Explore Nashe Global Foundation projects that translate our programs into direct action across education, empowerment, peacebuilding, and essential social support.
Project Portfolio
NGF projects are the practical expression of our programs. Each project page should document the location, timeline, activities, outcomes, lessons learned, and images that help partners and supporters see how work is delivered in the field.
The first featured project is the NGF self-funded Nonformal Education Project implemented in Lamisula and Abbaganaram Primary School Centers, Maiduguri, Borno State.
Featured Projects
Use this page to showcase project evidence. New outreach, training, distribution, campaign, and school-based activities can be added as additional cards over time.
Completed Phase I
NGF established two nonformal education centers for underserved learners in Lamisula and Abbaganaram, combining literacy, numeracy, life skills, monitoring, and community engagement.
View project details →Add future NGF activities here with the same structure: project name, location, date, results, photos, and links to the related program area.
Project Spotlight
A self-funded NGF Phase I project focused on expanding access to basic education through community-based nonformal learning centers.
The project established nonformal education centers in Lamisula and Abbaganaram Primary School, providing structured learning support for boys and girls through a tailored curriculum.
Activities included classroom setup, student enrollment, instructor engagement, baseline assessment, regular teaching, parent and community meetings, remedial support, extracurricular planning, and mid-term evaluation.
Project Model
The project combined infrastructure, instruction, monitoring, and community ownership to build a stronger learning environment.
NGF established centers in Lamisula and Abbaganaram, arranging classrooms, desks, chairs, learning materials, and teacher resources to support effective instruction.
The curriculum covered basic literacy, numeracy, and life skills, supported by diagnostic and continuous assessments to understand learner progress.
Community meetings, parent-teacher sessions, and feedback mechanisms helped build trust, address concerns, and strengthen local participation.
Timeline
The project report documents progress across July, August, and September, with each month focused on a distinct implementation phase.
Established the two learning centers, arranged classrooms and materials, enrolled 40 students, conducted orientation, launched the curriculum, and assessed baseline skills.
Instructors delivered regular classes using interactive methods, monitored academic and personal development, identified learners needing support, and deepened community engagement.
Conducted a mid-term evaluation, refined the curriculum, introduced art, sports, health, and hygiene awareness sessions, and prepared for a concluding ceremony.
Challenges & Learning
The project report identified attendance patterns, potential dropout risk, community hesitation, and resource sustainability as areas requiring continued attention.
Field Gallery
Images from the project report show classroom learning, learners, instructors, and community participation at the two centers.
Use this same structure for each future project: title, program area, location, dates, activities, results, lessons learned, and field photos.
Partner With NGF Support Our Work