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O.M.A.H.A.I is a non- profit- organization that is standing on the front-line of providing expert insights into designing and launching well-grounded sustainable programs of growth. The education of Women and Children stands in the very heart and soul of O.M.A.H.A.I sustainable programs of growth.
O.M.A.H.A.I is joining forces with the world’s collective efforts to build bridges between cultures through its advanced consultancy services and, more significantly, through its advanced sustainable programs of growth. In addition to the consultancy services, O.M.A.H.A.I offers these distinct programs to sustain growth :
- Adult Education courses
- Educational programs for women
- Educational programs for children and junior youth
- Language (Arabic & Farsi/Dari) and cultural courses
In order to respond to the requirements of growth, to maintain focus on the educational process that propels progress, and to establish a strong community-building effort, O.M.A.H.A.I is offering a complex system that involves dividing each educational program into cycles and stages:
1- The educational programs for children and junior youth are divided into 4
cycles, each cycle includes four stages:
a) Language proficiency (Arabic) (Farsi/Dari)
b) Intellectual proficiency and Mindfulness
c) Creative proficiency through Art, Music, and Sport
d) Community Service projects
O.M.A.H.A.I is joining forces with the world’s collective efforts to build bridges between cultures through its advanced consultancy services and, more significantly, through its advanced sustainable programs of growth. In addition to the consultancy services, O.M.A.H.A.I offers these distinct programs to sustain growth :
- Adult Education courses
- Educational programs for women
- Educational programs for children and junior youth
- Language (Arabic & Farsi/Dari) and cultural courses
In order to respond to the requirements of growth, to maintain focus on the educational process that propels progress, and to establish a strong community-building effort, O.M.A.H.A.I is offering a complex system that involves dividing each educational program into cycles and stages:
1- The educational programs for children and junior youth are divided into 4
cycles, each cycle includes four stages:
a) Language proficiency (Arabic) (Farsi/Dari)
b) Intellectual proficiency and Mindfulness
c) Creative proficiency through Art, Music, and Sport
d) Community Service projects
2- The educational programs for women are divided into 4 cycles, each cycle
includes four stages:
a) Language proficiency ( Mother tongue and Icelandic : the host-country second
language) and Information Technology proficiency
b) Intellectual proficiency and Mindfulness
c) Empowerment projects such as Art, Music, and Sport
d) Community Service Projects
includes four stages:
a) Language proficiency ( Mother tongue and Icelandic : the host-country second
language) and Information Technology proficiency
b) Intellectual proficiency and Mindfulness
c) Empowerment projects such as Art, Music, and Sport
d) Community Service Projects
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Empowering Women Within And Beyond Cultural Boarders
The Mother -Tongue literacy must stand at the heart of any educational programs that are designed to address the teaching process of a Second-Language to illiterate individuals. Teaching a Second-Language to illiterates requires following special methodologies that differ from those methodologies that are used in teaching a Second-Language generally. It is important for Educators and Teachers; especially in the West, to note the fundamental requirements that necessitate establishing new forms of Teaching-Learning process of a Second-Language to those who are illiterates.
In order for an illiterate individual to learn a Second-Language, this person needs to master at least the basics of reading and writing in his/her native language. The Mother -Tongue literacy is the cornerstone in any educational process that aims at building personal capacities whether in the West or in the East. Furthermore, Academic researches show that literacy in the “Heritage Language” has a strong positive impact on learning another language.
In order for an illiterate individual to learn a Second-Language, this person needs to master at least the basics of reading and writing in his/her native language. The Mother -Tongue literacy is the cornerstone in any educational process that aims at building personal capacities whether in the West or in the East. Furthermore, Academic researches show that literacy in the “Heritage Language” has a strong positive impact on learning another language.
Teaching a Second-Language to Illiterates
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3- O.M.A.H.A.I provides advanced consultancy services in the following fields:
a) Education (Children and Adults)
b) Culture (Building Bridges)
c) Language (Translation and Interpretation)
d) Issues related to child care and child abuse
4- O.M.A.H.A.I is standing on the front-line of providing expertise
insights into designing and launching well-grounded training and courses
for the wider community in Iceland in the following areas:
a) Language courses (Adults and Children: Arabic & Farsi/Dari)
b) Social Service course (in the areas of Otherness and Displacement)
c) Cultural and Literature courses (History, Customs, Music, Festivals and etc…)
d) Animator training courses to work with children and Junior youth
e) Cultural cooking courses
a) Education (Children and Adults)
b) Culture (Building Bridges)
c) Language (Translation and Interpretation)
d) Issues related to child care and child abuse
4- O.M.A.H.A.I is standing on the front-line of providing expertise
insights into designing and launching well-grounded training and courses
for the wider community in Iceland in the following areas:
a) Language courses (Adults and Children: Arabic & Farsi/Dari)
b) Social Service course (in the areas of Otherness and Displacement)
c) Cultural and Literature courses (History, Customs, Music, Festivals and etc…)
d) Animator training courses to work with children and Junior youth
e) Cultural cooking courses