presentation about education in yemen

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Yemen: Restoring Education and Learning Project

The Restoring Education and Learning Project in Yemen finances a package of interventions delivered to 1000 schools across the country. The proposed interventions, which will be implemented by Save the Children, UNICEF and WFP over a three academic years, will support teacher payment and teacher training, school feeding, school infrastructure improvements, the distribution of learning materials and school supplies, and national capacity building. WFP will be responsible for the provision of the school feeding component in targeted schools.

The Environmental and Social Management Framework is an instrument that has been prepared to meet the requirements of the World Bank’s Environmental and Social Framework (ESF), in particular the Environmental and Social Standard on the Assessment and Management of Environmental and Social Risks, including the World Bank Group Environment, Health and Safety (EHS) Guidelines. It also complies with Yemeni environmental and social laws and regulations.

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Published in collaboration with, goals we are supporting through this initiative, related resources.

Education in Yemen

• Transforming education

Result story

• Civil society
• KIX support
• Blogs and news

Partner since: 2003

Total grant support: US$177,567,502

Grant eligibility:

• Girls' Education Accelerator
• System capacity
• System transformation

Education sector plan

Objective: Address immediate needs; ensure prevention, preparedness and mitigation of risks for children and education personnel; retain some of the past gains and improvements in access to and quality of education.

Other key documents

Coordinating agency: UNESCO, UNESCO Doha Office for Gulf States & Yemen, Doha, Qatar

GPE Team lead: Muhammad Tariq Khan

Transforming education in Yemen

Yemen considers education vital to eliminating poverty and is focused on ensuring that all children have access to quality education. The country’s development plans consistently prioritize human development and the education of the labor force.

While access to basic education has improved, Yemen still faces significant challenges, including girls’ enrollment , retention and completion rates, teaching quality and instructional materials, and emergency or conflict-afflicted areas.

The Medium-Term Results Framework 2013-2015 covered the period 2013-2015 and outlined 10 programs under 5 objectives. The country is in the process of developing a transitional sector plan through support from GPE and other development partners.

Yemen: Keeping education going amid conflict

• GPE has responded to the changing needs of Yemen’s education system during over 7 years of conflict, helping sustain access to education and prevent the system from collapse.
• With GPE’s support, Yemen, through inclusive participation of education partners, developed a transitional education plan and strengthened sector coordination as well as the humanitarian-development nexus.
• The power of partnership has led to the mobilization of resources critical to the realization of Yemen’s goals: keep schools open and ensure students learn in a safe environment.

(data as of August 17, 2024)

Type: System capacity

Years: 2023 - 2025

Allocation: US$766,944

Utilization: US$360,908

Grant agent: UNESCO

Type: Program implementation and Multiplier

Years: 2021 - 2025

Allocation: US$47,400,000

Utilization: US$33,412,428

Grant agent: WB

Objectives:

• Sustain access and ensure learning
• Strengthen local capacity and system resilience
• Program document
• Progress report. November 2022

Civil society engagement

As part of its investment in civil society advocacy and social accountability efforts, GPE’s Education Out Loud fund is supporting the Yemeni Coalition for Education for All for the 2020-2023 period. This builds on previous support from the Civil Society Education Fund (CSEF).

Knowledge and innovation

• Yemen is part of the KIX Europe, Asia and Pacific hub and has a KIX national delegation .
• Using data for improving education equity and inclusion – MICS-EAGLE

Latest blogs and news

June 03, 2024 Rebuilding hope: Yemen's journey to educational resilience In Yemen, an inspiring story of resilience and renewal is unfolding, thanks to the Restoring Education and Learning project, one of the largest educational initiatives in the country funded by the World Bank...

May 15, 2024 Unwavering support for civil society advocacy: The importance of Education Out Loud Civil society organizations play a critical role in shaping education policies. Read how GPE’s Education Out Loud, now in its 5th year, is supporting civil society to monitor education policy and budget...

May 10, 2024 In Yemen, Noor wants to become a doctor Thanks to the REAL project, funded by GPE and the World Bank and implemented by Save the Children, children in Yemen are provided with learning support. This story offers a snapshot of the transformative...

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A lifeline in yemen: private sector support to education in a time of crisis.

Disaster in Yemen

The ongoing seven-year war in Yemen has created the worst living conditions in the world. The the poverty rate is soaring and 15.6 million people are in extreme poverty. The country is in a disastrous, unprecedented, and deplorable humanitarian situation. Yemeni children are the primary victims of this terrible crisis, with 11.3 million requiring some form of humanitarian aid or protection assistance.

Education in Yemen

The war and weakened economy have led to the deterioration of Yemen's educational system . Millions of children have had their schooling interrupted or ended. Thousands of schools and education facilities have been damaged and destroyed. There is a severe shortage of textbooks. Salaries are suspended for most employees of the Ministry of Education, including teachers. And there is a general deterioration in the quality of education that is taking place.

Amid the continuous collapse of the Yemeni economy, it has become difficult for most Yemeni families to provide the basic school needs for their children, such as tuition fees, school supplies, and school uniforms. As of July 2021, over 2 million school-age girls and boys in Yemen were out of school because of poverty, conflict, and lack of educational opportunities, and the situation has only worsened since then. Many parents have been forced to remove their children from school and use them to assist with income generation for the family. The lucky few have had to enroll their children in private schools, where they pay very high tuition and fees.

The problems facing learners in Yemen are compounded by the suspension of teachers' salaries and the disruption of thousands of government schools because they were destroyed or became shelters for internally displaced persons.

Stakeholders and interventions

In the face of the conflict and economic collapse, the Yemeni government has been unable to meet its obligation to provide education to its citizens. It is relying on the international community, local NGOs, and other stakeholders to help provide essential resources and services, including education, to people in vulnerable communities. In some cases, the private sector in Yemen has stepped up to work with government institutions to improve access to education for all Yemenis.

The IMAS Project

In 2019, the Hayel Saeed Anam Group (HSA) , a leading commercial and industrial group in the Middle East, in cooperation with the Yemeni Government and the Ministry of Education, established a Yemeni non-profit organization called the Humanitarian Development Program (HDP ) to establish and manage the new International Modern Arabic School (IMAS) . The IMAS project aims to provide high-quality, free, and equitable education to extremely poor children in the governorates of Taiz, Aden, and Marib.

The desired and expected impact of this project is to create good and viable future leaders for the country with the vision, skills, and potential to change Yemen's future. This project contributes to the achievement of Sustainable Development Goal 4 - to "ensure inclusive and equitable quality education, and promote lifelong learning opportunities for all" - and it is aligned with the INEE Minimum Standards for Education in Emergencies . It provides and supports the prioritization of safe, equitable, and quality public education for all children and young people affected by crises.

IMAS is a part of the wider effort to stem the tide of Yemen’s current disaster and create a generation capable of solving problems, building peace, and preventing conflicts.

The IMAS project includes furnishing and equipping three schools with teaching and learning aids and education technology equipment and connectivity. Highly skilled teaching staff are employed in the three schools, which serve 460 poor and displaced students. Within the next two years (by 2025), HDP plans to expand this project to ten locations, serving up to 2,000 poor affected students.

In addition to the IMAS project, HSA Group has also contributed to constructing and repairing 1,112 schools and vocational institutes that were damaged in the conflict and to equipping students across Yemen with backpacks, hygiene kits, and other supplies since the conflict began. HSA Group is committed to providing more than just hand-out charity in Yemen; it strives to be a reliable partner with the government and other stakeholders toward saving and improving lives, and creating a more prosperous and peaceful Yemen.

The views expressed in the blog are the author’s own.

INEE advocates for and encourages transparent, equitable, coordinated, and regulated private sector engagement in education in emergencies that aligns with the Abidjan Principles and the INEE Minimum Standards . Read the key recommendations and access the INEE advocacy brief Private Engagement in Education in Emergencies: Rights and Regulations .

Dr. Moneer H. Saif is the Business Development and Strategic Partnership Adviser at HSA Group. He more than 19 years of experience in banking, INGOs, financial institutions, academic institutions, and management. He holds a Doctorate Degree focused on Interdisciplinary Study from Sana'a University.

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As the conflict in Yemen continues, millions of children lack reliable access to school due to widespread displacement, damage to school facilities, lack of educational resources, and general insecurity in the country. In 2023, 2.7 million children are out of school and more than 8.6 million school-aged children will need education assistance. Additionally, children comprise about a third of the country’s 4.5 million internally displaced persons (IDPs). Many children have also been exposed to serious psychological trauma, which hinders their ability to learn. An estimated 2,000 schools damaged during the ongoing conflict are currently hosting IDPs, or are occupied by armed groups. General insecurity in the country and a shortage of funds affect the Ministry of Education’s ability to provide basic education.

USAID RESPONSE  

USAID works to meet Yemeni children’s immediate educational needs and support long-term efforts to rebuild the education system that has been decimated from years of conflict. In partnership with development partners and the Yemeni Ministry of Education, USAID increases access to quality education services for vulnerable and conflict-affected children, including girls and children with disabilities. USAID trains teachers, provides schools with educational equipment and teaching and learning materials, and supports classroom-based learning for out-of-school children, particularly girls and children in internally displaced people camps. To prevent school dropouts and to promote retention of all children in schools, particularly those who are struggling with their academic performance, USAID has developed remedial and accelerated, non-formal education classes, and distance and home learning programs to support students whose schools closed due to insecurity, disease outbreaks, and climate shocks.

KEY RESULTS 

• USAID education programs have provided child protection and water, sanitation, and hygiene activities to more than 275,000 Yemeni children across 676 formal and non-formal school settings. 
• 522 father and mother councils (similar to parent teacher associations) and community education committees have mobilized more than 12,000 parents and community leaders to help keep children in school. 
• Over 42,300 student kits and 2,800 kits for teachers have been distributed to promote an active learning environment. 2,235 teachers have improved their teaching skills and 446 school administrators received on the job training to improve school administration. More than 2,300 teachers were trained to provide psychosocial support to children in conflict affected areas. 
• 910 children were screened for learning disabilities. Children with disabilities were provided assistive devices such as wheelchairs, hearing aids, and eyeglasses to continue their education. Training on sign language was provided to teachers to improve reading instruction. 
• To mitigate the high risk of dropping out, 21,000 children were enrolled in accelerated and basic literacy and numeracy, non-formal education classes, and distance learning programs. Nearly 8,900 children were enrolled in remedial education programs to help them catch up from lost learning.
• Water and sanitation interventions benefitted an estimated 407,000 children and ensured that children, especially girls, had access to safe spaces to learn. USAID also worked to restore and rehabilitate schools and classrooms to increase the number of non-formal and remedial learning programs.
• Engaged over 5,100 teenagers and 11,000 community members through awareness raising and peer group activities to identify solutions to child protection risks and prevent abuses against children and adolescents, including child marriage and child recruitment into armed groups, and explain the positive benefits of education and staying in school. 
• Piloted 50 girls clubs in schools to provide a safe environment for girls to express their concerns, exchange ideas, and  inspire other girls to stay engaged with their education. 
• Mentor teachers are working with school leadership in organizing and implementing extracurricular activities, creating opportunities for students to discuss concerns affecting their welfare such as early marriage, armed recruitment, and supporting literacy campaigns. 
• USAID-supported students reported a 66 percent increase in literacy skills and 79 percent increase in numeracy skills from remedial classes. Developed literacy and numeracy textbooks, workbooks, and teacher guides with the Ministry of Education for Grades 1-3.

Activity Updates

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• August 22, 2023

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• June 5, 2023

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• December 2, 2022

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Education as the path to peace

January 24, 2024.

School children in Dhmar fetching water for their families.

In 2018, the United Nations General Assembly proclaimed 24 January as International Day of Education, in celebration of the role of education in peace and development. Education goes beyond critical literacy and numeracy skills, and research demonstrates that it increases competencies like empathy, tolerance, and intercultural understanding. Education is a right, a public good and a public responsibility. 

Education, in all its forms and dimensions, in and out of classrooms, can and should be a pathway to bringing about lasting peace in Yemen and beyond. Against the backdrop of heighted tensions, growing inequalities, and the climate crisis, prioritizing and investing in education is now more compelling than ever.

Children learning at an elementary school in Yemen.

As part of the UN Peace Support Facility’s phase I interventions, a training of trainers on school safety was conducted to enhance the safety of more than 50,000 students in 50 schools across six governorates in Yemen.

Ensuring that places of education are safe havens for students and education personnel is critical to the continuity of learning and teaching, the right to access quality education, and to fostering peace and social cohesion.

In 2022, the UN Peace Support Facility joined forces with the Women’s Research and Training Center (WRTC) at Aden University to establish a peacebuilding network that aims to upskill and equip community members with mediation, dialogue, analytical thinking and negotiation skills. In addition, the network puts forward the Women, Peace, and Security (WPS) Agenda and advocates for women’s participation in all spectrums of peace processes through trainings, workshops, and lectures at the university.  

The 100 women and men network members continue to actively transfer the knowledge and the skills that they acquired through the peacebuilding network to members of their local communities.  

Discussion during a WRTC training session in Aden.

Dr. Saeed Al-Qashbri is an Associate Professor and Gender Analysis Consultant at the WRTC and the Executive Director of the WRTC’s Feminist and Development Studies Master's Program Alumni Network.

With more than 15 years of experience as an academic, Dr. Saeed believes that investing in peace education can accelerate progress towards peace in Yemen. 

“Due to the diverse demographic composition in Yemen, the educational system has to be recalibrated to allow for the development of competencies like tolerance, social cohesion, cooperation, and acceptance of others, and rejecting intolerance and extremism.” 

“When the educational system becomes more gender inclusive, more women will be able to reach decision making positions. This contributes to the achievement of just and equal societies, thus the achievement of durable peace.”

Dr. Huda Ali Alawi is a Professor of Criminal Law at the Faculty of Law, a researcher in human and women's rights and consultant in conflict resolution. She is also the Director of the Women's Research and Training Center at Aden University. 

“We cannot achieve lasting peace without education. Education contributes to the psychosocial and cognitive development of communities. It allows communities to learn skills such as mediation and changes peoples’ behaviors for the better.”  

“Raising awareness on the importance of conflict prevention, and the links between the achievement of durable peace and sustainable development, climate action and food security, especially among children and youth, is important because peace is more than just the absence of violence.” 

Education offers learners a path to a promising future and a ladder out of poverty, the latter being a key driver of conflict. It should be transformative, and help empower learners with the necessary knowledge, values, attitudes and skills and behaviors to become agents of peace. 

These activities were made possible thanks to the generous funding from the European Union, the German Cooperation, and the Government of Norway.

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Core Data Portal

Yemen Education Sector Plan 2024-2030 Development

Project ID 727YEM1000

At the Yemen Local Education Group (LEG) 2022 Annual Meeting, LEG members re-confirmed their commitment to supporting the education sector in Yemen and to strengthening their partnership and collective efforts under a common national vision for education. In October 2022, the LEG also agreed to conduct a review of the implementation of the current Transitional Education Plan (TEP) to inform the development of a full-fledged Education Sector Plan (ESP) for 2024-2030 with the support of UNESCO-Beirut and UNESCO-IIEP. This project aims at supporting the Ministry of Education of the Republic of Yemen, in cooperation with Yemen education partners, in developing an ESP for 2024-2030.

USD 766,944

Total Project Budget

Total incurred expenditures info, geographical scope and beneficiaries, contributors, financial plan.

Project contributes to

• Gender Equality | 50%
• Youth | 100%

10 Facts about Girls’ Education in Yemen

10 Facts About Girls’ Education in Yemen

• Girls’ education in Yemen is in dire need of support. Seventy-six percent of internally displaced persons in Yemen are women and children , many of whom lack basic medical care, economic opportunity and access to education. Yemen’s ongoing civil war has worsened pre-existing living conditions for girls and women in the country. Educational opportunities for girls are also at risk of disappearing from the continued conflict in the region.
• Conditional cash transfer programs have enabled poorer families to send their daughters to school. From 2004 to 2012, the Yemeni government collaborated with other organizations to give stipends to girl students in grades four to nine, under the conditions that they maintain a school attendance of 80 percent and receive passing grades. The result of the monetary aid showed a shift in the cultural norms of the recipient communities. Adults began to change their perspectives on girls’ education and allowed more girls and women to attend school. The program has helped enroll over 39,000 girl students into primary education.
• In 2007, The World Bank organization implemented a rural female teacher contracting program effectively training 550 new teachers, with 525 going on to receive certification. Providing girls with access to trained female teachers greatly increases the chances of classroom retention and enrollment in the rural regions of the state, according to World Bank education specialist Tomoni Miyajima.
• More than two-thirds of girls marry before they turn 18. Families cope with economic hardships by selling their daughters into marriage. Early marriage has crippled girls’ education in Yemen. Instead of pursuing studies, girls take on household roles and often become victims of abuse by their husbands.
• In 2018, a Yemeni teacher opened his private home to over 700 students as a primary school. In the war-torn city of Taiz, both boys and girls can attend classes that Adel al-Shorbagy teaches free of charge. Most schools in the city are private and cost up to 100,000 Yemeni riyals a year to attend.
• Many private elementary and secondary schools teach the Chinese language to Yemeni girl students. Private school teachers believe Chinese is the language of the future, with increasing technological, scientific and industrial development taking place in China. Yemeni teachers and students aspire to become part of China’s growing economy.
• In 2019, UNICEF started to pay more than 136,000 teachers who had not received salaries in over two years. The program offered the equivalent payment of $50 a month to school teachers and staff to help address the low attendance rates of students in the country.
• The United Nations International Children’s Emergency Fund has set target goals to improve conditions for girls’ education in Yemen in 2020. UNICEF plans to provide individual learning materials to one million children, create education access to 820,000 students and ensure 134,000 teachers receive incentives to continue to teach.
• Yemeni authorities are taking action to ensure that children have safe access to education by agreeing to the Safe Schools Declaration . The declaration is an international commitment that 84 countries adopted  to protect students, teachers and universities from armed conflicts. Yemen’s endorsement of the declaration’s guidelines commits to a future where “every boy and girl has the right to an education without fear of violence or attack.”
• The Too Young To Wed organization helps to provide daily breakfasts to 525 girl students to keep them enrolled in school in Sana’a, Yemen. The meals help students remain in classrooms and avoid early child marriages. Providing nutrition to students keeps them from falling further into poverty, and prevents them from becoming at risk of their families selling them into marriage. The price of one breakfast per student is $0.48.

Yemeni girls have many obstacles to attaining quality education. However, the ending of a drawn-out war and continued aid and support from organizations across the world is bettering the situation. These are small and steady steps, helping to ensure that the nation’s girls will lead lives full of learning and progression. These 10 facts about girls’ education in Yemen shed light on the issue of Yemen’s education system.

– Henry Schrandt Photo: Flickr

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Press release

UNESCO Mission to Sana’a, Yemen, to reinforce cultural heritage protection and advance quality education

Between 12 and 17 May 2023, a UNESCO team undertook a mission to Sana’a, Yemen, where the Organization is actively engaged in preserving the country’s unique cultural heritage and building the resilience of local communities affected by the prolonged conflict – including through the provision of heritage job opportunities to 14,000 young Yemenis between 2018 and 2026.

Inscribed on the List of World Heritage in Danger in 2015, the Old City of Sana’a has suffered damage due to conflict, lack of economic resources for maintenance and uncontrolled constructions, as well as continued vulnerability to climate disruption. During the mission, UNESCO strongly reiterated the need to ensure the preservation of the Outstanding Universal Value of the Old City of Sana’a and urged local stakeholders to provide full technical documentation to the World Heritage Committee prior to any major modifications.

With the support of the European Union, UNESCO has begun implementing a 20-million-euro project with a view to supporting community-centered and youth-led safeguarding of cultural heritage and promotion of creative industries within eight governorates. Creating new employment opportunities for 8,000 young people, it will also offer training and grants to cultural organizations to further increase income generation opportunities in the culture sector.

This builds on the successful achievements of a 10-million-euro EU-funded UNESCO project (2018-2022), which created employment opportunities for over 6,200 young people. They have been involved in the rehabilitation of more than 500 historic buildings in three World Heritage Sites in danger (Sana’a, Shibam and Zabid), as well as in the historic city of Aden.

As part of this project, advocacy campaigns reached more than 9.5 million Yemenis on the importance of safeguarding Yemen’s rich heritage and its potential in creating livelihood opportunities for youth. The project also received support from the UNESCO Heritage Emergency Fund [1] , notably for the rehabilitation of 22 additional historic houses in the Old City of Sana’a.

In addition, UNESCO is leading actions supported by the Government of Japan to mitigate risks related to flood hazards and strengthen the preparedness of local communities in the Old City of Sana’a and the Old Walled City of Shibam. In Seiyun, UNESCO is carrying out emergency rehabilitation works at Seiyun Museum (Sultan Palace) with the support of the Saudi Development and Reconstruction Programme for Yemen.

In the field of education, UNESCO is supporting the review of Yemen’s current Transitional Education Plan and the development of the national Education Sector Plan for 2024-2030. UNESCO is also providing support for the development and roll-out of the Education Management Information System. The UNESCO Regional Office is assessing further education needs in Yemen with a view to scaling up support.

UNESCO will continue to stand with the people of Yemen in strengthening the foundations of dialogue and peace through all the areas of its mandate.

________________________

1] Donors include the Qatar Fund for Development, the Government of Canada, the Kingdom of Norway, the French Republic, the Principality of Monaco, the Republic of Estonia, ANA Holdings INC, the Kingdom of the Netherlands, the Slovak Repu

Related items

• Country page: Yemen
• Region: Arab States
• UNESCO Office in Doha
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More on this subject

Publication UNESCO Gulf States & Yemen January-March 2024 Newsletter 31 May 2024

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