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UNESCO NATIONAL EDUCATION SUPPORT STRATEGY

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Published in 2008 by the UNESCO Cairo Office - Egypt© UNESCO 2008

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TAbLE Of CONTENTS

CHAPTER ONE

CHAPTER TWO

CHAPTER THREE

CHAPTER FOUR

CHAPTER FIVE

ANNEX

REFERENCEs

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Foreword ...................................................................................................................

Acknowledgments ....................................................................................................

Acronyms ..................................................................................................................

Development ChAllenges AnD priorities .............................1.1 economic, social and human Development Context ..........................1.2 national Development priorities ...............................................................

eDuCAtion ChAllenges, priorities AnD strAtegies in Yemen ..............................................................................................................2.1 educational Context Challenges ................................................................2.2 national priorities and strategies in education in Yemen ....................2.3 Future strategies for tvet and higher education ..............................

priorities AnD AreAs oF Development pArtner interventions ...............................................................................................

unesCo’s progrAmmAtiC thrust ......................................................4.1 unesCo’s past and ongoing support to Yemen’s educational Development .................................................................................................4.2 unesCo’s programmatic priorities in education ................................

strAtegies oF CooperAtion For nAtionAl eDuCAtion Development ..................................................................................................5.1 the Financial gap in Basic and secondary education...........................5.2 proposed interventions: Areas and strategies ........................................

Annex 1: outcomes and programmes in mid-term result Framework (mtrF) 2006-2010 ..............................................................................Annex 2: partnership Declaration between the government of Yemen and Donors for the implementation of BeDs .....................................Annex 3: outcomes and programmes for the period 2007 – 2010 ............

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fOREwORD

since the mid 1990s the republic of Yemen has striven to enhance its socio-economic development through the implementation of several ambitious reform programmes. however, Yemen is facing many challenges such as a high rate of population growth, a high illiteracy rate, a negative attitude towards the education of women and their participation in the real economy, a heavy reliance on limited oil revenues, and increasing levels of poverty.

education is a key priority in the poverty reduction strategy paper (prsp) 2003-2005 and in the third – socio-economic Development for poverty reduction 2006-2010 of the republic of Yemen. enhancing enrolment, especially among girls, improve the quality of education and strengthening institutional capacity building are the central elements of all Yemen>s education strategies such as: the Basic education Development strategy (BeDs), approved by the government and the civil society in october 2002 and endorsed by the international community in paris in march 2003 as well as the general secondary school strategy (gses) approved by the government in 2007.

A number of Development partners, bilateral and multilateral donors, are assisting the republic of Yemen in the implementation of education strategies at all levels. unesCo, as the lead agency for coordinating education for All (eFA), plays a catalytic and substantive role in furthering and supporting education priorities and strategies objectives. Also, unesCo carries a particular responsibility for placing eFA at the forefront of national and international agendas.

As part of these efforts, unesCo has formulated a national education support strategy (uness). this document highlights issues and priorities for intervention in education and is to be used as a planning tool for preparing the organization medium term strategy and biennial programmes, therefore, the document has to be updated every two years.

this document is prepared by the ministry of education of Yemen and the national Committee for education for All to be a background document for the overall uness document, which will be prepared by unesCo.

prof. Abdulsalam mohammed Al-Joufiminister of educationrepublic of YemenDRAFT

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ACkNOwLEDGmENTS

the republic of Yemen is among the Arab states to have successfully finalized the unesCo national education support strategy (uness) report.

this strategic document is designed as a planning and coordination tool that aims at increasing relevance and efficiency of unesCo’s programming and actions in the field of education in member states.

the report is based on unesCo’s global policies and priorities as well as national education strategies in Yemen.

to finalize the uness report for Yemen, cooperation among various stakeholders was required and has contributed to a fruitful dialogue and consultations among key ministry of education (moe) staffs. We are thankful to professor Abdulsalam mohammed Al-Joufi, minister of education, professor Abdulaziz Ben habtour, vice-minister of education, professor insaf Abdu Qasem, national Coordinator of eFA in Yemen, and mr. mansour Ali moqbeel, the head of the technical office in the ministry of education for their support and advice during the process of preparing this document and for mr. hamoud mohammed Al-seyani, ministry of education Consultant for leading the whole process and preparing the uness document.

thanks to the technical office staff in the moe in Yemen for their valuable contributions, insights and inputs which have been instrumental all along the uness process.

special thanks to Dr. Abdulrahman murched Al-gabery, responsible for monitoring and evaluation in the education For All- Fast track initiatives (eFA-Fti) for providing all pictures included in this document.

this report benefited considerably from the advice and financial support of unesCo regional office in Cairo. We are grateful to Dr. ghada gholam, unesCo Cairo office and to professor vinayagum Chinapah, unesCo Beirut regional office for their technical support and advice.

i hope that the report meets the expectations of those who are pre-occupied with the issue of education development not only in Yemen, but also all over the world.

Dr tarek shawkiDirectorunesCo Cairo officeCairo – egyptJuly 2008

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ACRONYmS

AWpBeDsBeip eCCeeFAeFA-FtieFAnC DFiDDp DpprgsegoYJiCAmDgsmoemoFmolAmteFmtrFmopiC nAtComngsesprspsDFtvetuCounesCousAiDWFp

Annual Work planBasic education Development strategyBasic education improvement programme early Childhood Care and educationeducation For Alleducation For All- Fast track initiativeeducation For All national Committee uK Department For international DevelopmentDevelopment partners the third – socio-economic Development for poverty reduction 2006-2010general secondary educationgovernment of YemenJapan international Cooperation Agency millennium Development goalsministry of educationministry of Financeministry of local Authority medium term expenditure Frameworkmedium term result Frameworkministry of planning and international Cooperationnational Commissionnational general secondary education strategynational poverty reduction strategy paperskills Development Fundtechnical and vocational education and trainingunesCo Cairo officeunited nations educational, scientific and Cultural organizationunited states Agency for international DevelopmentWorld Food programmeDRAFT

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Development Challenges and Priorities

C h A P T E R 1

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Economy

Yemen is categorized as one of the twenty least Developed Countries (lDC) in the world with a gnp of us$ 649. During the period 1995-2004, the performance of the national economy reflected an increasing dependence on oil and gas which contributed to 36% of the gDp. revenues of oil and gas represented around 60-70% of general revenues during this period when the non-oil sector revenues such as agriculture, transformative industries, and fishing were declining. Because of this increasing dependence on oil, the economy is subject to instability due to the fluctuation of oil prices. First, the decline in oil prices reduces economic growth but also has other consequences such as raising inflation rates, widening budget deficits, increasing commodities and services prices, and finally, entailing the inability to meet financial obligations required for the implementation of the development strategy.

since the country is located in a dry semi-tropical region with irregular rainfall, Yemen is subject to lengthy drought periods as well as destructive floods.

Agriculture, which contributes to 15.3% of the gDp and employs 53% of the manpower is totally dependent on rainwater and is the second main source of income in Yemen after oil. As a result of droughts and floods, Yemen is often faced with a decline

1.1 Economic, Social and Human Development Context

in agricultural production, a decrease in this sector’s contribution to the gDp, and an increase in unemployment rates.

Accounting for 90% of export earnings and over 70% of government revenues, the oil sector is vital for the economy. While the price of oil has been high, output has been declining. oil refining is still at an early stage. Yemen has an abundant reserve of natural gas estimated at about (16.34) trillion cubic feet, which is still untouched.

Currently, gas derived from petroleum is used in mareb. in the Dppr 2006-2010 the government set an objective to exploit oil resources at an optimal level from a technical and economic viewpoint and to increase refining capacity.

the strategies to achieve the objective are: a) expanding oil exploration to slow down the decline in production, b) increasing refining capacity, c) encouraging efficient use of oil products by removing domestic price distortions, d) using natural gas for local consumption and initiating export activities, and e) meeting the growing demand for petroleum gas in the local market.

the sector of agriculture provides a livelihood to 75% of the population. it accounts for over 20% of gDp and employs more than half of the labor force. 54% of the cultivated area is rain fed, with a third relying on groundwater sources. growth in DRAFT

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recent years has been below 3%, partly weather related. land and water are scarce and private investment has been in decline. Cultivation of qat, on 11% of area is rising while irrigation uses 90% of available water, much of it for qat. the government seeks to achieve sustainable and equitable growth of agriculture, with a focus on raising rural incomes, reducing rural poverty and enhancing the role of women.

the government will implement the following strategies: a) Developing rain-fed agriculture, b) modernizing traditional farming practices to raise productivity, c) increasing the efficiency of water use in irrigation and D) Diversifying production, including for export and of alternatives to qat.

Fishery is a promising sector with excellent investment potential in fishing, processing and export; it accounts for 38% of non-oil exports and is major source of income in the coastal areas. it is hampered by weak management, traditional fishing methods and poor infrastructure and basic utilities.

the objective of the government up to 2010 is to achieve an optimal and sustainable use of fish resources and reduce poverty in coastal areas. the government will work through: a) improving the fish catch efficiency and increasing the added value in fishing. the government sees its role as creating needed infrastructure, protecting the marine habitat, and providing training and research. investment by the private sector is encouraged.

the mining sector is small, but there are abundant mineral resources in the country that might be exploited. the government seeks to develop the country’s mineral potential where economically feasible through: a) Completing the geological survey of Yemen, b) establishing an appropriate legal and regulatory framework for the development of mineral resources and attracting local and foreign investments.

Environment and Water

Yemen currently faces big environmental problems.the water crisis reflects the various challenges related to the depletion and management of those resources. its environmental implications include the increase of pollution-caused hazards, deterioration of water quality, streams and expansion and prolongation of the area and period of drought.

on the other hand, institutional difficulties are the multiplication of authorities concerned with water resources and weak administrative and legislative systems related to the protection and management of these resources. Added to that are the absence of ways of cooperation and coordination among the different concerned parties and the limited roles the private sector, civil society and grassroots organizations have.

there are clearly deficient mechanisms for coordination among the bodies concerned with environmental issues in addition to an overlap and duplication of some environmental laws and pieces of legislation as many of them lack regulations and the ability to enforce laws and regulations. in addition to the low level of environmental awareness and poor commitment to environmental sanitation as well as a weak environmental database and lack of resources needed to implement environmental policies, plans and programs.

management of the relatively scarce water resources in Yemen has a special status. it reflects a situation where it is required to achieve a balance between limited resources and the increasing needs for domestic, agricultural and industrial purposes while taking into consideration the need to sustain these resources for the increasing population growth.

Actual available and used up quantity shows a gap of 900 m³ pumped from the ground water. the per capita share of water does not DRAFT

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exceed 150 m³ per annum. the challenges and strategies of the water sector represent the replenishment and control over the depletion and management of groundwater resources and enhancing the weak administrative and legislative systems related to the protection and management of these resources, mitigation of these challenges can be done by conducting sanitation treatment schemes for the re-use in irrigation and agriculture.

providing potable water entails overcoming several obstacles, most significantly is the severe decrease of ground water levels the main source of water; and dealing with the exposed and untreated surface water; in addition to the increasing cost of water purification and the increase of 32% in water loss among public networks as a result of poor o&m. All these factors, until now have contributed to the decrease of water consumption. the country’s safe drinking water coverage is 19.9%; of which 60.3% is in urban areas and 7.4% is in rural areas. the country’s sanitation service coverage is 9.2%; of which 36.8% is in urban areas and 0.7% is in rural areas.

the objective of the government in the Dppr are: a) to protect, safeguard and balance the environmental systems and natural resources taking into consideration the need to sustain these resources for the future generations; b) to protect and develop natural resources and sustain a good quality of life in the national environment and combat pollution in its various forms; avoiding any direct or indirect harm that will have negative impact on the environment sooner or later, c) to preserve the historical, cultural and urban heritage of Yemen and d) to enhance environmental awareness and education by encouraging the civil society and the various organizations to carry-out environmentally friendly activities.

Demography

the population issue plays a great role in increasing the sharpness of the economic problem that Yemen suffers from. According to the 2004 census the total population of the country is about 20 million. in addition to the rise in population growth, Yemen’s population is characterized by some specific features. First, there is a rapid population growth rate that reached 3% in 2004. this means that the population doubles every twenty years. this rapid population growth came about as a result of the great rise in the rate of live births which reached 41.2% and the relative low rate of mortality which is at 9.8%. second, there was a rise in the rate of fertility as the overall reproductive rate for each woman reached 6.11% in 20041. this ratio rises to 6.75% in the rural areas and is at 4.78% in the urban areas. third, the country has a young age structure where 45% of the population is below 15 years of age. Finally, Yemen’s population is predominantly rural with only 28.6% living in urban areas. Again, its population is unevenly distributed, living in small concentrated dwellings dispersed over the whole country.

While the population growth rate decreased from 3.7% in 1994 to just over 3.0 % in 2004, it continues to be an underlying cause of many of the problems the country faces. this relatively high growth rate has negatively impacted water resources, economic growth, education and primary health care, thereby aggravating the poverty situation and hindering prospects for sustainable development.

With 365 maternal deaths per 100,000 live births, Yemen has one of the highest maternal mortality ratios in the world. maternal mortality accounts for 42% of all deaths among Yemeni women of childbearing age. Approximately, 75%

1 statistical Year Book. ministry of planning and international Cooperation, 2005, november 2006.

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of maternal deaths are preventable, occurring because of a lack of access to and availability of high-quality reproductive health services. 84% of all births take place at home and only 20% of these births have skilled attendants present. the neo-natal mortality rate is 37.3 deaths per 1,000 live births. neo-natal deaths accounts for nearly half of the infant mortality rate, which is 75 deaths per 1,000 live births. A lack of awareness of reproductive health issues among women, men and communities hampers access to reproductive health care. Cultural taboos also impede access to reproductive health services. the unmet need for family planning is 51%, including 36% for modern methods. the contraceptive prevalence rate for modern methods is estimated to be only 13%.

the government target is to reduce the population growth rate to 2.9% by 2010 through integrating the demographic dimension in the policies and programs of development, improving the economic and social condition of households, empowering women and enhancing gender equity; as well as redirecting the movement of people from rural to urban areas towards more promising coastal regions.

Public Administration

Although the government has been working in building the capacity of the public sector, public administration suffers from weak institutional capacity, low internal efficiency, and declining motivation. this is largely due to the low salaries and incentives and the incompatibility of the labor force. the government also suffers from inflation in the number of workers due to the merger of the two government sectors from the former government, each of which had problems with their own acute efficiency and effectiveness problems. Consequently, numerous shortcomings and problems have been inherited from the unification of the government system.Yemen has declared its commitment to democracy and called for people-participation

in developing, implementing and reviewing policies, in cooperation with the private sector and other civic society-organizations. Yemen has already made a great leap toward administrative decentralization. still many chronic obstacles and shortcomings remain. the Yemeni public Administration needs strong structural reforms and adjustments.

good governance is the basis for an efficient use of national resources and for attracting foreign investments. its concept has many aspects, including political participation and ensuring human rights, efficient delivery of public services, absence of corruption, and application of the rule of law. the national Agenda for reform, adopted in January, 2006, includes actions to strengthen governance in many areas.

Human Development

Although the economic growth rate progress in human development appeared slow, if we consider the human development index, Yemen ranked at the 150th position in 2004, out of 177 countries. regarding the human poverty index, Yemen ranked at the 77th position among 102 developing countries for the same year. As for the gender Development index, Yemen ranked as the last one i.e as 136th out of 136 countries according to both the human Development index and the gender Development index values.

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the republic of Yemen strategic vision 2025 sets out the country’s long-term aspirations in terms of its economic, social, cultural and political development. it was prepared in consultation with civil society and reflects a national consensus. the third Development plan for poverty reduction 2006-2010 (Dppr) – following its predecessor, the second Five-Year plan (2001-2005) – represents the second stage in the effort to achieve the vision 2025’s aims. Another framework for the Dppr has been the set of millennium Development goals (mDgs) 2015, in particular with respect to human resources development and poverty alleviation, which the government of Yemen has committed itself to achieve. A further starting point for the Dppr is the poverty reduction strategy (prs), 2003-2005. the goals of the prs – achieving growth, improving human development, developing infrastructure, providing social protection and ensuring good governance – are also those of the Dppr for the 2006-2010 period.

Objectives of the DPPR

the main components of the Dppr’s strategy for achieving the growth and poverty reduction objectives are:

implementation of a range of reforms covering fiscal management and the banking sector, specific actions to improve the investment climate, and measures to improve public sector performance by

1.2 National Development Priorities

raising the quality of the civil service and bringing about changes in the structure of government administration. many of these actions are part of the national Agenda for reform (nAr). Details of the nAr are presented in matrix format in Annex B, which also contains a separate progress report on the implementation of the nAr. improving governance; this covers, amongst others, continued efforts at fighting corruption, strengthening the rule of law and ensuring independence of the judiciary, as well as bringing about greater participation at grassroots level. Developing human resources; the focus will be on raising awareness of the importance of curbing population growth, on girls’ education and reducing illiteracy, on primary health care and on building up rural infrastructure. empowerment of women is also strongly emphasized. measures in the area of social protection, including expanding and better targeting the social safety net, and supporting the creation of economic opportunities for the poor.

the government of Yemen has set ambitious targets in its efforts to achieve the mDgs and the goals of vision 2025 and to qualify republic of Yemen for integration with the countries of the gulf Cooperation Council (gCC). this is reflected in the macro-economic framework which targets an average 7.1% growth of gDp over the period 2006-10.

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While the oil sector accounts for around 28% of the gDp, over 70% of government revenue and over 90% of export earnings, an average growth of 10.1% a year in non-oil gDp is projected to compensate for the average annual decline of 1.8% in oil output. to achieve the growth in non-oil output will require a strong performance by the private sector including a significant increase in agricultural activity.

realization of the plan’s growth targets assumes implementation of a number of far-reaching reforms, a substantial public investment effort, and a leading role being played by the private sector. the level of public investment is expected to double (in real terms) over the plan period. success in reaching the plan’s targets, and in particular implementing the ambitious investment program, depends crucially on strong financial support from donors, notably from gCC countries.

Table 1: selected Macro-Economic Indicators in the DPPR 2006-20102

Indicators 2006 2007 2008 2009 2010 Average

gDp % growth 4.9 5.5 6.7 9.9 8.8 7.1

- oil and gas sector -2.8 -3.7 -2,7 5.5 * -5.6 - 1.8

- non-oil sector 7.9 8.8 9.7 11.2 12.6 10.1

government expenditure - % of gDp 38.0 36.7 34.7 31.9 28.7 34.0

public investment – as % of govt. exp. 25.0 27.2 30.4 32.4 33.6 29.4

public investment as % of gDp 9.5 10.0 10.5 10.3 9.7 10.0

2 source: Dprr 2006-2010.

The major investment effort needed to achieve the Plan’s growth targets has implications for the composition of government spending. The share of expenditures going to public investment is projected to increase from 20.4% in 2006 to 33.2% in 2010. As the size of the budget relative to the GDP will be declining as a result of developments in the oil sector, there will be strong pressure to contain the growth of recurrent expenditures.

DPPR Education sector objectives and priorities

the following highlights the principal elements of the education sector strategies. in the illiteracy and adult education program, efforts will continue to reduce the high rate of illiteracy, especially among women.

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high drop-out rate. rapid population growth and the dispersed population pose special challenges for education policy. in addition to new construction and rehabilitation of schools, goY will pay particular attention to ensuring that schools are equipped with necessary facilities and adequate school supplies.

the government’s program for education includes the training of teachers and increasing the number of female teachers. the development of schools by the private sector and ngos is encouraged. technical and vocational, education suffers from a lack of facilities, programs that do not meet changing needs, and poorly qualified teaching staff.

in addition to increasing the capacity of the system, it will be important to ensure that curricula reflect the changing needs resulting from scientific and technological development. An effort is to be made to encourage female participation in order to counter the growing gender disparity.

in higher education, admissions have been falling, but growing in the private universities. there is a mismatch between courses offered and the needs of society that have resulted in a surplus of humanities graduates. A university of technology is to be established. A restructuring of the higher education sector, in both the ministry and institutions, is planned.

Yemen has now adopted a comprehensive national population strategy, a national hiv strategy, and a national strategy on women’s empowerment. these strategies have been incorporated into the national poverty reduction strategy under the umbrella of the millennium project and have also been incorporated into the new five-year national development plan.

the willingness of the government to adopt these strategies has been recognized in the region, setting an example for neighboring countries.

the poverty reduction strategy paper (prsp), the Basic education Development strategy (BeDs), the education for All-Fast track initiatives (eFA-Fti) as well as the millennium Development goals (mDgs) concentrate on four pillars of Basic education.

the following chapter will concentrate on diagnosing the situation of education and the national strategies and policies proposed to achieve the national strategy, and the commitment of Yemen for international Communities.

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Education Challenges, Priorities and Strategies in Yemen

C h A P T E R 2

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Yemen places education at the forefront of its priorities as reflected in the national Constitution and education law. the articles of the general education law indicate that education is a basic human

2.1 Educational Context Challenges

right for all citizens. the law emphasizes the state’s responsibility to provide Basic education of good quality for all Yemeni children. the following box shows main articles statements.

Articles (6): Besides being a human development investment, Basic education is a basic human right ensured by the state and provided to all people.

Article (7): sufficient schools shall be established in the republic, meeting the education conditions for each stage of study. the school is considered sufficient when it absorbs all students, provided that it is equipped with libraries and all other educational inputs.

Article (8): education is free at all stages and is ensured by the state. the state realizes this principle gradually according to a plan approved by the Council of ministers.

Article (9): the state acts to realize social equality and equitable opportunity in education and takes into consideration the social and economic circumstances that may prevent some families from sending their children to school.

Article (10): the state has school health care at various stages.

Article (14): educational policy is based on scientific norms of planning, formulation of curricula, evaluation and follow-up. it links theoretical knowledge and technical skills in pre-specialist education, realizes a balance in the education system, justice in distribution of education services and potentials among the governorates and zones, and decentralization in the education administration.

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the education system of Yemen consists of 9 years of Basic education (grades 1-9), and 3 years of secondary education. secondary education, according to the general law of education no. 45 of 1992; is divided into two types: The General

secondary Education (gse) which provides Basic education graduates with the opportunity to develop their scientific and literary knowledge and skills, the duration of study in scientific and literature tracks is three years. The specialized secondary

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Education (Technical), which provides Basic education graduates with the opportunity to develop their specialized scientific knowledge. the duration of study is also of three years. the majority of Basic education graduates

opt for general secondary education. the total enrolment in this type of secondary education represents 98% of the total enrolments in the whole secondary education (see Figure 1: education system in Yemen).

Figure 1: The Structure of Yemen’s Education System

The Government of Yemen, recognizing education to be one of the key factors in reducing poverty and promoting economic development, is spending large part of its resources to its funding: expenditure on education represents 20% of the budget and 6.50% of GDP. Indeed, in the National Poverty Reduction Strategy Paper (PRSP), education is identified as one of the key factors for poverty reduction. At the same time the Government of Yemen (GOY) is well aware of the issues that are impeding progress towards achieving the objectives of Education for All (EFA) and the Millennium Development Goals (MDGs). It has been

commended for its efforts to implement steps to address them through the Basic education Development strategy 2003-2015 (BeDs), and the national general secondary education strategy 2007-2015 (ngses).

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Basic and Secondary Education

Yemen, through the Ministry of Education works for the implementation of BEDS and EFA-FTI. While the objective of MDGs is to achieve 100% enrolment in Primary Education, the government in the Basic Education Development Strategy (BEDS) - sets a goal achievement of 95% of the enrolment rate in the Basic Education cycle of grades 1 to 9 by 2015. The target for EFA-FTI is set at 100% completion rate of grade 6 by 2015. While progress of both targets will be monitored and evaluated, the government intends to accelerate the BEDS pace giving priority to grades 1 to 6 in order to monitor the completion rate at grade 6 with adequate quality education. This merger will assist in integrating efforts, potentials and investment of the available resources in a better manner.

The initial phase of any development process must start with a study and an evaluation of the existing situation, taking into account all of its aspects. Hereunder is a situation analysis of Basic Education in Yemen.

Accessthe enrolment in Basic and secondary education has witnessed a remarkable growth. the number of students enrolled in basic education rose from 186,657 in 1970 to 3,971,853 male and female students. the number of students in Basic and secondary education for the academic year 2005/2006 was at 4,497,643, of which 3,971,853 were enrolled in basic education.

Despite the rise in the number of students, yet a large portion of the population from Basic education age i.e 6 to14 years old, and from secondary education age, 15-17 years old, are still outside schools. According to the statistics of the ministry of education for the academic year 2005/2006, the enrolment rate of basic education, and secondary education age categories are still around 77.18% for basic education and 39.6% for secondary education. indeed, this rate does not comply with the objectives of the government nor realizes the objective of education for All as shown in the following table:

Table 2: Number of students and Enrolment Rates for both Basic and secondary Education for the 2005/2006 Academic Year3

Level of EducationNumber of students Rates of Enrolment

Boys Girls Total Boys Girls Total

Basic 2 364 074 1 607 779 3 971 853 89.15 64.16 77.18

secondary 352 977 172 813 525 790 64.00 30.00 39.60

3 statistical Year Book, 2005-2006. technical office, ministry of education, 2007, (not published).

The enrolment rate in Yemen is among the lowest in the world. Recent statistics show that there are about 4 million children attending Basic Education in Yemen, while nearly 23.00%

of the basic education school age children (age group between 6 and 14 years old) are out of school.DRAFT

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EquityIn addition to generally low rates of enrolment, there is a clear discrepancy in the enrolment of males and females. The enrolment rate for girls is at 64.16% in basic education and 30.0% in secondary education. These rates are considered the lowest rates of enrolment of children in education in the world. On the other hand, the enrolment rate of boys rises to nearly 89.15% in basic education and 64.0% in secondary education. The gap between girls and boys enrolment rate is 25 points in basic education, and 34 points in secondary education.

This generally negative stand towards girls’ education is evident in many aspects:

The non-desire of families to educate girls. Enrolment and dropout data shows that 36% of girls in the 6-14 years age category did not enroll in Basic Education and this is due to the families not desiring their education. It has to be compared to the percentage of boys who did not enroll for the same reason which is 11%. Similarly, 38% of girls left school due to the same reason against 12% of boys.The erroneous belief that girl’s education is not as important as boy’s education. Therefore, many families, especially in the countryside, are satisfied with providing their daughters with limited education. This belief emanates from the general perception of women and of their role in society regarding the various economic and social aspects.

Also, we note evident geographical disparities in access to education in Yemen. There are discrepancies in the rates of participation of boys and girls in both basic and secondary Education. As shown in table number 2, in basic education the rate of participation of boys rises to 59.5% of the total students enrolled in basic education, while it decreases to 40.5% for girls, i.e. a difference of 19 points in favor of boys. In urban areas the difference between the participation of boys and girls is 7.8 points

in favor of boys. however, this difference in participation of boys and girls in basic education rises in rural areas to 23.8 points in favor of boys. in secondary education, the current situation analysis shows that 32.9% of total enrolment was in the rural areas despite the fact that 70% of the total population live in these areas. the rate of participation of boys rises to 67.1% of the total students enrolled in secondary education, while this rate decreased to 32.9% for girls, i.e., a difference of 34.20 points in favor of boys. in urban areas the difference between the participation of boys and girls is of 17.4 points in favor of boys. however, this difference in participation of boys and girls in secondary education rises to 49.6 points in favor of boys in rural areas. the analysis also revealed that 82% of the girls’ total enrolment in rural areas is enrolled in co-education schools, at the same time this percentage was of 35% in urban areas, which amounts to 48 points of difference. We can note that the majority of general secondary education schools (gse) operates as basic/secondary (91%) and that these schools are concentrated in the rural areas.

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Table 3: Basic and secondary Education students Participation by Gender and Region4

Geographic RegionBasic Education secondary Education

Males Females Total Males Females Total

urban 53.90% 46.10% 100% 58.70 41.30 100%

rural 61.90% 38.10% 100% 74.60 25.00 100%

total 59.50% 40.50% 100% 67.10 32.90 100%

There are many reasons behind low enrolment and internal competence of girls in Basic and Secondary Education, the most important reasons are:

Shortage of female teachers, especially in rural areas;School arrangements not suited to encourage girls’ enrolment;Shortage in provision of school facilities encouraging enrolment of girls;Presence of a gap between knowledge and skills contained by curricula and actual local needs especially needs of girls;Insufficiency of legal and institutional frameworks organizing community participation;Weak awareness of the type of community participation and its importance for all social and education parties;Limited and random material and moral community participation.

QualityBasic and Secondary education also suffer from the concentration on theoretical knowledge and neglect of skills and applied aspects. This leads to lowering quality and relevance of education provided to students. This is vividly clear from the inability of students to perfect reading and writing and to solving arithmetic

questions when they attain the higher classes of Basic education (grades eight and nine) or upon completion of the basic stage. this problem becomes acute when students sit for the general Basic Certificate tests. it represents the first test at the national level and the rate of success is very low.

Analysis of grades 4 and 6 of student achievement in four subject areas — life skills, science, math, and Arabic language— shows that the majority of pupils have difficulties in relating what they have learned in the classroom to what they observe in their environment; in explaining and interpreting the meaning of a phenomena due to the lack experimentation in school; in mental calculation to estimate the resolution of problems; and in reading and interpreting tables and graphs. since most students have limited reading and writing skills, they could not solve problems or answer questions on many of the tests. the low quality of education becomes clearer when the students sit for the general secondary Certificate tests. this represents the second test at the national level and the rate of success is also very low. the poor quality of secondary education reflects to some extent the theoretical curriculum, low qualification of teachers and supervisors, especially in rural areas, and a weak assessment system.

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4 statistical Year Book, 2005-2006. technical office, ministry of education, 2007, (not published).5 girl education Axis strategy: Background paper for Basic education Development stragegy (BeDs). ministry of education, 2002, (not published).

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A review of the current condition of basic and secondary education points to a dangerously low standard of performance of the system in general. study and analysis has shown that such deterioration was a direct result of the weak elements from which the whole education system suffers. these points are analyzed in the following part.

school BuildingsAs far as school buildings are concerned, the total number of schools during the 2005/2006 academic year was 14,975 of operating schools. out of these, only 323 are secondary schools or 2.2% of the total number of schools. the rest are either basic schools or common basic/secondary schools. there are 12,670 or 84.6% of the total operating schools that are located in buildings, while 909 schools, that is 6.10%, operate in houses or apartments and 475, or 3.2% operate in temporary buildings (hut, tent or thatch huts), when 490 schools 3.3% operate without a school building. the latter operate either in mosques or caves or in the open. the remaining 431 schools are closed on a permanent or temporary basis. out of the total number of schools, there are 370 schools or 2.50% managed by civil society organizations or the private sector.

Teachersthe total number of teachers in both basic and secondary education is of 189,792. the number of teachers working in basic education schools only and in common basic/secondary schools during the academic year 2005/2006 amounted to 183,102 male and female teachers or 96.5% of the total number of teachers, while there are only 6,690 teachers who teach in secondary education level. out of these, 42,301 teachers are female or 23.1% of the total basic and common basic/secondary teachers. Female teachers are concentrated in the urban

areas and the major cities. teachers who have secondary school qualification or less constitute a high percentage, their number reaches 79 905 or 42% of the total number of teachers.

in 1998, the teacher law was promulgated and implemented. it gives teachers financial and moral privileges compared to their counterparts working in the other government sectors. the law granted an increase for teacher’s wages reaching to 110% of the basic salary at the utmost. the law also incorporated numerous other moral privileges. the issue now is that a good application of the law is required in order for these changes to be effective. in 2005, the new salary strategy was starting to be implemented by the government of Yemen, implying that the salary of the teachers would be higher than other government organizations employees with the same qualification. Actually, teachers suffer mainly from6:

6 teachers Axis strategy: Background paper for Basic education Development strategy (BeDs). ministry of education, 2002 (not published).

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Weak programmes for the pre-preparation of teachers and their concentration more on the theoretical learning aspects rather than on practice-oriented ones.

Absence of coordination between the Ministry of Education and teachers preparation institutions to accept applicants regarding needs by subject, gender and geographical region.

Absence of a clear policy and specific criteria for selection and distribution of teachers from among graduates of teacher training institutions.

Existence of a large number of teachers without educational or academic qualification in basic education.

Weak human and material potentials of the General Directorate of Guidance and Training and of its offices within the government, in the sphere of formulating and implementing policies and planning as well as their inability to cover technical tasks required for support of teachers and school administration in the field.

Absence of promotion opportunities for employees working in the teaching profession, restriction of this opportunity to administrative work.

Problem of the low economic and social condition of teachers.

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Shortcomings in the level of coverage of schools, as 24% of schools have compound classes and some nearly complete schools do not have an administration.

Low level of qualification of schools headmasters as the ratio of those without university certificates reaches 88% in basic education schools and 61.5% in basic/secondary Education.

Shortcomings in the effectiveness of selection of schools headmasters as we find that the authorizations given to the governorates and to the Education Offices in the governorates are marked by random selection and do not comply with the conditions specified in regulations. Selection and appointment modes differ from a region to another.

Shortcomings in the effectiveness of educational guidance for school administration and administrative control by the Education Department and absence of a reward and sanction system by the supervisory departments.

Absence of attention to knowledge growth and auto-education with the aim of keeping abreast of current developments.

Weak mutual relationship between the school administration and civil society.

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Schools AdministrationThe situation of school administration presents many shortcomings that need to be addressed7:

7 teachers Axis strategy: Background paper for Basic education Development strategy (BeDs). ministry of education, 2002 (not published).

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Non-comprehension of educational aims of Basic Education in many aspects imposed by the rapid international advance. Moreover, they do not assist in the creation of positive trends towards work and do not give greater attention to local environments and the requirements of those with special needs.

Shortcomings of the study plan that does not meet the needs for implementing the content, including the small number of hours approved for the periods of some subjects.

The content of textbooks concentrates on theoretical aspects much more than care for skills and expertise.

Failure to carry out exploratory experimentation of the contents on a sample representing society to benefit from the results of experimentation and to be able to carry out the necessary amendments before generalizing the textbook.

Weak capacity of teachers to prepare comprehensive, diversified and ongoing evaluation means and concentration on the measurement of the process of learning by heart and knowledge aspects.

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CurriculumThe Ministry of Education has acted for the development of basic education curricula. The Education Research and Development Center has developed the first cycle of the basic education (grades 1 – 3) curricula in 1993. In

EfficiencyAll education levels in Yemen suffer from poor internal efficiency as illustrated in the grade-specific enrolment rates, while the proportion of repeaters among basic students has decreased. This points to the low level of retention and reinforces low internal efficiency due to relatively high dropout and repetition rates. The average repetition rate was 10% (males 11% and females 7.3%) and the dropout rate was of 11.8% (male 12.8% female 9.2%). Accordingly, instead of taking 9 years to complete basic education and 3 years to complete secondary education, students spend, on average, 12 years in basic, with an even longer period for female students, and 4.5 years in secondary education stage. Factors that may explain this difference include the scattered distribution of population, the insufficient number of schools available for girls, and, in

many cases, the considerable distance of the schools from the populated areas.As per tables number 4 and 5, the trend in grade-specific enrolment in the two academic years is similar for male and female students, where males have higher access rates in each grade. the participation gap becomes bigger while students move up in the education system. the biggest participation gap is in grade 9 of basic education and grade 12 in secondary education. males’ participation is higher than females’ by 9.5% in grade 1, 25.5% higher in grade 6 and 35% higher in grade9.

the survival rate for female students is only 54.5% in grade 6 and 39 % in grade 9 compared to 74.6% in grade six and 66.4% for males. the following tables show male and female participation in basic and secondary school by grade for the two last years.

8 Basic education Development strategy (BeDs). ministry of education, ministry of education press, 2002.9 education For All – Fast track initiative (eFA-Fti): Country proposal. ministry of education, march, 2003.

1999 it developed the second cycle (grades 4 – 6) and the third cycle (grades 7 – 9) was completed during the 2001/2002 academic year. teachers’ guides for each study subject in basic education have also been developed. nevertheless, curriculum is suffering from many weaknesses :

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10 statistical Year Book, 2005-2006. technical office, ministry of education, 2007, (not published).

Table 4: The participation of female by grade10 and the goap between male and female in 2005/2006

Gradestudent per Class Female %

Male Female Total Male % Female % The Gap

1 371 105 306 719 677 824 54.70% 45.30% 9.50%

2 321 533 263 368 584 901 55.00% 45.00% 9.90%

3 308 842 236 402 545 244 56.60% 43.40% 13.30%

4 295 176 201 109 496 285 59.50% 40.50% 19.00%

5 269 324 170 994 440 318 61.20% 38.80% 22.30%

6 235 755 140 039 375 794 62.70% 37.30% 25.50%

7 209 383 113 175 322 558 64.90% 35.10% 29.80%

8 177 037 91 220 268 257 66.00% 34.00% 32.00%

9 175 919 84 753 260 672 67.50% 32.50% 35.00%

Total 2 364 074 1 607 779 3 971 853 59.50% 40.50% 19.00%

10 132 755 65 202 197 918 67.10% 32.90% 34.10%

11 104 866 54 050 158 916 66.00% 34.00% 32.00%

12 115 190 53 635 168 825 68.20% 31.80% 36.50%

Total 352 811 172 887 525 659 67.10% 32.90% 34.20%

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Table 5: The participation of female by grade11 and the gap between male and female in 2006/2007

Gradestudent per Class Female %

Male Female Total Male % Female % The Gap

1 404 747 342 042 746 789 54.20% 45.80% 9.50%

2 314 935 256 084 571 019 55.20% 44.80% 9.90%

3 308 091 241 758 549 849 56.00% 44.00% 13.30%

4 293 108 215 677 508 785 57.60% 42.40% 19.00%

5 260 629 176 145 436 774 59.70% 40.30% 22.30%

6 235 124 147 476 382 600 61.50% 38.50% 25.50%

7 210 672 117 333 328 005 64.20% 35.80% 29.80%

8 173 020 97 781 270 801 63.90% 36.10% 32.00%

9 164 664 82 930 247 594 66.50% 33.50% 35.00%

Total 2 364 990 1 677 226 4 042 216 58.50% 41.50% 19.00%

10 132 271 68 451 200 722 65.90% 34.10% 34.10%

11 108 118 54 937 163 055 66.30% 33.70% 32.00%

12 111 350 53 131 164 481 67.70% 32.30% 36.50%

Total 352 811 172 887 525 698 67.10% 32.90% 34.20%

Funding of General EducationThe share of GDP and budget expenditure allocated to education in Yemen is high compared to most developing countries. This percentage has increased from 5% in 1996 to nearly 6.4% in 2003. However, efficiency is low as enrolment and completion rates are lower than in comparable countries. Out of the total allocated budget for education in Yemen, the share of basic and secondary education in total expenditure has been declining from 85.3% in

1997 to 77.8% in the 2006 budget. the share of non-wage expenditure in basic and secondary education has been declining from 26% in 2000 to 17.7% in 2006. this trend illustrates the constraints of enhancing the quality of education. in addition to reduced spending on non-salary items, shortcomings in the management of operation and maintenance (o&m), in the investment programme, and in sub-sector planning and information have contributed to inefficiencies in education.

11 education statistic, 2006-2007. technical office, ministry of education, 2007, ministry of education website.

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Basic and secondary education suffers from low internal competence of financial spending. this is apparent from the presence of more than 5,699 male and female teachers who do not teach at any period. in addition, there are teachers whose teaching workload is far less heavy than the officially determined volume of teaching working hours per week.

the percentage of basic education’s budget has risen from 15.4% of the state general Budget in 1990 to 20% in 2005 and from 4.4% of the gross Domestic product (gDp) to 6.1%. A large part of the education budget goes to current expenses. however, the percentage of current expenditure has witnessed a retreat during the period going from 2000 to 2005 from 81.6% to 84.9%. Furthermore, a high percentage of current expenditure, 85%, is directed to salaries

and wages, while construction and building represents a high percentage of investment expenditure: 80%. Basic and secondary education suffer from low internal competence and an inadequate allocation of financial spending. this is apparent from the presence of 2,739 male and female teachers who do not teach any period . in addition, there are teachers whose teaching burden is far lower than the officially determined volume of teaching hours. this has led to the low rate of coverage despite the large expenditure on education. Yemen allocates nearly 6 % of its gDp to education. nevertheless, only 77% of the population in the basic education age category is enrolled, while morocco has realized 83%; Jordan 90% and egypt nearly 100 % even though these states show a percentage of gDp allocated to education that is much lower than Yemen’s.

Basic education funding is not appropriate for generalizing education.

The rise in education waste as a result of failures and dropouts and failure to make optimal use of employees of the education sector.

Imbalance in the structure of the budget regarding chapters, sections, items and types.

Non-separation of the basic education budget from the secondary education one.

Limited and non-diversification of sources of funding and low competence efficiency in the exploitation of education allocations.

Weak operation, maintenance, repair and training and re-training allocations.

Absence of a material and moral incentives system for workers in the teaching field and absence of the principle of reward and sanction.

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To sum it all up, the Basic Education budget suffers from:

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Critical Strategic Issues Facing Basic and Secondary EducationThe following box represents the pressing issues faced by basic and secondary education in Yemen. The education establishment has to address them as it would help prepare the future perception of the development of Basic and Secondary Education in Yemen.

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Low enrolment rate in basic and secondary education by the 6 – 14 and 15-17 years age category.

Gap between enrolment and acceptance in basic education (males – females – rural – urban).

Low community participation, weak trust and absence of an open democratic dialogue between the educational establishment and society.

Weak absorption capacity of the education system.

Low quality of Education.

Diversification of GSE to offer alternatives for students in accordance with their abilities, and to cope with Higher Education development requirements, and to enable a good articulation and adaptation to work life.

Low level of teacher training and qualification and the need to change its traditional role.

Poor school working environment, lack of facilities and moral support to enable teachers and other supporting elements to develop and improve their performance.

Decreased internal competence of education.

Weak institutional capacity of the education system structure from the Ministry down to the school.

Incompetent use and employment of the education process inputs.

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Literacy and Non-Formal Education

The rate of illiteracy in Yemen is high, especially among females. Some 47.23% of the ten years and above population is illiterate. The rate of illiteracy among females rises to reach 76.5%, while this ratio is 27.7% for males. Moreover, most of the literate population from ten years and above reaches 33.9% of the total population and can only read and write. The ratio of illiterates varies from one governorate to another. The lowest rate of illiteracy among both sexes is in Aden governorate: 20.38%, while the highest rate is in Saada governorate: 62.77%. The spread of illiteracy, especially among females and among the rural population forces the State to greater efforts to generalize basic education. Illiteracy also reduces to a great degree the capability of the family to participate with the school in the education of children. There are

limited technical and material resources for education and training in the context of a 47.2% adult illiteracy rate. this rate includes major gender and spatial disparities and is exacerbated by high drop-out rates in basic and secondary education (especially among females). it poses formidable challenges to Yemen in terms of human resource development efforts. this situation is further aggravated by a mismatch between higher education and vocational training curricula and resources versus the needs of the market. similarly, the health sector faces numerous challenges to meet the increasing needs of the population in a deteriorating health context.

Early Childhood Education

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“pre-basic” (Article 16). the law identified this stage as nursery until the age of 2 years old, then kindergarten from 3 until the age of six years old. the kindergartens aim, according to the law to “making the children accustomed to loving education, and preparing them for the new phases of education, breeding noble values and good positive customs in them, and educating them to be medically and socially fit and to love cooperation with other children” (article: 17). A special competent department was established to take care and supervise this phase of education as part of the structure of the ministry of education.

the number of enrolled children in kindergartens reached 21,038 enrolled in 358 kindergartens, in 2005/2006, 97.5% of them were located in the urban area. most of the kindergartens (282) are managed by the private sector, which represents 80.8% of the total number of kindergartens in Yemen. naturally, the enrolment rate in early education is considered as low as about 0.6%.

public demand on the services of early education institutions is still limited. We can suggest the following reasons:

the low rate of women participation in out-of-the-house jobs especially in urban areas where there is a need for the services of such education institutions.the early education phase is not considered as part of the systematic educational ladder until now, i.e. a child is not required to complete this phase in order to join the following one, in spite of the fact that the education law no. 45 of 1992 considers it as part of the general education system phases.many families, including those whose women work outside the house, cannot afford to enroll their children in the institutions of this phase which impose high expenses even if those differ greatly between public and private institutions.

the Yemeni family is still characterized by cooperation and solidarity, even women working outside the house are used to feel safe about her children at relatives’ or even neighbors’ custody instead of sending them to kindergartens.Yemeni families do not realize the importance and role of kindergartens in a child’s life, and their role in developing cognitive and behavioral skills as well as facilitating attainment in following education stages.

the most important issues facing the quality of this phase can be summarized as follows:

lack of an approved curriculum by the ministry of education for this phase. As a result, there is a difference in objectives, programmes, curricula, and equipment from a kindergarten to another. the ministry of education has recently developed a special curriculum for kindergartens which will be launched soon. many kindergartens operate in rented buildings and their equipment is inconsistent with standards and specifications indicated by specialists.scarcity of specialized female educators, especially at institutes and colleges of teachers whether at the diploma level or university studies.As a result, objectives and special educational needs of the children are not met. Children are dealt with as one category despite differences in their age, therefore evaluation is not adequate as it overlooks individual differences. lack of health care in kindergartens, and lack of nutrition provision during their stay at the kindergartens.

Technical Education and Vocational Training (TVET)

During the past 30 years, the tvet system in Yemen evolved from 10 training centers operated by the ministry of labour and

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vocational training, to the current level of 44 vocational and technical Centers, vocational institutes and technical institutes now operated under the mandate of the ministry of technical education and vocational training (mtevt). During this period, the goY received tvet related technical support from countries such as China, Algeria, russia, egypt, germany and saudi Arabia. this resulted in the introduction

of different methodologies surrounding the development, design, and delivery of training, and the absence of a unified strategic development approach.the technical and vocational education is under the supervision and administration of the ministry of education and vocational training. this type of education is limited in scope and faces many problems.

Table 6: students and Teachers in Technical and Vocational Education in 200512

Centers & Institutes No. Institutes

students % of Female

No. TeachersMale Female Total

three Years system 20 3 003 183 3 486 13.86 1 851

two Years system 50 10 594 790 11 389 6.94 2 023

12 education indicators in Yemen, higher Council for education, 2006.

Among main problems of the TVET system, we can note:

The weakness of the comprehending power as well as the allowed potential opportunities for the females. The absence of an active role for the private sector and civil society institutions.The dominance of theoretical ways of teaching over the practice-oriented ones. The low participation of females.The discrepancy in distributing Technical Education and Vocational Training services among governorates and their lack in many other governorates.The weakness of the relationship that is built upon active partnership between the Institutions of Technical and Vocational Education and development partners.The drawback of the educational process’ internal qualification efficiency which is

attributed to the weakness of its inputs: the teacher, the trainer, the book, the curriculum, the libraries and equipments, supplies and aids, and the balance of the theoretical sides with application–centered ones etc.the lack of highly qualified supervising staff covering all specializations and having long experience with emphasis on supervision, guidance, specifying the description of curricula, authority, providing consultancy, in addition to conducting research, either on the state’s administrative organization, or for private institutions that would develop into experience houses for providing new ideas and ensure their follow-up. Closing channels between illiteracy eradication and elders’ education programmes, training Centers and vocational Qualification with all that grant continuity for those who desire further training till the opinion of persistence education is fulfilled.

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the lack of quantitative and qualitative aspects for preparing female vocational, and technical staff in order to undertake tasks that go together with trends in socio-economic life within the global framework of the society’s components; men and women.the low credits that are allocated for operating and maintaining technical equipments for learning and making available the raw materials to enable practical applications.

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Higher Education

higher education started in Yemen in the mid of 1970s. Although higher education started lately, this education level encounters substantive expansion as reflected in the below table:

Table 7: students and Teachers in University Education in 200513

Universities No. ofUniv.

students % of Female

No. TeachersMale Female Total

government universities 7 119 895 44 313 164 208 26.99 5 115

private universities 9 18 144 5 772 23 916 24.13 1 049

13 education indicators in Yemen, higher Council for education, 2006.

A number of issues are facing higher education including the lack of teaching staff and their inappropriate distribution, in addition to the weak opportunities for teacher training. Moreover, the number of students per member is increasing because the allotment of students to each member is 68 out of the total number of members who hold a PhD degree and over. The allotment of students to each member is 41 of the total number of members as a whole. There is a spread of the theoretical emphasis in all specializations and in the teaching methods; university curricula presents a lot of failures; there is an absence of academic reliability in completing the planned courses, and at the specific timeline for each course etc. These facts will have a negative impact on students’ attainment and on the level of education. There is also both quantitative and qualitative shortage of supervisory, technical and administrative cadres in most Yemeni

universities. thus, the cadres graduating from such universities will be unqualified to cope with reality, and in return, the state will bear an additional burden which is the re-qualifying of such university outputs. From the above analysis of university education, we can note the following elements:

lack of coordination between manpower planning and education planning, which leads to a lack of conformity between university education outputs and labor market needs; new universities and branches, which do not meet the needs of society and the requirements of labor market, had been established;unavailability of a clear policy of enrolment in universities, and occurrence of structure defect in distribution of students among faculties of human sciences and applied sciences;

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students receive an education of low quality, therefore show a low attainment, an inability to self-learning, a lack of autonomy and creativity, and a high rate of failure;low curricula, which is not coping with development, with diversity, and application of knowledge; and weak scientific and technological foundations in the fields of research and development;Weak quantitative and qualitative achievement level of the teaching staff, lack of attention to education and professional preparation of the teaching staff, absence of evaluation, as well as an increase of the students-professor ratio;predominance of theoretical and human sciences fields outputs against applied sciences outputs, increase of unemployment, and therefore loss of human investment; remarkable shortage of financial resources spent for scientific equipment and for educational services, such as libraries, workshops, laboratories, raw materials, instructional materials, etc.

in fact, university education is currently facing many challenges and new conditions which require reviewing its objectives, philosophy, systems, curricula, as well as its relevance to the community. to overcome these challenges, university education will not only tackle its existing problems, but will also have to cope with future problems. that is why education is a constant process aiming at improving future conditions for achievement.

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to tackle main education issues, Yemen has adopted strategic planning through the implementation of a long-term strategy (2003-2015) for basic education in Yemen so called Basic education Development strategy (BeDs), and general secondary education (2006-2015) (gse). the implementation of a literacy strategy is integrated with the implementation of BeDs and gse through the mid-term result Framework (2006- 2010) (mtrF). the strategic objectives of these strategies are as follow:

expand access in both basic and secondary schools. the targeted enrolment rate is 95% for 6-14 years old category in basic education and 66.2% of 15-17 years old category in secondary education by 2015,eliminate disparities between urban and rural areas with more attention to children of poor families (decrease the enrolment gender gap from 30 to 5 points in BeDs, and from 28 – 24.2 point by 2015 in gse),improve the quality of basic and secondary education through setting targets for learning achievements (students’ competencies) by grade and subject (grades 1-12) as to be the basis for all quality programming,Improve the internal efficiency of basic and secondary education,reinforce the capacity of the ministry through institutional reforms and establish

2.2 National Priorities and Strategies in Education in Yemen

efficient and competent management at the central and governorate levels.

since the beginning of BeDs in 2002, there has been significant progress in a certain number of areas. the level of ger has increased from 62% to 77%. the gender gap has been reduced from 30% to about 25%. nevertheless, quality improvement has been less obvious and two surveys conducted in 2002 and 2005 show some improvements in a few aspects though further analysis-evaluation is still ongoing. At the institutional level, the coordination amongst partners has been improved.

The Policies and Programmes

to reach the above objectives, moe implemented different suitable policies and programmes from 2003 to mid 2006. in may 2006, moe and development partners approved the mid-term result Framework (MTRF). This document proposes five outcome areas with targets to be achieved by 2010. strategies and policies have been proposed to achieve access, quality and institutional capacity outcomes. eight national programmes that will coordinate all partners’ resources to achieve outcome targets have been selected14.

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14 mid-term expenditure Framework, ministry of education, 2007.

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Table 8: The Objectives Planned up to 201016

Target Results

Access

in 2007 achieve an increase in enrolment from 77% to 90% in basic education and from 40.9% to 46.1% in secondary education, reduce the gender gap to 11 points in basic education and to 27.2 points in secondary education; and reduce illiteracy from 47% to 40%.

Quality

set-up learning competency by grade 1-12; use learning competency to build a strategy to reform teacher management, learning materials, pupil testing and examination; quality control through inspection, learning material reviews and teacher training.

institutional structure

set-up of a management system to enhance coordination among all partners and to implement mtrF/BeDs jointly; and restructuring of moe to support and enhance the results.

15 Annex 3 provides the outputs expected to be achieved each year from 2007 to 2010. the last table indicates the financial allocations proposed the period 2007 to 2009 to provide the outputs and results.16 mid-term result Framework, ministry of education, may 2006.

Table 9: The Proposed Outputs for 2007 Annual Work Plan (AWP)

Component Programme Proposed Outputs

Access

Programme 1household incentives

programmes

school fees elimination boys, girls 1-6

incentives for 2.5 million students (school kits, subsidy, health, transport, school feeding transport)

literacy campaign

Community participation

student activities

Programme 2infrastructure and

school facilities development programmes

new classes 7 511, rehabilitation 1 277, other rooms 1 419, walls 1 134, toilets 2 268

equipment and desks

maintenance and rehabilitation budget

these objectives, policies and programmes are presented in the following tables :

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Table 9: The Proposed Outputs for 2007 Annual Work Plan (AWP)

Component Programme Proposed Outputs

Quality

Programme 3school level

management and community participation

programme

training on school administration

school operating budget

school planning and budgets

Community participation (fathers/mothers councils, religious leaders, community leaders)

Programme 4learning achievement and

curriculum programme

establish learning competency grade 1-12

plan for review of curriculum, learning materials

review quality control of teaching and standards for development of learning materials, review teacher training in line with teacher competency standards, review testing, examination and teacher training, introduction of new subjects

Finalize literacy curriculum

Programme 5teaching services

programme

teacher reform: link teaching posts to schools based on subject and student population

Design teacher competency linked to learning competency and review training

reform teacher recruitment supervision inspectorate and training in line with learning competency and link to school posts

Programme 6learning materials

development programme

review learning materials development in line with competencies, effective utilization of learning materials at school level, and cost-effective measure to combine books and review production and distribution

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Table 9: The Proposed Outputs for 2007 Annual Work Plan (AWP)

Component Programme Proposed Outputs

Institutional Development

Programme 7sector management

framework programme

effective coordination of all BeDs partners to support BeDs programmes - operating costs and training for steering committee, task forces, council of deputies, programme teams, and JAr

Programme 8sector organization and skills

development programme

effective function based restructuring and training of moe to support programmes to achieve BeDs results

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the tvet strategy and higher education identify five main issues faced by both systems. Future strategies to address them are summarized as follows:Responsiveness and equity: While tvet and higher education enrolment have been progressively increasing during the past six years, the current programme framework is responsive only to a limited number of citizens and for limited employment opportunities. there is an evident need for the tvet system to increase public and private training capacities and to be more responsive to the needs of other target groups.Labor market linkages and enterprise involvement: the predominant characteristic of the Yemeni tvet and higher education sectors at the present time is its strongly supply-driven approach. Despite some attempts to reform linkages between the tvet and higher education systems, labor market requirements, and private sector enterprises continue to be weak.Institutional capacity: the current structure of the ministry of technical education and vocational training mtvet and ministry of higher Education & Scientific Research mhe&sr shows weak linkages between the different departments, whether in staff or in line. this results in a two-level organization with two levels that operate independently leading to gaps, redundancy, overlapping or duplication. Training provision: the ability to be increasingly responsive is currently constrained by: (i) small number of tvet

2.3 Future Strategies for TVET and Higher Education

institutions; (ii) an imbalance in terms of geographic distribution; (iii) low utilization levels of existing tvet institutions; (iv) lack of cooperative training; and (v) low use of potential training opportunities in enterprises. the training capacity problem is further exacerbated by the absence of tools and equipment in training centers that are required to develop graduates’ competencies which are mandatory for employment in the respective occupational areas.Finance: the current tvet and higher education systems operates on the basis of negotiated annual budgetary allocations. While these allocations satisfy immediate operational needs, they are inadequate to address increased staffing needs, equipment needs, training material development or system upgrading. this results in the delivery of low-quality training, and a consequent low level of efficiency. The Skills Development Fund (sDF), designed to enhance the funding base for tvet institutions and universities, currently faces a number of shortcomings in fulfilling its mission. these include legal set-up issues as regards to which enterprises should pay dues and which ones should benefit, efficiency issues related to the focus on collection versus training provision, and the overall relationship with the private sector.the achievements and remaining efforts up to 2015 will be done within the framework of a close cooperation and coordination with moe development partners. this cooperation and coordination will be dealt with in the next chapter.

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Priorities and Areas of Development Partner Interventions

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The Government has made education a high priority and is well aware of the issues impeding the development of the sector. Education remains one of the pillars of the Government’s successive five-year plans and also the strategic focus of the Poverty Reduction Strategy Paper (PRSP). The authorities have maintained high financial commitment to the sector. As we have seen in the previously, the share of education expenditures relative to Gross Domestic Product (GDP) has increased from 5.1% to 6.5% over the 1996 to 2003 period; and the share of education in the state budget has also increased to around 20% during the period from 2000-2006.

Education challenges are being addressed specifically in the Government’s Basic Education Development Strategy (BEDS) mentioned in previous chapters. The latter was prepared with the involvement of all the stakeholders and endorsed by the international community. The strategic objective of the Government of Yemen (GOY) is to increase access and equity to education for a growing school-age population, to improve the quality of teaching and learning, to improve the sector’s financial sustainability and to ensure strong participation of communities in the delivery of educational services. Based on

Priorities and Areas of Development Partner Interventions

BEDS, the GOY prepared the 2003-2005 plans for the Education for All- Fast Track Initiatives (EFA-FTI).

In 2003, Yemen was selected to obtain one of the largest allocations from the Education for All-Fast Track Initiative Catalytic Fund as a sign of the international community>s recognition and support to Yemen>s commitment for implementation of BEDS .In July 2002, the German government made a long-term commitment to supporting the Basic Education Improvement Project (BEIP) up to 2011. Other donors supporting the sector include the Japanese (JICA), Dutch Embassy, the United Kingdom’s Department for International Development (DFID), USAID, UNICEF, and WFP.

There has been four further developments regarding donor coordination, alignment and harmonization. These include:

Development of a Partnership Declaration for the BEDS . The Declaration was signed on 17 January 2004 by all donors active in the sector except for the US, Japan (who would not be in a position to meet many of the commitments – partially because of lack of capacity), and the Arab and Islamic Donors.

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17 Priorities Programmes for the Used of Catalytic Fund. Ministry of Education, March 2004.18 Partnership Declaration, between the GOY and donors for the implementation of BEDS. Ministry of Education, January 2004.

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Three development partners are pooling their resources to finance the multi-donor Basic Education Development Project (BEDP): the DFID contributing as of 15 million Pounds; the Netherlands as of 24 million Euros; and the World Bank with 65 million Dollars. Moreover, Germany has expressed its desire to join this operation, and the United States is designing its support within the BEDP framework. Initiation of a Joint Annual Review (JAR) in the Basic Education sector. The first one was held in May 2005 and the second in May 2006. It is considered extremely important as it brings together not only most of the donors of the sector together with officials from the MOE, but also gathers other government agencies, governorates and implementing agencies. The latter account for the majority of public expenditure in the education sector.Monthly meetings of donors. Attendance is variable yet in most meetings at least one MOE official participates–usually the head of the Technical Team (a consultant).

It is recognized that the National Basic Education Development Strategy can only be achieved through the contributions and active participation of all partners involved in education. The strategies, policies and programmes will need the active collaboration and coordination between all relevant Government Ministries at central and decentralized levels, development partners and local communities. An implementation framework is presented to coordinate the partners to conduct joint planning and to commit their respective resources to achieve the common outcomes and programmes. The Ministry of Education (MOE) would provide the secretariat with the coordination framework.

The MOE proposed that all partners continue to provide the support they are currently giving to education, and to use the proposed outcomes,

strategies, policies and programmes presented in this document in order to strengthen their coordination. The ongoing activities would provide both the foundation and the lessons needed by the partners to progressively channel all their support through the jointly agreed strategies and programmes.

Based on the Basic Education Development Strategy, donors identified interventions axis. The next table shows the activities intervention of donors according to BEDS related areas.

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BE

DS

- Rel

ated

Are

as

Tea

cher

Tra

inin

gSc

hool

Adm

inis

trat

ion

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olC

onst

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ion

Cur

ricu

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Edu

catio

n fo

r Gir

lsC

omm

unity

Pa

rtic

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ion

Cap

acity

B

uild

ing

&

Dec

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aliz

atio

n

Food

an

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K

its

Donors / Programmes

DFI

D×

Dut

ch

Em

bass

yG

TZ/D

ED

/

KfW

/BE

IP×

××

××

×

Japa

nese

E

mba

ssy

××

××

PWP

×

SDF

××

UN

ICE

F×

××

××

××

USA

ID/A

ED

××

××

××

Wor

ld F

ood

Prog

ram

me

××

Wor

ld B

ank/

D

utch

E

mba

ssy/

D

FID

/BE

DP

××

××

××

××

Tab

le 1

0: A

ctiv

ities

Int

erve

ntio

ns o

f Don

ors

acco

rdin

g to

BE

DS

rela

ted

area

s

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Table 11: Donor’s Support in Yemen in Basic Education Sub-Sector, 2007

Governorate Japan BEEP FTI BEDP UNICEF WFP GTZ/KFW USAID

MOE Center

Ibb

Abyan

Sana’a City

Al-Baida

Taiz

Al-Jawf

Hajjah

Al-Hodeidah

Hadramout

Dhamar

Shabwah

Saadah

Sana’a

Al-Daleh

Aden

Amran

Laheg

Mareb

Al-Mahweet

Al-Mahrah

Ryma

Note: BEDP is co-financed by WB, Netherland, DFID, and KfW.Blue: Currently being implemented; Orange: Past implemented.

Donors work according to geographic areas as shown in the following table:

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Tab

le 1

2: T

he F

und

from

all

Dev

elop

men

t Par

tner

s 19

Don

or a

nd o

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sou

rce

of fi

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2003

2004

2005

2006

2007

2008

2009

2010

Tot

al fo

r20

07-2

010

WB-

BED

P 0

.30

7.0

0 1

5.50

19.0

017

.50

5.7

0 5

7.70

NL-

BED

P 0

.10

2.5

0 5

.50

6.7

0 6

.20

2.0

0 2

0.40

UK

-BE

DP

0.1

0 2

.70

6.0

0 7

.30

6.7

0 2

.20

22.

20G

erm

any

FC C

RE

S I,I

I,BE

IP I,

II, B

ED

P 2

.67

0.4

3 0

.96

10.0

5 1

5.60

12.6

6 1

.44

29.

70

NL-

othe

rs 0

.83

10.9

0 7

.60

8.0

3

0.0

0

Ger

man

y BE

IP-T

C 1

.30

1.6

0 1

.60

1.6

0 1

.60

1.8

0 2

.20

2.2

0

7.8

0

Ger

man

y FC

-TC

0.2

0 0

.11

0.5

5 0

.84

0.9

5 0

.36

0.0

0 0

.00

1

.30

UK

-TA

-fac

ility

0.2

2 0

.22

0

.20

US

- EQ

UIP

1 1

.70

3.3

0 3

.30

1.7

0

1.7

0

US

- Adu

lt Li

fe S

kills

0.3

0 0

.70

0.7

0 0

.30

0

.30

WB-

FTI-

CF

10.0

010

.00

10.0

0 2

0.00

20.

00

WB-

FTI-

EPD

F 0

.70

0.3

5

0.4

0

Japa

n12

.80

4.8

0 0

.58

1.1

7 1

.17

0.5

8

1.8

0

UN

ICE

F 0

.70

0.6

0 0

.90

1.5

0 2

.05

2.7

0 2

.70

2.7

0 1

0.20

WFP

5.7

0 5

.70

5.7

0 5

.70

5.7

0 5

.70

5.7

0 5

.70

22.

80

SFD

41.9

028

.10

30.6

046

.00

30.

2024

.00

54.

20

PWP

8.4

020

.70

10.6

012

.40

13.

40 8

.70

2.0

0 2

4.10

Tota

l74

.50

85.8

074

.70

114.

9012

0.10

89.6

044

.40

20.5

027

4.70

Sour

ce: E

duca

tion

dono

r dat

abas

e, Y

emen

.

19 It

is to

be

note

d th

at th

e to

tal i

s onl

y fo

r the

yea

rs 2

007

– 20

10.

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In Addition to the main Development Partners, there are several programs implemented through civil society organizations. The resource fund for these organizations comes from the main donors, so the fund is already included in the first table. These organizations are ADRA, CARE International, and Soul. They work on supporting literacy programs and girls education within local communities.

The Ministry of Education (MOE) has demonstrated strong leadership in the Basic Education sector. The main approach of the MOE to donor coordination in the sector has been an attempt to bring about a geographical division of labor among donors with different partners supporting activities in different governorates. Major donors are moving towards a country-wide approach.

Donor coordination and support would help introduce major education reforms aimed at promoting a more efficient use of existing education resources, expanding access to education for all especially among girls, rural children and children with special needs. This approach is expected to help improve the quality and relevance of education at all levels, and provides technical support to the Ministry of Education (MOE) to further improve its implementation capacity within a more transparent environment.

In May 2006, the Ministry of Education (MOE) and all the partners of the Basic Education Development Strategy (BEDS) approved a Medium Term Results Framework (MTRF) 2006-2010 during the Joint Annual Review (JAR) of May 2006. This is the first results-based presentation of the budget for BEDS by the Ministry of Education using the approved Medium Term Results Framework. The paper has been prepared to facilitate budget consultations with the Ministry of Finance using the results-based budget prepared by the MOE as the explanatory notes to the MOF

budget format presented by MOE for the 2007 budget. BEDS forms only part of the overall ceiling which includes secondary education.

After the approval of the MTRF, the Ministry of Education begun a series of reforms from 2006 to institutionalize an education sector development process based on the achievement of sector results. The Ministry of Education Annual Work Plan for 2007 presented the first annual budget and plan that allocated all the resources to achieve outputs and results. The Annual Work Plan was itself the result of a number of reforms which included utilizing the MOF budget ceiling as the basis for the plan, and applying output based budgeting and planning using the outcomes and 8 national programmes introduced through the MTRF as the basis for developing the 2007 Annual Work Plan.

The proposal is to institutionalize the planning, budgeting and implementation coordination process leading to the Annual Work Plan, and to further strengthen it in 2007 and in the future by introducing results-based financial management and national implementation systems that will further strengthen the results-based approach.

The reforms aims at reinforcing the commitment made by the Ministry of Education to coordinate the utilization of all the funds provided under the education budget ceiling to achieve education results. To support this process the Ministry of Education proposes the following principles to continue the process (many of them already ongoing under the 2007 Annual Work Plan):

Results-based planning and budgeting: In consultation with MOF, development of a results- based planning, budgeting and using the system introduced in 2006 for the 2007 Annual Work Plan. The Annual Work Plan is the single sector plan, allocating all resources available to education to achieve education results.

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Results-based financial system: In consultation with MOF, development of financial management and accountability systems linked to the delivery of outputs and results. The financial systems to be introduced in 2007 will link all resources spent by different ministries, government agencies and development partners to specific outputs and education results.

National systems to coordinate implementation: In consultation with MOF and the Ministry of Local Authority and other mandated ministries, establishment of national systems to coordinate implementation of education results. Currently, delivery is done through many local and international systems. This will be standardized and streamlined as systems are developed .

Alignment of resources to results: In consultation with MOF, the MOE will utilize the sector budget ceiling similar to 2007 to develop one single Annual Work Plan detailing sector outputs and results based on the MTRF. The AWP will then be used similarly to 2007 to coordinate all Ministries, agencies and development partners to fully align and coordinate all their resources in view of achieving education results. All funding provided will support the AWP which is based on the sector results.

Medium term financial planning: In consultation with MOF and MOPIC, the MOE will refine the projected targets for funding education and allocation to education through the discussion of the national five-year plan. MOE will work with development partners funding education in order to have a better prediction of the percentage they would fund over the medium term and to set up a system to identify the funding available year on time to inform the

annual budget ceiling by May to July and to have the confirmation before the start of the financial year.

The following chapter will discuss with more depth, UNESCO’s support for Yemen in general with a focus on the different education levels.

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20 See list of systems proposed in Chapter 1.

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UNESCO’s Programmatic Thrust

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In addition to UNESCO’s efforts to assist Yemen in achieving the EFA goals, there are three main Education programmes implemented in Yemen including: Early Childhood Care and Education, Literacy (LIFE) and Teacher Education and Training. UNESCO implements and designs programmes in other sectors such as Culture, Communication and also several activities under Natural and Social Sciences in cooperation with UNESCO HQ, UNESCO Regional Office in Cairo or UNESCO Regional Office in Beirut and UNESCO Offices in the region.

All UNESCO Programmes are coordinated through Yemen National Commission for UNESCO (YNCU). The National Commission was established to fulfill an international obligation which required all Member States of UNESCO through Article VII of the UNESCO Constitution, to set up a National Commission with major functions to involve the various ministerial departments, agencies, institutions, organizations and individuals working for the advancement of education, science, culture and information in UNESCO’s activities,. YNCU is located under the Ministry of Education, Yemen. YNCU always facilitates UNESCO’s efforts, playing the role of an effective coordinator and catalyst in UNESCO-government collaboration for education programmes and activities.

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Activities carried out with the National Commission (NATCOM)

UNESCO, through most of the activities of EFA National Committee has been working on making the right to education for all children a reality with the help of policy makers. Within the framework of Education For All week that took place from 19-25 April 2004, UCO, assisted by the Yemeni NATCOM, organized the celebration for the EFA week, which consisted of:

Media coverage in the form of TV interviews.Visits from high officials were conducted to four schools at the center of the capital, the officials answered children enquires regarding the non-admission of all children into the educational system along with some of the problems facing the children enrolled into schools.Maps drawn in villages showing houses of children who were dropped from the educational systems were presented to high government officials.A press conference attended by the undersecretary of the MOE, teachers, parents, students and the press was held on 23/04/2004.A closing celebration attended by the Minister of Education, the Deputy Governor of Sana’a along with several ministers took place on 25/04/2004.

4.1 UNESCO’s Past and Ongoing Support to Yemen’s Educational Development

Parliamentarians were mobilized to support political and legislative activities for EFA through meetings, and children visits.

On December 17, 2007, the NATCOM organized the celebration for the EFA week, which included:

A meeting with the Prime-Minister, attended by the Minister of Education and the Vice-Minister of Education. In the Meeting children delivered short speeches dealing with their right to education and the quality of education.Visit to the Ministry of Human Affairs, the children raised issues about their right to education and safe schools> environment.Visits from high officials were conducted to three schools at the center of the capital, the officials answered children enquires regarding the inadmissibility of all children into the educational system along with some of the problems facing the children enrolled into schools.All above activities were fully covered by Media specially TV and newspapers.

On April 2004, the NATCOM published a booklet in two languages (Arabic and English) regarding EFA. The booklet gives an idea about the EFA Objectives, and most important, about EFA Indicators, in addition to data and information about Basic Education and illiteracy rate at the governorates level.

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The NATCOM updated the booklet by the end of 2007. The document presents the achievements of the Government of Yemen between 2000 and 2006, through present indicators related to Pre-school education, Basic and Secondary Education and Literacy Programmes. The booklet emphasizes more on compilation and survival rates for both girls and boys in Basic Education. For this purpose it presents a table regarding the participation of both girls and boys from grade 1 to grade 9. All tables in the booklet are provided with a very short analysis pointing the problems and future policies to address them.

This year, the activities of NATCOM will be expanded to most of Yemen’s governorates.

Early Childhood Care and Education (ECCE)

UCO discussed with the Yemeni Minister the possibility of attracting some funds for an ECCE project in Yemen. UCO provided the minister with a draft proposal for his comments and the final version is ready for funding consideration.

One of UNESCO’s main line of action is working to make the right to education a reality for all children. In this light, policy makers were sensitized about the importance of ECCE through supporting most of related activities along with UNICEF.

Improving the Quality of Education Through its Regional Office in Cairo, UNESCO implemented the following programmes:

Preparation of Teacher Training Guidelines for YemenWithin the activities of UCO Project 552/YEM/1000 for In Service Training of Basic Education Teachers in Yemen, and as per the

request of the Yemeni Minister of Education, H.E. Mr. Abdel Salam Al Joufi, UCO supports the preparation of Teacher Training Manuals. These manuals aim to assist trainers in providing training at the state level.

In-Service Training of Basic Education Teachers (EXB)The training of teachers of Basic Education in Yemen (JFIT project) is progressing very well and has been well appreciated by the Yemeni Government in particular by the Minister of Education. In addition to the four workshops mentioned below, two meetings were held between UCO and the Yemeni Minister of Education and his staff in order to evaluate the progress made and update the plan of action. The new plan of action included the preparation of a training manual and the schedule of training teachers at the state level. The workshops were as follows:

Production and Handling of Economic Cost Methods, and the usage of different educational techniques in the education process, 22-30 Jan. 2004.Growth characteristics of students in stages of early childhood and adolescence and the factors affecting their education, 17-21 Jan. 2004.Planning the improvement process of student education and evaluation, 4-8/3/2004.Methods and strategies of education and modern education, 21/2 – 1/3/2004.Conference on Education for Sustainable Development, Sana>a 26-28 Sept. 2004. Within the framework of the United Nations Decade for Education for Sustainable Development (2005-2014), UCO organized the Cluster Conference on Education for Sustainable Development in Sana’a, 26 - 28 September in Sana>a – Yemen. The conference brought together 5 NGO’s from Egypt, 5 NGO’s from Sudan and 20 NGO’s from Yemen. The conference provided the basic input towards the preparation of guidelines for member states

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to adopt a holistic approach to Education for Sustainable Development within EFA and to create a national policy dialogue to the present role of NGO’s in education for sustainable development.

Literacy and Non-Formal Education

UNILIT InitiativeWithin the framework of cooperation and the joint agreement for 2005 between UNESCO and ALECSO, two activities towards supporting literacy were implemented in the 3 cluster countries Egypt, Sudan and Yemen (the activities included 2 universities from Yemen, 1 from Egypt and 1 from Sudan). The project involved support to university students to eradicate illiteracy of rural girls within the framework of UNILIT.

LIFE (Literacy Initiative for Empowerment)Within the framework of LIFE, UNESCO supports literacy in Yemen in the preparation of the national curriculum for literacy and an assessment framework, UNESCO started the process in mid-2006 and is extending technical and financial support for this work. The national curriculum for literacy consists of Basic Literacy, Functional Literacy and Income Generation. These assessment tools facilitate for the task of literacy organizations to harmonize their literacy examinations, and may also be used for various surveys in order to assess the actual levels of literacy in different areas and target groups in Yemen.

Support Planning for EFA

The UNECO Regional Office in Beirut conducted two training workshops: the first one in Beirut about how to prepare an EDFA plan. Yemen participated in this workshop and applied the skills and mechanisms of the workshop during the preparation of the Basic Education Strategy.

Another workshop focusing on planning to improve the quality of education was conducted in Qatar, and organized by UNESCO Regional Office in Cairo.

UNESCO established guidelines for preparing the EFA Plan. The guidelines were a very instrumental tool for preparing the investment plan for the Basic Education Strategy and for training the MOE staffs at the Governorate levels on the preparation and planning of the Governorate annual plans.

Promoting Education and Capacity Building in Science and Technology

International Computer Driving License (ICDL)UNESCO Cairo Office is the licensee for the International Computer Driving License (ICDL) operator in eight counties in the Arab region namely; Egypt, Sudan, Yemen, Lebanon, Syria, Palestine, Libya, and Jordan. The office was also the first to introduce the ICDL in 1999. ICDL is an international version of the European Computer Driving License (ECDL) for use outside the EU countries. The programme covers the key concepts of computing, their practical applications and their use in the workplace and for broader civil society. It consists of seven modules, each of which must be passed before the ECDL/ICDL certificate is awarded. The modules are: Basic Concepts of Information Technology; Using the Computer and Managing Files; Word-processing; Spreadsheets; Database; Presentation; and Information and Communication. Anyone regardless of age, education, experience and background is eligible for certification. However, with the complexities of today’s working environment, the programme offers youth an advantage by raising their level of competency in IT, and computer skills improving their chance for finding a job, advancement, as well as their productivity.DRAFT

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In Yemen, this initiative resulted in the creation of over 15 accredited centers such as the General Telecommunication Institute, and the National Information Center. The programme is recognized by a number of ministries, reputable universities and organizations such as the Ministry of Health, Planning and Interior and the Yemen Central Bank. The number of candidates enrolled in the programme in Yemen is more than 2000 candidates and this number continues to rise.

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In light of the above, UNESCO’s priorities in education are centered on the following programmes:

Literacy programme

The impact of UNESCO’s support for education is crucial in developing the literacy curricula and supporting different literacy programmes. UNESCO is considered as the major supporter for literacy and non-formal education. It has been the only external support for education until 2004 when the Basic Education Development Project started to support of literacy programmes.

Teachers’ Training Programme

UNESCO is one of the major institutions supporting the training of teachers in Yemen. UNESCO contributed to the development of a teachers’ Annual Training Guide for the grades 4-9, and the training of trainers and teachers in grades 4-6 by providing technical assistance and training.

EFA framework

UNESCO strongly supports the formulation of EFANC, and promotes the awareness of the Yemeni people, keys leaders and institutions that have an impact in taking decisions through the EFANC regarding EFA objectives. UNESCO works in

4.2 UNESCO’s Programmatic Priorities in Education

strengthening the capacity of the MOE staff in planning for the EFA Objectives at the national and governorate levels. Within the framework of EFA UNESCO is supporting the ECCE and formal Education.

Lessons Learnt and Important Implications for Future UNESCO Programmes in Yemen

Past and current activities draw a number of lessons learnt. UNESCO is leading the design, implementation, monitoring and evaluation however, there is a need for good documentation of all UNESCO activities in Yemen, so that MOE and others development partners can benefit from the experience of UNESCO in designing and implementing similar activities nationally.

All of UNESCO’s support and activities should be coordinated with the Technical Office within the Ministry of Education, in order to ensure alignment with the MOE annual plan and to ensure the exchange of experience among all development partners.Ensuring dissemination of information and capitalization upon lessons learnt would improve a concerted plan of action among different education stakeholders. It would also create more coherence between national strategies, UNESCO strategies and development partners plans which in turn will increase the effectiveness of development of education in Yemen.

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Strategies of Cooperation for National Education Development

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Analyzing the situation of education and interventions of the government in cooperation with development partners, UNESCO’s role as the coordinator and catalyst for EFA is valid. UNESCO has been playing this role in Yemen and is definitively called upon to continue. As stated in the Paris Declaration, leadership of the government is the key for social development. UNESCO is required to support the government to lead the momentum for EFA by enhancing coordination and networking among government and development partners. With its organizational strengths, UNESCO is to support capacity building in the area of monitoring and evaluation related to EFA.

In Yemen, few development partners support the government in promoting literacy. The Literacy rate in Yemen is lower than in other countries across all Arab States. In addition, the gender gap in literacy is wider than other countries as well. In terms of policy advocacy, capacity-building, material development and innovative approaches, UNESCO could more effectively contribute to the country with resources available in UNESCO’s regional bureau and its institutes using synergies and its comparative advantage. Indeed, Yemen is one of the selected countries for implementation of the LIFE project which indicates the importance of addressing this issue as a priority in the country.

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Although education receives the highest share of the GDP (6.50%) and Public Expenditure (20%), the financial gap remains big, because of the huge need to achieve EFA.

The Financial Gap in Basic Education

The gap estimation, built on Simulation Results of Reform Scenario, depends on fully implemented efficiency measures of the National Basic Education Development Strategy (BEDS), such as increase student-teacher ratios from 25 in 2000 to 35 and decrease the proportion of repeaters from 7 to 3% by 2015.

5.1 The Financial Gap in Basic and Secondary Education

If the reform were to be fully implemented, the financial requirement for EFA are estimated at US$ 7.1 billion over the 13 years from 2003 to 2015, or US$ 549 million per year. The government’s financial envelop for primary education is estimated at US$5.8 billion over the next 13 years or an average of US$ 442 million per year. Thus, the financing gap would be estimated at US$ 1.4 billion over the next 13 years or US$ 107 million per year – an annual US$ 76 million for recurrent and US$ 31 million for capital expenditures. This reform scenario is a roughly indicative financial gap estimation; indeed, the financial gap would be wider depending on the pace of reform implementation.The following table presents the financial gap in Basic Education.

Table 13: Resource Gap for MOE21 during the Implementation of the Strategy 05/06-15/2006 (constant Price)

Year Tot. Exp.(Mil. YR)

Aval. Res.(Mil. YR)

Gap/ Sur(Mil RY)

Gap. Sur.Mil. Dollar

07/08 26 730 25 231 1 498 808/09 28 612 25 504 3 808 1609/10 30 997 26 037 4 959 2610/11 33 496 26 440 7 056 3711/12 36 303 26 739 9 564 5012/13 39 457 27 064 12 393 6413/14 42 828 27 493 15 336 7914/15 46 505 25 020 18 485 9615/16 49 885 28 603 21 282 110

Cumulative 382 772 292 463 90 309 468Annual Average 34 797 26 588 8 210 43

21 General Secondary Education Strategy, Ministry of Education, 2007.

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In general, and in order to understand the most efficient way for UNESCO to support education in Yemen to achieve the EFA objectives, it is important to explain the policies and processes of planning and implementation of annual plans for basic and secondary education. These policies are already in place and have been issued through a partnership declaration, the Joint Annual Reviews and though Ministry of Education policy papers and planning proposals.

MOE Mandate in Planning

The Ministry of Education has the sole mandate and responsibility for planning, budgeting and coordinating implementation to achieve education outcomes. This is not a shared mandate or responsibility. The mandate is guided by policies of the government that coordinate financing, planning, implementation at the national level such as MOF, MOPIC and MOPS. In exercising this mandate of education planning the MOE is committed to ongoing consultation with all education stakeholders for the development of medium and annual plans. The MOE will continue to strengthen the effectiveness of the institutional structures that have to be set up in order to facilitate consultation and management for the achievement of education outcomes, such as the Joint Annual Review, joint committees with partner ministries such as MOLA, Finance and MOPS, and the sector institutional framework which includes the

5.2 Proposed Interventions: Areas and Strategies

Inter-ministerial Secretariat, the Council of Deputies and different Task Forces.

MOE Mandate in Implementation

The Ministry of Education has the sole mandate and responsibility for effective implementation and achievement of all education outcomes across the country.

This mandate includes all education outputs implemented through: i) partner ministries and government agencies at the centralized and decentralized levels; ii) NGOs; iii) the private sector iv) Development Partners; v) communities, etc. The MOE has the responsibility for ensuring that implementation of all education activities comply with the MOE and government policies, technical specifications, service standards etc. and in line with national outcomes.

As indicated in the AWP only the MOE sectors and departments have the mandate for ensuring that AWP outputs and outcomes are achieved. The off course extends to the AWP outputs funded by Development Partners.

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MOE Role in Implementation Systems

The MOE is introducing national systems that will ensure consistent and standardized technical specifications in education across the country. Those systems have to be sustainable within national resource framework and policies. The systems are part of the AWP and as they become available, they will be the standard approach to implementation to be used by all partners in education. This will be a great change from the current use of multiple delivery systems promoted by different development partners which leads to inconsistent service standards and which are often agency specific and can not be replicated by either the government or even between development partners.

Alignment of Development Partner Plans to MOE

Alignment agreement between MOE and Development Partners is based on the principle that all Development Partner’s assistance will only support the specific outputs contained in the final AWP approved by the Council of Deputies without any modifications whatsoever.

The MOE supports all modalities chosen by development partners to provide this support to the AWP. In principle all financing modalities are welcome and agencies should chose the ones most suitable for them – for example, direct payment by donors for inputs, joint financing for inputs through a joint donor payment system, setting up of single or joint funds, direct payments to MOF either as tied or untied budget support, or other systems as they may arise within the framework of Yemen policies. Moreover, all programming approaches are welcome and development partners may chose the method that most suits them – for example, projects, pilots, funds, joint project consortiums of donors, direct budget support through MOF, etc.

The MOE would retain responsibility and oversight over all the outputs in the AWP funded by development partners. Even when the national systems are developed, responsible MOE sectors would provide the standards, technical specifications and other operational level details for all activities, including those funded by development partners, within the policy framework of the MOE. This will include the application of national systems as these function by roll-out. As pointed out above, the modality for administration of the financing modality will be the choice of the individual agencies or consortium of agencies.

Therefore, UNESCO’s Support to EFA in Yemen should align with the education medium or annual plan of the MOE. The annual year plan stresses on Basic, Secondary, Early Education and Literacy Education.

Since the Ministry of Education has the sole mandate and responsibility for planning, budgeting and coordinating implementation to achieve education outcomes, there is a need for developing a mid-term policy and plan to interfere in developing education and achieve EFA objectives in Yemen. The MOE will be needed to know the support programmes and budget to be taken during the development of Annual plan. UNESCO can select relevant programmes or outputs to support in Yemen from Annex 3 presenting outcomes and programmes for 2007-2010.

The proposed intervention areas and strategy will be chosen based on the following:

Education Priorities in Yemen, which are reflected in the Education Sectors’ plans and in all national strategies;The previous interventions of UNESCO in Yemen, which provide an example based on experience and indicate the need to continue the support for the areas which are yet to be completed;The levels and elements of education

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which are receiving less support from other donors;The international role of UNESCO in education in general with particular focus on EFA.

So, within the framework of the medium-term plan (See Annex 3), the proposed programmes are:

1. EFA Planning, Coordination and Monitoring:Coordination of efforts is required to achieve EFA objectives with the leadership of the government while focusing on continuous capacity building activities for ministry of education personnel in the area of monitoring and evaluation of EFA based on set indicators. In addition, there is a need for allocation of additional financial resources in coordination with development partners.

2. Literacy Initiative for Empowerment:To support in reducing illiteracy in the country with particular attention to povertyreduction and the empowerment of women. Although the literacy programmes are integrated in the annual year plan for the MOE, only few development partners support the outputs and outcomes of these programmes. Interventions should increase in this area and should aim at enhancing the skills of women particularly in rural areas in order to increase the income of their families.

3. Teachers for Quality Education:To support in re-organizing the teacher education system in terms of policy, organization, coordination, and institutional roles and responsibilities for the delivery of quality education at the school level.

4. Early Childhood Care and Education (ECCE):There is a need for UNESCO to give more emphasis to ECCE in Yemen. Despite the literacy programmes activities integrated within the annual year plan of MOE, no development partners in Yemen support the outputs and outcomes of ECCE. The proposed programmes are:

Developing a national policy and strategy for ECCEReviewing and developing the ECCE CurriculaBuilding the Capacity of ECCE teachers.

Proposed Intervention Matrix

The overall goal is to further education development in Yemen through support to the MOE in conformity and with alignment of global and national strategic directions. The purpose of UNESCO’s intervention is to support Yemen’s efforts to meet its objectives for national education development.

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1. EFA Planning, Coordination and Monitoring

Objective: To enhance Capacity-Building in Planning, Coordination and Monitoring on the basis of the EFA Objectives.

Mid-Term Outcomes 2010 Major Issues and Challenges UNESCO Proposed Action (2008-2010) Outputs or Outcomes by 2010 Cost

Outcome 1:UNESS becomes one of the core documents for coordination.

• Lack of awareness about UNESS as a strategy for coordination.

• Literacy programmers and early education do not get the same support as basic education from both government and donors.

• Support the established UNESS teams at national level.

• Organization of series of meetings and workshops at national and regional levels for both national education leaders and all development partners.

• Provision of technical experts, and funding for literacy programmers and early education.

• UNESS team at national levels established.

• UNESS strategy becomes known to government staffs and development partners at national and regional levels.

• More support for literacy programmers and early education.

135 000 US$

Outcome 2:Develop regional and national capacity in planning, monitoring and evaluation of the education system.

• Difficulties in training on planning and monitoring in English.

• No clear framework for Monitoring and Evaluation based on EFA goals.

• Organization of series of workshops at regional level on planning, monitoring and evaluation.

• Provide technical assistance.

• The capacity of education staffs at central and governorate levels on planning and evaluation is built.

• The planning and reporting mechanisms at governorate improved.

• AWP and Medium-term planning based on MOF budget.

164 000 US$

Outcome 3:Coordinate among donors and government to increase the support to ECCE and Literacy programmes.

• There is no budget for ECCE. • There is limited support for ECCE from donors.• There are only a few donors who wish to fund literacy programs.

• Marketing the strategies and policy of ECCE among Government staffs and the donor communities.• Increase the awareness about the importance of ECCE.

• Conducted meetings and workshops with government leaders and donor communities to discuss the support of the funding of ECCE strategies.• Media programs to increase awareness about the importance of ECCE.

125 000 US$

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1. EFA Planning, Coordination and Monitoring

Objective: To enhance Capacity-Building in Planning, Coordination and Monitoring on the basis of the EFA Objectives.

Mid-Term Outcomes 2010 Major Issues and Challenges UNESCO Proposed Action (2008-2010) Outputs or Outcomes by 2010 Cost

Outcome 1:UNESS becomes one of the core documents for coordination.

• Lack of awareness about UNESS as a strategy for coordination.

• Literacy programmers and early education do not get the same support as basic education from both government and donors.

• Support the established UNESS teams at national level.

• Organization of series of meetings and workshops at national and regional levels for both national education leaders and all development partners.

• Provision of technical experts, and funding for literacy programmers and early education.

• UNESS team at national levels established.

• UNESS strategy becomes known to government staffs and development partners at national and regional levels.

• More support for literacy programmers and early education.

135 000 US$

Outcome 2:Develop regional and national capacity in planning, monitoring and evaluation of the education system.

• Difficulties in training on planning and monitoring in English.

• No clear framework for Monitoring and Evaluation based on EFA goals.

• Organization of series of workshops at regional level on planning, monitoring and evaluation.

• Provide technical assistance.

• The capacity of education staffs at central and governorate levels on planning and evaluation is built.

• The planning and reporting mechanisms at governorate improved.

• AWP and Medium-term planning based on MOF budget.

164 000 US$

Outcome 3:Coordinate among donors and government to increase the support to ECCE and Literacy programmes.

• There is no budget for ECCE. • There is limited support for ECCE from donors.• There are only a few donors who wish to fund literacy programs.

• Marketing the strategies and policy of ECCE among Government staffs and the donor communities.• Increase the awareness about the importance of ECCE.

• Conducted meetings and workshops with government leaders and donor communities to discuss the support of the funding of ECCE strategies.• Media programs to increase awareness about the importance of ECCE.

125 000 US$

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2. Literacy Initiative for Empowerment

Objective: To improve the Quality of the Literacy Programme and Build the Capacity of Literacy Programme staff at all levels.

Mid-Term Outcomes 2010 Major Issues and Challenges UNESCO Proposed Action (2008-2010) Outputs or Outcomes by 2010 Cost

Outcome 1: Supporting the review and development of the literacy programme.

• Inadequate Updating and relevance of literacy curriculum• Inadequate quality of teachers educational materials

Identification of best practices in development literacy curricula.Conducted training workshops on management of curricula review and development.Developed new curricula, and established text books and teachers guide.

All members of curriculum staffs got trained on methodology of reviewing and development of curricula.Literacy Curriculum document New text books for literacy.New teachers’ manuals.

257 000 US$

Outcome 2:To provide women skills centers and vocational training centers with literacy program related material.

• Lack of material for training on life skills.

• Lack of equipment used in training for life skills.

Coordinate to provide women skills centers and vocational training centers with materials needed for training on life skills (sawing, wood, metals)

Coordinate to Supply 150 vocational training centers and 1000 women skills centers with the needed training equipment.

Materials for training are available.Equipment for training is available for 150 vocational training centers and 1000 women skills centers.

500 000 US$

Outcome 3: Provide training needed for literacy programs teachers.

• There is no training to build the capacity of teachers and improve there performance.

Identify the training needs for the literacy program teachers.Designed and develop teachers training program.Develop training materials for teachers.Train master trainers, governorate trainers, teachers’ trainers.Provide training for literacy programs teachers

Training materials for teachers developed.50 master trainers trained.200 governorate trainers trained.All literacy program teachers trained.

3 175 000 US$

Outcome 3:Capacity-Building for Literacy Programs at differents levels.

• Low capacity of literacy staffs at all levels.• Lack of training or any professional development programs.• Lack of modernization skills in management and communication

Identify the training needs for the literacy program management staffs at all levels.Preparation of TOR for a technical assistant company to build the capacity of Literacy program staffs based on the training needs.Support in monitoring the quality of training. Funding a study to evaluate the impact of the training on performance at all levels.

A TOR for training needed for Literacy staffs at all levels.Reports on the quality of training provided by technical Assistant Company.An evaluation study for the impact of training on the performance of the Literacy Program Staffs at all levels.

226 000 US$

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2. Literacy Initiative for Empowerment

Objective: To improve the Quality of the Literacy Programme and Build the Capacity of Literacy Programme staff at all levels.

Mid-Term Outcomes 2010 Major Issues and Challenges UNESCO Proposed Action (2008-2010) Outputs or Outcomes by 2010 Cost

Outcome 1: Supporting the review and development of the literacy programme.

• Inadequate Updating and relevance of literacy curriculum• Inadequate quality of teachers educational materials

Identification of best practices in development literacy curricula.Conducted training workshops on management of curricula review and development.Developed new curricula, and established text books and teachers guide.

All members of curriculum staffs got trained on methodology of reviewing and development of curricula.Literacy Curriculum document New text books for literacy.New teachers’ manuals.

257 000 US$

Outcome 2:To provide women skills centers and vocational training centers with literacy program related material.

• Lack of material for training on life skills.

• Lack of equipment used in training for life skills.

Coordinate to provide women skills centers and vocational training centers with materials needed for training on life skills (sawing, wood, metals)

Coordinate to Supply 150 vocational training centers and 1000 women skills centers with the needed training equipment.

Materials for training are available.Equipment for training is available for 150 vocational training centers and 1000 women skills centers.

500 000 US$

Outcome 3: Provide training needed for literacy programs teachers.

• There is no training to build the capacity of teachers and improve there performance.

Identify the training needs for the literacy program teachers.Designed and develop teachers training program.Develop training materials for teachers.Train master trainers, governorate trainers, teachers’ trainers.Provide training for literacy programs teachers

Training materials for teachers developed.50 master trainers trained.200 governorate trainers trained.All literacy program teachers trained.

3 175 000 US$

Outcome 3:Capacity-Building for Literacy Programs at differents levels.

• Low capacity of literacy staffs at all levels.• Lack of training or any professional development programs.• Lack of modernization skills in management and communication

Identify the training needs for the literacy program management staffs at all levels.Preparation of TOR for a technical assistant company to build the capacity of Literacy program staffs based on the training needs.Support in monitoring the quality of training. Funding a study to evaluate the impact of the training on performance at all levels.

A TOR for training needed for Literacy staffs at all levels.Reports on the quality of training provided by technical Assistant Company.An evaluation study for the impact of training on the performance of the Literacy Program Staffs at all levels.

226 000 US$

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3. Teacher for Quality Education

Objective: To build Teachers' Competency through In-services Training.

Mid-Term Outcomes 2010 Major Issues and Challenges UNESCO Proposed Action (2008-2010) Outputs or Outcomes by 2010 Cost

Outcome 1:Support, identify the competency of teachers based on learning objectives required from students by subject and grade

The competencies of teachers are not identified based on learning objectives required from students by subject and grade.

Studies show that there is no impact of existing in-services training on students’ achievements.

Conducting training for selected staffs from the MOE on how to identify the competencies of teachers based on learning objectives required from students by subject and grade.

Helping the MOE to identify the teachers’ competencies by circles (grades 1-3, 4-6, 7-9 and 10-12).

Supporting the organization of a series of workshops to discuss and improve the competency of teachers by circles .

75 persons got trained on identifying teachers competencies.

A matrix of teachers’ competency is approved by the MOE.

65 000 US$

Outcome 2: Support building in-service programmes and materials to build the competencies of teachers

The existing in-service training is developed based on learning objectives required from students.

There is no clear framework for in-service training.

Support designed new in-service approach to build the teachers’ competency base on learning objectives required from students.

Develop training manuals to build the teachers competencies.

Conduct series of workshops to discuss the training material and ensure its link to learning objectives required from students in basic and secondary education (in circles: grade 1-3, 4-6, 7-9, 10-12).

New in-service teachers training approach already developed and approved.

The training manuals already developed for training teachers who teach in circles: (grade 1-3, 4-6, 7-9, and 10-12).

780 000 US$

Outcome 3:Training basic education teachers

The existing in-service training is developed based on learning objectives required from students.

Train the master trainers, Governorate trainers and teachers trainers.

Train teachers who work in circles: (grade 1-3, 4-6, 7-9, 10-12) to build there competencies to be able to support students to achieve learning objectives required from them.

About 600 trainers at different levels got trained.

About 100.000 of teachers in basic education got trained to built their competencies

19 000 000 US$

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3. Teacher for Quality Education

Objective: To build Teachers' Competency through In-services Training.

Mid-Term Outcomes 2010 Major Issues and Challenges UNESCO Proposed Action (2008-2010) Outputs or Outcomes by 2010 Cost

Outcome 1:Support, identify the competency of teachers based on learning objectives required from students by subject and grade

The competencies of teachers are not identified based on learning objectives required from students by subject and grade.

Studies show that there is no impact of existing in-services training on students’ achievements.

Conducting training for selected staffs from the MOE on how to identify the competencies of teachers based on learning objectives required from students by subject and grade.

Helping the MOE to identify the teachers’ competencies by circles (grades 1-3, 4-6, 7-9 and 10-12).

Supporting the organization of a series of workshops to discuss and improve the competency of teachers by circles .

75 persons got trained on identifying teachers competencies.

A matrix of teachers’ competency is approved by the MOE.

65 000 US$

Outcome 2: Support building in-service programmes and materials to build the competencies of teachers

The existing in-service training is developed based on learning objectives required from students.

There is no clear framework for in-service training.

Support designed new in-service approach to build the teachers’ competency base on learning objectives required from students.

Develop training manuals to build the teachers competencies.

Conduct series of workshops to discuss the training material and ensure its link to learning objectives required from students in basic and secondary education (in circles: grade 1-3, 4-6, 7-9, 10-12).

New in-service teachers training approach already developed and approved.

The training manuals already developed for training teachers who teach in circles: (grade 1-3, 4-6, 7-9, and 10-12).

780 000 US$

Outcome 3:Training basic education teachers

The existing in-service training is developed based on learning objectives required from students.

Train the master trainers, Governorate trainers and teachers trainers.

Train teachers who work in circles: (grade 1-3, 4-6, 7-9, 10-12) to build there competencies to be able to support students to achieve learning objectives required from them.

About 600 trainers at different levels got trained.

About 100.000 of teachers in basic education got trained to built their competencies

19 000 000 US$

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4. Early Childhood Care and Education (ECCE)

Objective: To support the Development and Implementation of ECCE Strategy.

Mid-Term Outcomes 2010 Major Issues and Challenges UNESCO Proposed Action (2008-2010) Outputs or Outcomes by 2010 cost

Outcome 1: Coordinate for the increase of funding for ECCE & literacy programmes

• There is no strategy or policies for ECCE Support building strategies and Policies for ECCE.

Support the organization of a national conference to present and approve the ECCE strategy

Strategies and Policy documents approved by The Government.

Approving the ECCE strategy from both Government and Donors.

327 000US$

Outcome 2: Support the review and development of ECCE curriculum

• Inadequate Updating and relevance of ECCE curriculum

Identification of best practices in the development ECCE curricula.

Conduct training workshops on management of curricula review and development.

Develop new curricula, and publish text books and teachers guide.

Training on methodology of reviewing and development of ECCE curricula.

ECCE Curriculum document

New text books for ECCE.

New ECCE teachers guide.

357 000 US$

Outcome 3:To build the capacity of administration staffs and teaches of ECCE.

• There is no training to build the capacity of administration staffs and teachers of ECCE.

Identify the training needs for administration staffs and teachers of ECCE.Design and develop teachers and administration staffs training programmes.Develop training materials for teachers.Provide training for ECCE teachers

• Training materials for teachers developed.

• 30 master trainers got trained.

• 160 governorate trainers trained. All ECCE teachers trained. .

1 175 000 US$

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4. Early Childhood Care and Education (ECCE)

Objective: To support the Development and Implementation of ECCE Strategy.

Mid-Term Outcomes 2010 Major Issues and Challenges UNESCO Proposed Action (2008-2010) Outputs or Outcomes by 2010 cost

Outcome 1: Coordinate for the increase of funding for ECCE & literacy programmes

• There is no strategy or policies for ECCE Support building strategies and Policies for ECCE.

Support the organization of a national conference to present and approve the ECCE strategy

Strategies and Policy documents approved by The Government.

Approving the ECCE strategy from both Government and Donors.

327 000US$

Outcome 2: Support the review and development of ECCE curriculum

• Inadequate Updating and relevance of ECCE curriculum

Identification of best practices in the development ECCE curricula.

Conduct training workshops on management of curricula review and development.

Develop new curricula, and publish text books and teachers guide.

Training on methodology of reviewing and development of ECCE curricula.

ECCE Curriculum document

New text books for ECCE.

New ECCE teachers guide.

357 000 US$

Outcome 3:To build the capacity of administration staffs and teaches of ECCE.

• There is no training to build the capacity of administration staffs and teachers of ECCE.

Identify the training needs for administration staffs and teachers of ECCE.Design and develop teachers and administration staffs training programmes.Develop training materials for teachers.Provide training for ECCE teachers

• Training materials for teachers developed.

• 30 master trainers got trained.

• 160 governorate trainers trained. All ECCE teachers trained. .

1 175 000 US$

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The National Basic Education Development Strategy (BEDS) was approved by the Government in 2002, while the General Secondary Education (GSES) was approved in 2007, and both of them continue to provide the overall framework for achieving education outcomes by the year 2015. This Medium-Term Results Framework (MTRF) outlines the proposed strategies, policies and programmes to achieve BEDS outcomes for the period 2007 to 2010.

The BEDS and GSES proposals are to achieve (95%) of 6-14 years Category in Basic Education and (66.2%) of 15-17 years category in Secondary Education by 2015. At present the estimated rate of enrolment is 77% in Basic Education and 40.9% in Secondary Education. The proposal is to move up to 90% in basic and up to 48.5% by the year 2010. The proposal is also to reduce the overall gender gap to 11 points from the current 25 points in Basic and to 23.8 from 28 point; and to reduce in illiteracy from 47% to 40% with a focus on females where the level is 67%.

Since the beginning of BEDS in 2002 there has been progress in a number of areas. The level of GER has increased from 62% to 77%. The gender gap has reduced from 30% to about 25%. Quality improvement has been less clear and two surveys conducted in 2002 and 2005 show some improvements in a few aspects though further analysis is still ongoing. At the institutional level there has been improved coordination amongst partners.

There are many ongoing initiates by Government and by Development Partners and Ministries at central decentralized level that have contributed

Annex 1: Outcomes and Programmes in Medium Term Result Framework (MTRF) 2006-2010

to these outcomes. There are also many innovative initiatives that are piloting various aspects in teacher development, infrastructure development and maintenance and incentives to households for enrolment particularly of girls amongst others. However the initiatives have not necessarily worked within a well structured framework or with a clear link to BEDS outcomes. Many programmes have remained within the broad framework provided by BEDS but have not necessarily coordinated or implemented in liaison with others to achieve sector outcomes. The proposals in this document are expected to facilitate the current initiatives to move towards a coordinated and structured resource allocation to achieve BEDS outcomes.

There is still considerable work to be done to bring all partners to strategically allocate resources to achieve jointly agreed sector outcomes. There are however many supporting factors now to coordination, in particular with the progress made in Development Partner coordination and the progress made in getting partners to work through Task Forces, and the increasing appreciation by the respective ministries of the need to coordinate to achieve education outcomes.

The sector therefore remains with many important but still largely uncoordinated initiatives. The MOE is introducing a strategy and programme based approach to achieve BEDS outcomes. Eight programmes have been proposed that will become the basis for a coordinated implementation and financing plan that will allocate all resources, technical support and the joint field experience from all partners to achieve five outcome areas .

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The following are the proposed programmes to achieve these targets.

Programme 1: Household incentives Programmes: This will build on the experience of using incentives to promote enrolment, girls’ education and literacy programmes. The proposal is to waive school fees for Grade 1 to 6 for boys and girls and for Grade 7 to 9 for girls. This will build on the recent Government decree to approve an initial waiver of fees for girls from Grade 1 to 6. The second proposal is to provide benefits and subsidies to poor households to support enrolment. This will provide targeted subsidies to households through schools on learning materials, uniforms and nutrition to support enrolment. This programme will design incentives and modify them based on field experiences. The other aspect will be to deal with the community level social and cultural issues that impact enrolment through consultations and to ensure they are integrated into the incentive programmes, infrastructure and school level management.

Programme 2: Infrastructure and School Facilities Development Programme: This will build on the extensive experience acquired in construction of new schools and classrooms, and the ongoing initiatives to streamline locating schools through school mapping and governorates. The coordination will aim to utilize the available resources to achieve the number of new facilities needed to achieve the addition to 90% enrolment by 2010 through use existing facilities, rehabilitation of existing facilities and new facilities. The classroom strategies will apply various programming options such as multi-grade, double shift and effective use of existing building and ongoing review of rehabilitation and building costs to utilize a cost effective approach to delivery of classrooms. A critical input will be to ensure the infrastructure and facilities promote enrolment particularly of girls. Contracts with

communities on their overall enrolment targets for existing and new facilities will be introduced to facilitate this, especially for girls.

Programme 3: School-level Management and Community Participation Development: is to enhance the quality of administration and operation of schools to enhance enrolment as well as the quality of education. This will benefit from the ongoing discussions on operating costs going to school and some pilots on grants to schools. It will also benefit from local councils administrative systems that support schools. Training of fathers and mothers councils and development of plans and school level will benefit from a number of ongoing programmes. The initiative will be to negotiate with communities to improve management of schools and enhance their relevance to communities and improve quality. The provision of school operating cost and the school level planning with communities and parents to achieve enrolment targets will provide the foundation for community participation.

The programmes will benefit from the extensive work already underway in all the three areas. The proposed programmes are expected to bring together all partners to plan one common programme. The three programmes are also interrelated and will work through the planning process and the Task Force to coordinate based on the commonly proposed targets above.

Key Policy Issues to Support Access Programmes

The main policy areas to facilitate the three programmes will be discussed based on the experience of ongoing programmes.

Programme 1: Household Incentives Programmes: The school fees policy has been discussed in the past. The main argument for proposing it is the powerful impact it has for very small foregone revenue estimated at about

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US$ 5 million annually if all fees were eliminated and enrolment climbed to about 5 million. Partial elimination either supporting a number of children per household, or only up to Grade 1 to 3 will bring administrative constraints while creating higher drop out incentives before the end Basic Education. The proposal for girls support Grade 6 to 9 is due to the very high girls drop in relation to boys at this level. The school fees combined with social cultural programmes through the schools, and more effective community participation in school planning to address enrolment and quality, and the provision of appropriate infrastructure and facilities should begin to address this low enrolment and high drop out of girls. The second area is to learn from the experience of ongoing programmes, particularly collaborating with the Ministry of Social Services and MOLA on the design and allocation criteria of household benefits to support education programmes. This could include linking ongoing Ministry of Social Services benefit programmes to literacy and enrolment, particularly of girls.

Programme 2: Infrastructure and School Facilities Development Programmes: A key issue will be the appropriate locations of schools. This will benefit from the school mapping programme and the extensive experience gained to date with infrastructure development and school mapping. This should include getting into contracts with communities that need schools on the level of enrolment that will be achieved with each new facility in order to ensure they are utilized effectively. Internally this will need to be linked to teacher deployment to ensure the schools have teachers. There is also need to determine the most cost effective approach to the delivery of classrooms needed. There could be fewer classes if the number of pupils per class, and the use of double shifts and multi-grade that would be applied among other strategies, and would be cheaper with use of existing buildings and lower cost construction among other strategies.

Programme 3: School-level Management and Community Participation Programme: There is need for a policy on school level operating costs that would determine level of grants per school, and the appropriate mechanism for provision and supervision of these grants. This could be linked to the number of pupils enrolled in a school and to the plans with parents and communities to achieve enrolment and literacy targets. This programme will also need a comprehensive training programme for schools and communities on management of school resources and planning for enrolment and quality. Quality Outcomes, Proposed Strategy and Programmes

The proposal in the MTRF is to set the target for learning achievement to act as the basis for all quality programming. There is as yet no learning achievement set by grade and by subject.

The proposed process is to first set the target learning achievements by subject and by grade for Grade 1 to 9. Based on the agreed learning achievement an assessment will be made of the appropriateness of the current curriculum to achieve the learning achievement and also of the learning materials and the teaching capacity.

A strategy will then be developed to achieve the learning achievement with the appropriate adjustments to the curriculum, learning materials and teaching. A quality control process will be planned to ensure delivery of the learning achievement through the inspection of teaching, regular testing of learning achievement, standardization of testing at school and examination levels and editorial work and quality control on learning material.

Two surveys have been implemented to assess the learning achievements. There is also ongoing streamlining of inspectorate services.

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Three programmes have been proposed to achieve this strategy:

Programme 1: Learning Achievement and Curriculum Programme: This will set the levels of learning achievements and monitor them as well as review the standards as national and international requirements change. This will be a joint programme bringing agencies with the mandate for curriculum, teacher development, testing and quality control of teaching, learning materials and testing.

Programme 2: Teacher Development Programme: This will determine teacher qualifications, teacher deployment by subject, by schools, teacher training to achieve learning standard and quality control on teaching standards through Inspectorate and other services.

Programme 3: Learning Materials Development Programme: The development, design, editing, development, production and distribution of learning materials to support learning achievement, and local learning materials development and on-school learning environment.

The programmes will look into some of the following issues:Programme 1: Learning Achievement and Curriculum Programme: A number of initiatives such as the 2002 and 2005 studies by the ERDC on learning achievements, and the ongoing set up of the measurement and testing center will contribute to this process. The proposal is to initiate discussions and studies that will use national and international experience on the learning achievement expected for a pupil by grade and by subject. This should then lead to a review of the curriculum, the teaching approach, the learning environment, the learning materials, the teaching approach and the teacher qualification

and their ability to deliver the strategy. The focus will on determining the adjustments needed to each of these and to then set up a strategy to improve each in order to achieve the learning achievement targets. There will also need to be a good system for quality control on the delivery of the curriculum which will include ongoing quality control of teaching through the inspectorate, review and standards of learning materials to deliver required content, and standardization of ongoing testing and examination

Programme 2: Teacher Development Programme: In principle this will use the learning achievement to determine the number of teachers needed by subject and their qualification and skills requirement. This will look into the appropriate qualification, training and deployment of teachers to provide the subject support to achieve the learning achievement standards. The ongoing challenge of deployment will need to be addressed. The appropriate incentives for teachers to go to rural areas and the appropriate employment terms to tie posts to schools will be needed. In principle with a teacher pupil ratio of about 1 teacher to about 26 pupils means that with the appropriate management, qualification, training and deployment; Yemen can provide teaching services even up to 6 million pupils without the need for additional teachers.

Programme 3: Learning Materials Development Programme: The proposals are to strengthen the already ongoing process of development, design, editing, development, production and distribution of learning materials. Some challenges have been identified with late distribution of learning materials and with the quality and appropriateness of some of the learning materials. An assessment of the learning materials in relation to the learning achievement will further inform this process. A coordinated process that will bring curriculum, teachers, teaching methodology and an

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understanding of the learning environment will provide the guidance to material development. In addition the support to teachers to develop materials locally and to use innovative local solutions to create support materials and learning environment will be part of this programme.

Key policy issues to support the programmes

The main policy challenges with each programme are:Learning Achievement and Curriculum Programme: The main challenge is that there is as yet no explicit set of learning achievement standard. Policy guidance will be needed in the development of the appropriate learning achievement and therefore the subject content delivered at each grade. The development of standards will be a key policy paper, and subsequently there will be need for detailed administrative guidelines and regulation on how to apply and manage the standards. The process of developing the strategy to achieve the learning achievement will require guidelines on the interpretation of the curriculum, learning materials, teaching and testing. These are all new areas in many respects but they will benefit from regional experience and the extensive work already underway through the ERDC studies on learning achievement, on the setting up of the measurement and testing center, and on the wide experience in curriculum development.

Teacher Development Programme: The key challenge will be how to effectively utilize the large teaching force. With the learning achievement focus the teacher qualification, subject specialization and deployment will be linked to the posts needed by schools to achieve the learning standards. The assessment against learning achievement will provide the qualifications and deployment profile. This will then need the development of an appropriate incentive structure to achieve the deployment of qualified teachers by subject and by grade.

There will be need to develop cost effective teacher training programme, especially in-service training. All these will benefit from ongoing programmes that have extensive experience on the challenges on deployment, teacher training and the needs of subjects and grade subject specialization and teaching work load.

Learning Materials Development Programme: Learning materials will be reviewed to ensure they have the content and support the methodology to achieve the learning standards. There is already extensive experience on the development of learning materials. A review of the materials against the learning achievements and curriculum will determine if there are modifications. A system for distribution of learning materials will need addressing early as there delivered late to schools. A policy on the text book quantities and the textbook management at school level will be needed to limit costs of replacement.

Institutional outcomes, strategy and programmes

The aim is to achieve coordinated and effective implementation BEDS. The strategy is to have i) an effective sector management framework to coordinate all partners that has the mandate to make the policy and strategy decisions ii) an organization structure to implement the strategies, policies and programmes.

A sector management framework is already in place and some recommendations have been made to strengthen it in this MTRF document. The ongoing review of the sector implementation framework will ensure it provides the management support needed to effectively coordinate between Government and Development Partners at central and decentralized levels, and to facilitate working with communities on each outcome area.

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Secondly, to enhance implementation of BEDS it is proposed to establish a function based structure. The first step will be to agree on the functions needed to implement BEDS effectively. Based on the functions and their respective products an assessment will be made on the skills, coordination forums, technical capacity and decision making levels need to deliver each function.

Two programmes have been proposed to achieve this strategy:Programme 1: Sector Management Framework Development: This programme will review and update the implementation framework that coordinates partners. It will ensure that forums are in place with the terms of reference to bring consensus among partners and to enable them to commit the resources needed to implement the joint programmes. It should provide the forum have the membership with the appropriate levels of mandate to commit resources of their respective agencies, sectors and ministries to support the strategies, policies and programmes. A framework has been proposed in Section 2 of the MTRF. This will be reviewed on an ongoing basis.

Programme 2: Sector Organization and Technical Capacity: This programme will develop a function based capacity development process. It will identify the key functions areas and ensure that the organization structures and technical capacities exist among the partners to implement BEDS strategies, policies and programmes. It will also ensure that the key outputs of each function will be implemented with the appropriate input from all the relevant partners a function based capacity development process will be initiated. This will look at the functions of planning, implementation coordination, policy development, programme review and technical capacity of different sectors to implement the programmes. The key outputs of each function will be defined and the skills needed to get input from partners will be

identified. For example planning will generate the updated MTRF, the MTEF, an annual programme implementation plan and budget with prioritized outputs. This will also identified the different skills needed by partners at the central and decentralized levels of Government where the implementation.

The programme issues are:Programme 1: Sector Management Framework Programme: The ability of all the partners to put their resources behind a jointly agreed set of strategies, policies and programmes is the key to successful implementation of BEDS. Partners will need to agree on strategies, policies and programmes and then commit their respective resources. Joint programming requires partners to commit resources and commitment to the broader sector strategies which impact on the programmes. This will need partners to go beyond the current commitments to just the broad BEDS framework and their own specific mandate and skills areas, and their preference area towards working at the broad sector strategies, and then allocating their resources to support the emerging strategies policies and programmes. This calls for the ability of all partners to work at overall BEDS level and providing their support to the broader policies and strategies, while providing support through programmes that will national and more comprehensive and therefore beyond their immediate mandate areas. Some of the policies needed to facilitate ministries and Development Partners to work within this context are coordinating inter-ministerial negotiations on resource allocation to achieve BEDS. This will require MOE to work with the key ministries such as MOF, MOLA and MOCS and commit the resources needed to achieve the proposed programmes. Similar efforts are needed by Development Partners to position resources for a dynamic planning, budgeting and implementation process.

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Programme 2: Sector Organization and Skills Development Programme: The proposal is to establish key functions and determine the organizational structure, skills and decision making forums needed to deliver. Again this is within the context of a multi-partner implementation process rather than just the capacity of MOE. For example the planning function will need coordination between decentralized systems through MOLA and budgeting and financing by MOF of decentralized systems to achieve programme targets. So the Planning Function will need the capacity to deliver medium and annual plans that reflect programme implementation by multi-partner teams and with financing from MOF direct to MOE and through MOLA and from Development Partners. The function of Coordinating Implementation requires developing joint plans for each programme with the partners. Resource management function will need to develop a financing plan with all partners, review function will need review mechanisms that reflect the multiple partners, and mandate areas - for example MOLA is responsible for field implementation and the education information management system and monitoring and evaluation plan should reflect this. The technical capacity needed will depend on the skills needed to deliver specific programmes and functions – for example planning will need an MTRF, MTEF, Annual Plan and Budget, an Implementation Plan, Financing Plan, etc. The programmes need skills to develop learning achievement, to develop benefit programmes, school level management, curriculum review, teacher training etc to achieve learning standards. The TOR for each team will determine the skills needed. The personnel requirement, the operating costs for each function to achieve its mandate and the forums that make decisions at each level will be part of this modernization programme. This will benefit from the work that is ongoing with the Modernization Task Force, the MOCS reform programme and various studies that have pointed out the critical functions and the capacity requirements.

Key policy issues to support the programmes

The Sector Management Framework Programme: Since MOE is not the principle implementer of education services there is a need to establish an inter-ministerial planning and budget allocation process to support education. The proposed strengthening of the BEDS Implementation Steering Committee is a step towards this. However the current if that the current policy framework supports independent planning by Ministries which would not necessarily generate the desired coordinated support to BEDS. The challenge is that an inter-ministerial planning framework is not yet in place. This scenario is further complicated by the emerging autonomy of Districts and Governorates which under the decentralized system have autonomy on their allocation of resources. The proposal will be to facilitate this coordinated planning framework between MOCS, MOE, MOLA and decentralized structures through MOF and MOPIC which have the mandate.

The second challenge is Development Partner coordination. There is a strong mechanism for coordination between the Development Partners in the education sector. There is also a Partnership Declaration outlining Development Partner and Government collaboration. However as highlighted in Partnership Declaration reviews by the Government and Development Partners alike, the implementation of the Partnership Declaration needs to be strengthened. Both MOF and MOPIC have a critical role to play in providing a framework that would guide MOE on donor coordination. Current initiative by MOE is to move Development Partner Coordination through the Technical Office. This should be guided by Development Partner coordination framework emerging from the Aid Harmonization and Alignment Unit of MOPIC (AHA) Unit. Close coordination between Development Partners, MOE, and MOF

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and MOPIC is needed to agree on a strategy that would position resources to support the proposed programmes. This will benefit from the very strong Development Partner coordination in the education sector and the already large funding that is untied and that will be available on annual basis to the programmes as they evolve. A proposal is for the MOF to establish a mechanism for agreement on each year’s financial commitment through the MTEF and annual budgeting process for education with input from Development Partners, MOLA, MOCS, MOF and MOPIC.

On Sector Organization and Skills Development Programme: the challenge is to provide inter-ministerial and inter-partner teams to deliver programmes. The personnel management approach in the public sector is under review from the MOCS and there is need for flexibility to place personnel with the skills and qualification needed as the sector evolves. This is complicated by the need to place across a number of implementing levels. A coordinated process is needed for example between MOLA, Governorates, Districts and MOF to improve capacity at decentralized levels. The institutionalizing of a team approach that is based on programmes and programme outputs is also going to need the recognition of this work within the traditional personnel management system. The team working environment will need clarification of the mandate of Task Forces, working groups implementing programmes and their respective sectors and traditional departments especially in terms of the mandates to make decisions on budgets and personnel time.

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A. Introduction

The Government of Yemen (GOY) considers education to be fundamental to its development strategy, in particular in relation to poverty reduction. Therefore, the government has given high priority to the education sector. In 2002, the Ministry of Education (MOE) developed its Basic Education Development Strategy (BEDS) 2003-2015.

2. Definitions:

2.1. Education for All (EFA) is the overall international frame of reference, specifying six goals to be reached by 2015.The six EFA goals cover a broad definition of Basic Education, including Literacy and Early Childhood Development.2.2. Basic Education Development Strategy (BEDS) is the national translation of the EFA goals, but limited to a narrow definition of Basic Education. In Yemen the term Basic Education is used for formal education for grades 1-9. BEDS covers literacy in a limited way.2.3. The Millennium Development Goals of the United Nations have been adopted by the UN General Assembly in 2000. The second of them, “Achieve universal primary education”, relates directly to education.2.4. The PRSPs (Poverty Reduction Strategy Paper) are prepared by governments in low-income countries through a participatory process involving domestic stakeholders and external

Annex 2: Partnership Declaration between the Government of Yemen and Donors for the Implementation of BEDS

development partners, including the IMF and the World Bank. A PRSP describes the macroeconomic, structural and social policies and programmes that a country will pursue over several years to promote broad-based growth and reduce poverty, as well as external financing needs and the associated sources of financing. In Yemen, the PRS is integrated in the Development Plan for Poverty Reduction (DPPR).2.5. Fast Track Initiative (FTI) is an international instrument that is meant to support accelerated progress towards the MDG of universal primary completion by 2015, by offering an indicative framework based on best practices. The FTI is a translation of the commitment made by the international community in Dakar in 2000 that no country with a good EFA plan should fail to implement it because of shortage of resources. Using this indicative framework Yemen has translated BEDS into a three year plan, with more specific choices and a focus on the first six years of education. Together with BEDS this plan is guiding efforts towards achieving the overall goals of EFA. 2.6. In 2006, a Medium Term Results Framework (MTRF) was adopted to implement the BEDS for the period 2006–2010. When in this declaration reference is made to the implementation of BEDS as the national strategy this refers to the long-term plan and its medium term translation.

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3. The BEDS objectives for Yemen are as follows:

3.1.Attain universal access and completion of grades 1 to 6 of Basic Education and 90% access for grades 1-9;3.2. Increase female enrolment, especially in rural areas; 3.3. Substantially improve the quality of education results;3.4. Strengthen management and institutional capacity at the local and national levels;3.5. Enhance internal efficiency. It is understood that in order to achieve these objectives both reform and expansion are essential.

4. In order to achieve the BEDS objectives, the support mechanism is structured into five programmes that will include complementary strategies to reduce current gaps that allow the completion of grade nine by all boys and girls. These programmes will focus on access, internal efficiency, equity, quality, and capacity building. The MTRF 2006 has merged these five programmes into three: access, quality, and institutional capacity. Gender equity will be addressed as a cross-cutting issue in all programmes.

B. Mechanisms for the Implementation of BEDS

1. It is planned that the implementation of BEDS will be overseen by an Inter-ministerial Steering Committee (ISC) and the Council of Deputy Ministers of the MOE. The tasks, position and composition of the steering committee are described in Annex 1. 2. The actual activities in pursuit of the BEDS objectives will be the responsibility of the Ministry of Education where it concerns its core tasks and the responsibility of authorities and organizations at decentralized levels according to the delegation of authorities following Law 4 on Local Authority.

C. Scope and Objectives

1. This is a Declaration of Partnership between the Government of Yemen, involving in particular the Ministries of Education, Finance, Planning and International Cooperation, Civil Service and Local Administration, the Social Fund for Development and the Public Works Programme on the one hand and the Governments of Germany, United Kingdom, The Netherlands, Japan, the United States Agency for International Development (USAID), France, the World Bank, UNICEF, WFP, ILO, UNESCO, EU on the other. (Cursive: countries/ organizations that have not yet confirmed their intentions).2. Through this Partnership Declaration the signatories seek to forge much closer co-ordination between all the efforts undertaken to achieve the objectives as laid down in the BEDS. The objective of this declaration is to harmonize strategies and align and effectively use all resources programmed for Basic Education, i.e. government and donor resources, in pursuit of these objectives. The term “all resources” includes direct funding as well as the provision of TA and/or TC within agreed projects and programmes.3. This Partnership Declaration will guide the transition from separate projects in the education sector to the ultimate goal of jointly supporting a common programme following the improved procedures of the Government of Yemen. Once this latter stage comes within reach, subsequent agreements that govern funding and other arrangements (e.g. interventions in the form TA and/or TC) will be drawn up. Signatories to this current Declaration reserve the right not to be party to such a subsequent agreement.4. Whereas the focus of this Partnership Declaration is on the implementation of the

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BEDS, the same principles of enhancing coherence and co-ordination are expected to apply also to the support of other EFA objectives (e.g. Literacy, Early Childhood Development) for which strategies are to be developed. Extending the Partnership to Secondary Education should be considered in due time.5. This Partnership Declaration reflects a clear desire by all signatories to enhance co-operation. However, any legally binding agreements entered between the Government of Yemen and individual donors or international organizations on a bilateral basis will be respected and the contents therein take precedence over this Partnership Declaration. Signatories will refrain, as far as possible, from setting conditions in the bilateral arrangements which contradict or diverge from this Partnership Declaration.

D. Roles and Responsibilities of the Partners

1. The GOY has the overall responsibility and accountability for the performance of the sub-sector, ensuring all activities in the Basic Education sub-sector are consistent with and contribute to the sector goals and priorities. Within this framework all signatories are prepared to:

1.1. Make available to other partners all information on all relevant interventions and work to ensure that there is no overlap between projects and activities;1.2. Make every effort to streamline intervention mechanisms under the various programme components;1.3. Contribute to the development and implementation of a unified system to monitor progress towards the BEDS, its short term plan MTRF, and the DPPR (Development Plan for Poverty Reduction) objectives (including

indicators and means of verification); 1.4. Use the above-mentioned information system as the main source of education information and reduce demands for additional data. 1.5. Establish a joint annual review cycle to review overall progress and set targets for implementation. This joint annual review will take place in May of each year so as to allow for the outcomes of the review to be used in the planning for the following calendar year. Whereas the joint annual review can advise on the direction of individual activities to better meet the harmonization objective, the review has no formal authority to approve or disapprove project plans.

2. The GOY will facilitate the successful implementation of the BEDS and to that end is prepared to:

2.1. Draw up annual education plans and budgets at the district, governorate and national levels in accordance with and in clear support of the BEDS objectives and make them available to all partners;2.2. Show how activities funded under the GOY annual education budget and donors’ investments mutually reinforce the achievement of BEDS goals; 2.3. Share with donors the approved education budget and provide any clarification needed; 2.4. Disburse the full amount of funds approved by parliament for the annual education budget in pursuit of the results agreed in the MTRF and provide semi-annual progress reports on budget execution in the education sector, linking budgets and disbursements with performance;2.5. Provide schools with workable budgets;2.6. Provide in advance of the joint annual review a report on the progress made in the previous year set against the original

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targets. This report should include and reflect the results of all interventions in support of BEDS objectives;2.7. Take the lead and participate at the appropriate level in the joint annual reviews.

3. Donor partners on their part are prepared to:

3.1. Commit themselves to aligning their project activities within sector goals and priorities;3.2. Inform the GOY and other donors on the purpose and level of their funding as far as their own planning and budgeting cycles allow during the annual programme review. Donors will strive to make available general three year funding goals and more precise annual forecasts by activity and geographic area, however, the scope and extent of this depends on each donor agency’s pertinent regulations;3.3. Work towards harmonization in terms of content of activities, procedures and funding channels. Where possible donors will pool their funding or co-finance activities so as to reduce transaction costs for the GOY; 3.4. Report annually to the GOY on the steps taken and results achieved on their part in terms of the harmonization of procedures;3.5. Make efforts to raise additional resources to accelerate BEDS implementation, provided this need is clearly identified in credible plans, with due attention to efficiency of expenditure, absorption capacity, mobilization of domestic resources and longer term budgetary considerations; 3.6. Ensure that the results of the interventions under their supervision will be communicated in time to the GOY as an input for the annual monitoring report;

3.7. Co-ordinate the timing and content of incoming missions and where possible reduce the number of (review) missions, in favour of the joint annual review;3.8. Co-ordinate on the composition of the joint annual review team so that all required expertise is included while keeping the size of the review team down to a workable number;3.9. Promote the optimal use of technical advisory services, whether in a project or programme context, by ensuring that such services benefit overall sector development and that duplication is avoided. This can be achieved by sharing the Terms of Reference prior to the deployment of technical advisors and by creating opportunities for other partners to be briefed and debriefed.

E. Final Provisions

1. This Partnership Declaration will be valid as from the date of the last signature by the parties listed hereunder. It is in principle valid for a period of two years and the Signatories will review annually the implementation, application and effectiveness of the procedures outlined in this Declaration.2. Any modification of the terms and provisions of this Declaration will only be effective if agreed in writing by all Signatories.3. Upon a new donor’s written request and written acceptance of the terms and conditions of this Declaration, the Ministry of Education may authorize in writing as an annex to this declaration, a donor to become a Signatory. The ministry will promptly inform the other Signatories and furnish them with a copy of the letter of acceptance.4. Each Signatory reserves the right to withdraw from this declaration by giving the Ministry of Education three months’ written notice. The Ministry will promptly inform the other Signatories and furnish them with a copy of the letter of withdrawal. In case a signatory intends to withdraw, this Signatory will call for a meeting one month from the date the notice is given to inform the other signatories on this decision and to consult on the consequences for the BEDS.

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Access Outputs and Results 2007 to 2010

Programmes Outputs Year 1: AWP 2007 Outputs Year 2: AWP 2008 Outputs Year 3: 2009 Outputs Year 4: 2010

Access Outputs and Processes

Programme 1: Fee elimination from September 2007 – Grade 1 to 6 boys and girls. Establish criteria for incentive, target is about 5.5 enrolled in schools up from about 4.4.

Programme 2: Infrastructure with 7500 new classes and rehabilitation of existing classes, cost per classroom based on project building costs, multiple systems applied for construction coordinated in site selection by MOE more in line with previous year, establish national system for construction and maintenance, select priority sites for 2008 after September 2007 enrolment pattern.

Programme 3: Establish criteria and guidelines for schools to manage operating budgets establish and issue new financial management and school planning guidelines and guidelines for father mother councils and community roles in schools.

Programme 1: Fees eliminated Grade 1-9 boys and girls) to cover basic education fully; incentives adjusted to the enrolment in September 2008 quarter with per capita allocation for all pupils.

Programme 2: Infrastructure targets 7500 and sites allocated based on enrolment pattern from September 2007 and 2008, higher numbers construction through national and community based construction systems to lower costs and increase number of classrooms constructed with more roles for schools and districts, improved maintenance with costs managed by schools.

Programme 3: National criteria and guidelines for allocation and management of schools operating costs; schools guidelines for management of construction; learning materials storage and utilization guidelines; teachers linked to schools supervision; and community.

Programme 1: Incentives adjusted to cover higher increased enrolment numbers and retention of 6 million pupils.

Programme 2: Infrastructure construction targets at 7500, construction and maintenance mainly managed through schools, management of constructions.

Programme 3: Increased funds through schools as per capita allocation per pupil to schools in line with increased enrolment and retention numbers, targeting incentives, school operations, community participation improvement of teachers linked to schools, learning material utilization.

Programme 1: Institutionalized incentives based on per capita allocation; guidelines adjusted with three years experience.

Programme 2: Infrastructure targets reviewed based on response and stocks of classrooms and maintenance costs.

Programme 3: School capacity to manage the increased responsibilities and ensure access, quality targets.

Progress Towards Access Outcomes

September 2007 about 5.5 enrolment up from 4.3 million 2006 – estimated at +90%; very high drop out due to low investments during the year, but improved retention from incentives and investments keeps it +80% by end of year.

September 2008 about 6 million pupils in schools, + 90% enrolment with more stable retention and improved targeting of incentives through schools and more responsive allocation of infrastructure, teachers, learning materials and other school level operations and supporting materials.

September 2009 about 6 million pupils in schools, more stable retention, first year with +90% retention, improved targeting of incentives now just per capital allocation to schools, with increased targeting.

September 2010 about 6.5 million pupils in schools, +90% to 95% enrolment and retention.

Annex 3: Outcomes and Programmes for the Period 2007 – 2010

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Access Outputs and Results 2007 to 2010

Programmes Outputs Year 1: AWP 2007 Outputs Year 2: AWP 2008 Outputs Year 3: 2009 Outputs Year 4: 2010

Access Outputs and Processes

Programme 1: Fee elimination from September 2007 – Grade 1 to 6 boys and girls. Establish criteria for incentive, target is about 5.5 enrolled in schools up from about 4.4.

Programme 2: Infrastructure with 7500 new classes and rehabilitation of existing classes, cost per classroom based on project building costs, multiple systems applied for construction coordinated in site selection by MOE more in line with previous year, establish national system for construction and maintenance, select priority sites for 2008 after September 2007 enrolment pattern.

Programme 3: Establish criteria and guidelines for schools to manage operating budgets establish and issue new financial management and school planning guidelines and guidelines for father mother councils and community roles in schools.

Programme 1: Fees eliminated Grade 1-9 boys and girls) to cover basic education fully; incentives adjusted to the enrolment in September 2008 quarter with per capita allocation for all pupils.

Programme 2: Infrastructure targets 7500 and sites allocated based on enrolment pattern from September 2007 and 2008, higher numbers construction through national and community based construction systems to lower costs and increase number of classrooms constructed with more roles for schools and districts, improved maintenance with costs managed by schools.

Programme 3: National criteria and guidelines for allocation and management of schools operating costs; schools guidelines for management of construction; learning materials storage and utilization guidelines; teachers linked to schools supervision; and community.

Programme 1: Incentives adjusted to cover higher increased enrolment numbers and retention of 6 million pupils.

Programme 2: Infrastructure construction targets at 7500, construction and maintenance mainly managed through schools, management of constructions.

Programme 3: Increased funds through schools as per capita allocation per pupil to schools in line with increased enrolment and retention numbers, targeting incentives, school operations, community participation improvement of teachers linked to schools, learning material utilization.

Programme 1: Institutionalized incentives based on per capita allocation; guidelines adjusted with three years experience.

Programme 2: Infrastructure targets reviewed based on response and stocks of classrooms and maintenance costs.

Programme 3: School capacity to manage the increased responsibilities and ensure access, quality targets.

Progress Towards Access Outcomes

September 2007 about 5.5 enrolment up from 4.3 million 2006 – estimated at +90%; very high drop out due to low investments during the year, but improved retention from incentives and investments keeps it +80% by end of year.

September 2008 about 6 million pupils in schools, + 90% enrolment with more stable retention and improved targeting of incentives through schools and more responsive allocation of infrastructure, teachers, learning materials and other school level operations and supporting materials.

September 2009 about 6 million pupils in schools, more stable retention, first year with +90% retention, improved targeting of incentives now just per capital allocation to schools, with increased targeting.

September 2010 about 6.5 million pupils in schools, +90% to 95% enrolment and retention.

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Quality Targets Outputs and Results 2007 to 2010

Quality Outputs Year 1: AWP 2007 Outputs Year 2: AWP 2008 Outputs Year 3: AWP 2009 Outputs Year 4: AWP 2010

Quality Outputs and Processes

Programme 4: Set pupil based learning objectives Grade 1 to 12 (including syllabus specifications), Identify adjustments needed to curriculum, teaching, teacher competencies, learning materials, testing, examination and quality control to attain objectives to achieve pupil learning objectives, propose guidelines for school level testing of pupil learning objectives, guidelines for inspectorate, guideline for quality control of examination.

Programme 5: Link teachers to schools, set teacher competency based on learning objectives, review teacher training to achieve teacher competency in line with pupil learning objectives, propose new policies for recruitment to support teacher link to schools, propose management of teachers.

Programme 6: All learning materials reviewed to support pupil learning objectives, new textbook content guidelines, and guidelines for design of text books to combine textbooks for each grade and separate text books from work books to text books are used longer, prioritize books to be combined for 2007/08, propose new guidelines for design, production, distribution and school level maintenance of text books.

Programme 4: Application and testing and adjustment of pupil based learning standards Grade 1 – 12 tested in the September 2007 to June 2008 school year; 2008 as the initial year of school based testing of pupil learning objectives for selected subjects using guidelines developed from 2007 with supervision systems at school, district, Governorate level; application of international testing standards such as TIMS.Programme 5: MOE application of guidelines for teacher distribution based on teachers linked to schools and responding to enrolment patterns, 2008/9 annual statistics link enrolment, teacher distribution by subject by Grade and targets set to fully align them; 2007/08 initiate use of guidelines testing teacher competencies; adjustment of teacher training based on pupil learning achievement; test teacher training plans linked to achievement shown in pupil tests; linking teacher training needs and subject level performances and inspectorate guidelines and reports. Programme 6: Text books and teachers guides redesigned to meet learning objectives, textbooks issued in Sept 2008 are combined per subject and also separate textbooks from work books, and new guidelines are applied for production, distribution and school level management of textbook from 2008.

Programme 4: Application of pupil based learning standards Grade 1 to 12; testing of pupils at school level expanded to include more subjects based on 2008 results; use testing results to assess if further adjustments needed in curriculum, teacher competency, learning materials, testing, quality control in order to achieve pupil learning; application of international testing standards to inform national standards.

Programme 5: MOE continued review of teacher distribution linked to schools and enrolment numbers; teacher competency linked to teacher certification and pupil performance based on national testing; teacher training linked to subject performance & inspectorate guidelines & reports.

Programme 6: All text books and teachers guides issued in Sept 2009 meet the design, production & distribution & school level storage guidelines, textbook budget adjusted to replacement of textbooks using new design & school level management guidelines.

Programme 4: Application of pupil learning objectives Grade 1 to 12; testing results at school level guides review of quality aspects; international comparison on pupil performance inform national quality standards and adjustments in teachers, learning materials, testing, quality control.

Programme 5: Teacher competency linked to teacher training linked to subject level performance targets informed by testing at school level.

Programme 6: Learning materials and teachers’ guides in line reviewed based on subject level performance and cost of text books lowered through improved school level management of learning materials.

Progress Towards Quality Outcomes

Learning objective set foundation for quality reform.Initial lowering of quality with initial high enrolment in September 2007Investments initiated in all quality areas and guidelines for quality improvement

Application of pupil focused system for reform continued from 2007:Low quality in high enrolment areas but improved with link of teachers to schools in 2008, reform in teacher training and access to text book and access to school level operating costs from Sept 2007/08.School level testing initiated and starts subject level performance planning.

Expanded range of pupil level performance testing and ranking provides extent of quality reform and initiates ranking of schools, district, governorate across the grades and initiates subject level performance targets; initial national ranking indicates areas meeting teacher competencies rank higher.

Subject level performance targets used to rank schools, districts and to compare with international level and to inform reforms in teaches, learning materials, quality control, testing.

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Quality Targets Outputs and Results 2007 to 2010

Quality Outputs Year 1: AWP 2007 Outputs Year 2: AWP 2008 Outputs Year 3: AWP 2009 Outputs Year 4: AWP 2010

Quality Outputs and Processes

Programme 4: Set pupil based learning objectives Grade 1 to 12 (including syllabus specifications), Identify adjustments needed to curriculum, teaching, teacher competencies, learning materials, testing, examination and quality control to attain objectives to achieve pupil learning objectives, propose guidelines for school level testing of pupil learning objectives, guidelines for inspectorate, guideline for quality control of examination.

Programme 5: Link teachers to schools, set teacher competency based on learning objectives, review teacher training to achieve teacher competency in line with pupil learning objectives, propose new policies for recruitment to support teacher link to schools, propose management of teachers.

Programme 6: All learning materials reviewed to support pupil learning objectives, new textbook content guidelines, and guidelines for design of text books to combine textbooks for each grade and separate text books from work books to text books are used longer, prioritize books to be combined for 2007/08, propose new guidelines for design, production, distribution and school level maintenance of text books.

Programme 4: Application and testing and adjustment of pupil based learning standards Grade 1 – 12 tested in the September 2007 to June 2008 school year; 2008 as the initial year of school based testing of pupil learning objectives for selected subjects using guidelines developed from 2007 with supervision systems at school, district, Governorate level; application of international testing standards such as TIMS.Programme 5: MOE application of guidelines for teacher distribution based on teachers linked to schools and responding to enrolment patterns, 2008/9 annual statistics link enrolment, teacher distribution by subject by Grade and targets set to fully align them; 2007/08 initiate use of guidelines testing teacher competencies; adjustment of teacher training based on pupil learning achievement; test teacher training plans linked to achievement shown in pupil tests; linking teacher training needs and subject level performances and inspectorate guidelines and reports. Programme 6: Text books and teachers guides redesigned to meet learning objectives, textbooks issued in Sept 2008 are combined per subject and also separate textbooks from work books, and new guidelines are applied for production, distribution and school level management of textbook from 2008.

Programme 4: Application of pupil based learning standards Grade 1 to 12; testing of pupils at school level expanded to include more subjects based on 2008 results; use testing results to assess if further adjustments needed in curriculum, teacher competency, learning materials, testing, quality control in order to achieve pupil learning; application of international testing standards to inform national standards.

Programme 5: MOE continued review of teacher distribution linked to schools and enrolment numbers; teacher competency linked to teacher certification and pupil performance based on national testing; teacher training linked to subject performance & inspectorate guidelines & reports.

Programme 6: All text books and teachers guides issued in Sept 2009 meet the design, production & distribution & school level storage guidelines, textbook budget adjusted to replacement of textbooks using new design & school level management guidelines.

Programme 4: Application of pupil learning objectives Grade 1 to 12; testing results at school level guides review of quality aspects; international comparison on pupil performance inform national quality standards and adjustments in teachers, learning materials, testing, quality control.

Programme 5: Teacher competency linked to teacher training linked to subject level performance targets informed by testing at school level.

Programme 6: Learning materials and teachers’ guides in line reviewed based on subject level performance and cost of text books lowered through improved school level management of learning materials.

Progress Towards Quality Outcomes

Learning objective set foundation for quality reform.Initial lowering of quality with initial high enrolment in September 2007Investments initiated in all quality areas and guidelines for quality improvement

Application of pupil focused system for reform continued from 2007:Low quality in high enrolment areas but improved with link of teachers to schools in 2008, reform in teacher training and access to text book and access to school level operating costs from Sept 2007/08.School level testing initiated and starts subject level performance planning.

Expanded range of pupil level performance testing and ranking provides extent of quality reform and initiates ranking of schools, district, governorate across the grades and initiates subject level performance targets; initial national ranking indicates areas meeting teacher competencies rank higher.

Subject level performance targets used to rank schools, districts and to compare with international level and to inform reforms in teaches, learning materials, quality control, testing.

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Institutional Development Outputs and Results 2007 to 2010

Year 1: AWP 2007 Year 2: 2008 Year 3: 2009 Year 4: 2010

Institutional Development Outputs and Process

Programme 7: Sector management system implemented; JAR based on Basic Education, but introduces secondary; inter ministerial coordination initiates reforms in financial and decentralized planning; medium term planning initiated based on MOF ceiling and MTRF; sector EMIS designed; AWP 2008 results based approach; Development Partners alignment to AWP 2007.Programme 8: Propose MOE structure, develop national systems for implementation of all the MTRF programmes – incentives distribution, infrastructure development, school operating costs, teacher management and training, learning materials, etc.

Programme 7: AWP and Medium term planning based on MOF budget ceiling; JAR based on basic and secondary; EMIS systems operational and tracking results; results based budgeting, planning, implementation and financial management systems in place at central and decentralized levels; operational inter ministerial coordination with MOF and MOLA to support results; Development Partner alignment to MOF ceiling in AWP 2008 and medium term projections.Programme 8: MOE new structure operational, systems for implementation initiated in 2007 operational and basis for capacity building of MOE new structure continued from 2007 - incentives distribution, infrastructure development, school operating costs, teacher management, learning materials as they are developed.

Programme 7: AWP and Medium term planning based on MOF budget; JAR based on basic and secondary; institutionalizing results based budgeting, planning, implementation coordination, guidelines for improved coordination across all ministries and decentralized levels; Development Partner improved alignment to MOF ceiling and AWP and sector results.Programme 8: MOE new structure under implementation; national systems used as the only basis for all MTRF programmes; capacity building of MOE and partners based on national systems; review of national systems informs capacity building plans.

Programme 7: AWP and medium term planning; results based systems at central and decentralized levels; improved coordination through AWP; development partner alignment to MOF ceiling and AWP and sector results.Programme 8: MOE structure based on results and reviewed as results evolve; systems institutionalized and their reform inform capacity building of MOE and partners.

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Institutional Development Outputs and Results 2007 to 2010

Year 1: AWP 2007 Year 2: 2008 Year 3: 2009 Year 4: 2010

Institutional Development Outputs and Process

Programme 7: Sector management system implemented; JAR based on Basic Education, but introduces secondary; inter ministerial coordination initiates reforms in financial and decentralized planning; medium term planning initiated based on MOF ceiling and MTRF; sector EMIS designed; AWP 2008 results based approach; Development Partners alignment to AWP 2007.Programme 8: Propose MOE structure, develop national systems for implementation of all the MTRF programmes – incentives distribution, infrastructure development, school operating costs, teacher management and training, learning materials, etc.

Programme 7: AWP and Medium term planning based on MOF budget ceiling; JAR based on basic and secondary; EMIS systems operational and tracking results; results based budgeting, planning, implementation and financial management systems in place at central and decentralized levels; operational inter ministerial coordination with MOF and MOLA to support results; Development Partner alignment to MOF ceiling in AWP 2008 and medium term projections.Programme 8: MOE new structure operational, systems for implementation initiated in 2007 operational and basis for capacity building of MOE new structure continued from 2007 - incentives distribution, infrastructure development, school operating costs, teacher management, learning materials as they are developed.

Programme 7: AWP and Medium term planning based on MOF budget; JAR based on basic and secondary; institutionalizing results based budgeting, planning, implementation coordination, guidelines for improved coordination across all ministries and decentralized levels; Development Partner improved alignment to MOF ceiling and AWP and sector results.Programme 8: MOE new structure under implementation; national systems used as the only basis for all MTRF programmes; capacity building of MOE and partners based on national systems; review of national systems informs capacity building plans.

Programme 7: AWP and medium term planning; results based systems at central and decentralized levels; improved coordination through AWP; development partner alignment to MOF ceiling and AWP and sector results.Programme 8: MOE structure based on results and reviewed as results evolve; systems institutionalized and their reform inform capacity building of MOE and partners.

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referenceS1. Higher Education Council: Education Indicators, HEC, 2006.

2. Ministry of Education: Education For All – Fast Track Initiative (EFA-FTI): Country Proposal, March, 2003, (not published).

3. Ministry of Education: General Secondary Education Strategy (GSES). MOE print, July, 2007.

4. Ministry of Education: Girls> Education, a Background Paper for Basic education Strategy. 2002, (not published)

5. Ministry of Education: Mid-Term Result Framework (MTRF). MOE print, May, 2006.

6. Ministry of Education: Mid-Term Expenditure Framework (MTRF). MOE print, May, 2007.

7. Ministry of Education: National Basic Education Development Strategy (BEDS). MOE print, October, 2002.

8. Ministry of Education: Priorities Programmes for the Used of Catalytic Fund. MOE, March, 2004, (not published).

9. Ministry of Education: Partnership Declaration, between the GOY and donors for the implementation of BEDS. MOE, January, 2004, (not published).

10. Ministry of Education: Statistical Year Book, 2005-2006. Technical Office, 2007, (not published).

11. Ministry of Education: Teachers in Basic Education, a Background Paper for Basic education Strategy. 2002, (not published).

12. Ministry of Education: Statistical Year Book, 2004-2005. Technical Office, 2006, (not published).

13. Ministry of Planning and International Cooperation: Statistical Year Book, 2005, November 2006.

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�سيتم توفير ن�سخة باللغة العربية لهذا التقريريمكن الاطلاع على الن�سختين

العربية والانكليزية لهذا التقرير على الموقع الالكتروني )عند �سدوره لاحقاً(

This report will also be available in ArabicBoth versions can be found on the website of

(to be determined later)