We offer advice and training of teachers and other education personnel on key topics related to delivering EiE in complex settings such as TiCC (Teaching in Crisis context), teacher professional development and cross cutting issues in EiE settings such as gender, Tarl and subject related pedagogy.

Teachers and other education personnel need capacity support to address complex learning needs of children in emergencies; thus, we focus on initial teacher training. We also focus on teacher professional development to address gaps during resilience building phases

Mental health and psychosocial support (MHPSS) are a critical gap in emergencies. children, Youth, teachers and other education personnel may be exposed to violence, loss, and displacement. children may witness things they are not supposed to see in normal circumstance, the psychological and emotional distress caused by this experience can impede their recovery, learning and wellbeing. We advocate for the inclusion of PSS into early intervention activities, offering support services to teachers in non-clinical intervention and a holistic approach that empowers and removes the stigma when accessing these services.

Research has shown improved learning outcomes for children attending any form of PSS intervention. There is a positive correlation between learning and wellbeing. NRC’s better learning Program (BLP) and other MHPSS approaches have been tested in fragile and conflict affected settings, showing improved wellbeing and reduced trauma in children.  Our activities also include Social and emotional learning (SEL) in line with the INEE guidelines.

Our teaching and learning approaches advance research into what works in any education settings and specially in EiE settings where the needs are greatest.

We advise on learning outcomes, TaRL approaches and other approaches to learning. Our work also include NFEs such as the  Accelerated learning Programs (ALPs), competency based learning and early grade reading competencies of Children in displacement. We work with academics, institutions and schools to address key gaps in curriculum delivery in emergencies and through the resilience building phases ensuring quality teaching and learning.

We support policy and influence national actors in meeting the Sustainable Development Goal 4 (SDG 4) which  aims to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" by 2030

In our community-based education approach, we are keen address the gaps in EiE aid delivery in utilizing community resources. For instance, if there is no schools/learning center established can the community provide such spaces for learning. Can the communities sustain EiE interventions after the initial emergency. Our community participation approach ensure that community members meaningfully participate in prioritizing, planning, designing, implementing, monitoring, and evaluating EiE activities in any settings and to resource such interventions.

We work with PTAs, CECs and other groups in school settings to foster community ownership, address gaps in service delivery and capacitate them as part of our localisation efforts to come up with school improvement plans (SIP) and to holistically plan for future education service delivery.

Youth and Livelihoods| 

Youth in displacement are among the least prioritised groups as well with many youths facing their own challenges. Their needs are very different from adults and children, and they remain vulnerable to turning to negative coping mechanisms to survive in the harsh realities of displacement experiences, instances of early child marriage, substance abuse, hopelessness and recruitment into armed groups are very common. Traditional solutions to youth unemployment include vocational skills training and livelihoods support to ensure they transition from learning to earning.

To address key gaps in youth programming, Abdulahi consulting offers comprehensive services in the vocational training and TVET sectors. We help youth in accessing employment opportunities through ‘learning to earning approach’. Additionally, we offer consultancy services focused on developing marketable skills and support the delivery of services within TVET centres, helping them to understand how best integrate youth needs in their solutions/plans.

In Ireland we offer placement of Youth from Europe. The youth spend some time in our office in Dublin learning from our humanitarian and development work that we do and contribute to specific tasks thus exposing them to professional office environments. These are part of the Erasmus+ programme which links youth across Europe to experience professional work. The experience they get from Abdulahi Consulting is lifelong and helps shape their humanitarian perspectives.

According to International Labour Organisation (ILO), 65 million youth were unemployed globally in 2023. 20.4 % of this youth are not in employment or education or training (NEET). Young Women are 2 times more likely to be in NEET status than young men.

TVET pathways leads to employment, however it’s not straightforward. In many contexts youth unemployment is a significant challenge.

We help this process in two ways: i) preparing the youth in the job market and ii) linking youth to private sector for potential employment opportunities.