 50s but we only start looking at risk in their 60s, then how do you start separating cause and effect?” Professor Archana Singh-ManouxUCL Dr Anne Corbett, research manager at the Alzheimer's Society, said the study added to the debate on when cognitive decline began, but it left some questions unanswered. "The study does not tell us whether any of these people went on to develop dementia, nor how feasible it would be for GPs to detect these early changes. "More research is now needed to help us fully understand how measurable changes in the brain can help us improve diagnosis of dementia." Dr Simon Ridley, head of research at Alzheimer's Research UK, said he wanted to see similar studies carried out in a wider population sample. He added: "Previous research suggests that our health in mid-life affects our risk of dementia as we age, and these findings give us all an extra reason to stick to our New Year's resolutions. "Although we don't yet have a sure-fire way to prevent dementia, we do know that simple lifestyle changes - such as eating a healthy diet, not smoking, and keeping blood pressure and cholesterol in check - can all reduce the risk of dementia." Professor Lindsey Davies, president of the Faculty of Public Health, said that people should not wait until their bodies and minds broke down before taking action. "We need only look at the problems that childhood obesity rates will cause if they are not addressed to see how important it is that we take 'cradle to grave' approach to public health."

The brain's ability to function can start to deteriorate as early as 45, suggests a study in the British Medical Journal.

University College London researchers found a 3.6% decline in mental reasoning in women and men aged 45-49.

They assessed the memory, vocabulary and comprehension skills of 7,000 men and women aged 45 to 70 over 10 years.

The Alzheimer's Society said research was needed into how changes in the brain could help dementia diagnoses.

Previous research had suggested that cognitive decline does not begin much before the age of 60.

But the results of this study show that it could in fact begin in middle age.

This is important, the researchers say, because dementia treatments are more likely to work at the time when individuals start to experience mental impairment.

The UCL researchers tested the cognitive functions of 5,198 men and 2,192 women aged 45 to 70, who were all UK civil servants, from 1997 to 2007.

Individuals were tested for memory, vocabulary and aural and visual comprehension skills.

Differences in education level were taken into account.
Mid-life crisis
The results of the tests show that cognitive scores declined in all categories except vocabulary - and there was a faster decline in older people.

The study found a 9.6% decline in mental reasoning in men aged 65-70 and a 7.4% decline for women of the same age.

For men and women aged 45-49, there was a 3.6% decline.

Professor Archana Singh-Manoux from the Centre for Research in Epidemiology and Population Health in France, who led the research team at University College London, said the evidence from the study showed that dementia involved cognitive decline over two to three decades.

Dr Anne Corbett, Alzheimer's Society: 'There are things people can do to reduce their chances of getting dementia later down the line'

"We now need to look at who experiences cognitive decline more than the average and how we stop the decline. Some level of prevention is definitely possible.

"Rates of dementia are going to soar and health behaviours like smoking and physical activity are linked to levels of cognitive function.

"It's important to identify the risk factors early. If the disease has started in an individual's 50s but we only start looking at risk in their 60s, then how do you start separating cause and effect?"
Lifestyle choices
Continue reading the main story
“Start Quote

If the disease has started in an individual's 50s but we only start looking at risk in their 60s, then how do you start separating cause and effect?”
Professor Archana Singh-ManouxUCL
Dr Anne Corbett, research manager at the Alzheimer's Society, said the study added to the debate on when cognitive decline began, but it left some questions unanswered.

"The study does not tell us whether any of these people went on to develop dementia, nor how feasible it would be for GPs to detect these early changes.

"More research is now needed to help us fully understand how measurable changes in the brain can help us improve diagnosis of dementia."

Dr Simon Ridley, head of research at Alzheimer's Research UK, said he wanted to see similar studies carried out in a wider population sample.

He added: "Previous research suggests that our health in mid-life affects our risk of dementia as we age, and these findings give us all an extra reason to stick to our New Year's resolutions.

"Although we don't yet have a sure-fire way to prevent dementia, we do know that simple lifestyle changes - such as eating a healthy diet, not smoking, and keeping blood pressure and cholesterol in check - can all reduce the risk of dementia."

Professor Lindsey Davies, president of the Faculty of Public Health, said that people should not wait until their bodies and minds broke down before taking action.

"We need only look at the problems that childhood obesity rates will cause if they are not addressed to see how important it is that we take 'cradle to grave' approach to public health."

Ethiopia’s Ministry of Education has issued contracts to print high school textbooks to Indian printers. The 5.9 million US dollar contract to reprint textbooks, including teachers’ guides, for five subjects went to Repro Printers and Pitambra Books. Nineteen international printers had responded to the invitation put out by the Ministry of Education to reprint biology, civic, chemistry, ethics, mathematics and physics. The bidding international printers passed a technical evaluation which assessed their capacity and ability to supply the books with the proper weight of paper and specified cover page. Repro put in a bid for all the textbooks except for ethics and civics and won with the lowest bid of 2.4 million US dollars to reprint the biology and physics textbooks. Pitambra won the bid for the remaining subjects at a total cost of 3.5 million US dollars. The two companies will print 5 million books expected to arrive in June of this year according to ministry officials. The printers will deliver the textbooks to 31 locations across Ethiopia. The Ethiopian government has been outsourcing the printing of text books to foreign printers since 2009 after the authorities decided that domestic printers lacked the capacity to do the job. The project is part of the Ministry of Education’s General Education Quality Improvement Package supported by a 417 million dollar grant from the World Bank, and the governments of Finland, UK and Italy. The Ministry has spent a total of 150 million US dollars on curriculum development funded by the Ethiopian government and the World bank Group. Source: Addis Fortune

Ethiopia’s Ministry of Education has issued contracts to print high school textbooks to Indian printers. The 5.9 million US dollar contract to reprint textbooks, including teachers’ guides, for five subjects went to Repro Printers and Pitambra Books.

Nineteen international printers had responded to the invitation put out by the Ministry of Education to reprint biology, civic, chemistry, ethics, mathematics and physics.

The bidding international printers passed a technical evaluation which assessed their capacity and ability to supply the books with the proper weight of paper and specified cover page.

Repro put in a bid for all the textbooks except for ethics and civics and won with the lowest bid of 2.4 million US dollars to reprint the biology and physics textbooks.

Pitambra won the bid for the remaining subjects at a total cost of 3.5 million US dollars.

The two companies will print 5 million books expected to arrive in June of this year according to ministry officials. The printers will deliver the textbooks to 31 locations across Ethiopia.

The Ethiopian government has been outsourcing the printing of text books to foreign printers since 2009 after the authorities decided that domestic printers lacked the capacity to do the job.

The project is part of the Ministry of Education’s General Education Quality Improvement Package supported by a 417 million dollar grant from the World Bank, and the governments of Finland, UK and Italy.

The Ministry has spent a total of 150 million US dollars on curriculum development funded by the Ethiopian government and the World bank Group.

Source: Addis Fortune

Ethiopia on Thursday said it intends to invest in science and technology so that it can reach its goals of becoming a middle income country by 2025. Science and Technology Minister Mahamoud Ahmed Gaas said this at the first Science Congress of the Ethiopian Academy of Sciences (EAS) in Addis Ababa. The two day forum is being held under the theme: "Science and Technology - Survival of a Nation." Gaas said the government has decided to invest more on science to achieve its target. "The country has given prime attention to expanding and intensifying education, training and research with the 70:30 ratio favouring science and technology," Gaas said. He said the increase in the number of public universities from nine a few years ago to the current 31 was an indication of the government's drive to increase technology institutions throughout the country. The government has invested more than US$200 million to open new universities in the past five years. Africa Report.

Ethiopia on Thursday said it intends to invest in science and technology so that it can reach its goals of becoming a middle income country by 2025.

Science and Technology Minister Mahamoud Ahmed Gaas said this at the first Science Congress of the Ethiopian Academy of Sciences (EAS) in Addis Ababa.

The two day forum is being held under the theme: "Science and Technology - Survival of a Nation."

Gaas said the government has decided to invest more on science to achieve its target.

"The country has given prime attention to expanding and intensifying education, training and research with the 70:30 ratio favouring science and technology," Gaas said.

He said the increase in the number of public universities from nine a few years ago to the current 31 was an indication of the government's drive to increase technology institutions throughout the country.

The government has invested more than US$200 million to open new universities in the past five years.

Africa Report.

Jigjiga(Kilil5)---Waxaan qormadeenan kufalanqayndoonaa heerka waxbarashada DDS, tayada waxbarashada, kaalinta waxbarashada gaarka looleeyahay iyo doorka & fursadaha kabanaan dhanka waxbarashada ee ganacsatada iyo maalqabeenada udhashay deegaanku ay kaqaadan karaan kobcinta iyo tayaynta waxbarashada. Sida lawada ogsoonyahay waxaa marba marka kadambaysa kor usii kacaayay tirada goobaha waxlaga barto hadii ay yihiin iskuulaadka dawlada, iskuulaadka gaarka looleeyahay, Kuliyadaha iyo jaamacadaha oo isugu jira kuwo ay dawladu leedahay iyo kuwo gaar looleeyahay. Waxaan qormadeenan sigaara ugu fiirindoonaa magaalada Jigjiga ee caasimada deegaanka maadaama ay tahay muraayadii iyo hogaankii ay kuwada xidhiidhsanaayeen gobolada iyo magaalooyinka kale. Waxaa jirtay in hore aysan deegaanka ugajirijirin waxbarashooyinka heerka jaamacadaha bixiya shahaadooyinka Diploma da iyo Degree ga aqoonta ugu saraysa ee ay kuliyadihii yaryaraa iyo iskuulaadkii uu lahaa deegaanku ayaa ahayd heer Certificate. Deegaanka somalida ayaa hore uga mid ahaan jiray deegaamada dib uga dhacay deegaamada kale ee dalka dhanka horumarka iyo waxbarashada, mudo hada dhawr sano laga joogo ayaa dawlada faderaalku ay culaysaartay deegaanka iyadoo ahmiyad gaar ah siinaysay dhanka horumarka iyo waxbarashada si kor loogusooqaado deegaanka isla markaana uu deegaanku u soo gaadho deegaamada qayrkii ah dalka. Dawlada Faderaalka oo kaashanaysa xukuumada deegaanka ayaa dardar galisay kor uqaadida kaabayaasha dhaqaalaha sida wadooyinka, taleefanada, laydhka iyo waxbarashada. Waxaa kor looqaaday tayadii waxbarashada iyadoo deegaanka lasiiyay Jaamacad faderaal ah, aqoontii iyo shahaadooyinkii ay bixinjireen kuliyadaha waxbarashada sida Macadka Maaraynta, Farsamada Gacanta iyo Biyaha, Macadka Kalkaaliyayaasha Caafimaadka iyo Kuliyada Tababarka Macalimiinta ayaa aqoontooda lagaadhsiiyay heer Diploma. Waxaa sidookale lakordhiyay tirada dugsiyada sare, waxaana kor u kacay dugsiyada gaarka looleeyahay. Waxaa deegaanka hada si rasmi ah uga shaqeeya laba kuliyadood oo caafimaadka lagu barto oo ay iska leeyihiin dad highlanders ah oo lagu kalamagacaabo Horn iyo Nuur, kuwaas oo ay dhigtaan arday aad u tirobadan una badan dumar. Jaamacada Alemaya University ayaa iyaduna hore ukeentay waxbarashada fog (Distance Education) oo ay kubixinjireen shahaadada Degree ga taas oo baraarujisay dad badan gaar ahaan dadkii aan iyagu helin fursad iyo wakhti ay kugalaan jaamacadaha kale ee dalka amaba ay duruufuhu usaamixiwaayeen inay waxbarasho u aadaan deegaamo kale. Jaamacadan ayaa sidookale hada mudo 2 ahba bilawday bixinta aqoonta Masterka taas oo ay kafaa’iidaysteen dad badan oo ubadan shaqaalaha dawlada, kuwaas oo sidookale aan fursad uhelaynin inay waxbarasho u aadaan meelo kale. Jaamacada Jigjiga University ayaa iyaduna si ay uga faa’iidaystaan dadka ay fursadu kuyartahay u bilawday waxbarasho dadban (Extension Program), kaas oo ladhigto habeenkii. Waxaad moodaa guud ahaan deegaanka in dadkii ay ku baraarugeen waxbarashadii iyadoo yar iyo waynba hal mar loowada kacay aqoon iyo waxbarasho. Waxaa wax lagu farxo ah dadka waawayn oo hore deegaanka loogayaqaanay ceeb inay waxbartaan ay haatan kubaraarugeen oo aysan hada waxbarashadu da’ (age) iyo Jinsi(sex) toona kuxidhnayn. Hadaba iyadoo doorka kaqaybgalka iyo tayada waxbarashaduba ay aad ufiicantahay hadana wali waxaad moodaa inay waxbadani dhimanyihiin. Waxaan meesha kujirin mamaba aad deegaanka kadhex muuqanin waxbarashada dadka waawayn (Adult Education), waxaa deegaana kafuran hal iskuul oo faracyo kuleh Jigjiga iyo Godey. Hadab maadaama ay dadka somalidu u badnaayeen reer guuraa magaalooyinkana lasoogalay iyadoo lawaawaynaaday sidookalena ay jiraan dad aan helin fursadaha waxbarashada wakhtigii ay yaraayeen ayaa waxaa loo baahanyahay in kor looqaado lana kobciyo aqoonta dadka waawayn iyadoo loofuraayo iskuulaad ugaar ah. Sidookale maadaama uu aduunkii galay wakhti lagu lagu loogu magacdaray “Information Era” waxaan deegaanka kadhex muuqan iskuulaad lagu barto Tiknoologiyad (Technology). Sidookale goobaha waxbarashada deegaanka ayaanad ku arkayn wax adeegsanaaya aqoonta kombiyuutarada si ay u sahlaan fahanka iyo kor uqaadida tayada waxbarashada. Waxaan sidookale rabaa inaan halkan kusooqaato iskuul aad deegaanka looga xiiseeyo markastood ag martana aad layaabayso tirada ardayda dhigata waana iskuulaadka looyaqaan “ English Private Schools”, kuwaas oo run ahaantii aad aad ulayaabayso sida waxlooga barto, waxaana sanadwalba kaqalinjabisa arday gaadhaysa kumanaan. Hadaba iskuulaadka noocan ah oo ay dhamaantood macalimiin kayihiin dad hore uga qalin jabiyay isla iskuulaadka noocan ah ayaan inta badan ahayn qaar habaysan isla markaan waxbarashada iyo duruusta lasiinayo ardaydani ay tahay mid aan tayaysnayn amba aan u qaabaysnayn si casri ah. Hadaba waxaa halkan ka muuqata fursad qaali ah oo cidkastoo danaynaysaa ay guulo waawayn kagaadhi karto hadii lacasriyeeyo iskuulaadka noocan ah lana helo macalimiin kutakhasusay luuqada ingiriiska iyo qalab fiican oo waxlagu barto sida aaladaha dhagaysiga iyo maqalka iyo muuqaalka. Ugu dambayntii,waxbarashada ayaa ah tiirka maamul wanaaga iyo tiirka hormarka dhabta ee bulsho kasta.Waxaa muhiim ah in dawlada DDS iyo dawlada dhexe ay iskakaashadaan kobcinta,kor uqaadita tirada iskuulada tayada leh,tirada iskuulada sare (high schools),tirada kuliyadaha tababara macalimiinta deegaanka oo runtii aad uyar wakhtiga xaadirka,iyo in lahelo jaamicad kale deegaanka oo xoojisa jaamicada Jigjiga.Hadaysan suuro gal ahayn in jaamicad kale deegaanka laga hirgaliyo,waxaa muhiim ah in lahelo ugu yaraan laba kuliyadood (techinical colleges) oo laga dhiso magaalooyinka kale ee deegaanka si laiskugu dheeli tiro adeega bulshada deegaanka oo aysan unoqonin in waxbarashada sare ay iskugu aruurto caasimada deegaanka,tanina waxay ka hortegi kartaa tirada shacabka magaalada jigjiga oo sanadkasta kor usiikacaysa (overpopulation and overcroding in the capital city).waxaa muhiim ah in kuliyadan waxbarashada lagahirgaliyo magaalooyinka waawayn ee aan ahayn caasimada si laiskugu dheelitiro koboca gololada iyo magaalooyinka deegaanka iyo tayada maalgashi maadaama maalgashiga tayada leh uu dabagalo tayada waxbarashada magaalooyinka iyo adeegyada kale ee dawlada iyo bulshada.Waxaa muhiim ah in dawlada deegaanku ay xooga saarto kobcinta waxbarashada,kor uqaadista tirada iyo tayada iskuulada,kobcinta maamulka waxbarashada gobolada iyo degmooyinka iyo tababarka macalimiin tiro iyo tayo leh.mustaqbalka deegaanka dhinac hormar iyo mid maamulba waxuu kuxidhanyahay tayada waxbarasho ee kajirta mise laga hirgaliyo deegaanka,waana muhiim in laiskakaashado shacab iyo dawlad inaynu waxbarasho tayo leh uhelo ubadka deegaanka oo ah mustaqbalka umada iyo deegaanka Soomaaliyeed. Waxaa sidoo kale lagama maarmaan ah in xukuumada DDS iyo wasaarada waxbarashada deegaanka ay daraasad kusamayso iskudheelitirka, qiimaha iyo baahida waxbarasho dhamaan goboloda deegaanku kakoobanyahay.Waxaa iyada fiican in daraasad lagusameeyo gobolka lagahirgalin karo jaamicad kale.Sida aqoonyahanbadan qabo,waxaa fiican in laba gobol xooga lasaaro--gobolada Afdheer iyo Liiban oo tirada shacabka kunool marka aad eegto mudan jaamicad iyo kuliyadaha kale in sida ugu dhakhsaha badan looga hirgaliyo jaamicad iyo kuliyadaha udhigma jaamicada.Gobolka Liibaan iyo afdheer ayaa aad uga fog kuliyada tacliinta sare ee hada deegaanka kajira,waxayna iskudheelitiri lahayd adeega waxbarashada sare ee gobolada hoose iyo gobolada dhexe uqabaan wakhtiga xaadirka.Waxaa sidoo kale muhiim ah in jaaliyadaha dibada ay riixaan hirgalinta dugsiyada sare, kuliyadaha takhasuska gaarka, iyo jaamicado kahirgala gobolada ay kasoojeedaan,iyaga oo kadhiibta dawrka dhaqaale ee ay kutaakulayn karaan xukuumada deegaanka(Diaspora fund raising campaigns).Waxaa iyada fiican in jaaliyadaha qurbaha ay maalgashtaan waxbarashada deegaanka iyaga oo hirgaliya jaamicado iyo kuliyo tayo leh oo kutakhasusa culuumta casriga iyo culuumta gaarka ah oo baahi wayn looqabo shacabka deegaankuna dhaqaale ahaan awoodi karaan dhigashadooda. Shamso Cumar Jigjiga, Kilil5 Online

Jigjiga(Kilil5)---Waxaan qormadeenan kufalanqayndoonaa heerka waxbarashada DDS, tayada waxbarashada, kaalinta waxbarashada gaarka looleeyahay iyo doorka & fursadaha kabanaan dhanka waxbarashada ee ganacsatada iyo maalqabeenada udhashay deegaanku ay kaqaadan karaan kobcinta iyo tayaynta waxbarashada. Sida lawada ogsoonyahay waxaa marba marka kadambaysa kor usii kacaayay tirada goobaha waxlaga barto hadii ay yihiin iskuulaadka dawlada, iskuulaadka gaarka looleeyahay, Kuliyadaha iyo jaamacadaha oo isugu jira kuwo ay dawladu leedahay iyo kuwo gaar looleeyahay. Waxaan qormadeenan sigaara ugu fiirindoonaa magaalada Jigjiga ee caasimada deegaanka maadaama ay tahay muraayadii iyo hogaankii ay kuwada xidhiidhsanaayeen gobolada iyo magaalooyinka kale. Waxaa jirtay in hore aysan deegaanka ugajirijirin waxbarashooyinka heerka jaamacadaha bixiya shahaadooyinka Diploma da iyo Degree ga aqoonta ugu saraysa ee ay kuliyadihii yaryaraa iyo iskuulaadkii uu lahaa deegaanku ayaa ahayd heer Certificate.

Deegaanka somalida ayaa hore uga mid ahaan jiray deegaamada dib uga dhacay deegaamada kale ee dalka dhanka horumarka iyo waxbarashada, mudo hada dhawr sano laga joogo ayaa dawlada faderaalku ay culaysaartay deegaanka iyadoo ahmiyad gaar ah siinaysay dhanka horumarka iyo waxbarashada si kor loogusooqaado deegaanka isla markaana uu deegaanku u soo gaadho deegaamada qayrkii ah dalka. Dawlada Faderaalka oo kaashanaysa xukuumada deegaanka ayaa dardar galisay kor uqaadida kaabayaasha dhaqaalaha sida wadooyinka, taleefanada, laydhka iyo waxbarashada. Waxaa kor looqaaday tayadii waxbarashada iyadoo deegaanka lasiiyay Jaamacad faderaal ah, aqoontii iyo shahaadooyinkii ay bixinjireen kuliyadaha waxbarashada sida Macadka Maaraynta, Farsamada Gacanta iyo Biyaha, Macadka Kalkaaliyayaasha Caafimaadka iyo Kuliyada Tababarka Macalimiinta ayaa aqoontooda lagaadhsiiyay heer Diploma. Waxaa sidookale lakordhiyay tirada dugsiyada sare, waxaana kor u kacay dugsiyada gaarka looleeyahay. Waxaa deegaanka hada si rasmi ah uga shaqeeya laba kuliyadood oo caafimaadka lagu barto oo ay iska leeyihiin dad highlanders ah oo lagu kalamagacaabo Horn iyo Nuur, kuwaas oo ay dhigtaan arday aad u tirobadan una badan dumar.

Jaamacada Alemaya University ayaa iyaduna hore ukeentay waxbarashada fog (Distance Education) oo ay kubixinjireen shahaadada Degree ga taas oo baraarujisay dad badan gaar ahaan dadkii aan iyagu helin fursad iyo wakhti ay kugalaan jaamacadaha kale ee dalka amaba ay duruufuhu usaamixiwaayeen inay waxbarasho u aadaan deegaamo kale. Jaamacadan ayaa sidookale hada mudo 2 ahba bilawday bixinta aqoonta Masterka taas oo ay kafaa’iidaysteen dad badan oo ubadan shaqaalaha dawlada, kuwaas oo sidookale aan fursad uhelaynin inay waxbarasho u aadaan meelo kale. Jaamacada Jigjiga University ayaa iyaduna si ay uga faa’iidaystaan dadka ay fursadu kuyartahay u bilawday waxbarasho dadban (Extension Program), kaas oo ladhigto habeenkii.

Waxaad moodaa guud ahaan deegaanka in dadkii ay ku baraarugeen waxbarashadii iyadoo yar iyo waynba hal mar loowada kacay aqoon iyo waxbarasho. Waxaa wax lagu farxo ah dadka waawayn oo hore deegaanka loogayaqaanay ceeb inay waxbartaan ay haatan kubaraarugeen oo aysan hada waxbarashadu da’ (age) iyo Jinsi(sex) toona kuxidhnayn. Hadaba iyadoo doorka kaqaybgalka iyo tayada waxbarashaduba ay aad ufiicantahay hadana wali waxaad moodaa inay waxbadani dhimanyihiin. Waxaan meesha kujirin mamaba aad deegaanka kadhex muuqanin waxbarashada dadka waawayn (Adult Education), waxaa deegaana kafuran hal iskuul oo faracyo kuleh Jigjiga iyo Godey. Hadab maadaama ay dadka somalidu u badnaayeen reer guuraa magaalooyinkana lasoogalay iyadoo lawaawaynaaday sidookalena ay jiraan dad aan helin fursadaha waxbarashada wakhtigii ay yaraayeen ayaa waxaa loo baahanyahay in kor looqaado lana kobciyo aqoonta dadka waawayn iyadoo loofuraayo iskuulaad ugaar ah. Sidookale maadaama uu aduunkii galay wakhti lagu lagu loogu magacdaray “Information Era” waxaan deegaanka kadhex muuqan iskuulaad lagu barto Tiknoologiyad (Technology). Sidookale goobaha waxbarashada deegaanka ayaanad ku arkayn wax adeegsanaaya aqoonta kombiyuutarada si ay u sahlaan fahanka iyo kor uqaadida tayada waxbarashada.

Waxaan sidookale rabaa inaan halkan kusooqaato iskuul aad deegaanka looga xiiseeyo markastood ag martana aad layaabayso tirada ardayda dhigata waana iskuulaadka looyaqaan “ English Private Schools”, kuwaas oo run ahaantii aad aad ulayaabayso sida waxlooga barto, waxaana sanadwalba kaqalinjabisa arday gaadhaysa kumanaan. Hadaba iskuulaadka noocan ah oo ay dhamaantood macalimiin kayihiin dad hore uga qalin jabiyay isla iskuulaadka noocan ah ayaan inta badan ahayn qaar habaysan isla markaan waxbarashada iyo duruusta lasiinayo ardaydani ay tahay mid aan tayaysnayn amba aan u qaabaysnayn si casri ah. Hadaba waxaa halkan ka muuqata fursad qaali ah oo cidkastoo danaynaysaa ay guulo waawayn kagaadhi karto hadii lacasriyeeyo iskuulaadka noocan ah lana helo macalimiin kutakhasusay luuqada ingiriiska iyo qalab fiican oo waxlagu barto sida aaladaha dhagaysiga iyo maqalka iyo muuqaalka.

Ugu dambayntii,waxbarashada ayaa ah tiirka maamul wanaaga iyo tiirka hormarka dhabta ee bulsho kasta.Waxaa muhiim ah in dawlada DDS iyo dawlada dhexe ay iskakaashadaan kobcinta,kor uqaadita tirada iskuulada tayada leh,tirada iskuulada sare (high schools),tirada kuliyadaha tababara macalimiinta deegaanka oo runtii aad uyar wakhtiga xaadirka,iyo in lahelo jaamicad kale deegaanka oo xoojisa jaamicada Jigjiga.Hadaysan suuro gal ahayn in jaamicad kale deegaanka laga hirgaliyo,waxaa muhiim ah in lahelo ugu yaraan laba kuliyadood (techinical colleges) oo laga dhiso magaalooyinka kale ee deegaanka si laiskugu dheeli tiro adeega bulshada deegaanka oo aysan unoqonin in waxbarashada sare ay iskugu aruurto caasimada deegaanka,tanina waxay ka hortegi kartaa tirada shacabka magaalada jigjiga oo sanadkasta kor usiikacaysa (overpopulation and overcroding in the capital city).waxaa muhiim ah in kuliyadan waxbarashada lagahirgaliyo magaalooyinka waawayn ee aan ahayn caasimada si laiskugu dheelitiro koboca gololada iyo magaalooyinka deegaanka iyo tayada maalgashi maadaama maalgashiga tayada leh uu dabagalo tayada waxbarashada magaalooyinka iyo adeegyada kale ee dawlada iyo bulshada.Waxaa muhiim ah in dawlada deegaanku ay xooga saarto kobcinta waxbarashada,kor uqaadista tirada iyo tayada iskuulada,kobcinta maamulka waxbarashada gobolada iyo degmooyinka iyo tababarka macalimiin tiro iyo tayo leh.mustaqbalka deegaanka dhinac hormar iyo mid maamulba waxuu kuxidhanyahay tayada waxbarasho ee kajirta mise laga hirgaliyo deegaanka,waana muhiim in laiskakaashado shacab iyo dawlad inaynu waxbarasho tayo leh uhelo ubadka deegaanka oo ah mustaqbalka umada iyo deegaanka Soomaaliyeed.

Waxaa sidoo kale lagama maarmaan ah in xukuumada DDS iyo wasaarada waxbarashada deegaanka ay daraasad kusamayso iskudheelitirka, qiimaha iyo baahida waxbarasho dhamaan goboloda deegaanku kakoobanyahay.Waxaa iyada fiican in daraasad lagusameeyo gobolka lagahirgalin karo jaamicad kale.Sida aqoonyahanbadan qabo,waxaa fiican in laba gobol xooga lasaaro--gobolada Afdheer iyo Liiban oo tirada shacabka kunool marka aad eegto mudan jaamicad iyo kuliyadaha kale in sida ugu dhakhsaha badan looga hirgaliyo jaamicad iyo kuliyadaha udhigma jaamicada.Gobolka Liibaan iyo afdheer ayaa aad uga fog kuliyada tacliinta sare ee hada deegaanka kajira,waxayna iskudheelitiri lahayd adeega waxbarashada sare ee gobolada hoose iyo gobolada dhexe uqabaan wakhtiga xaadirka.Waxaa sidoo kale muhiim ah in jaaliyadaha dibada ay riixaan hirgalinta dugsiyada sare, kuliyadaha takhasuska gaarka, iyo jaamicado kahirgala gobolada ay kasoojeedaan,iyaga oo kadhiibta dawrka dhaqaale ee ay kutaakulayn karaan xukuumada deegaanka(Diaspora fund raising campaigns).Waxaa iyada fiican in jaaliyadaha qurbaha ay maalgashtaan waxbarashada deegaanka iyaga oo hirgaliya jaamicado iyo kuliyo tayo leh oo kutakhasusa culuumta casriga iyo culuumta gaarka ah oo baahi wayn looqabo shacabka deegaankuna dhaqaale ahaan awoodi karaan dhigashadooda.

Shamso Cumar
Jigjiga, Kilil5 Online

Jigjiga (kilil5)--Jaamicada Jigjiga ayaa waxay qaadatay arday dhan 2,790 sanadkan 2004 sanadka tirada Itoobiya mise 2012.Tirada ardayda galaysa sanadkan ayaa noqonaysa tiradii ugu badnayn ee gasha jaamicada Jigjiga.Ardayda galaysa sanadkan cusub ayaa waxaa kamid ah dumar gaadhaya 565 oo noqonaysa tiradii dumar ee ugu badnayd oo gasha gaamicada Jigjiga.madaxwaynaha jaamicada Dr. Cabdinasir Axmed Saciid ayaa saldhig ugadhigay sababta tirada arday ay kor ugukacday kadib markii ladhamaystiray dhismo gaadhaya 200 million birr oo jaamicada kusocoday.Madaxwaynaha ayaa sidoo kale sheegay in ay jaamicada kusocdaan dhismayaal gaadhaya 300 million oo ladhamaystiri doono sanadka soosocda.Jaamicada Jigjiga ayaa lagu wadaa inay aqbasho arday kor udhaafaysa 7000 marka ladhamaystiro dhismaha balaadhinta ee jaamicada hada kusocda. Jaamicada Jigjiga ayaa ah jaamicad qaran iyada oo ardayda Soomaaliyeed ee gasha Jaamicada aysan gaadhaynin 20% tirada ardayda gashay sanadkan iyo ardayda sanadkasta gasha jaamicada Jigjiga.Tayada waxbarashada deegaanka oo aad uhoosaysa iyo tayada macalimiinta oo tabar daran ayaa ugu wayn dhibaatada hortaagan waxbarashada deegaanka Soomalida.Sidoo kale,maamulka wasaarada waxbarashada deegaanka iyo guud ahaan degmooyinka iyo gobolada deegaanku kakoobanyahay ayaa aad uliidata siyaabo laxiriira aqoonyahanka kutakhasusay maamulka waxbarashada iyo hormarintiisa ayaa tiro faro kutiris ah.Sidoo kale,bulshada deegaanka ayaa reer guuraa ubadan iyo saboolnimada bulshada deegaanka kuhabsatay ayaa ah tiir wayn oo hortaagan kor uqaadista tirada ardayda deegaanka ee jaamicadaha galaya marka loo eego qoomiyadaha kale ee Itoobiya. Sikastaba ha ahaatee,waxaa sanadba sanadka kasii dambeeya kor ukacaya tayada waxbarashada deegaanka,maamulka wasaarada waxbarashada deegaanka iyo tirada ardayda deegaanka Soomaaliyeed.Jaamicadaha wadanka ayaa waxaa gala qiyaas arday Soomaaliyeed oo lagu qiyaaso ilaa 1000-2000 sanadkasta.Waxaa sidoo kale kor ukacay tirada ardayda Soomaaliyeed mise deegaanka Soomalida ee kasoobaxaya Jaamicadaha wadanka Itoobiya sanadkasta.Taas ayaa sababtay in tayada shaqaale ee deegaanku ay kasoo rayso sanadkasta meesha Soomaali aqoonyahan oo farabadan ay shaqooyin kaladuwan kaqabtaan qaybaha kaladuwan ee dawlada dhexe iyo shirkadaha kajira wadanka. Shamso Cumar Jigjiga,kilil5 Online.

Jigjiga (kilil5)--Jaamicada Jigjiga ayaa waxay qaadatay arday dhan 2,790 sanadkan 2004 sanadka tirada Itoobiya mise 2012.Tirada ardayda galaysa sanadkan ayaa noqonaysa tiradii ugu badnayn ee gasha jaamicada Jigjiga.Ardayda galaysa sanadkan cusub ayaa waxaa kamid ah dumar gaadhaya 565 oo noqonaysa tiradii dumar ee ugu badnayd oo gasha gaamicada Jigjiga.madaxwaynaha jaamicada Dr. Cabdinasir Axmed Saciid ayaa saldhig ugadhigay sababta tirada arday ay kor ugukacday kadib markii ladhamaystiray dhismo gaadhaya 200 million birr oo jaamicada kusocoday.Madaxwaynaha ayaa sidoo kale sheegay in ay jaamicada kusocdaan dhismayaal gaadhaya 300 million oo ladhamaystiri doono sanadka soosocda.Jaamicada Jigjiga ayaa lagu wadaa inay aqbasho arday kor udhaafaysa 7000 marka ladhamaystiro dhismaha balaadhinta ee jaamicada hada kusocda.

Jaamicada Jigjiga ayaa ah jaamicad qaran iyada oo ardayda Soomaaliyeed ee gasha Jaamicada aysan gaadhaynin 20% tirada ardayda gashay sanadkan iyo ardayda sanadkasta gasha jaamicada Jigjiga.Tayada waxbarashada deegaanka oo aad uhoosaysa iyo tayada macalimiinta oo tabar daran ayaa ugu wayn dhibaatada hortaagan waxbarashada deegaanka Soomalida.Sidoo kale,maamulka wasaarada waxbarashada deegaanka iyo guud ahaan degmooyinka iyo gobolada deegaanku kakoobanyahay ayaa aad uliidata siyaabo laxiriira aqoonyahanka kutakhasusay maamulka waxbarashada iyo hormarintiisa ayaa tiro faro kutiris ah.Sidoo kale,bulshada deegaanka ayaa reer guuraa ubadan iyo saboolnimada bulshada deegaanka kuhabsatay ayaa ah tiir wayn oo hortaagan kor uqaadista tirada ardayda deegaanka ee jaamicadaha galaya marka loo eego qoomiyadaha kale ee Itoobiya.

Sikastaba ha ahaatee,waxaa sanadba sanadka kasii dambeeya kor ukacaya tayada waxbarashada deegaanka,maamulka wasaarada waxbarashada deegaanka iyo tirada ardayda deegaanka Soomaaliyeed.Jaamicadaha wadanka ayaa waxaa gala qiyaas arday Soomaaliyeed oo lagu qiyaaso ilaa 1000-2000 sanadkasta.Waxaa sidoo kale kor ukacay tirada ardayda Soomaaliyeed mise deegaanka Soomalida ee kasoobaxaya Jaamicadaha wadanka Itoobiya sanadkasta.Taas ayaa sababtay in tayada shaqaale ee deegaanku ay kasoo rayso sanadkasta meesha Soomaali aqoonyahan oo farabadan ay shaqooyin kaladuwan kaqabtaan qaybaha kaladuwan ee dawlada dhexe iyo shirkadaha kajira wadanka.

Shamso Cumar
Jigjiga,kilil5 Online.

Jigjiga (kilil5)--Waxaa hoolka culuumta asriga ah (ICT) ee macadka Macalimiinta ee TTC lagu soogaba gabeeyay kulan kusaabsanaa daraasaad lagu sameeyay waxbarashada 9 gobol ee deegaanka iyo tababar 10 cisho socday oo khabiiro katirsan xafiiska waxbarashada lagu siinaayay cilmiga Geographic Information Systems (GIS). Daraasaadkan oo ay iska kaashadeen xafiiska Waxbarashada heer deegaan iyo haayada caalamiga ah ee UNICEF ayaa u jeedadiisu ahayd sidii loohelilahaa xaalada dhabta ah iyo xog dhamaystiran ee waxbarashada deegaanka kuwaas oo ay kamidyihiin tirada goobaha waxbarashada, tirada macalimiinta, ardayda, goobaha ay dugsiyada waxbarashadu kagayaalaan magaalooyinka, tuulooyinka iyo qabaleeyada, xaaladaha biyaha dugsiyada, inta xayndaabyada leh IWM. Daraasadan ayaa dhamaystirkeedu qaadatay mudo 5 sano ah, waxaana xogta xaalada waxbarashada ee ay daraasadani kusaabsanayd lagu soo uruuriyay farsamada casriga ah ee GIS iyadoo xogtan lagasoo uruuriyay dugsiyada waxbarashada reer guuraaga ee Alternative Basic Education (ABE), Dugsiyada hoose,dhexe iyo sare. Xogta ay koobsanaysay daraasadani ayaa sidookale labarbardhigay warbixino kusaabsanaa xaaladaha waxbarashada deegaanka oo ay soogudbiyeen maamulada waxbarashada gobolada iyo degmooyinka. Khabiirada hada tababarka GIS ah lasiiyay ayaa loogu talogalay inay hada kadib kashaqeeyaan uruurinta xaaladaha waxbarashada iyagoo isticmaalidoona GIS si ay sisahlan ugu si loo helo xog dhamaystiran. Sidookale khabiiradan ayaa lasiiyay tababar software-o kale kusaas loogu talogalay uruurinta iyo kaydinta xogta waxbarashada. Tababarkan ayaa lafilayaa inuu waxwayn kataridoono sidii loohelilahaa xog dhamaystiran mustaqbalka. Shamso Cumar Jigjiga,kilil5 Online

Jigjiga (kilil5)--Waxaa hoolka culuumta asriga ah (ICT) ee macadka Macalimiinta ee TTC lagu soogaba gabeeyay kulan kusaabsanaa daraasaad lagu sameeyay waxbarashada 9 gobol ee deegaanka iyo tababar 10 cisho socday oo khabiiro katirsan xafiiska waxbarashada lagu siinaayay cilmiga Geographic Information Systems (GIS).

Daraasaadkan oo ay iska kaashadeen xafiiska Waxbarashada heer deegaan iyo haayada caalamiga ah ee UNICEF ayaa u jeedadiisu ahayd sidii loohelilahaa xaalada dhabta ah iyo xog dhamaystiran ee waxbarashada deegaanka kuwaas oo ay kamidyihiin tirada goobaha waxbarashada, tirada macalimiinta, ardayda, goobaha ay dugsiyada waxbarashadu kagayaalaan magaalooyinka, tuulooyinka iyo qabaleeyada, xaaladaha biyaha dugsiyada, inta xayndaabyada leh IWM.

Daraasadan ayaa dhamaystirkeedu qaadatay mudo 5 sano ah, waxaana xogta xaalada waxbarashada ee ay daraasadani kusaabsanayd lagu soo uruuriyay farsamada casriga ah ee GIS iyadoo xogtan lagasoo uruuriyay dugsiyada waxbarashada reer guuraaga ee Alternative Basic Education (ABE), Dugsiyada hoose,dhexe iyo sare.

Xogta ay koobsanaysay daraasadani ayaa sidookale labarbardhigay
warbixino kusaabsanaa xaaladaha waxbarashada deegaanka oo ay
soogudbiyeen maamulada waxbarashada gobolada iyo degmooyinka. Khabiirada
hada tababarka GIS ah lasiiyay ayaa loogu talogalay inay hada kadib
kashaqeeyaan uruurinta xaaladaha waxbarashada iyagoo isticmaalidoona GIS
si ay sisahlan ugu si loo helo xog dhamaystiran. Sidookale khabiiradan
ayaa lasiiyay tababar software-o kale kusaas loogu talogalay uruurinta
iyo kaydinta xogta waxbarashada. Tababarkan ayaa lafilayaa inuu waxwayn
kataridoono sidii loohelilahaa xog dhamaystiran mustaqbalka.

Shamso Cumar
Jigjiga,kilil5 Online

Mogadishu, Nov. 08, 2011 (AA) - Turkish non-governmental organizations are taking care of Somali children who lost their parents due to diseases and civil war continuing for 20 years in Somali. Turkish Besir Social Charity & Solidarity Association, which earlier opened an orphanage for 60 children, is now pursuing efforts to open a second orphanage for 200 children in capital Mogadishu. The association will also drill 25 water-wells to help solving potable water supply problem. It will also meet travel expenses of 500 families, who are living in shelters, to help them return their villages. The association will also extend agriculture and stock-breeding support to families. Secretary General Fatih Sariyar of the association told AA on Monday that they especially focus on opening orphanages and schools, drilling water-wells, and helping families return their villages. Turkish Religious Affairs Foundation and Yardim Eli Aid Association had also orphanages in Mogadishu. Somalia is facing with one of the worst droughts in the past 60 years. The epicenter of the drought lies on the three-way border shared by Kenya, Ethiopia and Somalia, a nomadic region where families heavily depend on the health of their livestock. Uganda and Djibouti have also been hit by the disaster. Tens of thousands of people have so far been displaced due to the humanitarian situation in the region. Source: AA

Mogadishu, Nov. 08, 2011 (AA) - Turkish non-governmental organizations are taking care of Somali children who lost their parents due to diseases and civil war continuing for 20 years in Somali.

Turkish Besir Social Charity & Solidarity Association, which earlier opened an orphanage for 60 children, is now pursuing efforts to open a second orphanage for 200 children in capital Mogadishu.

The association will also drill 25 water-wells to help solving potable water supply problem. It will also meet travel expenses of 500 families, who are living in shelters, to help them return their villages.

The association will also extend agriculture and stock-breeding support to families.

Secretary General Fatih Sariyar of the association told AA on Monday that they especially focus on opening orphanages and schools, drilling water-wells, and helping families return their villages.

Turkish Religious Affairs Foundation and Yardim Eli Aid Association had also orphanages in Mogadishu.

Somalia is facing with one of the worst droughts in the past 60 years.

The epicenter of the drought lies on the three-way border shared by Kenya, Ethiopia and Somalia, a nomadic region where families heavily depend on the health of their livestock. Uganda and Djibouti have also been hit by the disaster.

Tens of thousands of people have so far been displaced due to the humanitarian situation in the region.

Source: AA

Ethiopia is among the bottom three countries in an index that measures prosperity as a function of both income and well being for 110 countries around the world. According to The 2011 Legatum Prosperity Index, Ethiopia ranks 108 out of 110 countries, ranking above just Zimbabwe and Central African Republic. ECONOMY – RANKED 104th Despite high levels of growth and relative optimism about their economic future, Ethiopia faces very high levels of unemployment and dissatisfaction. Ethiopia’s economy faces severe challenges. Inflation runs at over 8% and the gross domestic savings rate is only 4% of GDP, comfortably placing Ethiopia in the bottom 30 of the Index on the latter variable. The unemployment rate is almost 21%, which is the sixth highest rate, globally**. Ethiopia places 69th* in terms of affordability of food and shelter, and only four out of 10 people* are satisfied with their standard of living, which places the country 91st in the Index on this variable. Only one in three* people believe that job market opportunities are improving, although the average citizen believes that general economic conditions are getting better*; the country ranks in the top half of the Index with respect to economic expectations. This is consistent with an average increase in GDP per capita of almost 8% annually between 2005 and 2009. There is, however, limited potential for additional growth: capital per worker in Ethiopia is the fourth lowest worldwide, and the country places 76th in terms of market size. At 4%, the proportion of manufactured exports that come from high-tech sectors is very low and non-performing loans account for over 5% of total bank loans. The fact that less than half* of Ethiopians have confidence in the country’s financial institutions, reflects this. However, more positively, the country is attractive as a destination for foreign direct investment. No data on self-reported employment were available. ENTERPRENEURSHIP & OPPORTUNITY – RANKED 108th Ethiopia’s weak communications infrastructure and low access to opportunity inhibits entrepreneurship and limits innovation Income from royalty receipts is low at just over 2.2 million USD, and there is virtually no investment in R&D. ICT goods account for less than 1% of total manufactured exports. Ethiopians ability to start and run a business is highly limited: business start-up costs are high at 14% of GNI per capita, and communication infrastructure is weak with only five mobile phones for every 100 citizens. Furthermore, on both internet provision variables – internet bandwidth and number of secure internet servers – Ethiopia places in the bottom 10 of the Index. What little wealth exists is relatively concentrated: inequality across different socio-economic groups, in terms of education, jobs, and economic status, is among the 20 most pervasive in the world. Possibly as a consequence of this, just 85%* of the population believe that they can get ahead in life by working hard, which places Ethiopia in the bottom half of the Index on this variable. Data on perceptions of the local entrepreneurial environment were not available. GOVERNANCE – RANKED 101st A lack of democratic accountability and confidence blights the Ethiopian political system Ethiopia’s semi-democratic government suffers from ineffective governance. While political constraints are relatively high, preventing arbitrary exercise of political power, there is very little competition in the executive and legislative branches of government, and the judiciary lacks independence. Levels of approval for the government are low at just over a third* of the population, only 21%* are satisfied with the country’s efforts to address poverty, and 39%* are satisfied with efforts to preserve the environment. On all three variables, Ethiopia places in the bottom 30 of the Index. There appears to be little respect for the rule of law, and the country is notable for its poor regulatory environment for business, placing 101st in the Index on this variable. Levels of confidence in the military and judiciary are both very low*. Ethiopians have few political rights, but 16%* reported having voiced an opinion to a public official recently. Unsurprisingly, only 19%* of the population believe that the electoral process is honest. Data on perceptions of corruption were not available. EDUCATION – RANKED 107th Ethiopia’s education system is poor at all levels and its population is deeply dissatisfied The net enrolment rate at the primary level of education is only 83% in Ethiopia. This drops to a gross level of 34% at secondary level, and 4% at tertiary level. On all three variables, Ethiopia ranks amongst the bottom 20 nations in the Index. The country has a significant under representation of girls in primary and secondary education. With only one teacher for every 58 pupils at primary level, there is a massive shortage of educators, and Ethiopian workers are typically poorly educated: an average of 18 months of secondary education per worker is only slightly below the global average, but low level of tertiary education per worker places Ethiopia amongst the bottom 10 countries on this variable. Ethiopia does not fare any better on subjective variables. Just 48%* of the population are satisfied with the quality of their children’s education, while less than a quarter* believe Ethiopian children have the opportunity to learn and grow every day, which is the lowest such rate in the Index. HEALTH – RANKED 107th Ethiopia has a health deficit, but its people worry less than any other nationality On most health outcomes, Ethiopia performs very poorly. Its infant mortality rate, 67 deaths per 1,000 live births, and its health-adjusted life expectancy of 50 years, place Ethiopia among the bottom 20 nations on both variables. Equally, 41% of the population are undernourished. Less than eight in 10 infants are immunised for infectious diseases, and only three-quarters for measles; Ethiopia places 98th and 99th, respectively, on these two variables. Each year, a meagre 30 USD (PPP) is spent per capita on healthcare, the second lowest amount of all countries in the Index. Tuberculosis infections and deaths from respiratory diseases are very high. Access to hospital beds and sanitation facilities is very limited, placing the country 109th and 110th on these measures of health infrastructure, respectively. Only 29%* of people are satisfied with the quality of their water: the lowest such proportion in the world. Still, a surprising 74%* of Ethiopians are satisfied with their general level of health, placing 89th on this variable, while an exceptionally low 13%* reported having worried for a significant part of the previous day, placing the country top of the Index on this variable. This is despite 26%* of Ethiopians reporting debilitating health problems and only four out of 10* Ethiopians feeling well-rested; the country places bottom of the Index on the latter variable. Only 59%* are satisfied with their environmental surroundings, significantly below the global average. SAFETY & SECURITY – RANKED 106th Ethiopia’s national security faces major challenges while citizens also face high levels of crime Ethiopia has many national security problems and this is reflected in the country’s position in the bottom 30 on most sub-index variables. There are many refugees and internally displaced persons in the country, and the level of group grievances from recent or historical injustices, is very high. The Ethiopian government has been known to engage in political violence and, globally, Ethiopia is the country where expression of political views is perceived by the population to be most* restricted. This may be contributing to the rate of flight of professionals, intellectuals, and political dissidents, which is among the 20 highest rates in the world. Additionally, the country has the second highest level of demographic instability arising from border disputes, ownership or occupancy of land, access to transportation outlets, control of religious or historical sites, or proximity to environmental hazards. There were episodes of civil conflict in 2010. Personal safety is also very poor with 20%* of Ethiopian respondents reporting that they had been recently assaulted, and one out of four* experiencing a theft. Only half* the population feels safe walking alone at night, which is below the international average. PERSONAL FREEDOM – RANKED 110th Ethiopia is one of the least free countries in the world Ethiopia ranks among the bottom 10 countries for citizens’ freedoms in expression, belief, association, and personal autonomy. Reflecting this, only 40%* of people report satisfaction with their freedom of choice, placing Ethiopia 109th in the Index on this variable. No data on tolerance of immigrants and ethnic and racial minorities were available SOCIAL CAPITAL – RANKED 86th Despite high levels of religious attendance, other social networks in Ethiopia are relatively weak Ethiopia fares poorly on most measures of social capital. At 16%*, the proportion of respondents to a 2007 survey that had donated to charity in the previous month placed 86th in the Index. Just 13%* had formally volunteered in the same time frame, while 34%* had helped a stranger, ranking the country 81st and 97th, respectively, on these variables. Less than half* of respondents were married, while a very low 78%* of Ethiopians reported feeling that they could rely on relatives and friends in times of need. However, religious networks are stronger: a very high 78%* of respondents had attended a religious service in the week prior to the survey, a rate which is the sixth highest in the Index. - – – - * Data is taken from the Gallup World Poll ** The terms ‘international’, ‘global’, or ‘world’ are used to reference the 110 Prosperity Index countries, which represent approximately 93% of the world’s population and ¬-97% of global GDP. Source:The Legatum prosperity index

Ethiopia is among the bottom three countries in an index that measures prosperity as a function of both income and well being for 110 countries around the world. According to The 2011 Legatum Prosperity Index, Ethiopia ranks 108 out of 110 countries, ranking above just Zimbabwe and Central African Republic.

ECONOMY – RANKED 104th

Despite high levels of growth and relative optimism about their economic future, Ethiopia faces very high levels of unemployment and dissatisfaction.

Ethiopia’s economy faces severe challenges. Inflation runs at over 8% and the gross domestic savings rate is only 4% of GDP, comfortably placing Ethiopia in the bottom 30 of the Index on the latter variable. The unemployment rate is almost 21%, which is the sixth highest rate, globally**.

Ethiopia places 69th* in terms of affordability of food and shelter, and only four out of 10 people* are satisfied with their standard of living, which places the country 91st in the Index on this variable. Only one in three* people believe that job market opportunities are improving, although the average citizen believes that general economic conditions are getting better*; the country ranks in the top half of the Index with respect to economic expectations. This is consistent with an average increase in GDP per capita of almost 8% annually between 2005 and 2009.

There is, however, limited potential for additional growth: capital per worker in Ethiopia is the fourth lowest worldwide, and the country places 76th in terms of market size. At 4%, the proportion of manufactured exports that come from high-tech sectors is very low and non-performing loans account for over 5% of total bank loans. The fact that less than half* of Ethiopians have confidence in the country’s financial institutions, reflects this. However, more positively, the country is attractive as a destination for foreign direct investment. No data on self-reported employment were available.

ENTERPRENEURSHIP & OPPORTUNITY – RANKED 108th

Ethiopia’s weak communications infrastructure and low access to opportunity inhibits entrepreneurship and limits innovation

Income from royalty receipts is low at just over 2.2 million USD, and there is virtually no investment in R&D. ICT goods account for less than 1% of total manufactured exports. Ethiopians ability to start and run a business is highly limited: business start-up costs are high at 14% of GNI per capita, and communication infrastructure is weak with only five mobile phones for every 100 citizens.

Furthermore, on both internet provision variables – internet bandwidth and number of secure internet servers – Ethiopia places in the bottom 10 of the Index. What little wealth exists is relatively concentrated: inequality across different socio-economic groups, in terms of education, jobs, and economic status, is among the 20 most pervasive in the world. Possibly as a consequence of this, just 85%* of the population believe that they can get ahead in life by working hard, which places Ethiopia in the bottom half of the Index on this variable. Data on perceptions of the local entrepreneurial environment were not available.

GOVERNANCE – RANKED 101st

A lack of democratic accountability and confidence blights the Ethiopian political system

Ethiopia’s semi-democratic government suffers from ineffective governance. While political constraints are relatively high, preventing arbitrary exercise of political power, there is very little competition in the executive and legislative branches of government, and the judiciary lacks independence. Levels of approval for the government are low at just over a third* of the population, only 21%* are satisfied with the country’s efforts to address poverty, and 39%* are satisfied with efforts to preserve the environment. On all three variables, Ethiopia places in the bottom 30 of the Index. There appears to be little respect for the rule of law, and the country is notable for its poor regulatory environment for business, placing 101st in the Index on this variable.

Levels of confidence in the military and judiciary are both very low*. Ethiopians have few political rights, but 16%* reported having voiced an opinion to a public official recently. Unsurprisingly, only 19%* of the population believe that the electoral process is honest. Data on perceptions of corruption were not available.

EDUCATION – RANKED 107th

Ethiopia’s education system is poor at all levels and its population is deeply dissatisfied

The net enrolment rate at the primary level of education is only 83% in Ethiopia. This drops to a gross level of 34% at secondary level, and 4% at tertiary level. On all three variables, Ethiopia ranks amongst the bottom 20 nations in the Index.

The country has a significant under representation of girls in primary and secondary education. With only one teacher for every 58 pupils at primary level, there is a massive shortage of educators, and Ethiopian workers are typically poorly educated: an average of 18 months of secondary education per worker is only slightly below the global average, but low level of tertiary education per worker places Ethiopia amongst the bottom 10 countries on this variable.

Ethiopia does not fare any better on subjective variables. Just 48%* of the population are satisfied with the quality of their children’s education, while less than a quarter* believe Ethiopian children have the opportunity to learn and grow every day, which is the lowest such rate in the Index.

HEALTH – RANKED 107th

Ethiopia has a health deficit, but its people worry less than any other nationality

On most health outcomes, Ethiopia performs very poorly. Its infant mortality rate, 67 deaths per 1,000 live births, and its health-adjusted life expectancy of 50 years, place Ethiopia among the bottom 20 nations on both variables. Equally, 41% of the population are undernourished. Less than eight in 10 infants are immunised for infectious diseases, and only three-quarters for measles; Ethiopia places 98th and 99th, respectively, on these two variables. Each year, a meagre 30 USD (PPP) is spent per capita on healthcare, the second lowest amount of all countries in the Index.

Tuberculosis infections and deaths from respiratory diseases are very high. Access to hospital beds and sanitation facilities is very limited, placing the country 109th and 110th on these measures of health infrastructure, respectively. Only 29%* of people are satisfied with the quality of their water: the lowest such proportion in the world. Still, a surprising 74%* of Ethiopians are satisfied with their general level of health, placing 89th on this variable, while an exceptionally low 13%* reported having worried for a significant part of the previous day, placing the country top of the Index on this variable. This is despite 26%* of Ethiopians reporting debilitating health problems and only four out of 10* Ethiopians feeling well-rested; the country places bottom of the Index on the latter variable. Only 59%* are satisfied with their environmental surroundings, significantly below the global average.

SAFETY & SECURITY – RANKED 106th

Ethiopia’s national security faces major challenges while citizens also face high levels of crime

Ethiopia has many national security problems and this is reflected in the country’s position in the bottom 30 on most sub-index variables. There are many refugees and internally displaced persons in the country, and the level of group grievances from recent or historical injustices, is very high. The Ethiopian government has been known to engage in political violence and, globally, Ethiopia is the country where expression of political views is perceived by the population to be most* restricted. This may be contributing to the rate of flight of professionals, intellectuals, and political dissidents, which is among the 20 highest rates in the world.

Additionally, the country has the second highest level of demographic instability arising from border disputes, ownership or occupancy of land, access to transportation outlets, control of religious or historical sites, or proximity to environmental hazards. There were episodes of civil conflict in 2010. Personal safety is also very poor with 20%* of Ethiopian respondents reporting that they had been recently assaulted, and one out of four* experiencing a theft. Only half* the population feels safe walking alone at night, which is below the international average.

PERSONAL FREEDOM – RANKED 110th

Ethiopia is one of the least free countries in the world

Ethiopia ranks among the bottom 10 countries for citizens’ freedoms in expression, belief, association, and personal autonomy. Reflecting this, only 40%* of people report satisfaction with their freedom of choice, placing Ethiopia 109th in the Index on this variable. No data on tolerance of immigrants and ethnic and racial minorities were available

SOCIAL CAPITAL – RANKED 86th

Despite high levels of religious attendance, other social networks in Ethiopia are relatively weak

Ethiopia fares poorly on most measures of social capital. At 16%*, the proportion of respondents to a 2007 survey that had donated to charity in the previous month placed 86th in the Index. Just 13%* had formally volunteered in the same time frame, while 34%* had helped a stranger, ranking the country 81st and 97th, respectively, on these variables. Less than half* of respondents were married, while a very low 78%* of Ethiopians reported feeling that they could rely on relatives and friends in times of need.

However, religious networks are stronger: a very high 78%* of respondents had attended a religious service in the week prior to the survey, a rate which is the sixth highest in the Index.
- – – -
* Data is taken from the Gallup World Poll
** The terms ‘international’, ‘global’, or ‘world’ are used to reference the 110 Prosperity Index countries, which represent approximately 93% of the world’s population and ¬-97% of global GDP.

Source:The Legatum prosperity index

Wednesday, October 12, 2011 Ask educator Bill Wilson why Somali students do well in school and he'll answer with authority: "Their families put so much value on education." That's a question I felt compelled to ask after reading the "One Minneapolis: a vision for our city's success" report released last week by The Minneapolis Foundation. Intending to follow up on the stats, I only touched on a finding that merits not only a "wow," but also a "why?" Here it is: 76 percent of Minneapolis school children coming from homes where Somali is spoken test kindergarten-ready, not terribly far behind the 82 percent of English-speaking kids who are kindergarten ready, and better than some other groups. The graphs below reflect children’s literacy readiness as measured in the fall of their kindergarten year. Factor in that many of these Somalis are immigrants and the inquisitive among us would ask: What's the secret of their success? Some social-service providers hypothesize it's because Somali moms are home teaching their kids. Others explain higher kindergarten readiness by saying many Somali parents arrived in the United States better educated than some immigrant groups and so are better able to teach their children. (A communications person with the Minneapolis Public Schools could not locate anyone able, willing or available to explore the numbers in detail.) But many experts also argue the importance of early childhood programs for kids. "The majority of [Somali] mothers are home," says Carolyn Smallwood, executive director of Way to Grow, an early learning program for kids of all colors and their parents. "The Somali moms are great. " Still, she boasts her program pronounces 87 percent of all its kids are kindergarten-ready, regardless of their backgrounds, thanks to the curriculum of at-home and in-center learning. Somali parents, Smallwood adds, also, rightfully, benefit from services focusing on new immigrants. I can understand that. A couple of years ago, Sketchbook featured the East African Women's Center, which offers services to these newcomers in conjunction with specialized English-language, parenting and preschool classes. “I’m not sure if it’s their status as recent immigrants or if it is part of their culture,’’ says Ann Ruff, but educating their children is important to Somali parents. “What we find,’’ she says, “is that the [Somali] parents are extremely focused on education. They will show up and bring their kids to our advantage centers for any program that will help their children be successful learners,’’ says Ruff, vice present of resource development for CommonBond Communities, the largest nonprofit provider of affordable housing with services in the Upper Midwest. Among those services are preschool programs, including Early Childhood Family Education programs provided by Minneapolis Public Schools. “Somalis are very much involved with their kids…They really care about their kids,’’ affirms Omar Da’ar, a Somali father with children in Minneapolis Public Schools and an economist working for Wilder Research. He and his wife agreed she’d stay at home to provide a “stable upbringing” for their four children, he says. The oldest two went to preschool and now are in grade school, a third is in pre-school and the youngest child goes to an Early Childhood Education class with mom. Educator Wilson sums it up this way: "If parents value education, children value education." And that's what he sees firsthand among his 700 students in the classrooms of Higher Ground Academy in St. Paul where he is executive director. These families — almost all Somali and many of them immigrants — from around the Twin Cities and suburbs, see education as their children's stepping stone to American success, he says. Consequently, they motivate their children to learn. Afro-centric, the K-12 charter school he founded 11 years ago made AYP in 2010 (Minnesota's measure of academic quality), Wilson says, because his families — most of whom are Somali— and his school "really do a lot of motivating." Families, he says, "make the effort" to prepare their children for school, buying or borrowing English language CDs, buying, borrowing from the library or obtaining free books for their children, thus instilling the value of learning. "A book in the home shows it's important. It's treasured." "They encourage their children to read and they coach them," often learning English words along with them by using simple picture books, he continues. Or these parents sit and watch cartoons with their children, engaging them in conversation to use English and to get them thinking. The children hear that "if they're going to make it" in America, they've got to get educated, Wilson says. Families expect their older children to help teach their younger siblings, as well. Wilson says he used to see the same thing in Hmong families when he campaigned door to door for St. Paul City Council in the 1980s and '90s. Somali families also enroll their children in Head Start programs, adopting educators' suggestions for what families should do at home to encourage a child's learning. At Higher Ground, parents are considered partners in their children's education with teachers, communicating with every family at least once a month, helping solve learning problems but also celebrating children's successes, Wilson says. "We tell them, 'Parents, you're a big part of this.' " Source: MinnPost.com

Wednesday, October 12, 2011

Ask educator Bill Wilson why Somali students do well in school and he'll answer with authority: "Their families put so much value on education."

That's a question I felt compelled to ask after reading the "One Minneapolis: a vision for our city's success" report released last week by The Minneapolis Foundation.

Intending to follow up on the stats, I only touched on a finding that merits not only a "wow," but also a "why?"

Here it is: 76 percent of Minneapolis school children coming from homes where Somali is spoken test kindergarten-ready, not terribly far behind the 82 percent of English-speaking kids who are kindergarten ready, and better than some other groups. The graphs below reflect children’s literacy readiness as measured in the fall of their kindergarten year.

Factor in that many of these Somalis are immigrants and the inquisitive among us would ask: What's the secret of their success?

Some social-service providers hypothesize it's because Somali moms are home teaching their kids.

Others explain higher kindergarten readiness by saying many Somali parents arrived in the United States better educated than some immigrant groups and so are better able to teach their children. (A communications person with the Minneapolis Public Schools could not locate anyone able, willing or available to explore the numbers in detail.)

But many experts also argue the importance of early childhood programs for kids.

"The majority of [Somali] mothers are home," says Carolyn Smallwood, executive director of Way to Grow, an early learning program for kids of all colors and their parents. "The Somali moms are great. "

Still, she boasts her program pronounces 87 percent of all its kids are kindergarten-ready, regardless of their backgrounds, thanks to the curriculum of at-home and in-center learning.

Somali parents, Smallwood adds, also, rightfully, benefit from services focusing on new immigrants. I can understand that. A couple of years ago, Sketchbook featured the East African Women's Center, which offers services to these newcomers in conjunction with specialized English-language, parenting and preschool classes.

“I’m not sure if it’s their status as recent immigrants or if it is part of their culture,’’ says Ann Ruff, but educating their children is important to Somali parents.

“What we find,’’ she says, “is that the [Somali] parents are extremely focused on education. They will show up and bring their kids to our advantage centers for any program that will help their children be successful learners,’’ says Ruff, vice present of resource development for CommonBond Communities, the largest nonprofit provider of affordable housing with services in the Upper Midwest. Among those services are preschool programs, including Early Childhood Family Education programs provided by Minneapolis Public Schools.

“Somalis are very much involved with their kids…They really care about their kids,’’ affirms Omar Da’ar, a Somali father with children in Minneapolis Public Schools and an economist working for Wilder Research.

He and his wife agreed she’d stay at home to provide a “stable upbringing” for their four children, he says. The oldest two went to preschool and now are in grade school, a third is in pre-school and the youngest child goes to an Early Childhood Education class with mom.

Educator Wilson sums it up this way: "If parents value education, children value education."

And that's what he sees firsthand among his 700 students in the classrooms of Higher Ground Academy in St. Paul where he is executive director. These families — almost all Somali and many of them immigrants — from around the Twin Cities and suburbs, see education as their children's stepping stone to American success, he says. Consequently, they motivate their children to learn.

Afro-centric, the K-12 charter school he founded 11 years ago made AYP in 2010 (Minnesota's measure of academic quality), Wilson says, because his families — most of whom are Somali— and his school "really do a lot of motivating."

Families, he says, "make the effort" to prepare their children for school, buying or borrowing English language CDs, buying, borrowing from the library or obtaining free books for their children, thus instilling the value of learning. "A book in the home shows it's important. It's treasured."

"They encourage their children to read and they coach them," often learning English words along with them by using simple picture books, he continues. Or these parents sit and watch cartoons with their children, engaging them in conversation to use English and to get them thinking.

The children hear that "if they're going to make it" in America, they've got to get educated, Wilson says.

Families expect their older children to help teach their younger siblings, as well. Wilson says he used to see the same thing in Hmong families when he campaigned door to door for St. Paul City Council in the 1980s and '90s. Somali families also enroll their children in Head Start programs, adopting educators' suggestions for what families should do at home to encourage a child's learning.

At Higher Ground, parents are considered partners in their children's education with teachers, communicating with every family at least once a month, helping solve learning problems but also celebrating children's successes, Wilson says. "We tell them, 'Parents, you're a big part of this.' "

Source: MinnPost.com

Waxaan faaladan kooban ku eegidoonaa Afkeena hooyo “Afsomaliga” iyo sida Af-Axmaarku uu u fasaqay amaba u dhexgalay luuqada somalida deegaanka somalida dhexdiisa iyo sida ay u isticmaalaan dadkii iyagu kudhex barbaaray bulshawaynta ku hadashay AF-Axmaarka. Sida lawada ogsoonyahay dalkan Itoobiya waxaa lagaga hadlaa luuqado badan oo uu kamidyahay Af-Somaligu maadaama ay kunoolyihiin qoomiyado kaladuwan oo ay kamid tahay qoomiyada somalidu. Luuqada Axmaariga ayaa ah luuqada koowaad ee dalkan Itoobiya, waxayna ahaan jirtay luuqada guud ahaan lagu shaqeeyo dalka iyo deegaanadiisaba tan iyo intii aan la ansixinin in qoomiyad kastaa ay isku maamuli karto afkeeda hooyo.Qoomiyada somalida ayaa ah qoomiyada kaliya ee sigaara tixgalin usiisa luuqadeeda marka labarbardhigo deegaamada kale oo iyagu run ahaantiiba la odhan karo wakhtiyada qaar wayba ka guureen luuqadoodii dadka oodhamina waxay kuwada hadlaan wuxuu ahaan jiray Axmaari. Hadaan tusaale usooqadano qoomiyadaha Cafarta iyo Oromada, waxaa jirta in marka laga yimaado dadka reer guuraaga iyo dadka aan aqoonta lahayn, waxaa dhicijirtay in aqoonyahanka, ardayda iyo maamulkuba ay ahmiyada koowaad siinjireen luuqada axmaariga, tusaale ahaan waxaad arkaysaa dad isku dad ah isku luuqad ah hadana kuwada sheekaysanaaya Axmaari. Halka dadka somalidu meel kasta dalka hakajoogaane aadan arkaynin iyaga oo luuqad kale kusheekaysanaa dhxdoodu, marka laga yimaado mararka ay rabaan inay fahmaan dadka aan iyagu garanayn luuqada somaligu mooyaane. Iyadoo ay taasijirto ayaa hadana waxaa jirta in afka somaligu degmooyinka qaarkood intii aysan deegaanka somalidu burburin dadkii kasoojeeday deegaankuna aysan kusoolaabanin, waxaa jiray dad iyagu halkan kudhashay kuna dhex barbaaray kuwaas oo afkoodii somaliga uu fasaqay af-axmaarku. Waxaa jira erayo badan oo Axmaari ah oo ay dadkani Somali ku garanwaayeen balse ay sameeyeen turjumaad toos ah (direct translation). Waxaanan halkan kusooqaadan doonaa tusaalayaal dhawr ah oo ay kamidyihiinn qaar ay noosoogudbiyeen akhristayaasha shabakadu. Hadii aan ku bilaabo erayada lagu sameeyay turjumaada tooska ah ee ilaa hada deegaanka aad looga isticmaalo waxaa kamid ah. 1.“Bagaad Faraxdeen” oo toos looga soo turjumay axmaariga “Inkuwaan dhasalaaju”.Eraygan waxaan markii koowaad afkiisa kamaqlay mad kamid ahaa wasiiradii waxbarashad deegaanka oo magacii la odhan jiray Abdiwaasac oo hambalyo udiraayay arday qalin jabisay, balse waa eray aad loo isticmaalo ilaa hada. 2. “Halumin” oo iyadana toos looga sooturjumay erayga axmaariga ah ee “Atidfaa”. 3. “Sawirbaan kacayaa” oo laga soo turjumay sida uu akhristaha nooso diray qoraalka hoos ku qorani qeexay erayga axmaarka ah ee “ Foto anasalaw”. 4.Iyo qaar kaloobadan oo aan filaayo in akhristayaashu ay kusoo kordhindoonaan Waana sidan qoraalkii uunoosoodiray akhristuhu: Allah ayaa mahadi dhamaanteed usugnaatay waxaa kaloon halkan uga mahad celinayaa bahda barnaamijka ama shabakada Kilil5.com oo noo sahashay inaan codkayaga ama aragtidaya ka dhiibano arimaha ku aadan Dawlada Degaanka Soomaalida. Waxyaalaha ugu muhiimsan een rabo inaan soo jeedi ama aan jeclahayba in laga hadlo waxaa ka mida ah horumarinta Afkeena Hooyo oo ah Afsoomali. Inkastoo Afsoomaliga xaga schoolka aad looga hor mariyay hadana waxaan odhan karnaa bulshada dhexdeeda wuu ka dhintay ilaa heer waxuu marayaa markii la rabo in jumlad Afsoomaali ah la yiraahdo inay dadka qaarkooda afkale oon koodii ahayn soo turjuntaan oo ay Afsoomaaliyeeyaan. Tusaale ahaan waxaa kamida arimaha aan rabo inaan ka hadlo khaladaad fara badan oon dadkii aan isku asxaabta ahayn kala kulmay amaba bulshada aan dhexdeeda iyadoo la isticmaalayo arkay sida marka uu qofi rabo inuu sawirlaha tago oo uu isa soo sawiro ama taswiiroba hadii uu qofi waydiiyo meesha uu tagayo waa inuu ku yiraahdo sawirlaha ayaan tagayaa oo waan isa soo sawirayaa halka ay dadka amxaaradu ka yiraahdaan marka la turjumana noqonaysa “SAWIR AYAAN SOO KA CAYAA” . Marka arinkan markaad eegto wuu kula dhibyaryahay balse waxuu keeni doonaa inay dadku afkooda hooyo jumlad ku sax u waayaan oo ay afkale iska turjuntaan sidaasna lagu waayo luuqadii afka soomaaliga. Tusaale aan kugu siiyo afkale markaas ayaad fahmi ujeedadaydee; nin ayaa waxuu rabay inuu sxbkiis dhibkiisa uga waramo sxbkaas oo wax ubalan qaaday oofina waayay. Waxuu rabay inuu ingiriis ku yiraahdo “waad ilugoysay, ganacsigaygiina wuu iga kacay(baaba’ay), iyo xaaskaygiina waan furay” kolkaasuu yidhi: “You cut my leg, my business stand up, and I opened my wife. Hadii afkii aad udhalay saas oo kale ugu hadasho soo nasiib daro ma aha waliba hadii aad wadan kale ku dhalatay layaab maad yeelateen. Ta ugu daran ee iga hadlisay waxay tahay nin dhan oo masuul ah isaguna afkale turjumaya oo dad la soo hor istaagay ayna jirin qof ama cid ufiirsatay waliba hadalka uu odhanay Diiniyan ahaan dad uu ixtiraamayo ugu yidhi balse danbi ah, waana hadal madaxwaynayaasha qaarkood ee deegaanka soomaalida iyo madax ka mid ahi isticmaalaan. Marka aan rabno inaan ka hadalno nimco Allah nasiiyay waxaan niraahnaa “WAA ILAAHAY MAHADII” siiba xiliga ciidaha ama waxaan niraahnaa “WAXAA MAHAD ISKA LEH ALLAHII NABADA NAGU SOO GAADHSIIYAY” erayo dhigma oo ka turjumaya mahadcelin xaga rabi ahaatay. Hadii balka madaxda qaarkood ay Afka Amxaariga turjuntaan oo ay dadka muslimiinta ah ku yiraahdaan erayga ay xiliga ciidahooda is yiraahdaa waana sidan “BAGAAN SOO GAADHNAY CIIDAN” marka afxabashi lagu yiraahdo waa “UNKAAN DARASEN” marka waxaan odhan afkaaga hooyo erayadiisu macnaha ay kuu samaynayaan kuuma samayn karo afkale hadaan garanyn waxlagu yiraahdo dadka waydii HA TURJUMIAN AFKALE OO AADAN LAHAYN HADII KALE XUS AYUU KULA GALI. Cabdi Shurki (Xarago) Jijiga, Kilil5 Online

Waxaan faaladan kooban ku eegidoonaa Afkeena hooyo “Afsomaliga” iyo sida Af-Axmaarku uu u fasaqay amaba u dhexgalay luuqada somalida deegaanka somalida dhexdiisa iyo sida ay u isticmaalaan dadkii iyagu kudhex barbaaray bulshawaynta ku hadashay AF-Axmaarka. Sida lawada ogsoonyahay dalkan Itoobiya waxaa lagaga hadlaa luuqado badan oo uu kamidyahay Af-Somaligu maadaama ay kunoolyihiin qoomiyado kaladuwan oo ay kamid tahay qoomiyada somalidu.

Luuqada Axmaariga ayaa ah luuqada koowaad ee dalkan Itoobiya, waxayna ahaan jirtay luuqada guud ahaan lagu shaqeeyo dalka iyo deegaanadiisaba tan iyo intii aan la ansixinin in qoomiyad kastaa ay isku maamuli karto afkeeda hooyo.Qoomiyada somalida ayaa ah qoomiyada kaliya ee sigaara tixgalin usiisa luuqadeeda marka labarbardhigo deegaamada kale oo iyagu run ahaantiiba la odhan karo wakhtiyada qaar wayba ka guureen luuqadoodii dadka oodhamina waxay kuwada hadlaan wuxuu ahaan jiray Axmaari.

Hadaan tusaale usooqadano qoomiyadaha Cafarta iyo Oromada, waxaa jirta in marka laga yimaado dadka reer guuraaga iyo dadka aan aqoonta lahayn, waxaa dhicijirtay in aqoonyahanka, ardayda iyo maamulkuba ay ahmiyada koowaad siinjireen luuqada axmaariga, tusaale ahaan waxaad arkaysaa dad isku dad ah isku luuqad ah hadana kuwada sheekaysanaaya Axmaari. Halka dadka somalidu meel kasta dalka hakajoogaane aadan arkaynin iyaga oo luuqad kale kusheekaysanaa dhxdoodu, marka laga yimaado mararka ay rabaan inay fahmaan dadka aan iyagu garanayn luuqada somaligu mooyaane.

Iyadoo ay taasijirto ayaa hadana waxaa jirta in afka somaligu degmooyinka qaarkood intii aysan deegaanka somalidu burburin dadkii kasoojeeday deegaankuna aysan kusoolaabanin, waxaa jiray dad iyagu halkan kudhashay kuna dhex barbaaray kuwaas oo afkoodii somaliga uu fasaqay af-axmaarku. Waxaa jira erayo badan oo Axmaari ah oo ay dadkani Somali ku garanwaayeen balse ay sameeyeen turjumaad toos ah (direct translation). Waxaanan halkan kusooqaadan doonaa tusaalayaal dhawr ah oo ay kamidyihiinn qaar ay noosoogudbiyeen akhristayaasha shabakadu. Hadii aan ku bilaabo erayada lagu sameeyay turjumaada tooska ah ee ilaa hada deegaanka aad looga isticmaalo waxaa kamid ah.

1.“Bagaad Faraxdeen” oo toos looga soo turjumay axmaariga “Inkuwaan dhasalaaju”.Eraygan waxaan markii koowaad afkiisa kamaqlay mad kamid ahaa wasiiradii waxbarashad deegaanka oo magacii la odhan jiray Abdiwaasac oo hambalyo udiraayay arday qalin jabisay, balse waa eray aad loo isticmaalo ilaa hada.

2. “Halumin” oo iyadana toos looga sooturjumay erayga axmaariga ah ee “Atidfaa”.

3. “Sawirbaan kacayaa” oo laga soo turjumay sida uu akhristaha nooso diray qoraalka hoos ku qorani qeexay erayga axmaarka ah ee “ Foto anasalaw”.

4.Iyo qaar kaloobadan oo aan filaayo in akhristayaashu ay kusoo kordhindoonaan

Waana sidan qoraalkii uunoosoodiray akhristuhu:

Allah ayaa mahadi dhamaanteed usugnaatay waxaa kaloon halkan uga mahad celinayaa bahda barnaamijka ama shabakada Kilil5.com oo noo sahashay inaan codkayaga ama aragtidaya ka dhiibano arimaha ku aadan Dawlada Degaanka Soomaalida. Waxyaalaha ugu muhiimsan een rabo inaan soo jeedi ama aan jeclahayba in laga hadlo waxaa ka mida ah horumarinta Afkeena Hooyo oo ah Afsoomali.

Inkastoo Afsoomaliga xaga schoolka aad looga hor mariyay hadana waxaan odhan karnaa bulshada dhexdeeda wuu ka dhintay ilaa heer waxuu marayaa markii la rabo in jumlad Afsoomaali ah la yiraahdo inay dadka qaarkooda afkale oon koodii ahayn soo turjuntaan oo ay Afsoomaaliyeeyaan.

Tusaale ahaan waxaa kamida arimaha aan rabo inaan ka hadlo khaladaad fara badan oon dadkii aan isku asxaabta ahayn kala kulmay amaba bulshada aan dhexdeeda iyadoo la isticmaalayo arkay sida marka uu qofi rabo inuu sawirlaha tago oo uu isa soo sawiro ama taswiiroba hadii uu qofi waydiiyo meesha uu tagayo waa inuu ku yiraahdo sawirlaha ayaan tagayaa oo waan isa soo sawirayaa halka ay dadka amxaaradu ka yiraahdaan marka la turjumana noqonaysa “SAWIR AYAAN SOO KA CAYAA” . Marka arinkan markaad eegto wuu kula dhibyaryahay balse waxuu keeni doonaa inay dadku afkooda hooyo jumlad ku sax u waayaan oo ay afkale iska turjuntaan sidaasna lagu waayo luuqadii afka soomaaliga.

Tusaale aan kugu siiyo afkale markaas ayaad fahmi ujeedadaydee; nin ayaa waxuu rabay inuu sxbkiis dhibkiisa uga waramo sxbkaas oo wax ubalan qaaday oofina waayay. Waxuu rabay inuu ingiriis ku yiraahdo “waad ilugoysay, ganacsigaygiina wuu iga kacay(baaba’ay), iyo xaaskaygiina waan furay” kolkaasuu yidhi: “You cut my leg, my business stand up, and I opened my wife. Hadii afkii aad udhalay saas oo kale ugu hadasho soo nasiib daro ma aha waliba hadii aad wadan kale ku dhalatay layaab maad yeelateen.

Ta ugu daran ee iga hadlisay waxay tahay nin dhan oo masuul ah isaguna afkale turjumaya oo dad la soo hor istaagay ayna jirin qof ama cid ufiirsatay waliba hadalka uu odhanay Diiniyan ahaan dad uu ixtiraamayo ugu yidhi balse danbi ah, waana hadal madaxwaynayaasha qaarkood ee deegaanka soomaalida iyo madax ka mid ahi isticmaalaan. Marka aan rabno inaan ka hadalno nimco Allah nasiiyay waxaan niraahnaa “WAA ILAAHAY MAHADII” siiba xiliga ciidaha ama waxaan niraahnaa “WAXAA MAHAD ISKA LEH ALLAHII NABADA NAGU SOO GAADHSIIYAY” erayo dhigma oo ka turjumaya mahadcelin xaga rabi ahaatay. Hadii balka madaxda qaarkood ay Afka Amxaariga turjuntaan oo ay dadka muslimiinta ah ku yiraahdaan erayga ay xiliga ciidahooda is yiraahdaa waana sidan “BAGAAN SOO GAADHNAY CIIDAN” marka afxabashi lagu yiraahdo waa “UNKAAN DARASEN” marka waxaan odhan afkaaga hooyo erayadiisu macnaha ay kuu samaynayaan kuuma samayn karo afkale hadaan garanyn waxlagu yiraahdo dadka waydii HA TURJUMIAN AFKALE OO AADAN LAHAYN HADII KALE XUS AYUU KULA GALI.

Cabdi Shurki (Xarago)
Jijiga, Kilil5 Online

CAPE CANAVERAL, Florida (Reuters) - A defunct NASA science satellite is expected to fall back to Earth on Friday, showering debris somewhere on the planet although scientists cannot predict exactly where, officials said. The 6.5-ton Upper Atmosphere Research Satellite, or UARS, was carried into orbit during a space shuttle mission in 1991. It operated for 14 years, collecting measurements of ozone and other chemicals in the atmosphere. Since completing its mission in 2005, UARS has been slowly losing altitude, tugged by Earth's gravity. On Friday, the 35-foot-long, 15-foot diameter (10.6-metres long, 4.5-metres diameter) satellite is expected to plunge into the atmosphere, NASA reported on its website. While most of the spacecraft will be incinerated, scientists expect up to 26 pieces, with a combined mass of about 1,100 pounds (500 kg) to survive the fiery re-entry and fall down somewhere on Earth. The satellite's orbit passes over most of the planet, from as far north as northern Canada to the southern part of South America. NASA said the chance a piece of UARS debris will strike a person is about one in 3,200. The debris will mostly likely fall into an ocean or land in an uninhabited region of Earth. Satellites as large as UARS re-enter Earth's atmosphere about once a year. NASA said there have been no reports of any deaths or injuries to people from falling debris. The largest chunk of wreckage from UARS is expected to be about 331 pounds (151 kg), says Nicholas Johnson, chief scientist of NASA's Orbital Debris Program office at the Johnson Space Center in Houston. As of Sunday, UARS was in a 133-mile by 149-mile (215-km by 240-km) high orbit around Earth. Re-entry is expected some time on Friday, although it could happen as early as Thursday or as late as Saturday. The agency is posting updates on its website,http://www.nasa.gov/uars.

CAPE CANAVERAL, Florida (Reuters) - A defunct NASA science satellite is expected to fall back to Earth on Friday, showering debris somewhere on the planet although scientists cannot predict exactly where, officials said.

The 6.5-ton Upper Atmosphere Research Satellite, or UARS, was carried into orbit during a space shuttle mission in 1991. It operated for 14 years, collecting measurements of ozone and other chemicals in the atmosphere.

Since completing its mission in 2005, UARS has been slowly losing altitude, tugged by Earth's gravity. On Friday, the 35-foot-long, 15-foot diameter (10.6-metres long, 4.5-metres diameter) satellite is expected to plunge into the atmosphere, NASA reported on its website.

While most of the spacecraft will be incinerated, scientists expect up to 26 pieces, with a combined mass of about 1,100 pounds (500 kg) to survive the fiery re-entry and fall down somewhere on Earth.

The satellite's orbit passes over most of the planet, from as far north as northern Canada to the southern part of South America.

NASA said the chance a piece of UARS debris will strike a person is about one in 3,200. The debris will mostly likely fall into an ocean or land in an uninhabited region of Earth.

Satellites as large as UARS re-enter Earth's atmosphere about once a year.

NASA said there have been no reports of any deaths or injuries to people from falling debris.

The largest chunk of wreckage from UARS is expected to be about 331 pounds (151 kg), says Nicholas Johnson, chief scientist of NASA's Orbital Debris Program office at the Johnson Space Center in Houston.

As of Sunday, UARS was in a 133-mile by 149-mile (215-km by 240-km) high orbit around Earth. Re-entry is expected some time on Friday, although it could happen as early as Thursday or as late as Saturday.

The agency is posting updates on its website,http://www.nasa.gov/uars.

16 September 2011 Feerfeer (Kilil5)--- Waxaa shalay Dagmada Feerfeer ee Gobolka Godey laga bilaabay dhismaha iskuul cusub oo iskugu jira heer hoose, heer dhexe iyo heer sare. Iskuulkan ayay aasaaseen qurbajoog kasoo jeeda Dagmada Feerfeer, waxaana lasheegay inay dhisidda iskuulka kukacayso lacag badan oo gaadhaysa kumanaan Doolar. Waxaa dhagaxdhigga iskuulkan cusub ka qaybqaatay gudoomiyaha Dagmada Feerfeer Mudane Yaxye. Hawshan iskuulka cusub loogu dhisayo Dagmada Feerfeer ayay abaabulkeeda qayb wayne kaqaateen Jaaliyadda kunool dalka Ingiriiska ee kasoo jeeda Dagmada Feerfeer. Cismaan Sheekh Muxumed Qoox oo mashruucan iskuulka lagu dhisayo qayb ka’ah oo lasoo xidhiidhay Kilil5 Online ayaa sheegay in Madaxwaynaha Dawlad Deegaanka Soomaalida Itoobiya Cabdi Maxamuud Cumar uu isaguna ka qaybqaadan doono hirgalinta iskuulkan shalay layagleelay. Feerfeer, Kilil5 Online

16 September 2011

Feerfeer (Kilil5)--- Waxaa shalay Dagmada Feerfeer ee Gobolka Godey laga bilaabay dhismaha iskuul cusub oo iskugu jira heer hoose, heer dhexe iyo heer sare. Iskuulkan ayay aasaaseen qurbajoog kasoo jeeda Dagmada Feerfeer, waxaana lasheegay inay dhisidda iskuulka kukacayso lacag badan oo gaadhaysa kumanaan Doolar. Waxaa dhagaxdhigga iskuulkan cusub ka qaybqaatay gudoomiyaha Dagmada Feerfeer Mudane Yaxye.

Hawshan iskuulka cusub loogu dhisayo Dagmada Feerfeer ayay abaabulkeeda qayb wayne kaqaateen Jaaliyadda kunool dalka Ingiriiska ee kasoo jeeda Dagmada Feerfeer. Cismaan Sheekh Muxumed Qoox oo mashruucan iskuulka lagu dhisayo qayb ka’ah oo lasoo xidhiidhay Kilil5 Online ayaa sheegay in Madaxwaynaha Dawlad Deegaanka Soomaalida Itoobiya Cabdi Maxamuud Cumar uu isaguna ka qaybqaadan doono hirgalinta iskuulkan shalay layagleelay.

Feerfeer,
Kilil5 Online

www.worldbulletin.net Monday, August 29, 2011 The head of the Turkish religious affairs authority said on Monday that numerous Somali students would be given the opportunity to study in Turkey The head of the Turkish religious affairs authority said on Monday that numerous Somali students would be given the opportunity to study in Turkey in the coming term. Sharing impressions from his recent trip to Somalia in an interview with the AA, Turkey's Religious Affairs Director General Mehmet Gormez said his one-day visit to Somalia had lasted for 5 hours, but felt like a year. "The pain in the faces of the people of Somalia and the heartache we felt during the couple of hours we spent there made us feel as if we stayed there for a year," he said. Gormez said, as a human being, he had felt ashamed of the greed of the mankind during his trip to Somalia. Expressing the importance of implementing lasting works in Somalia, Gormez noted that his authority planned activities that would invest in the people of this country. Unveiling plans to bring Somali students to Turkey, Gormez said, "Our friends are choosing a number of Somali students at the moment. We have major projects concerning the education of Somali children and youngsters both in their country and in Turkey in the long term". The Horn of Africa is currently suffering from its worst drought in the past 60 years. Studies reveal that the disaster has put nearly 12 million people at risk of starvation across the region. Somalia is among the countries worst hit by the drought. Turkey has recently initiated an aid campaign and Turkish Prime Minister Erdogan visited several refugee camps in the country.

www.worldbulletin.net
Monday, August 29, 2011

The head of the Turkish religious affairs authority said on Monday that numerous Somali students would be given the opportunity to study in Turkey

The head of the Turkish religious affairs authority said on Monday that numerous Somali students would be given the opportunity to study in Turkey in the coming term.

Sharing impressions from his recent trip to Somalia in an interview with the AA, Turkey's Religious Affairs Director General Mehmet Gormez said his one-day visit to Somalia had lasted for 5 hours, but felt like a year.

"The pain in the faces of the people of Somalia and the heartache we felt during the couple of hours we spent there made us feel as if we stayed there for a year," he said.

Gormez said, as a human being, he had felt ashamed of the greed of the mankind during his trip to Somalia.

Expressing the importance of implementing lasting works in Somalia, Gormez noted that his authority planned activities that would invest in the people of this country.

Unveiling plans to bring Somali students to Turkey, Gormez said, "Our friends are choosing a number of Somali students at the moment. We have major projects concerning the education of Somali children and youngsters both in their country and in Turkey in the long term".

The Horn of Africa is currently suffering from its worst drought in the past 60 years. Studies reveal that the disaster has put nearly 12 million people at risk of starvation across the region.

Somalia is among the countries worst hit by the drought. Turkey has recently initiated an aid campaign and Turkish Prime Minister Erdogan visited several refugee camps in the country.

Minneapolis (kilil5)--Waxaan lasocodsiinaynaa dhamaan shacabka deegaanka Soomaaliyed,arday Dugsiyada Hoose,dhexe iyo jaamicadaha gudaha wadanka iyo Dibada,inaan kusooxirnay shabakada kilil5 school caalami ah oo magiciisa layidhaaho KHAN ACADEMY.Iskoolkan ayaa waxuu kabaahi tirayaa dhamaan ardayda dugsiyada Hoose/Dhexe iyo ardayda Jaamicadaha meel ay joogaanba culuum farabadan sida Math,Biology,Chemistry,Physics,Finance iyo Taariikhda.Iskoolkan ayaa kudhegan korka dhinaca midigta boga koowaad ee shabakada Kilil5.Qaabka waxbarista iskoolka oon sifiican ubaadhnay ayaa waxuu adeegsanhayaa maqal iyo muuqaal.Qaabka waxbarista macalimiinta ayaa waxay tahay midaan u bognay iyada oo macalimiintu ay isticmaalayaan luuqad English oo aad u fudud iyo sharaxaad aad loofududeeyay midaas oo u sahlaysa ardayda inay lasocdaan macalinka cashirka dhigaya. Run ahaantii waxbarashada iskuulkan ayaa waxuu kabaahi tirayaa waalidiinta iyo ardayda baahida cashir kucelinta (Extra Tutorial).Waxuu iskoolkan aad u anfacayaa waalidiinka guriga ugu dhiga caruurtooda,ardayda jaamicadaha iyo kuwa dugsiyada sare ee ubaahan faham dheeraad culuumta mathka iyo Scienceka ee ay kujiraan mise ku adkaatay.Cashirada ayaa ardayku kuceceshan karaa ilaa inta uu kafahmayo cashirka.Cashirada ayaa sidoo kale wata imtixaan tijaabo faham duruusta laguu sharaxayo.Iskuulkan ayaa sidoo kale waxuu anfacayaa dadka waawayn ee raba inay dib ugu noqdaan waxbarashadooda iyo macalimiinta dhigta dugsiyada hoose/dhexe. Iskoolka KHAN ACADEMY waa bilaash wax lacag ah oo laga rabo majiraan.Kaliya qofku waxuu ubaahanyahay Internet iyo kombutar.Caruurtayda oo dhiganaysan mudo bil ah iskoolkan ayaa aad uga helay waxbarashada iskoolkan iyaga oo iisheegay in macalimiinta dhigta iskoolkan ay cashirada kasharici ogyihiin macalimiintooda.Waxkale iskadaaye,Caruurtayda yaryar ee kujirta fasalada kowaad iyo labaad ayaa waxay ugaheleen iskoolkan si'aanan marnaba kufikirin aadbayna iifarxad galisay.Waalidiinta ayaa lasoconkarta waxbarashada iyo fahamka caruurtooda hadii waalidku waxyar kayaqaano cilmiga kombuyuutarka. Waxaan kuboorinaynaa akhristayaasha inay gaadhsiiyaan Iskoolkan dhamaan ardayda Soomaaliyeed meel ay joogaanba,macalimiinta iyo waalidiinta danaynaysa barista ubadka Soomaaliyeed meel ay joogaanba.Waxaan sidoo kale kuboorinaynaa macalimiinta deegaanka Soomaalida inay kusoo xiraan Iskoolkan fasalada khaasatan macalimiinta caasimada Jigjiga iskoolada kadhiga iyo macalimiinta Jooga magaalooyinka leh adeega internetka. Cali Yare Minneapolis,Kilil5.

Minneapolis (kilil5)--Waxaan lasocodsiinaynaa dhamaan shacabka deegaanka Soomaaliyed,arday Dugsiyada Hoose,dhexe iyo jaamicadaha gudaha wadanka iyo Dibada,inaan kusooxirnay shabakada kilil5 school caalami ah oo magiciisa layidhaaho KHAN ACADEMY.Iskoolkan ayaa waxuu kabaahi tirayaa dhamaan ardayda dugsiyada Hoose/Dhexe iyo ardayda Jaamicadaha meel ay joogaanba culuum farabadan sida Math,Biology,Chemistry,Physics,Finance iyo Taariikhda.Iskoolkan ayaa kudhegan korka dhinaca midigta boga koowaad ee shabakada Kilil5.Qaabka waxbarista iskoolka oon sifiican ubaadhnay ayaa waxuu adeegsanhayaa maqal iyo muuqaal.Qaabka waxbarista macalimiinta ayaa waxay tahay midaan u bognay iyada oo macalimiintu ay isticmaalayaan luuqad English oo aad u fudud iyo sharaxaad aad loofududeeyay midaas oo u sahlaysa ardayda inay lasocdaan macalinka cashirka dhigaya.

Run ahaantii waxbarashada iskuulkan ayaa waxuu kabaahi tirayaa waalidiinta iyo ardayda baahida cashir kucelinta (Extra Tutorial).Waxuu iskoolkan aad u anfacayaa waalidiinka guriga ugu dhiga caruurtooda,ardayda jaamicadaha iyo kuwa dugsiyada sare ee ubaahan faham dheeraad culuumta mathka iyo Scienceka ee ay kujiraan mise ku adkaatay.Cashirada ayaa ardayku kuceceshan karaa ilaa inta uu kafahmayo cashirka.Cashirada ayaa sidoo kale wata imtixaan tijaabo faham duruusta laguu sharaxayo.Iskuulkan ayaa sidoo kale waxuu anfacayaa dadka waawayn ee raba inay dib ugu noqdaan waxbarashadooda iyo macalimiinta dhigta dugsiyada hoose/dhexe.

Iskoolka KHAN ACADEMY waa bilaash wax lacag ah oo laga rabo majiraan.Kaliya qofku waxuu ubaahanyahay Internet iyo kombutar.Caruurtayda oo dhiganaysan mudo bil ah iskoolkan ayaa aad uga helay waxbarashada iskoolkan iyaga oo iisheegay in macalimiinta dhigta iskoolkan ay cashirada kasharici ogyihiin macalimiintooda.Waxkale iskadaaye,Caruurtayda yaryar ee kujirta fasalada kowaad iyo labaad ayaa waxay ugaheleen iskoolkan si'aanan marnaba kufikirin aadbayna iifarxad galisay.Waalidiinta ayaa lasoconkarta waxbarashada iyo fahamka caruurtooda hadii waalidku waxyar kayaqaano cilmiga kombuyuutarka.

Waxaan kuboorinaynaa akhristayaasha inay gaadhsiiyaan Iskoolkan dhamaan ardayda Soomaaliyeed meel ay joogaanba,macalimiinta iyo waalidiinta danaynaysa barista ubadka Soomaaliyeed meel ay joogaanba.Waxaan sidoo kale kuboorinaynaa macalimiinta deegaanka Soomaalida inay kusoo xiraan Iskoolkan fasalada khaasatan macalimiinta caasimada Jigjiga iskoolada kadhiga iyo macalimiinta Jooga magaalooyinka leh adeega internetka.

Cali Yare
Minneapolis,Kilil5.

DigitalNews Thursday, July 14, 2011 Somalia has its many challenges as it faces its worst drought in 60 years, however, there is a good news to celebrate as the country moves its plans to invest in its future. Nearly 1,000 high school graduates have registered for standard tests in Somalia, Kenya and Ethiopia to attempt a chance at scholarships. This is the first time that Somali refugees outside of Somalia will participate in these competitions. Currently, students at Dadaab Refugee Camps only receive up to high school education and many are left without any formal education beyond high school. Over 200 Somali Refugee students in Kenya including Refugees from Dadaab Refugee camps will compete for national scholarships for Higher Education. The Ministry planned to include refugee students in Yemen to also participate, however, security conditions there halted the plan. Students will be tested on Math, Science (Chemistry, Biology and Physics), Social Studies and Islamic Studies. Tests will be given in Arabic and English. Ten students selected from the Refugees in Dadaab and the other camps will be awarded $500 dollar grants towards their education donated by the Somali Business Community of Nairobi. Some of students with a passing score from these national tests held in Somalia, Kenya and Ethiopia will be granted 2011 scholarships granted to Somalia by friendly states while others will receive Somali Government scholarships for local Somali Higher Education Institutions. The Somali Minister of Education, Culture and Higher Education, Dr. Abdinur Sheikh Mohamed Mohamud, will hold a ceremony honoring Somali students who will be pursing a higher education. The ceremony being held today in the Somali Embassy in Nairobi, Kenya, will bring a ray of light to many Somali Students who will receive scholarships and full tuition assistance towards higher education institutions. Somalia’s Ministry of Education, Culture and Higher Education in Somalia is committed to improving the delivery of education in Somalia and to restore the quality of the educational system years ago. The Ministry believes education is the pathway for conflict resolution,peaceful co-existence, human and National Development. Education is not a privilege but a right for all citizens in Somalia. “We want to restore hope and structure to Somalia’s education system. We want the world to know how talented and educated Somalia’s youth can be if we invest in them now. We are building amongst the suffering, but with an investment in education, you can never lose,” Said Minister Dr. Mohamud. As an educated Somali from the diaspora, Dr. Mohamud was appointed by former Prime Minister Farmajo to take over Somalia’s failed education system. He brings wealth of knowledge from his previous position a professor at Ohio University and was a long time employee of State of Ohio, Department of education in the United States. The ceremony will be attended by: Education Minister, Dr. Abdinur Sheikh Mohamed Mohamud Famous Somali singer Saado Ali Warsame Augustine P. Mahiga, UN Special Representative to Somalia Mohamed Ali Nur, Somali Ambassador in Nairobi and numerous community leaders.

DigitalNews
Thursday, July 14, 2011

Somalia has its many challenges as it faces its worst drought in 60 years, however, there is a good news to celebrate as the country moves its plans to invest in its future.

Nearly 1,000 high school graduates have registered for standard tests in Somalia, Kenya and Ethiopia to attempt a chance at scholarships. This is the first time that Somali refugees outside of Somalia will participate in these competitions. Currently, students at Dadaab Refugee Camps only receive up to high school education and many are left without any formal education beyond high school. Over 200 Somali Refugee students in Kenya including Refugees from Dadaab Refugee camps will compete for national scholarships for Higher Education. The Ministry planned to include refugee students in Yemen to also participate, however, security conditions there halted the plan.

Students will be tested on Math, Science (Chemistry, Biology and Physics), Social Studies and Islamic Studies. Tests will be given in Arabic and English.

Ten students selected from the Refugees in Dadaab and the other camps will be awarded $500 dollar grants towards their education donated by the Somali Business Community of Nairobi.
Some of students with a passing score from these national tests held in Somalia, Kenya and Ethiopia will be granted 2011 scholarships granted to Somalia by friendly states while others will receive Somali Government scholarships for local Somali Higher Education Institutions.

The Somali Minister of Education, Culture and Higher Education, Dr. Abdinur Sheikh Mohamed Mohamud, will hold a ceremony honoring Somali students who will be pursing a higher education. The ceremony being held today in the Somali Embassy in Nairobi, Kenya, will bring a ray of light to many Somali Students who will receive scholarships and full tuition assistance towards higher education institutions.

Somalia’s Ministry of Education, Culture and Higher Education in Somalia is committed to improving the delivery of education in Somalia and to restore the quality of the educational system years ago. The Ministry believes education is the pathway for conflict resolution,peaceful co-existence, human and National Development. Education is not a privilege but a right for all citizens in Somalia.

“We want to restore hope and structure to Somalia’s education system. We want the world to know how talented and educated Somalia’s youth can be if we invest in them now. We are building amongst the suffering, but with an investment in education, you can never lose,”
Said Minister Dr. Mohamud.

As an educated Somali from the diaspora, Dr. Mohamud was appointed by former Prime Minister Farmajo to take over Somalia’s failed education system. He brings wealth of knowledge from his previous position a professor at Ohio University and was a long time employee of State of Ohio, Department of education in the United States.

The ceremony will be attended by:

Education Minister, Dr. Abdinur Sheikh Mohamed Mohamud
Famous Somali singer Saado Ali Warsame
Augustine P. Mahiga, UN Special Representative to Somalia
Mohamed Ali Nur, Somali Ambassador in Nairobi
and numerous community leaders.

13 July 2011 Jigjiga (Kilil5)--- Waxaa Kuliyada Farasamada ee magaalada Jigjiga kaqalan jibiyay arday badan oo gaadhaysa ilaa 420 arday oo isugu jiray wiilal iyo gabdhaba. Ardayda ayaa bartay farsamadaha kala duwan ee ah xirfadaha lagu shaqeysto. Ardayda ayaa dhamaystay koorsooyinka lagu qaato shahaada diplomada ee laba sano. Xaflada qalin jabinta ayaa lagu qabtay Qolka Shirarka ee Sayid Maxamad Cabdulle Xasan, waxaana hambalyo iyo dhiiri galin ardayda usoo jeediyay maamulaha Kuliyada Farsamada, mudane Guuleed. Wuxuuna ardayda ku amaanay sida ay ugu adkaysteen waxbarashada, wuxuuna kusii dhiiri galiyay inay siiwataan waxbarashadooda. Waxaa sidookale xaflada ka hadlay madax xafiiseedka madaxtooyada Cabdifataax Maxamuud, oo isaguna ku amaanay ardayd inay ebyeen koorsoonyinka, qaateena shahaadooyin ay ku shaqaysan karaan. Kuliyada Farsamada ee magaaladan Jigjiga ayay dhigtaan ardayda dhamaysta fasalka 10-aad ee dugsiga sare, waxaana loogu talogalay inay ka bartaan farsamada gacanta iyo xirfadaha kale ee ufududeyn kara inay markay bogaan kuliya ay shaqo helaan. Dhalinyarada iyo caruurta deegaanka ayaa lagu qiyaasaa in 80% aynan fursad uhelin inay waxbartaan. Shamso Cumar Jigjiga, Kilil5 Online

13 July 2011

Jigjiga (Kilil5)--- Waxaa Kuliyada Farasamada ee magaalada Jigjiga kaqalan jibiyay arday badan oo gaadhaysa ilaa 420 arday oo isugu jiray wiilal iyo gabdhaba. Ardayda ayaa bartay farsamadaha kala duwan ee ah xirfadaha lagu shaqeysto. Ardayda ayaa dhamaystay koorsooyinka lagu qaato shahaada diplomada ee laba sano.

Xaflada qalin jabinta ayaa lagu qabtay Qolka Shirarka ee Sayid Maxamad Cabdulle Xasan, waxaana hambalyo iyo dhiiri galin ardayda usoo jeediyay maamulaha Kuliyada Farsamada, mudane Guuleed. Wuxuuna ardayda ku amaanay sida ay ugu adkaysteen waxbarashada, wuxuuna kusii dhiiri galiyay inay siiwataan waxbarashadooda.

Waxaa sidookale xaflada ka hadlay madax xafiiseedka madaxtooyada Cabdifataax Maxamuud, oo isaguna ku amaanay ardayd inay ebyeen koorsoonyinka, qaateena shahaadooyin ay ku shaqaysan karaan.

Kuliyada Farsamada ee magaaladan Jigjiga ayay dhigtaan ardayda dhamaysta fasalka 10-aad ee dugsiga sare, waxaana loogu talogalay inay ka bartaan farsamada gacanta iyo xirfadaha kale ee ufududeyn kara inay markay bogaan kuliya ay shaqo helaan. Dhalinyarada iyo caruurta deegaanka ayaa lagu qiyaasaa in 80% aynan fursad uhelin inay waxbartaan.

Shamso Cumar

Jigjiga, Kilil5 Online

by Adele Rackley,Planet Earth Online A new survey of Lake Tana in Ethiopia – the source of the Blue Nile – suggests that drought may have contributed to the demise of the Egyptian Old Kingdom, around 4200 years ago. A team led by the University of Aberystwyth used seismic surveys and sediment cores to work out how the lake's water levels has varied over the past 17,000 years and linked this to evidence for global climate change. Understanding how and why rainfall patterns change is particularly important for sub-Saharan Africa, where prolonged droughts have such serious social and economic consequences. The climate here is dominated by the African-Asian monsoon and the movements of the Intertropical Convergence Zone (ITCZ). This is an area of erratic weather patterns, where winds from the northern and southern hemispheres meet close to the equator: sailors know it as the Doldrums. Seasonal movements of the ITCZ can affect the strength of the monsoon. A strong monsoon leads to higher lake levels, and this can be traced in ancient lake sediments. Lake Tana is particularly good for this kind of research because it's close to the northern limit of the ITCZ so even slight a southward movement of the ITCZ is reflected in the lake's geological history. Fleshing out the detail of the region's rainfall history and linking it to past climate change can improve predictions of future rainfall. The detail enables scientists to check the ability of their climate models to accurately 'predict' past climate change; this fine tuning means they can be more confident of the models' accuracy when predicting future events. There was already strong evidence for an abrupt drought in Africa around 16,500 years ago, linked to changes in the Earth's climate. The researchers wanted to understand the region's subsequent climate history, including finding any evidence for a dry period around 4200 years ago, when the Egyptian Old Kingdom declined. 'We were looking for evidence for long-term drought events to provide a historical context to data modellers,' says Dr Michael Marshall from Aberystwyth University, a lead author of the research paper published in Global and Planetary Change. 'We wanted to find out when and how quickly drought has come about in the past.' The researchers used seismic (sound) survey and cores taken through the bottom of the lake, to get a picture of the stratigraphy or layers of sediment that have been carried into the lake by 17,000 years of rainfall. They then used chemical and magnetic analysis to determine the conditions under which the sediments were deposited, giving them a picture of periods of relatively dry or wet weather. By carbon dating the layers the researchers then tied these wet/dry phases to existing evidence for climate change events – like movements in the ITCZ. This let them align periods of sub-Saharan drought to periods of global climate change. The Blue Nile is the main tributary of Egypt's Nile river and it delivers most of the sediment to the Nile's floodplain. These fertile soils were the bedrock of ancient Egyptian civilisation, so long-term changes in the flow of the Nile would have had a profound effect on Egyptian society. 'Finding a distinct dry period around the time of decline of the Old Kingdom is complicated by the fact that the climate was becoming drier overall during that time anyway,' explains Marshall. Nevertheless, the researchers' analysis of the sediments did reveal a distinct dry episode around 4200 years ago. This would have lowered water levels in Lake Tana and reduced the flow of the Nile, interrupting the regular supply of fertile sediment to the Nile delta. Archaeological evidence shows that the Old Kingdom was already beginning to wane; reduced Nile flow could have contributed to its demise.

by Adele Rackley,Planet Earth Online

A new survey of Lake Tana in Ethiopia – the source of the Blue Nile – suggests that drought may have contributed to the demise of the Egyptian Old Kingdom, around 4200 years ago.

A team led by the University of Aberystwyth used seismic surveys and sediment cores to work out how the lake's water levels has varied over the past 17,000 years and linked this to evidence for global climate change.

Understanding how and why rainfall patterns change is particularly important for sub-Saharan Africa, where prolonged droughts have such serious social and economic consequences.

The climate here is dominated by the African-Asian monsoon and the movements of the Intertropical Convergence Zone (ITCZ). This is an area of erratic weather patterns, where winds from the northern and southern hemispheres meet close to the equator: sailors know it as the Doldrums.

Seasonal movements of the ITCZ can affect the strength of the monsoon. A strong monsoon leads to higher lake levels, and this can be traced in ancient lake sediments. Lake Tana is particularly good for this kind of research because it's close to the northern limit of the ITCZ so even slight a southward movement of the ITCZ is reflected in the lake's geological history.

Fleshing out the detail of the region's rainfall history and linking it to past climate change can improve predictions of future rainfall. The detail enables scientists to check the ability of their climate models to accurately 'predict' past climate change; this fine tuning means they can be more confident of the models' accuracy when predicting future events.

There was already strong evidence for an abrupt drought in Africa around 16,500 years ago, linked to changes in the Earth's climate. The researchers wanted to understand the region's subsequent climate history, including finding any evidence for a dry period around 4200 years ago, when the Egyptian Old Kingdom declined.

'We were looking for evidence for long-term drought events to provide a historical context to data modellers,' says Dr Michael Marshall from Aberystwyth University, a lead author of the research paper published in Global and Planetary Change. 'We wanted to find out when and how quickly drought has come about in the past.'

The researchers used seismic (sound) survey and cores taken through the bottom of the lake, to get a picture of the stratigraphy or layers of sediment that have been carried into the lake by 17,000 years of rainfall.

They then used chemical and magnetic analysis to determine the conditions under which the sediments were deposited, giving them a picture of periods of relatively dry or wet weather. By carbon dating the layers the researchers then tied these wet/dry phases to existing evidence for climate change events – like movements in the ITCZ.

This let them align periods of sub-Saharan drought to periods of global climate change.

The Blue Nile is the main tributary of Egypt's Nile river and it delivers most of the sediment to the Nile's floodplain. These fertile soils were the bedrock of ancient Egyptian civilisation, so long-term changes in the flow of the Nile would have had a profound effect on Egyptian society.

'Finding a distinct dry period around the time of decline of the Old Kingdom is complicated by the fact that the climate was becoming drier overall during that time anyway,' explains Marshall.

Nevertheless, the researchers' analysis of the sediments did reveal a distinct dry episode around 4200 years ago. This would have lowered water levels in Lake Tana and reduced the flow of the Nile, interrupting the regular supply of fertile sediment to the Nile delta. Archaeological evidence shows that the Old Kingdom was already beginning to wane; reduced Nile flow could have contributed to its demise.

Jigjiga (Kilil5)---Waxaa maanta Dugsiga Hoose-Dhexe ee Wiilwaal laguqabtay xaflad dood cilimiyeed oo aad ubalaadhan, oo uu soo diyaariyay dugsigaasi, oo lagu xusaayay sanad guuradkii 42 AAD ee kasoowareegtay dhagaxdhigii dugsigan. Xafladan, oo si wanaagsan loosoo agaasimay, ayaa waxaa kasoo qaybgalay masuulkii ugu horeeyay ee dhagax dhiga iskuulkan oo ahaa Mudane Xasan Fayaanbiiro. Waxaa sidookale kasooqaybgalay xafladan masuuliyiin tirobadan oo dhamaantood kasoobaxay Dugsigan Wiilwaal, waxbarashadoodana heer fiican kagaadhay, isla markaana jagooyin iyo xilal kaladuwan kahaya xukuumada deegaanka. Dood cilmiyeedkan, ayaa sidookale ay kasooqaybgaleen ardayda haatan waxkabarata dugsigan. Maamulaha dugsigan, Mudane Kamaal Sheekh Maxamed oo kahadlay xafladan, ayaa sheegay inuu aad ugu faraxsanyahay dood cilmiyeedka iyo inuu madasha fadhiyo masuulkii ugu horeeyay ee dhagaxa dhiga dugsigan iyo waliba masuuliyiin tirobadan oo uusoosaaray dugsigani iyo ardaydii ugu dambaysay ee fasalka 8AAD hada imtaxaanka ufadhiistay ee dugsiga sare u wareegaysa. Maamulaha, ayaa sidookale kasheekeeyay taariikhdi iyo marxaladihii kaladuwanaa ee uusoomaray iskuulkan. Dhanka kale Xasan Fayaanbiiro oo hada ah xildhibaan heer faderaal ah, ayaa dhankiisa sheegay in uu aad ugu faraxsanyahay inuu kasooqaybgalo xafladan dugsiga iyo isaga looqabtay iyo waliba inuu kudiirsanayo dugsigii uu dhagaxiisa dhigay inuu soosaaro aqoonyahan aad ubadan. Shamso Cumar Jigjiga, Kilil5

Jigjiga (Kilil5)---Waxaa maanta Dugsiga Hoose-Dhexe ee Wiilwaal laguqabtay xaflad dood cilimiyeed oo aad ubalaadhan, oo uu soo diyaariyay dugsigaasi, oo lagu xusaayay sanad guuradkii 42 AAD ee kasoowareegtay dhagaxdhigii dugsigan.

Xafladan, oo si wanaagsan loosoo agaasimay, ayaa waxaa kasoo qaybgalay masuulkii ugu horeeyay ee dhagax dhiga iskuulkan oo ahaa Mudane Xasan Fayaanbiiro. Waxaa sidookale kasooqaybgalay xafladan masuuliyiin tirobadan oo dhamaantood kasoobaxay Dugsigan Wiilwaal, waxbarashadoodana heer fiican kagaadhay, isla markaana jagooyin iyo xilal kaladuwan kahaya xukuumada deegaanka.

Dood cilmiyeedkan, ayaa sidookale ay kasooqaybgaleen ardayda haatan waxkabarata dugsigan. Maamulaha dugsigan, Mudane Kamaal Sheekh Maxamed oo kahadlay xafladan, ayaa sheegay inuu aad ugu faraxsanyahay dood cilmiyeedka iyo inuu madasha fadhiyo masuulkii ugu horeeyay ee dhagaxa dhiga dugsigan iyo waliba masuuliyiin tirobadan oo uusoosaaray dugsigani iyo ardaydii ugu dambaysay ee fasalka 8AAD hada imtaxaanka ufadhiistay ee dugsiga sare u wareegaysa.

Maamulaha, ayaa sidookale kasheekeeyay taariikhdi iyo marxaladihii kaladuwanaa ee uusoomaray iskuulkan. Dhanka kale Xasan Fayaanbiiro oo hada ah xildhibaan heer faderaal ah, ayaa dhankiisa sheegay in uu aad ugu faraxsanyahay inuu kasooqaybgalo xafladan dugsiga iyo isaga looqabtay iyo waliba inuu kudiirsanayo dugsigii uu dhagaxiisa dhigay inuu soosaaro aqoonyahan aad ubadan.

Shamso Cumar
Jigjiga, Kilil5

Jigjiga (Kilil5)---Waa markale iyo qormooyinkeenii qiimaynta xafiisyada heer deegan waxqabadkooda. Sidii aad qaybihii hore ee qormooyinka kulasocoteen waxaan ilaa hada sooqiimaynay afar xafiis oo kala ahaa Biyaha, Caafimaadka, Maaliyada iyo Dakhliga, qormadeenan maantana waxaa diirada kusaaraynaa xafiiska waxbarashada deegaanka. Sidiicaadada inoo ahaydna waxaan qiimayntan isku barbardhigidoonaa marxaladihii kaladuwanaa ee uusomaray xafiiskan xukuumadihii u dambeeyay ee deegaanka. Xafiiska waxbarashada ee heer deegaan wuxuu kamidyahay xafiisyada ugu waawayn deegaanka, waxaana la odhan karaa waaxafiiska ugu balaadhan, uguna shaqaalaha badan. Xafiiskani wuxuu kamidyahay afarta xafiis ee looyaqaan xafiisyada horumarinta. Sidookale wuxuu kamidyahay xafiisyada ugu miisaaniyada badan iyaga oo fan farobadana kahela ilo kaladuwan oo aykamidyihiin dawlada faderaalka, haayadaha caalamiga ah iyo deeq bixiyayaasha caalamka. Xafiiskan waxa hoosymaada kuliyado kaladuwan oo ay kamidyihiin Macadka Maaraynta, Kuliyada Farsamada Gacanta iyo Kuliyada macalimiinta ee TTI. Xafiiskan ayaa umadaxbanaan, maamulana miisaaniyadiisa ay kamidkayihiin mashaariicda guud ahaan deegaanka ee laxidhiidha waxbarashada ee heer deegaan iyo kuwan 67 degmo. Xafiiskan ayaa kamid ahaa xafiisyada lookala baratamijiray ee ay ducaysan jireen madax-xafiiseedyada loomagacaabaa musuqa iyo hantida dawlada ee lalunsadaana aadka ugu badnaa. Sidii caadada inoo ahayd waxaan qiimanta xafiiskan kasoo bilaabaynaa wakhtigii xukuumadii Lugbuur oo la odhankaro waxay ahayd wakhtigii lunsashada hantida dawlada iyo shacabka laxalaalaystay. Wakhtigaas waxaa xafiiskan madax xafiiseedka ahaa mudane Cabdifataax Sheekh Cabdulaahi Yare. Wakhtigan uu Cabdifataax madaxda ka ahaa xafiiskan ayasidi xafiisyada dhigiisa ahaa iyo xukuumadii jirtayna usaamaxday kamid ahaa xafiisyada ay kadhacaan musuqa ugubadan deegaanka. Cabdifataax Sheekh Cabdulaahi ayaa xiliyadaas isaga oo madax-xafiiseed ah lagusoo eedeeyay in uu lunsaday hanti malaayiin ah, taas oo uu aabihii Sheekh Cabdulaahi Yare kusiiyay wado sharcidaro ah, kiiskan eedaynta ah ayuu horseed ka ahaa kuxigeenkii xafiiskaas, oo la odhanjiray Idriis. Kiiska hantida uu lunsaday Ato Cabdifataax, ayaa loosaaray gudi ay madax ka ahaayeen Cabdiwaasac oo ahaa kuxigeenkii kobcinta awooda, wakhtigaasna kasoolaabtay dibada oo uu wakhtidheer kumaqnaa, horena u ahaan jiray Wasiirka Waxbarashada Dawlad Deegaanka Soomaalida iyo Xuseen Xaashi oo ahaa lataliyaha madaxwayne Lugbuur. Iyada oo baadhitaankii kiisku meel adag maraayo in xabsiga lootaxaabana uu qarka usaaranyahay Cabdifataax, ayay arinkii u adkaysan waayeen rag ay kamid ahaayeen Daa’uud Maxmed Cali iyo Cabdi Ilay, oo ay isku xulafo ahaayeen Cabdifataax Sheekh Cabdulaahi, iyaga oo qaaday olole balaadhan oo ay kudifaacayaan saaxiibkood, kuna baabi’inayaan kiiskii furnaa. Waxyar kadib, waxaa laga awood roonaaday gudidii kiiskan uxilsarnayd ee ay wadeen labada nin eenu korkusoosheegnay, kuwaas oo iyagii kiis kale loosameeyay, kaas oo ahaa inay cilaaqaad lalahaayeen nabadiidka, halkaasna ay ku kaliftay inay labadii ninba wadanka iskaga cararaan. Waxyar kadibna waxay ku guulaysteen inay Lugbuur qalinkiisa kumagacaabaan Cabdifataax oo loomagacaabo Xafiiska Kobcinta Awooda ee uu horay kuxigeenka uga ahaa ninkii kiiskiisa masuulka ka ahaa. Sidookale, Cabdifataax oo hadhsanaayay awoodii saaxiibadiis, ayaa hantay jagada gudoomiyaha xisbiga taladahaya ee deegaanka. Waxyar kadib, Shirarkii Qimaynta Musuqa Xafiisyada iyo Arimaha Nabadgalyada, ayaa kiis loosameeyay kuxigeenkii xafiiskaas, Idriis, oo ahaa ninkii horay kiiska ugufuray Cabdifataax Sheekh Cabdulaahi, isaga oo lagu eedeeyay inuu adeerkii kamidyahay golaha dhexe ee ururkii Itaxaad ee markii dambe lamagacbaxay UWSLF, arinkaas oo ay dad badani kabiyo diideen in shaqsi lagu eedeeyo shaqsi kale wuxuuyahay aabihiiba hanoqdee, balse Idriis oo ahaa kuxigeenkii madax-xafiiseedka waxbarashadu uu jeel ugalay, laguna xukumay dhawr sano. Waxyar kadib waxaa xafiiskan loosomagacaabay in layidhaa Bashiir Food ciro, oo isagu waxyar uun joogay, shaqadiina loogaqaaday kartidaro iyo eedaymo laxidhiidha waajibaadkiisa shaqo. Waxaa islamarkiiba lagu soobadalay mudane Cabdiraxmaan Sheekh. Maxamed (Guray, oo isagana ay aad isugu dhawaayeen Daa’uud iyo lataliyayaashii madaxwaynayaasha deegaanka, wakhtigaas oo uu madaxwayne noqday Daa’uud, aadna ugu hawlanaa arimaha xisbiga iyo ololihiisa. Ato Guray, ayaa kusoobeegmay xiligii ay Daa’uud iyo Cabdi Ilay wadeen ololaha nadaafada ee dhanka musuqa iyo nabadiidka, kaasina uudhaxalsiiyay inuusan kudhicin musuq ama uu inta karaankiisa ah dhawrsoonaado. Sidookale, shir kasta oo qiimayn ah xafiiskan waxbarashada, ayaa inta badan lasiinjiray kaalinta koowaad ama labaad. Arinkan ayaa dad badan fajac kunoqday, iyada oo ay dadku kadharagsanaayeen heerka waxbarashada deegaanka oo xiligaas dadka xaalada xafiiskan iyo waxbarashada deegaanka isha kuhayay ay sheegijireen inay ahayd xiliyadii ugu liitay gaarsiinta (coverage waxbarashada. Warbixinta uu soodiyaarsado xafiiskani ayaa ahayd mid aad loobuunbuunin jiray, balse cida qiimaynaysa oo ahayd Madaxwayne Daa’uud oo ahaa saaxiibka qaaliga ah ee uu lahaa ayaan dhag udhigijirin goldaloolada iyo ceebaha xafiiskan, badanaana aan hoos u eegijirin warbixinta ay soogudbistaan. Xiligan iyo xukuumada mudane Cabdi Maxamud Cumar ayaad moodaa inuu xafiiskani kamidyahay xafiisyada musuqoodu uusan badnayn, kaas ooy waxbadan kabadaleen hirgalinta nidaamka BPR ka iyo madax-xafiiseedkan hada mudane Ibraahim, oon isaguna ahayn dadka musuqa kudheereeya, waasida aynoosheegeen qaarkamida ah shaqaalaha xafiiskani. Xafiiskan ayaa hada lagu eedeeyaa inuu kagaabiyay dhanka horumarka waxbarashada. Xafiiskan iyo xafiisyo ay kamidyihiin, Maxkamadda Guud, Dhalinyarada iyo Ciyaaraha, Haweenka iyo HIV/AIDs oo aanu iyagana halkooda ugu tagidoono, ayaad moodaa in waxqabadka iyo horumarka ay uyaqaanaan in maalin kasta idaacadaha, TV ga iyo warbaahinta deegaanka ay kusoo macsuumaan shirar iyo kulamo aan ahmiyad buuran lahayn, si hadal hayntooda iyo warbaahinta deegaanka ee ay kadhexbuuxaan loogu qaato in ay hayaan waxqabad balaadhan. Ugudambayntii, Xafiiska Waxbarasgada ayaa lasaadaalinayaa in loodhiibidoono kuxigeenka madaxwaynaha, ahna Wasiirka Hawlaha Guud, mudane Aadan faarax, waxaana lasheegayaa in waxqabadka xafiiskan uusan ku qanacsanayn madaxwaynaha deegaanku. Hadii aan qiimaynteenan kasoobilaabo wakhtigii ee uu xafiiskan madaxda ka ahaa Cabdifataax Sheekh Cabdulaahi Yare, ayaa la odhankaraa waa wakhtigii xafiiskani ugu musuqa badnaa, marka labarbardhigo xukuumadihii kadambeeyay. Cabdi-shukri (Xarago) Jigjia, Kilil5 Online

Jigjiga (Kilil5)---Waa markale iyo qormooyinkeenii qiimaynta xafiisyada heer deegan waxqabadkooda. Sidii aad qaybihii hore ee qormooyinka kulasocoteen waxaan ilaa hada sooqiimaynay afar xafiis oo kala ahaa Biyaha, Caafimaadka, Maaliyada iyo Dakhliga, qormadeenan maantana waxaa diirada kusaaraynaa xafiiska waxbarashada deegaanka. Sidiicaadada inoo ahaydna waxaan qiimayntan isku barbardhigidoonaa marxaladihii kaladuwanaa ee uusomaray xafiiskan xukuumadihii u dambeeyay ee deegaanka.

Xafiiska waxbarashada ee heer deegaan wuxuu kamidyahay xafiisyada ugu waawayn deegaanka, waxaana la odhan karaa waaxafiiska ugu balaadhan, uguna shaqaalaha badan. Xafiiskani wuxuu kamidyahay afarta xafiis ee looyaqaan xafiisyada horumarinta. Sidookale wuxuu kamidyahay xafiisyada ugu miisaaniyada badan iyaga oo fan farobadana kahela ilo kaladuwan oo aykamidyihiin dawlada faderaalka, haayadaha caalamiga ah iyo deeq bixiyayaasha caalamka. Xafiiskan waxa hoosymaada kuliyado kaladuwan oo ay kamidyihiin Macadka Maaraynta, Kuliyada Farsamada Gacanta iyo Kuliyada macalimiinta ee TTI.

Xafiiskan ayaa umadaxbanaan, maamulana miisaaniyadiisa ay kamidkayihiin mashaariicda guud ahaan deegaanka ee laxidhiidha waxbarashada ee heer deegaan iyo kuwan 67 degmo. Xafiiskan ayaa kamid ahaa xafiisyada lookala baratamijiray ee ay ducaysan jireen madax-xafiiseedyada loomagacaabaa musuqa iyo hantida dawlada ee lalunsadaana aadka ugu badnaa.

Sidii caadada inoo ahayd waxaan qiimanta xafiiskan kasoo bilaabaynaa wakhtigii xukuumadii Lugbuur oo la odhankaro waxay ahayd wakhtigii lunsashada hantida dawlada iyo shacabka laxalaalaystay. Wakhtigaas waxaa xafiiskan madax xafiiseedka ahaa mudane Cabdifataax Sheekh Cabdulaahi Yare. Wakhtigan uu Cabdifataax madaxda ka ahaa xafiiskan ayasidi xafiisyada dhigiisa ahaa iyo xukuumadii jirtayna usaamaxday kamid ahaa xafiisyada ay kadhacaan musuqa ugubadan deegaanka. Cabdifataax Sheekh Cabdulaahi ayaa xiliyadaas isaga oo madax-xafiiseed ah lagusoo eedeeyay in uu lunsaday hanti malaayiin ah, taas oo uu aabihii Sheekh Cabdulaahi Yare kusiiyay wado sharcidaro ah, kiiskan eedaynta ah ayuu horseed ka ahaa kuxigeenkii xafiiskaas, oo la odhanjiray Idriis. Kiiska hantida uu lunsaday Ato Cabdifataax, ayaa loosaaray gudi ay madax ka ahaayeen Cabdiwaasac oo ahaa kuxigeenkii kobcinta awooda, wakhtigaasna kasoolaabtay dibada oo uu wakhtidheer kumaqnaa, horena u ahaan jiray Wasiirka Waxbarashada Dawlad Deegaanka Soomaalida iyo Xuseen Xaashi oo ahaa lataliyaha madaxwayne Lugbuur. Iyada oo baadhitaankii kiisku meel adag maraayo in xabsiga lootaxaabana uu qarka usaaranyahay Cabdifataax, ayay arinkii u adkaysan waayeen rag ay kamid ahaayeen Daa’uud Maxmed Cali iyo Cabdi Ilay, oo ay isku xulafo ahaayeen Cabdifataax Sheekh Cabdulaahi, iyaga oo qaaday olole balaadhan oo ay kudifaacayaan saaxiibkood, kuna baabi’inayaan kiiskii furnaa. Waxyar kadib, waxaa laga awood roonaaday gudidii kiiskan uxilsarnayd ee ay wadeen labada nin eenu korkusoosheegnay, kuwaas oo iyagii kiis kale loosameeyay, kaas oo ahaa inay cilaaqaad lalahaayeen nabadiidka, halkaasna ay ku kaliftay inay labadii ninba wadanka iskaga cararaan.

Waxyar kadibna waxay ku guulaysteen inay Lugbuur qalinkiisa kumagacaabaan Cabdifataax oo loomagacaabo Xafiiska Kobcinta Awooda ee uu horay kuxigeenka uga ahaa ninkii kiiskiisa masuulka ka ahaa. Sidookale, Cabdifataax oo hadhsanaayay awoodii saaxiibadiis, ayaa hantay jagada gudoomiyaha xisbiga taladahaya ee deegaanka. Waxyar kadib, Shirarkii Qimaynta Musuqa Xafiisyada iyo Arimaha Nabadgalyada, ayaa kiis loosameeyay kuxigeenkii xafiiskaas, Idriis, oo ahaa ninkii horay kiiska ugufuray Cabdifataax Sheekh Cabdulaahi, isaga oo lagu eedeeyay inuu adeerkii kamidyahay golaha dhexe ee ururkii Itaxaad ee markii dambe lamagacbaxay UWSLF, arinkaas oo ay dad badani kabiyo diideen in shaqsi lagu eedeeyo shaqsi kale wuxuuyahay aabihiiba hanoqdee, balse Idriis oo ahaa kuxigeenkii madax-xafiiseedka waxbarashadu uu jeel ugalay, laguna xukumay dhawr sano.

Waxyar kadib waxaa xafiiskan loosomagacaabay in layidhaa Bashiir Food ciro, oo isagu waxyar uun joogay, shaqadiina loogaqaaday kartidaro iyo eedaymo laxidhiidha waajibaadkiisa shaqo. Waxaa islamarkiiba lagu soobadalay mudane Cabdiraxmaan Sheekh. Maxamed (Guray, oo isagana ay aad isugu dhawaayeen Daa’uud iyo lataliyayaashii madaxwaynayaasha deegaanka, wakhtigaas oo uu madaxwayne noqday Daa’uud, aadna ugu hawlanaa arimaha xisbiga iyo ololihiisa. Ato Guray, ayaa kusoobeegmay xiligii ay Daa’uud iyo Cabdi Ilay wadeen ololaha nadaafada ee dhanka musuqa iyo nabadiidka, kaasina uudhaxalsiiyay inuusan kudhicin musuq ama uu inta karaankiisa ah dhawrsoonaado. Sidookale, shir kasta oo qiimayn ah xafiiskan waxbarashada, ayaa inta badan lasiinjiray kaalinta koowaad ama labaad. Arinkan ayaa dad badan fajac kunoqday, iyada oo ay dadku kadharagsanaayeen heerka waxbarashada deegaanka oo xiligaas dadka xaalada xafiiskan iyo waxbarashada deegaanka isha kuhayay ay sheegijireen inay ahayd xiliyadii ugu liitay gaarsiinta (coverage waxbarashada. Warbixinta uu soodiyaarsado xafiiskani ayaa ahayd mid aad loobuunbuunin jiray, balse cida qiimaynaysa oo ahayd Madaxwayne Daa’uud oo ahaa saaxiibka qaaliga ah ee uu lahaa ayaan dhag udhigijirin goldaloolada iyo ceebaha xafiiskan, badanaana aan hoos u eegijirin warbixinta ay soogudbistaan.

Xiligan iyo xukuumada mudane Cabdi Maxamud Cumar ayaad moodaa inuu xafiiskani kamidyahay xafiisyada musuqoodu uusan badnayn, kaas ooy waxbadan kabadaleen hirgalinta nidaamka BPR ka iyo madax-xafiiseedkan hada mudane Ibraahim, oon isaguna ahayn dadka musuqa kudheereeya, waasida aynoosheegeen qaarkamida ah shaqaalaha xafiiskani. Xafiiskan ayaa hada lagu eedeeyaa inuu kagaabiyay dhanka horumarka waxbarashada. Xafiiskan iyo xafiisyo ay kamidyihiin, Maxkamadda Guud, Dhalinyarada iyo Ciyaaraha, Haweenka iyo HIV/AIDs oo aanu iyagana halkooda ugu tagidoono, ayaad moodaa in waxqabadka iyo horumarka ay uyaqaanaan in maalin kasta idaacadaha, TV ga iyo warbaahinta deegaanka ay kusoo macsuumaan shirar iyo kulamo aan ahmiyad buuran lahayn, si hadal hayntooda iyo warbaahinta deegaanka ee ay kadhexbuuxaan loogu qaato in ay hayaan waxqabad balaadhan.

Ugudambayntii, Xafiiska Waxbarasgada ayaa lasaadaalinayaa in loodhiibidoono kuxigeenka madaxwaynaha, ahna Wasiirka Hawlaha Guud, mudane Aadan faarax, waxaana lasheegayaa in waxqabadka xafiiskan uusan ku qanacsanayn madaxwaynaha deegaanku.

Hadii aan qiimaynteenan kasoobilaabo wakhtigii ee uu xafiiskan madaxda ka ahaa Cabdifataax Sheekh Cabdulaahi Yare, ayaa la odhankaraa waa wakhtigii xafiiskani ugu musuqa badnaa, marka labarbardhigo xukuumadihii kadambeeyay.

Cabdi-shukri (Xarago)
Jigjia, Kilil5 Online

Jigjiga (Kilil5)---Waxaa shalay si rasmi ah uga furmay guud ahaan dalka iyo deegaanka imtaxaankii matriiga ee fasalka 10 AAD. Imtaxankan oo ah mid heer qaran ah,laguna soodiyaariyo heer faderaal, ayaa guud ahaan ardayda dhigata fasalka 10 AAD ee dalka oodhan laga qaadaa hal imtaxaan, kaas oo isku hal saac kawada bilaabma guud ahaan dalka, si aysan ubixin qish, maadaama imtaxaanku uu isku mid u yahay dhamaan deegaanada dalka. Imtaxaanka ayay soo diyaarisaa laanta imtaxaanaadka qaranka ee National Organization for Examination (NOE) oo kutaala magaalada Addis Ababa, kuwaas dib loogu celiyo imtaxaanka marka lagasoowada qaado guud ahaan dalka kadibna soosaxa bixiyana iskeelka imtaxaanka lagu saxayo. Imtaxaankan ayaa socondoona mudo sadex cisho ah, kadib waxaa ku xigidoona imtaxaanka 12AAD ka. Qaar kamida masuuliyiinta xafiiska waxbarashada deegaanka oo kormeer kumaraayay goobaha ay imtaxaanaadku kasocdaan ee Dugsiga Sare ee Sheekh Cabdisalaan oo lahadlay warbaahinta dalka ayaa sheegay in sanadkan imtaxaanka ay u fadhiisanayaan arday dhan 7189 arday, kuwaas oo 5363 kamid ahay ay yihiin wiilal halka 1826 ayihiin gabdho. Sida kamuuqata halkan tirada ardayda gabdhaha ee imtaxaankan ufadhiisanaysa aad uga hoosaysa kuwa wiilasha oo kudhadhaw sadex jibaar wiilasha taasina waxay kutusaysa in kaqaybgalka gabdhaha ee waxbarashadu ay aad u hoosayso. Gabdhaha waxkabarta deegaanka ayaa intabadan waxbarashadooda kujoojiya fasalada 10 AAD ka iyo 12 AAD, iyaga oon intabadan kuhamiyin in ay galaan jaamacad, taasina waxay kaliftaa in ay aad u yaraadaan ardayda gabdhaha ee jaamacadaha gala deegaanka marka labarbardhigo deegaamada kale oo badiba gabdhaha iyo wiilashu ay isleegyihiin dhanka soogalida jaamacadaha. Arinkan ayaa intabadan sabab looga dhigaa waalidka oon kubaraarugsanayn waxbarashada haweenka kuwaas oo aan isku si ugula dadaalin waxbarashada wiilasha iyo gabdhaha, taasina ay intabadan kaliftaa in gabdhuhu aysan kasoodhismin hoosta (base ka), kadibna ay ku daataan imtaxaanaadka. Sidookale waxaa intabadan dhaliilo loosoojeediyaa wasaarada waxbarashada oo wacyigalintoodu aad u hoosayso. Shamso Cumar Jigjiga, Kilil5

Jigjiga (Kilil5)---Waxaa shalay si rasmi ah uga furmay guud ahaan dalka iyo deegaanka imtaxaankii matriiga ee fasalka 10 AAD. Imtaxankan oo ah mid heer qaran ah,laguna soodiyaariyo heer faderaal, ayaa guud ahaan ardayda dhigata fasalka 10 AAD ee dalka oodhan laga qaadaa hal imtaxaan, kaas oo isku hal saac kawada bilaabma guud ahaan dalka, si aysan ubixin qish, maadaama imtaxaanku uu isku mid u yahay dhamaan deegaanada dalka. Imtaxaanka ayay soo diyaarisaa laanta imtaxaanaadka qaranka ee National Organization for Examination (NOE) oo kutaala magaalada Addis Ababa, kuwaas dib loogu celiyo imtaxaanka marka lagasoowada qaado guud ahaan dalka kadibna soosaxa bixiyana iskeelka imtaxaanka lagu saxayo. Imtaxaankan ayaa socondoona mudo sadex cisho ah, kadib waxaa ku xigidoona imtaxaanka 12AAD ka.

Qaar kamida masuuliyiinta xafiiska waxbarashada deegaanka oo kormeer kumaraayay goobaha ay imtaxaanaadku kasocdaan ee Dugsiga Sare ee Sheekh Cabdisalaan oo lahadlay warbaahinta dalka ayaa sheegay in sanadkan imtaxaanka ay u fadhiisanayaan arday dhan 7189 arday, kuwaas oo 5363 kamid ahay ay yihiin wiilal halka 1826 ayihiin gabdho. Sida kamuuqata halkan tirada ardayda gabdhaha ee imtaxaankan ufadhiisanaysa aad uga hoosaysa kuwa wiilasha oo kudhadhaw sadex jibaar wiilasha taasina waxay kutusaysa in kaqaybgalka gabdhaha ee waxbarashadu ay aad u hoosayso.

Gabdhaha waxkabarta deegaanka ayaa intabadan waxbarashadooda kujoojiya fasalada 10 AAD ka iyo 12 AAD, iyaga oon intabadan kuhamiyin in ay galaan jaamacad, taasina waxay kaliftaa in ay aad u yaraadaan ardayda gabdhaha ee jaamacadaha gala deegaanka marka labarbardhigo deegaamada kale oo badiba gabdhaha iyo wiilashu ay isleegyihiin dhanka soogalida jaamacadaha. Arinkan ayaa intabadan sabab looga dhigaa waalidka oon kubaraarugsanayn waxbarashada haweenka kuwaas oo aan isku si ugula dadaalin waxbarashada wiilasha iyo gabdhaha, taasina ay intabadan kaliftaa in gabdhuhu aysan kasoodhismin hoosta (base ka), kadibna ay ku daataan imtaxaanaadka. Sidookale waxaa intabadan dhaliilo loosoojeediyaa wasaarada waxbarashada oo wacyigalintoodu aad u hoosayso.

Shamso Cumar
Jigjiga, Kilil5

Jigjiga (Kilil5)---Macalimiintii dugsiyada sare ee magaalada Jigjiga ee caasimada deegaanka ayaa joojiyay dhamaan adeegyadii waxbarashada ee ay bixinnayeen. Macalimiintan ayaa kacabanaya mushaaharaadkoodii oon lasiinin mudo 3 bilood ah. Macalimiinta ayaa sheegaya in hal bil oo mushaaharaadkooda ah laga gooyay, looguna deeqay biyo xidheenka Wabiga Abaay. Mushaaharka halka bil ee laga gooyay macalimiinta, ayaa sida ay sheegayaan aan habayaraatee lagalatashanin iyaga, wasaarada waxbarashaduna iyaga oo iskaga dhisaya xukuumadda deegaanka iyo tan faderaalka go’aan kaligood iska gaadhay, islamarkaana gooyay mushaaharaadkii macalimiintan. Sidookale isku shaandhayntii shaqaalaha xafiisyada heer deegaan ayaa saamayn balaadhan ku yeeshay geedisocodkii shaqada xafiisyada, taas oo hada mudo 2 bilood ah ay shaqaalihii iyo xafiisyadii heer deegaan ay ku mashquulsanyihiin meelaynta iyo kalabadalidda shaqaalaha xafiisyada. Akoonadii lacagaha ee ay kamid ahaayeen mushaaharaadka, ayaa sidookale lawada xanibay maadaama loobaahanyahay in lawada badalo magacyadii shaqaalaha xisaabaadka iyo lacag hayayaashii ay magacooda kusoobixijirtay lacagaha ay kamidka ahaayeen mushaaharaadku. Taasina ay kaliftay in shaqaale badan oo ay kamidyihiin macalimiintu aysan helin mushaaraadkoodii mudo 3 bilood ah. Macalimiinta ayaa sidookale kacabanaaya mushaaraad yari iyo in aysan xukuumada iyo dawlada faderaalku toona hoos u eegin isbadalka ku yimid nolosha iyo maciishadan marba marka kadambaysa samada kusii shareermaysa ee habayaratee aysan jirin wax dib u soocelinaaya ama qiimo dhimis kusamaynaaya maciishada iyo nolosha deegaanka. Xukuumada ayaa sidookale aan hoos u eegin mushaaraadka shaqaalaha taas oo larabay in had iyo jeer lagu sarjaro xaalada nololeed. Qaar kamida macalimiinta dugsiga sare oo aanu su’aalo kawaydiinay xaalada noloshooda iyo mushaaraadka ay qaataan ayaa tusaale noogu sooqaatay in mushaaraadka macalimiintu ay qaadataa badidoodu uu udhaxeeyo 500 ilaa 2000 oobirr, taas oo macalinka qaata 500 birr (30 dollar) bishii lagana yaabo in uu leeyahay xaas iyo caruur sidookalena lagayaabo in uugalo guryo kiro ah oo qolkiiba qiimihiisu noqonaayo 200 Birr. Arinkan ayaa ah mid culus macalimiintana ay ku kaliftaa in kubadato shaqo katagida iyaga oo nolol meelo kale karaadsada, sidookalena hoos udhigaysaa mooraalka macalimiinta ee ay wax ku barayaan ardayda iyo darajada ay ku dhexleeyihiin umada kale taas oo loo arko qofka macalinka ah qof waayay meelo kale oo uu kashaqeeyo dantuna ay ku kaliftay in uu macalin noqdo. Hawshan ayaa ah mid utaala dawlada faderaalka, xukuumada deegaanka iyo wasaarada waxbarashada deegaanka. Shamso Cumar Jijiga,Kilil5

Jigjiga (Kilil5)---Macalimiintii dugsiyada sare ee magaalada Jigjiga ee caasimada deegaanka ayaa joojiyay dhamaan adeegyadii waxbarashada ee ay bixinnayeen. Macalimiintan ayaa kacabanaya mushaaharaadkoodii oon lasiinin mudo 3 bilood ah. Macalimiinta ayaa sheegaya in hal bil oo mushaaharaadkooda ah laga gooyay, looguna deeqay biyo xidheenka Wabiga Abaay. Mushaaharka halka bil ee laga gooyay macalimiinta, ayaa sida ay sheegayaan aan habayaraatee lagalatashanin iyaga, wasaarada waxbarashaduna iyaga oo iskaga dhisaya xukuumadda deegaanka iyo tan faderaalka go’aan kaligood iska gaadhay, islamarkaana gooyay mushaaharaadkii macalimiintan.

Sidookale isku shaandhayntii shaqaalaha xafiisyada heer deegaan ayaa saamayn balaadhan ku yeeshay geedisocodkii shaqada xafiisyada, taas oo hada mudo 2 bilood ah ay shaqaalihii iyo xafiisyadii heer deegaan ay ku mashquulsanyihiin meelaynta iyo kalabadalidda shaqaalaha xafiisyada. Akoonadii lacagaha ee ay kamid ahaayeen mushaaharaadka, ayaa sidookale lawada xanibay maadaama loobaahanyahay in lawada badalo magacyadii shaqaalaha xisaabaadka iyo lacag hayayaashii ay magacooda kusoobixijirtay lacagaha ay kamidka ahaayeen mushaaharaadku. Taasina ay kaliftay in shaqaale badan oo ay kamidyihiin macalimiintu aysan helin mushaaraadkoodii mudo 3 bilood ah.

Macalimiinta ayaa sidookale kacabanaaya mushaaraad yari iyo in aysan xukuumada iyo dawlada faderaalku toona hoos u eegin isbadalka ku yimid nolosha iyo maciishadan marba marka kadambaysa samada kusii shareermaysa ee habayaratee aysan jirin wax dib u soocelinaaya ama qiimo dhimis kusamaynaaya maciishada iyo nolosha deegaanka.

Xukuumada ayaa sidookale aan hoos u eegin mushaaraadka shaqaalaha taas oo larabay in had iyo jeer lagu sarjaro xaalada nololeed. Qaar kamida macalimiinta dugsiga sare oo aanu su’aalo kawaydiinay xaalada noloshooda iyo mushaaraadka ay qaataan ayaa tusaale noogu sooqaatay in mushaaraadka macalimiintu ay qaadataa badidoodu uu udhaxeeyo 500 ilaa 2000 oobirr, taas oo macalinka qaata 500 birr (30 dollar) bishii lagana yaabo in uu leeyahay xaas iyo caruur sidookalena lagayaabo in uugalo guryo kiro ah oo qolkiiba qiimihiisu noqonaayo 200 Birr.

Arinkan ayaa ah mid culus macalimiintana ay ku kaliftaa in kubadato shaqo katagida iyaga oo nolol meelo kale karaadsada, sidookalena hoos udhigaysaa mooraalka macalimiinta ee ay wax ku barayaan ardayda iyo darajada ay ku dhexleeyihiin umada kale taas oo loo arko qofka macalinka ah qof waayay meelo kale oo uu kashaqeeyo dantuna ay ku kaliftay in uu macalin noqdo.

Hawshan ayaa ah mid utaala dawlada faderaalka, xukuumada deegaanka iyo wasaarada waxbarashada deegaanka.

Shamso Cumar
Jijiga,Kilil5

By Emily Wither for CNN May 30, 2011 CNN) -- Seeing the deprivations faced by children in her neighborhood, one Ethiopian school teacher decided to make it her mission to provide them with a safe place to learn and play. Muday Mitiku decided to open a school 11 years ago, when she realized that most of the children in her suburb were spending their days on the streets, unwashed, unfed and unschooled. But the little school in Keteme, a poor neighborhood on the eastern edge of Ethiopia's capital city Addis Ababa, aims to do a lot more than just provide children from impoverished backgrounds with an education. "Fresh and Green is the only school of its type in the area," explained Mitiku. "It is unique in that it provides three daily meals year round to the children and assists the families in becoming more self sufficient." When Fresh and Green Academy was established it was a fee-paying kindergarten but it wasn't long before Mitiku started bringing children in off the streets. She says the parents of the paying students started pulling their children out but it didn't stop her from wanting to help those in need. "Their (the students') parents are often beggars or prostitutes," she said. "If the academy didn't exist the children would be on the streets begging to find their next meal and not attending school." Mitiku says that many of her students have no parents and are brought up by older siblings or relatives. Donations from as far afield as the United States keep this little school afloat but Mitiku says it is always a battle. When Trish Hack-Rubinstein visited the school in 2008, it was in transition and dangerously low on funding. Hack-Rubinstein decided she wanted to help raise funds for the project and upon returning home to the United States she founded Friends of Fresh and Green Academy. "I fell in love with the children and their mothers at Fresh and Green, and of course Muday," explained Hack-Rubinstein. "I wanted to help Muday fulfil her dream, which very soon became my dream as well." Hack-Rubinstein now raises money for the academy through quarterly fundraisers, a child-sponsorship program and individual donations. She and Mitiku now have plans to expand the school by a grade level each year and find ways of generating more income for students' families. They would also like to eventually buy some land for the facility instead of renting and dream of one day building a boarding school there. "Our goals are to keep the children educated and fed in a nurturing environment while creating a model for a private school in this area," Hack-Rubinstein said. The academy encourages the mothers to get involved as well and about 50 help the school, preparing meals and cleaning. It says the Mothers' Cooperative has been instrumental in reducing the need for prostitution and begging. Hack-Rubinstein says the mothers also make crafts which are in turn sold to generate more income for their families. "We are also trying to develop more products that are marketable to be able to bring in more money for the moms and their families," she said. Older siblings and teenagers are also encouraged to get involved in the academy. There are Saturday afternoon classes and Mitiku has taught the 15 to 16-year-olds to lead some of the lessons, which has led to some of them getting teaching jobs elsewhere. For Mitiku it's all about building a firm structure for neighborhoods in the future. "We hope to instill a spirit of giving and compassion in the children so they go on to give back to the school and their community," she said. Source:CNN

By Emily Wither for CNN
May 30, 2011

CNN) -- Seeing the deprivations faced by children in her neighborhood, one Ethiopian school teacher decided to make it her mission to provide them with a safe place to learn and play.

Muday Mitiku decided to open a school 11 years ago, when she realized that most of the children in her suburb were spending their days on the streets, unwashed, unfed and unschooled.

But the little school in Keteme, a poor neighborhood on the eastern edge of Ethiopia's capital city Addis Ababa, aims to do a lot more than just provide children from impoverished backgrounds with an education.

"Fresh and Green is the only school of its type in the area," explained Mitiku. "It is unique in that it provides three daily meals year round to the children and assists the families in becoming more self sufficient."

When Fresh and Green Academy was established it was a fee-paying kindergarten but it wasn't long before Mitiku started bringing children in off the streets. She says the parents of the paying students started pulling their children out but it didn't stop her from wanting to help those in need.

"Their (the students') parents are often beggars or prostitutes," she said. "If the academy didn't exist the children would be on the streets begging to find their next meal and not attending school."

Mitiku says that many of her students have no parents and are brought up by older siblings or relatives.

Donations from as far afield as the United States keep this little school afloat but Mitiku says it is always a battle.

When Trish Hack-Rubinstein visited the school in 2008, it was in transition and dangerously low on funding. Hack-Rubinstein decided she wanted to help raise funds for the project and upon returning home to the United States she founded Friends of Fresh and Green Academy.

"I fell in love with the children and their mothers at Fresh and Green, and of course Muday," explained Hack-Rubinstein. "I wanted to help Muday fulfil her dream, which very soon became my dream as well."

Hack-Rubinstein now raises money for the academy through quarterly fundraisers, a child-sponsorship program and individual donations.

She and Mitiku now have plans to expand the school by a grade level each year and find ways of generating more income for students' families.

They would also like to eventually buy some land for the facility instead of renting and dream of one day building a boarding school there.

"Our goals are to keep the children educated and fed in a nurturing environment while creating a model for a private school in this area," Hack-Rubinstein said.

The academy encourages the mothers to get involved as well and about 50 help the school, preparing meals and cleaning. It says the Mothers' Cooperative has been instrumental in reducing the need for prostitution and begging.

Hack-Rubinstein says the mothers also make crafts which are in turn sold to generate more income for their families.

"We are also trying to develop more products that are marketable to be able to bring in more money for the moms and their families," she said.

Older siblings and teenagers are also encouraged to get involved in the academy. There are Saturday afternoon classes and Mitiku has taught the 15 to 16-year-olds to lead some of the lessons, which has led to some of them getting teaching jobs elsewhere.

For Mitiku it's all about building a firm structure for neighborhoods in the future.

"We hope to instill a spirit of giving and compassion in the children so they go on to give back to the school and their community," she said.

Source:CNN

Jigjiga (Kilil5)---Waxaa guud ahaan dalka Itoobiya, gaar ahaan deegaanka Soomaalida saaka kabilaabmay imtaxaamaadkii fasalka 8AAD ee looyaqaanay Ministariga (Ministry). Imtaxaankan oo ah mid heer qaran oo ay soo diyaariso laanta imtaxaanaadka dalka ee lagu magacaabo National Organization for Examination (NOE) ayaa waxaa u tartama ardayda fasalka siddeedaad ee guud ahaan dalka, kuwaas iskeelka lagu saxaa uu hal midyahay, iskusina loogu qiimeeyo dhamaan ardaydan. Imtaxaankan, ayaa socondoona mudo saddex cisho ah, isla markaana isku saacad kawada bilaabmaya guud ahaan dalka, isku saacadna dhamaandoona si aan lookala helin wax qish ah maadaama uu dhamaan dalka laga qaadayo hal imtaxaan. Imtaxaanka sanadkan, ayaa lagu qiyaasay ardayda qaadanaysa in ay dhanyihiin 15100 arday, kuwaas oo wax kabarta guud ahaan deegaanka Soomaalida. Ardaydan imtaxaanka qaadanaysa ayaa naloosheegay inay kamidyihiin qaar kamida maxaabiista kuxidhan jeelasha magaalada Jigjiga, kuwaas oo waxbarashadooda watay intii ay xidhnaayeen. Tirada ardayda sanadkan ufadhiisatay imtaxaanka, ayaa kabadan kuwii sanadkii hore qaatay Imtaxaankan Ministariga qiyaas dhan 5100 arday, kuwaas oo ay tiradoodu ahayd sanadkii hore 11000 arday. Korodhkan ardayda imtaxaanka ufadhiisatay, ayaa muujinaysa kor ukaca kaqaybgalka ardayda iyo heerka (coverage) ay wasaarada waxbarashada deegaaanka kor ukacay adeegeedu. Abdi-shukri(Xarago) Jigjiga, Kilil5

Jigjiga (Kilil5)---Waxaa guud ahaan dalka Itoobiya, gaar ahaan deegaanka Soomaalida saaka kabilaabmay imtaxaamaadkii fasalka 8AAD ee looyaqaanay Ministariga (Ministry). Imtaxaankan oo ah mid heer qaran oo ay soo diyaariso laanta imtaxaanaadka dalka ee lagu magacaabo National Organization for Examination (NOE) ayaa waxaa u tartama ardayda fasalka siddeedaad ee guud ahaan dalka, kuwaas iskeelka lagu saxaa uu hal midyahay, iskusina loogu qiimeeyo dhamaan ardaydan.

Imtaxaankan, ayaa socondoona mudo saddex cisho ah, isla markaana isku saacad kawada bilaabmaya guud ahaan dalka, isku saacadna dhamaandoona si aan lookala helin wax qish ah maadaama uu dhamaan dalka laga qaadayo hal imtaxaan.

Imtaxaanka sanadkan, ayaa lagu qiyaasay ardayda qaadanaysa in ay dhanyihiin 15100 arday, kuwaas oo wax kabarta guud ahaan deegaanka Soomaalida. Ardaydan imtaxaanka qaadanaysa ayaa naloosheegay inay kamidyihiin qaar kamida maxaabiista kuxidhan jeelasha magaalada Jigjiga, kuwaas oo waxbarashadooda watay intii ay xidhnaayeen.

Tirada ardayda sanadkan ufadhiisatay imtaxaanka, ayaa kabadan kuwii sanadkii hore qaatay Imtaxaankan Ministariga qiyaas dhan 5100 arday, kuwaas oo ay tiradoodu ahayd sanadkii hore 11000 arday. Korodhkan ardayda imtaxaanka ufadhiisatay, ayaa muujinaysa kor ukaca kaqaybgalka ardayda iyo heerka (coverage) ay wasaarada waxbarashada deegaaanka kor ukacay adeegeedu.

Abdi-shukri(Xarago)
Jigjiga, Kilil5

Findings challenge view of continent as a place of famine and poverty. by David Smith in Cape Town,Guardian paper. One in three Africans is middle class, a rising group of consumers to rival those of China and India, researchers have found (pdf). Record numbers of people in Africa own houses and cars, use mobile phones and the internet and send their children to private schools and foreign universities, according to the African Development Bank. Mthuli Ncube, the bank's chief economist, said the findings should challenge long-held perceptions of Africa as a continent of famine, poverty and hopelessness. "Hey you know what, the world please wake up, this is a phenomenon in Africa that we've not spent a lot of time thinking about," Ncube said. "There is a middle class that is driven by specific factors such as education and we should change our view and work with this group to create a new Africa and make sure Africa realises its full potential." Ncube said the study used an absolute definition of middle class, meaning people who spend between $2 and $20 a day, which he believed was appropriate given the cost of living for Africa's nearly 1 billion people. The study found that, by last year, Africa's middle class had risen to about 34% of the continent's population, or about 313m people – up from around 111m (26%) in 1980 and 196m (27%) in 2000. The growth rate of the middle class over the past 30 years was about 3.1%, slightly faster than that of the total population. Tunisia, Morocco and Egypt had proportionately the biggest middle classes in Africa, while Liberia, Burundi and Rwanda had the smallest. The Africa middle classes are more likely to have salaried jobs or own small businesses. They tend not to rely entirely on public health services, seeking more expensive medical care. The middle classes tend to have fewer children and spend more on their nutrition and schooling. Sales of fridges, TVs and mobile phones have surged in virtually every African country in recent years, the report said. Possession of cars and motorcycles in Ghana, for example, has gone up by 81% in the past five years. "They own houses and they account for the bulk of housing ownership," Ncube said. "They own cars – people are driving cars in Lagos, in Kampala, in Harare, in Ouagadougou – it's the same middle class. You can even see it in the consumption of petrol. The bulk of them are consuming ICT services and mobile telephony, although the poor are also consumers of mobile telephone services.. They would also send their children to school, preferably private schools, but also schools outside the continent. The same class is sending their children to universities outside their home country, in South Africa, in Australia, in Canada, naturally Europe – France is a bigger absorber from the French-speaking countries – and the US." The middle class was responsible for at least half of Africa's GDP of $1.6tn, he added. The trend reflected years of sustained economic growth, with sub-Saharan Africa projected at 5.5% this year. "This has implications," Ncube said. "How should the rest of the world engage with Africa, given this middle class? I think it means that those who want to invest should take the opportunity and look for partners within Africa to invest jointly with." The focus of aid and development assistance would also have to change in the next 10 to 15 years, he argued. "It will have to concentrate less on the bottom of the pyramid and move to the middle, which means it has to be supportive of private sector initiatives, which then are the way middle class people conduct their lives." Africa has a relatively young population and has seen millions migrate from rural areas to cities, where shopping malls with designer labels and smart coffee shops are springing up across the continent. Ncube acknowledged that a widening, internet-literate middle class could pose a threat to autocratic leaders, as seen in Egypt and Tunisia. "The middle class is a source of democracy in Africa in a sense that they are custodians of democracy. They are the people who are educated, they know how to vote, they know what they want, they've got interests to protect. Supporting this class in a way also helps institution building in Africa. But the research found that poverty remains deeply entrenched, with 61% of Africa's population living on less than $2 a day. An estimated 21% earn only enough to spend $2 to $4 a day, leaving about 180 million people vulnerable to economic shocks that could knock them out of the new middle class. At the top of the pyramid, an elite of about 100,000 Africans had a collective net worth of 60% of the continent's gross domestic product in 2008, the report said.

Findings challenge view of continent as a place of famine and poverty.

by David Smith in Cape Town,Guardian paper.

One in three Africans is middle class, a rising group of consumers to rival those of China and India, researchers have found (pdf).

Record numbers of people in Africa own houses and cars, use mobile phones and the internet and send their children to private schools and foreign universities, according to the African Development Bank.

Mthuli Ncube, the bank's chief economist, said the findings should challenge long-held perceptions of Africa as a continent of famine, poverty and hopelessness.

"Hey you know what, the world please wake up, this is a phenomenon in Africa that we've not spent a lot of time thinking about," Ncube said. "There is a middle class that is driven by specific factors such as education and we should change our view and work with this group to create a new Africa and make sure Africa realises its full potential."

Ncube said the study used an absolute definition of middle class, meaning people who spend between $2 and $20 a day, which he believed was appropriate given the cost of living for Africa's nearly 1 billion people.

The study found that, by last year, Africa's middle class had risen to about 34% of the continent's population, or about 313m people – up from around 111m (26%) in 1980 and 196m (27%) in 2000.

The growth rate of the middle class over the past 30 years was about 3.1%, slightly faster than that of the total population. Tunisia, Morocco and Egypt had proportionately the biggest middle classes in Africa, while Liberia, Burundi and Rwanda had the smallest.

The Africa middle classes are more likely to have salaried jobs or own small businesses. They tend not to rely entirely on public health services, seeking more expensive medical care. The middle classes tend to have fewer children and spend more on their nutrition and schooling.

Sales of fridges, TVs and mobile phones have surged in virtually every African country in recent years, the report said. Possession of cars and motorcycles in Ghana, for example, has gone up by 81% in the past five years.

"They own houses and they account for the bulk of housing ownership," Ncube said. "They own cars – people are driving cars in Lagos, in Kampala, in Harare, in Ouagadougou – it's the same middle class. You can even see it in the consumption of petrol. The bulk of them are consuming ICT services and mobile telephony, although the poor are also consumers of mobile telephone services.. They would also send their children to school, preferably private schools, but also schools outside the continent. The same class is sending their children to universities outside their home country, in South Africa, in Australia, in Canada, naturally Europe – France is a bigger absorber from the French-speaking countries – and the US."

The middle class was responsible for at least half of Africa's GDP of $1.6tn, he added. The trend reflected years of sustained economic growth, with sub-Saharan Africa projected at 5.5% this year.

"This has implications," Ncube said. "How should the rest of the world engage with Africa, given this middle class? I think it means that those who want to invest should take the opportunity and look for partners within Africa to invest jointly with."

The focus of aid and development assistance would also have to change in the next 10 to 15 years, he argued. "It will have to concentrate less on the bottom of the pyramid and move to the middle, which means it has to be supportive of private sector initiatives, which then are the way middle class people conduct their lives."

Africa has a relatively young population and has seen millions migrate from rural areas to cities, where shopping malls with designer labels and smart coffee shops are springing up across the continent. Ncube acknowledged that a widening, internet-literate middle class could pose a threat to autocratic leaders, as seen in Egypt and Tunisia.

"The middle class is a source of democracy in Africa in a sense that they are custodians of democracy. They are the people who are educated, they know how to vote, they know what they want, they've got interests to protect. Supporting this class in a way also helps institution building in Africa.

But the research found that poverty remains deeply entrenched, with 61% of Africa's population living on less than $2 a day. An estimated 21% earn only enough to spend $2 to $4 a day, leaving about 180 million people vulnerable to economic shocks that could knock them out of the new middle class.

At the top of the pyramid, an elite of about 100,000 Africans had a collective net worth of 60% of the continent's gross domestic product in 2008, the report said.

Five top grades at A-level were not enough to win a Somalian girl a place, as university admits she was 'disadvantaged' by their admissions process Sian Griffiths and Jon Ungoed-Thomas Tuesday, April 19, 2011 Oxford University has admitted that it bungled when it failed to offer an interview to a bright black student from one of Britain’s most deprived areas. Somalian-born Fatima Yusuf, 19, had applied to study medicine at Merton College after obtaining the highest possible grades in five A-level subjects and 11 A* grades in her GCSEs. She was penalised by the university because she took five of her GCSEs as a 13-year-old — an achievement that would normally have indicated academic strength. However, as she gained the remainder of her GCSEs at a more normal age, the university’s admissions department disregarded her results because they had not been taken in a single sitting. It now recognises this was a mistake. The university also marked her down because she went to an obscure college in east London and it could not find any results for the institution to compare Fatima with her fellow students. Fatima was forced to appeal and the university conceded that she had been “disadvantaged” by its admissions process. As a result, she was given an interview but still failed to gain a place. Fatima, who lives in Edmonton, north London, said this weekend: “I didn’t want preferential treatment, but I wanted fair treatment and I don’t think I got it. ” Fatima’s father, Bashir, said: “Fatima was a beacon of hope for the Somali community and an example of what you can achieve. “The feeling in the community now is that Oxford is off limits because they’ve seen what happened to Fatima and they see what looks like an elitist institution where people from humble backgrounds are not welcome.” Oxford’s rejection of Fatima has emerged after David Cameron said its admission rate for black students was “disgraceful”. The university hit back, accusing the prime minister of using misleading figures, and pointing out it had invested millions of pounds in trying to attract students from all backgrounds. Fatima, the eldest of seven children, was a baby when her parents fled war-torn Somalia in 1992. They settled in Edmonton, where Bashir now works as a manager in a Somalian community centre. It is a highly disadvantaged area. An Enfield council report in 2009 noted: “In Edmonton the indicators of multiple deprivation have shown that our population experiences low attainment in education, higher levels of crime, low income, poor health, housing problems and a poor quality environment.” Gang violence is commonplace. Last Sunday, Negus McLean, 15, was stabbed to death there in a gang attack as he tried to protect his younger brother. Fatima attended her local primary school and went to study at an Islamic boarding school in Nottingham. She was homesick and her family struggled to pay the fees, so she left after a year. With no immediate offer of a suitable state school place, she studied for months on her own despite the noise from her younger siblings in the family’s rented terraced home. “It was difficult because I didn’t have a school, but I went to libraries where it was quieter,” she said. “I enjoyed learning and I was motivated to get qualifications.” She briefly attended a state school, Kingsmead in Enfield, but did not feel sufficiently challenged. She then went to a private tuition college and achieved five GCSE A*s by the time she was 13. Fatima then studied for A-levels in the sixth form at Seven Kings high school, a comprehensive in Ilford, Essex. She obtained three A*s in A-levels on top of two A grade A-levels taken at her tuition college before the star system was introduced. In September 2010, after taking a year out from her studies, she applied to study medicine, making Merton her first choice. She also applied for a place at University College London and King’s College London. A trip to Somalia five years earlier had inspired her choice of career. She said: “I saw the impact of the civil war, the death and destruction, and people lying on the streets without medical care. It made me think that if I did become a doctor, I would be able to help.” On November 30, she was told by Oxford that she was not being invited for interview, based on her GCSE results and her scores for a BioMedical Admission Test used to assess potential medical students. She appealed and her father alerted David Lammy, the former universities minister who has highlighted the challenges faced by ethnic minorities applying for university. Oxford admitted in December that it had erred in not offering Fatima an interview. It transpired that her GCSE results had not even been considered. An email from preclinical medicine admissions admitted that “the assessment of your application was conducted without reference to your GCSE performance” and explained that this was partly because her exams had not been taken at “a single sitting” and partly because the university had been unable to find any published results for her tuition college. The email, seen by The Sunday Times, added: “The fact that your GCSEs have been achieved at a number of sittings is, in your case, an indication of academic strength rather than weakness and the results that you have achieved must be viewed as excellent in any context.” Fatima’s GCSE results were in fact better than the average GCSE results of students who were offered a place to read medicine in 2010. According to Oxford’s own figures, the average candidate had 9-10 A* grades at GCSE, compared with Fatima’s 11. It conceded that its approach “may have disadvantaged” Fatima and she was offered interviews. However, less than a week after the interviews she was told she was not being offered a place. Her experience is reminiscent of the case of Laura Spence, a state school student whose rejection for a place to study medicine at Oxford University in 2000 caused a political storm. Paul Kelley, headmaster of Monkseaton high school on Tyneside, Spence’s former school, said: “I think the admissions system in many ways has not moved on in the last decade. In America, top universities hunt this kind of person down.” Fatima’s case has emerged as Britain’s leading universities face a challenge over their record in encouraging ethnic minorities. When Fatima was in the midst of her application to Oxford, Lammy released figures which he said showed that 21 out of Oxbridge’s 69 colleges had admitted no black students in the previous year. Merton had not accepted a black student for the five years before 2010, he said. Oxford said it had taken 27 black undergraduates and that 19% of its intake are from ethnic minorities — higher than the population as a whole. The university believes it is being unfairly criticised and is working to broaden its intake. Applications from state schools have risen by 80% over the past decade. Despite some success stories, Oxford’s own analysis shows that a lower percentage of applicants from a number of ethnic minorities are accepted than white applicants. In 2010 black African applicants had an average success rate of 6.7%, while white applicants had a 24.1% success rate. The university argues that part of the problem is that many black applicants choose to apply to its most over-subscribed courses, where competition is fiercest. Nearly 30% of black applicants to Oxford University want to study medicine. Oxford says attainment at school is the single biggest barrier. In 2009, 29,000 white students got the requisite grades for Oxford compared with 452 black students. Fatima, who won a place to read medicine at UCL is not bitter but believes Oxford should scrutinise its admissions procedures to ensure its equality policies are properly implemented. Oxford said in a statement: “We do not discriminate in favour of or against anyone on the basis of race or any other non-academic factor. “Clearly, the candidate in question is academically excellent. However, there were 1,472 applicants this year for only 152 places to study medicine at Oxford, and in the academic judgment of six or more medical experts there were at least 152 other candidates who demonstrated even higher ability and potential through the selection process.” Additional reporting: Francesca Angelini Source: The Sunday Times

Five top grades at A-level were not enough to win a Somalian girl a place, as university admits she was 'disadvantaged' by their admissions process

Sian Griffiths and Jon Ungoed-Thomas
Tuesday, April 19, 2011

Oxford University has admitted that it bungled when it failed to offer an interview to a bright black student from one of Britain’s most deprived areas.

Somalian-born Fatima Yusuf, 19, had applied to study medicine at Merton College after obtaining the highest possible grades in five A-level subjects and 11 A* grades in her GCSEs. She was penalised by the university because she took five of her GCSEs as a 13-year-old — an achievement that would normally have indicated academic strength.

However, as she gained the remainder of her GCSEs at a more normal age, the university’s admissions department disregarded her results because they had not been taken in a single sitting. It now recognises this was a mistake.

The university also marked her down because she went to an obscure college in east London and it could not find any results for the institution to compare Fatima with her fellow students.

Fatima was forced to appeal and the university conceded that she had been “disadvantaged” by its admissions process. As a result, she was given an interview but still failed to gain a place. Fatima, who lives in Edmonton, north London, said this weekend: “I didn’t want preferential treatment, but I wanted fair treatment and I don’t think I got it. ”

Fatima’s father, Bashir, said: “Fatima was a beacon of hope for the Somali community and an example of what you can achieve.

“The feeling in the community now is that Oxford is off limits because they’ve seen what happened to Fatima and they see what looks like an elitist institution where people from humble backgrounds are not welcome.”

Oxford’s rejection of Fatima has emerged after David Cameron said its admission rate for black students was “disgraceful”. The university hit back, accusing the prime minister of using misleading figures, and pointing out it had invested millions of pounds in trying to attract students from all backgrounds.

Fatima, the eldest of seven children, was a baby when her parents fled war-torn Somalia in 1992. They settled in Edmonton, where Bashir now works as a manager in a Somalian community centre.

It is a highly disadvantaged area. An Enfield council report in 2009 noted: “In Edmonton the indicators of multiple deprivation have shown that our population experiences low attainment in education, higher levels of crime, low income, poor health, housing problems and a poor quality environment.”

Gang violence is commonplace. Last Sunday, Negus McLean, 15, was stabbed to death there in a gang attack as he tried to protect his younger brother.

Fatima attended her local primary school and went to study at an Islamic boarding school in Nottingham. She was homesick and her family struggled to pay the fees, so she left after a year. With no immediate offer of a suitable state school place, she studied for months on her own despite the noise from her younger siblings in the family’s rented terraced home. “It was difficult because I didn’t have a school, but I went to libraries where it was quieter,” she said. “I enjoyed learning and I was motivated to get qualifications.”

She briefly attended a state school, Kingsmead in Enfield, but did not feel sufficiently challenged. She then went to a private tuition college and achieved five GCSE A*s by the time she was 13.

Fatima then studied for A-levels in the sixth form at Seven Kings high school, a comprehensive in Ilford, Essex. She obtained three A*s in A-levels on top of two A grade A-levels taken at her tuition college before the star system was introduced.

In September 2010, after taking a year out from her studies, she applied to study medicine, making Merton her first choice. She also applied for a place at University College London and King’s College London.

A trip to Somalia five years earlier had inspired her choice of career. She said: “I saw the impact of the civil war, the death and destruction, and people lying on the streets without medical care. It made me think that if I did become a doctor, I would be able to help.”

On November 30, she was told by Oxford that she was not being invited for interview, based on her GCSE results and her scores for a BioMedical Admission Test used to assess potential medical students.

She appealed and her father alerted David Lammy, the former universities minister who has highlighted the challenges faced by ethnic minorities applying for university. Oxford admitted in December that it had erred in not offering Fatima an interview.

It transpired that her GCSE results had not even been considered. An email from preclinical medicine admissions admitted that “the assessment of your application was conducted without reference to your GCSE performance” and explained that this was partly because her exams had not been taken at “a single sitting” and partly because the university had been unable to find any published results for her tuition college.

The email, seen by The Sunday Times, added: “The fact that your GCSEs have been achieved at a number of sittings is, in your case, an indication of academic strength rather than weakness and the results that you have achieved must be viewed as excellent in any context.”

Fatima’s GCSE results were in fact better than the average GCSE results of students who were offered a place to read medicine in 2010. According to Oxford’s own figures, the average candidate had 9-10 A* grades at GCSE, compared with Fatima’s 11.

It conceded that its approach “may have disadvantaged” Fatima and she was offered interviews. However, less than a week after the interviews she was told she was not being offered a place. Her experience is reminiscent of the case of Laura Spence, a state school student whose rejection for a place to study medicine at Oxford University in 2000 caused a political storm.

Paul Kelley, headmaster of Monkseaton high school on Tyneside, Spence’s former school, said: “I think the admissions system in many ways has not moved on in the last decade. In America, top universities hunt this kind of person down.”

Fatima’s case has emerged as Britain’s leading universities face a challenge over their record in encouraging ethnic minorities. When Fatima was in the midst of her application to Oxford, Lammy released figures which he said showed that 21 out of Oxbridge’s 69 colleges had admitted no black students in the previous year. Merton had not accepted a black student for the five years before 2010, he said.

Oxford said it had taken 27 black undergraduates and that 19% of its intake are from ethnic minorities — higher than the population as a whole. The university believes it is being unfairly criticised and is working to broaden its intake. Applications from state schools have risen by 80% over the past decade.

Despite some success stories, Oxford’s own analysis shows that a lower percentage of applicants from a number of ethnic minorities are accepted than white applicants. In 2010 black African applicants had an average success rate of 6.7%, while white applicants had a 24.1% success rate. The university argues that part of the problem is that many black applicants choose to apply to its most over-subscribed courses, where competition is fiercest. Nearly 30% of black applicants to Oxford University want to study medicine.

Oxford says attainment at school is the single biggest barrier. In 2009, 29,000 white students got the requisite grades for Oxford compared with 452 black students.

Fatima, who won a place to read medicine at UCL is not bitter but believes Oxford should scrutinise its admissions procedures to ensure its equality policies are properly implemented.

Oxford said in a statement: “We do not discriminate in favour of or against anyone on the basis of race or any other non-academic factor.

“Clearly, the candidate in question is academically excellent. However, there were 1,472 applicants this year for only 152 places to study medicine at Oxford, and in the academic judgment of six or more medical experts there were at least 152 other candidates who demonstrated even higher ability and potential through the selection process.”

Additional reporting: Francesca Angelini

Source: The Sunday Times

Mekele, March 29, 2011 (Mekele) - The Executive Director of United Nations Children’s Fund (UNICEF), Anthony Lake said expressed admiration to Ethiopia’s remarkable achievement in education. While visiting children alternative education centers in two woredas of Tigray State , Lake said he was impressed by the efforts mobilized jointly by the government and the people of Ethiopia that led the expansion of educational service in the country. Lake expressed his organization’s continued support to Ethiopia to its endeavor geared towards enhancing education. Deputy Head of Tigray State Education Bureau, Gebre-Egziyabher Abraha on his part said Ethiopia is doing its level best to achieve the Millennium Development Goals in education sector. He said 124,000 children are learning in alternative education centers set up in Tigray State alone. Source:ENA

Mekele, March 29, 2011 (Mekele) - The Executive Director of United Nations Children’s Fund (UNICEF), Anthony Lake said expressed admiration to Ethiopia’s remarkable achievement in education.

While visiting children alternative education centers in two woredas of Tigray State , Lake said he was impressed by the efforts mobilized jointly by the government and the people of Ethiopia that led the expansion of educational service in the country.

Lake expressed his organization’s continued support to Ethiopia to its endeavor geared towards enhancing education.

Deputy Head of Tigray State Education Bureau, Gebre-Egziyabher Abraha on his part said Ethiopia is doing its level best to achieve the Millennium Development Goals in education sector.

He said 124,000 children are learning in alternative education centers set up in Tigray State alone.

Source:ENA

Raaso, 03-06-2011 (Kilil5)--- Waxaa baryahan dambe deegaanka Raaso kusoo badanayay dugsiyada yaryar(iskuulada) ee sida gaarka ah looleeyahay (private). Iskuuladan kusoo badanayay deegaanka Raaso bilihii lasoo dhaafay, ayaa lagu bartaa afka Ingiriiska, afka Amxaariga iyo Xisaabta. Iskuuladan oo ay leeyihiin dad gooni ah, ayaa inta badan ku jira guryo kiro ah oo kakooban hal qol, labo qol ilaa saddex qol. Ardayda iskuuladan waxkabarata ayaa lacag laga qaadaa. Guud ahaan iskuulada goonida looleeyahay ee magaalada Raaso ka furan, ayaa gaadhaya ilaa shan iskuul. Waxaana wax ka dhiga macalimiin yaqaana afka Ingiriiska iyo afka Amxaariga. Ardayda dhigata iskuuladan goonida looleeyahay ayaa isugu jira dad waawayn iyo dad yaryar. Dhalinrada deenta barata ee looyaqaano xerta ayaa iyagu maalmaha ay fasaxayihiin iskuuladan wax kabarta. Deegaanka Raaso ayaynan kajirin iskuullo wax lagu barto oo habaysan. Waxaana deegaanka kuyaalla hal iskuul oo dugsi hoose dhexe ah, marka laga reebo iskuuladan yaryar ee sida goonida ah looleeyahay. Waxaana magaalada Raaso iyo guud ahaanba deegaanka Raaso jooga kumaan caruur ah oo waxbarasho la’aan ah. Deegaanka Soomaalida ayay wabarashadiisu ka hoosaysaa Itoobiya inteeda kale, waxaana lagu qiyaasaa 27% oo kaliya inay caruurta deegaanka Soomaalidu ay waxbarasho helaan. Raaso, Kilil5 Online

Raaso, 03-06-2011 (Kilil5)--- Waxaa baryahan dambe deegaanka Raaso kusoo badanayay dugsiyada yaryar(iskuulada) ee sida gaarka ah looleeyahay (private). Iskuuladan kusoo badanayay deegaanka Raaso bilihii lasoo dhaafay, ayaa lagu bartaa afka Ingiriiska, afka Amxaariga iyo Xisaabta. Iskuuladan oo ay leeyihiin dad gooni ah, ayaa inta badan ku jira guryo kiro ah oo kakooban hal qol, labo qol ilaa saddex qol. Ardayda iskuuladan waxkabarata ayaa lacag laga qaadaa.

Guud ahaan iskuulada goonida looleeyahay ee magaalada Raaso ka furan, ayaa gaadhaya ilaa shan iskuul. Waxaana wax ka dhiga macalimiin yaqaana afka Ingiriiska iyo afka Amxaariga. Ardayda dhigata iskuuladan goonida looleeyahay ayaa isugu jira dad waawayn iyo dad yaryar. Dhalinrada deenta barata ee looyaqaano xerta ayaa iyagu maalmaha ay fasaxayihiin iskuuladan wax kabarta.

Deegaanka Raaso ayaynan kajirin iskuullo wax lagu barto oo habaysan. Waxaana deegaanka kuyaalla hal iskuul oo dugsi hoose dhexe ah, marka laga reebo iskuuladan yaryar ee sida goonida ah looleeyahay. Waxaana magaalada Raaso iyo guud ahaanba deegaanka Raaso jooga kumaan caruur ah oo waxbarasho la’aan ah.

Deegaanka Soomaalida ayay wabarashadiisu ka hoosaysaa Itoobiya inteeda kale, waxaana lagu qiyaasaa 27% oo kaliya inay caruurta deegaanka Soomaalidu ay waxbarasho helaan.

Raaso,

Kilil5 Online

Jijiga(Kilil5)---Jaamacada Jig-jiga ee dawlada deegaanka somalida ayaa ku hawlan balaadhinta culuumta ay bixiso jaabacadu. Jaamacadan oo hada jirta mudo 4 sano ah ayaa kakooban 8 kuliyadood (faculties) oo ay hoosyimaadaan 31 waaxood( departments) waxaana wax kabarta arday dhan 6500 oo kuwa tooska ah (Regular students) kuwaas oo barta qaybaha kaladuwan ee ay kamidka yihiin Caafimaadka, Beeraha iyo Xoolaha. Madaxwaynaha jaamacada mudane Cabdinasir Axmed oo kahadlaayay balaadhinta iyo kor u qaadida tayada waxbarashada jaamacadan ayaa sheegay in ay jaamacada ay wax ka dhigaan macalimiin dhan 434 macalin kuwaas oo 211 kamid ahi ay wadaan waxbarashada Master ka iyo PHD ga kuwaas oo wax kabaranaaya jaamacadaha dalka iyo wadanka dabadiisaba sida wadanka India oo ay jaamacadu ka hesho deeqo waxbarasho oo lagu kobcinaayo jaamacada. Jaamacada ayaa ilaa hada ay ka qalin jabiyeen 2 dufcadood oo ah ardayda waxbarashada tooska ah kujirtay iyo hal dufcad oo ahayd ardaydii waxbarashda dadban dhiganaysay oo iyagu bishii lasoodhaafay ka qalin jabiyay. In kastoo jaamacadu ay ku taalo jijiga isla markaana ay tahay jaamacda kaliya ee uu deegaanku leeyahay ayaa hadana maamulkeeda iyo macalimiinta ay u badanyihiin dadkasoo jeeda qoomiyadaha kale ee dalka. Jaamacada ayaa ka madaxbanaan maamulka deegaanka sida jaamacadaha kale ee dalka. Maadama ay jaamacadutahay faderaal isla markaana mushaaraadka macalimiintu uu iska koobanyahay sidookalena aysan helin dhac-dhacyo kale ayaa inta badan aqoonyahanka deegaanku aysan doorbidin in ay wax ka dhigaan ama macalimiin ka noqdaan jaamacada. Madaxwaynaha deegaanka mudane Cabdi Maxamuud Cumar ayaa isagu magacaabay laba xubnood oo aad muhiim ugu ahaa jaamacada jagooyin fiicana ka hayay kuwaas oo uu ukala dhiibay Xafiiska Kobcinta awooda iyo xafiiska Dakhliga, labadan masuul ayaa jagooyinkoodii lagu badalay dad qoomiyado kale kasoo jeeda. Waxbarashooyinka ay deeqaha ku hesho jaamacadu ayaa inta badan ay ka faa’iidaystaan macalimiintan qoomiyadaha kale kasoojeeda, maadaama intabadan aysan jirin macalimiin Somali ah oo loodiro waxbarashooyinka deeqda ah. Sidookalena dufcadiihii ugu horeeyay ee ay jaamacadu waxbarasho heer Master ah u dirtay oo u badnaa soomali ayaa badidoodu markii ay waxbarashooyinkoodii soo dhamaysteen shaqooyin ka raadsaday xafiisyada heer kilil iyo haayado balse aan uga faa’iidayn jaamacadii waxsoobartay. Jijiga Kilil5 Online

Jijiga(Kilil5)---Jaamacada Jig-jiga ee dawlada deegaanka somalida ayaa ku hawlan balaadhinta culuumta ay bixiso jaabacadu. Jaamacadan oo hada jirta mudo 4 sano ah ayaa kakooban 8 kuliyadood (faculties) oo ay hoosyimaadaan 31 waaxood( departments) waxaana wax kabarta arday dhan 6500 oo kuwa tooska ah (Regular students) kuwaas oo barta qaybaha kaladuwan ee ay kamidka yihiin Caafimaadka, Beeraha iyo Xoolaha. Madaxwaynaha jaamacada mudane Cabdinasir Axmed oo kahadlaayay balaadhinta iyo kor u qaadida tayada waxbarashada jaamacadan ayaa sheegay in ay jaamacada ay wax ka dhigaan macalimiin dhan 434 macalin kuwaas oo 211 kamid ahi ay wadaan waxbarashada Master ka iyo PHD ga kuwaas oo wax kabaranaaya jaamacadaha dalka iyo wadanka dabadiisaba sida wadanka India oo ay jaamacadu ka hesho deeqo waxbarasho oo lagu kobcinaayo jaamacada.

Jaamacada ayaa ilaa hada ay ka qalin jabiyeen 2 dufcadood oo ah ardayda waxbarashada tooska ah kujirtay iyo hal dufcad oo ahayd ardaydii waxbarashda dadban dhiganaysay oo iyagu bishii lasoodhaafay ka qalin jabiyay. In kastoo jaamacadu ay ku taalo jijiga isla markaana ay tahay jaamacda kaliya ee uu deegaanku leeyahay ayaa hadana maamulkeeda iyo macalimiinta ay u badanyihiin dadkasoo jeeda qoomiyadaha kale ee dalka. Jaamacada ayaa ka madaxbanaan maamulka deegaanka sida jaamacadaha kale ee dalka. Maadama ay jaamacadutahay faderaal isla markaana mushaaraadka macalimiintu uu iska koobanyahay sidookalena aysan helin dhac-dhacyo kale ayaa inta badan aqoonyahanka deegaanku aysan doorbidin in ay wax ka dhigaan ama macalimiin ka noqdaan jaamacada.

Madaxwaynaha deegaanka mudane Cabdi Maxamuud Cumar ayaa isagu magacaabay laba xubnood oo aad muhiim ugu ahaa jaamacada jagooyin fiicana ka hayay kuwaas oo uu ukala dhiibay Xafiiska Kobcinta awooda iyo xafiiska Dakhliga, labadan masuul ayaa jagooyinkoodii lagu badalay dad qoomiyado kale kasoo jeeda. Waxbarashooyinka ay deeqaha ku hesho jaamacadu ayaa inta badan ay ka faa’iidaystaan macalimiintan qoomiyadaha kale kasoojeeda, maadaama intabadan aysan jirin macalimiin Somali ah oo loodiro waxbarashooyinka deeqda ah. Sidookalena dufcadiihii ugu horeeyay ee ay jaamacadu waxbarasho heer Master ah u dirtay oo u badnaa soomali ayaa badidoodu markii ay waxbarashooyinkoodii soo dhamaysteen shaqooyin ka raadsaday xafiisyada heer kilil iyo haayado balse aan uga faa’iidayn jaamacadii waxsoobartay.

Jijiga
Kilil5 Online