Assessment of Conflict Damaged Schools in 21 Districts of Ibb Governorate March 2016 1

Yemen Foundation for Development and Response (YFDR)

Assessment of Conflict Damaged Schools in 21

Districts of Ibb Governorate, (Republic of Yemen)

March 2016

Assessment of Conflict Damaged Schools in 21 Districts of Ibb Governorate March 2016 2

Table of Contents Executive Summary ...................................................................................................................... 3

Situation Overview ........................................................................................................................ 4

Overall Objectives ........................................................................................................................ 4

Methodology ................................................................................................................................... 4

Damage to facilities ( direct and indirect) – in quantitative terms ............................................ 4

Major Findings ............................................................................................................................ 11

Service and productivity losses................................................................................................... 11

Conclusion .................................................................................................................................... 12

Assessment of Conflict Damaged Schools in 21 Districts of Ibb Governorate March 2016 3

Executive Summary

The ongoing war which has erupted in the country and in Ibb governorate specifically since

March 26 2015, has particularly affected children and youth whose vulnerability to internal

displacement, malnutrition, protection risk (e.g. recruitment by armed groups, physical

violence), disruption of family bounds and experience of traumatic event has severely

increased.

In line with the YFDR’s plan for improve education’s facilities; it would be recommendable

to prioritize the following interventions:

Establish or lightly rehabilitate emergency learning spaces for children including

preschoolers and youths. These spaces also require provision of water, sanitation,

health, nutrition, psychosocial and protection services;

Distribute emergency teaching and learning materials;

Conduct awareness raising activities on key lifesaving messages, including WASH,

child protection, child marriage, girls’ education, education of children with

disabilities, HIV, and environment. The awareness campaigns will also include life

skills and peace building messages involving children, youths and members of

communities.

Emergency training for teachers and education personal to support emergency

learning activities for affected learners in displacement sites and host communities.

Advocate with key stakeholders on the vacation (and prevention of non-education

use) of school premises to ensure both host and displaced learners continue to

access education services.

First-hand data on the impact of the ongoing war on children and youth has been collected in

the course of an assessment of conflict damaged schools in 21 districts in Ibb governorate

conducted by our team members with help of government officials there since the beginning

of March 2016.

Assessment of Conflict Damaged Schools in 21 Districts of Ibb Governorate March 2016 4

Situation Overview

According to our assessment, Number of 94 schools that affected from the current crisis in

Ibb governorate, 56 schools or 61% of these being primary schools and 38 schools are

secondary ones. Generally, the education system in the country can be characterized as one

providing limited access and poor quality, particularly for girls and young women, poor

management, and weak supervision and support systems. This pervious description applies to

Ibb governorate as well where similar system exactly exists with worse situation in a certain

districts.

Poor management from central government to improve education system in a continuous way,

and due to human-caused crisis which have exacerbated the situation further. Saudi-led

Coalition (SLC)'s air strikes have been a main reason for a destruction which occurs to

schools of Ibb governorate and other governorates in the country.

Overall Objective:

To assess the current status of 94 affected schools in 21 districts of Ibb governorate in

March 2016.

Specific Objective:

Ascertaining the number of schools which were either completely destroyed or

partially damaged due to current war situation so far.

Assessing the number of schools which damaged due to either direct/indirect air

strikes, or clashes between fighters.

Assessing the number of schools which are operating in full capacity, operating with

IDPs presence, IDPs has moved to another shelter, and IDPs who had permanently left

the schools.

Methodology

YFDR’s members were conducted this assessment along with a help of government officials

of Ibb governorate, sites visits and interviews with leaders community were main tools to

collect needed information. These tools were specifically used to generate a final quantitative

data which is used in this assessment to ascertain needs for education facilities’ needs as well

as for children and youths in the same time.

Damage to schools ( direct and indirect) – in quantitative terms

Assessment of Conflict Damaged Schools in 21 Districts of Ibb Governorate March 2016 5

A total of 94 schools suffered damage and loss in 21 affected districts, (6 schools were fully

destroyed and 22 schools were partially damaged).

The largest number of schools affected are in Rif Ibb (6 schools) followed by Al-Rajmah (4

schools), Al-Makhader and Al-Hasm (3 schools), Al-Sadah, Yarim and Al-Eodain (2

schools).

Table 1 : Physical Damage Details - Schools

District Completely destroyed Partially damaged

Al-rajmah الرضو 2 2

Rif Ibb 5 1 ريف اب

Al-sahoal السحول 1 0

Al-sadah السذ 0 2

Al-eodain العذيي 0 2

Al-makhader الوخادر 1 2

Yarim يرين 0 2

Hobisi حبيش 0 1

Al-nadarah الادر 0 1

Bahdan بعذاى 1 0

Al-siani السياي 0 1

Al-hasm الحزم 0 3

Al-mohaftha الوحافظ 0 1

Total 6 22

Assessment of Conflict Damaged Schools in 21 Districts of Ibb Governorate March 2016 6

Figure 1: Physical Damage Details

Table 2: Details about each school's status

Location (sub-

district)

School Schooling

status

Reason for damage

Al-rajmah الرضو 30 November فثر ٠٣ Direct air strikes

Sohadah Al-wahdah شذاء اندذ Clashes between fighters

Mogmah Al-sahdah يجع انشذاء Direct air strikes

Educational complex انجع

انتعهيي

Clashes between fighters

Rif Ibb ريف اب Al-hasan bin Al-hitham

انذط ت انيثى

Clashes between fighters

26 September ضثتثر ٦٢ Direct air strikes

Osamah bin Zaid اي ت زيذاض Clashes between fighters

Al-hamzah انذس Indirect air strikes

Al-yarmok انيرين Clashes between fighters

Al-emam Muslim االياو يطهى Clashes between fighters

Saba al-qafqaf ضثا انضفضف IDPs M P1

1. IDPs Permanently Moved out

21%

79%

Physical Damage Details

completely destoryed

partially damaged

Assessment of Conflict Damaged Schools in 21 Districts of Ibb Governorate March 2016 7

Al-sahoal السحول Higher institute for teachers

انعذ انعاني نهعهي

Direct air strikes (twice)

Al-sadah السذ Al-zahrah انسراء Indirect air strikes

Othman bin Ofan عثا ت عفا Indirect air strikes

Araw ار O. IDPs2

Al-eodain العذيي Al-zobair انستيري Clashes between fighters

Al-noar انر Clashes between fighters

Salah al-dean صالح انذي IDPs M P

Salman Al-farise ضها انفارضي IDPs M P

Al-makhader الوخادر Al-esraq االشراق Direct air strikes

Ali bin Abe Talab عهي ت اتي طانة Indirect air strikes

Al-sahid Al-omari انشيذ انعري Indirect air strikes

Yarim يرين 7 July 7 يني Indirect air strikes

Al-salam انطالو Indirect air strikes

Hobisi حبيش Gamal Al-dean جال انذي Indirect air strikes

Al-nadarah الادر Al-faqid Najeabah Al-maomari

يث انعريانفميذ ج

Indirect air strikes

Bahdan بعذاى Al-naser انصر Direct air strikes

Al-Khair انخير O. IDPs

Tareq bin Zaiead طارق ت زياد O. IDPs

Al-siani السياي Othman bin Ofan عثا ت عفا Indirect air strikes

22 May ياي ٦٦ IDPs M A P3

Al-eman االيا IDPs M A P

Araw ار IDPs M A P

Al-hasm الحزم Al-nahqah انض Clashes between fighters

Ans bin Malak اص ت يانه Clashes between fighters

Al-nsar االصار Clashes between fighters

Al-mohaftha

الوحافظ

Education office ي يكتة انترت

انتعهيى

Indirect air strikes

Al-sabrah السبر Ibn Sinah ات ضياء IDPs M A P

Al-nahqah انض IDPs M A P

2. Operating with IDPs existence

3. IDPs moved to another place

Assessment of Conflict Damaged Schools in 21 Districts of Ibb Governorate March 2016 8

Al-gahar الظهار Al-sahid Al-sabhi انشيذ انصثادي O. IDPs

Mohammed Daras دمحم دارش IDPs M A P

26 September ضثتثر ٦٢ IDPs M A P

Safa school يذرض صفاء IDPs M A P

Somahiah ضي IDPs M A P

Al-nahqah انض O. IDPs

Qotaibah bin muslim لتيث ت يطهى IDPs M P

Al-qafer القفر Al-nagal انضال IDPs M P

Al-masanh الوش Al-wahdah اندذ IDPs M A P

7 July 7 يني IDPs M A P

Al-rashidi انراشذي O. IDPs

Al-methaq انيثاق IDPs M A P

Gabalah جبل Al-falah انفالح IDPs M P

Balqies for girls تهميص نهثات IDPs M A P

Omer bin Al-khadab عر ت

انخطاب

IDPs M A P

Tealsofal ري السفال Balqies تهميص O. IDPs

Al-smah bin malak انطاح ت يانه IDPs M A P

Al-throwrah for girls انثر نهثات O. IDPs

Aishah for girls عائش نهثات IDPs M A P

Khaled bin Al-waleed خانذ ت

اننيذ

O. IDPs

Al-sahid Mohamed Moqbal

انشيذ دمحم يمثم

O. IDPs

Saeed bin al-mosib نطيةضعيذ ت ا O. IDPs

Al-ngah Al-qahdah انجاح انماعذ O. IDPs

7 July 7 يني O. IDPs

Araw ار O. IDPs

Al-tawfiq انتفيك IDPs M A P

Al-wahdah اندذ IDPs M A P

Moath bin hasan يعار ت دط IDPs M P

Khadigah خذيج IDPs M P

Zaid bin Harath يذ ت دارثز O. IDPs

Assessment of Conflict Damaged Schools in 21 Districts of Ibb Governorate March 2016 9

Al-falah انفالح O. IDPs

Modikhrah هذيخر bin Taimah ت تي IDPs M P

Al-wahaiz انديس N O4

Hmoad Sarhan دد ضردا IDPs M A P

Al-tawfiq انتفيك IDPs M A P

Al-shab انشعة IDPs M A P

Omer al-mokhtar عر انختار IDPs M A P

Al-throwrah انثر IDPs M A P

Mosab bin Omier يصعة ت عير IDPs M A P

Al-jeal Al-jaded انجيم انجذيذ IDPs M A P

Al-fatah انفتخ IDPs M A P

Salah Al-dean صالح انذي O. IDPs

Oaqabh bin Nafah عمث ت افع O. IDPs

Al-nahqah انض IDPs M A P

Al-saeed انطعيذ O. IDPs

Saba ضثا O. IDPs

Aishah عائش IDPs M A P

Al-bokhari انثخاري O. IDPs

Ohad ادذ O. IDPs

Bala bin Rabah تالل ت رتاح IDPs M A P

Al-faroq انفارق IDPs M A P

Al-tawon انتعا IDPs M A P

Tareq bin Zaiead طارق ت زياد IDPs M A P

Moykhrah هيخر 7 July 7 يني O. IDPs

Al-rasad انرشاد O. IDPs

4. Not Operating

Assessment of Conflict Damaged Schools in 21 Districts of Ibb Governorate March 2016 10

Figure 2: Schooling Status

From table 1 & 2 above, it is very clear that 94 affected schools have been classified into two

categories in terms of discontinuity in schooling hours, first category comes under destruction

happened to schools, and second category is considering disadvantages of using schools as a

temporary shelters for internal displaced people (IDPs).

Figure 3 below shows a percentage for each category for more clarification as following

Figure 3: Categories of Affected Schools

2%

48%

36%

14%

Schooling Status

Not Oprating

Operating with IDPs existance

IDPs moved to another place

IDPs Permanently Moved out

30%

70%

Categories of Affected Schools

Destruction cause

IDPs shelters cause

Assessment of Conflict Damaged Schools in 21 Districts of Ibb Governorate March 2016 11

Major Findings

According to the assessment conducted, the following findings were noted:

A total 6 of schools were destroyed due to direct air strikes, whereas 22 of schools

were partially damaged due to either indirect air strikes or clashes between fighters;

The IDP school age children lack scholastic materials, food, water and non-food

items;

There is a possibility of getting some teachers in the IDP community and also the

schools which use as shelters have teachers available;

The shelter schools are willing to integrate some of the IDP children for learning

process.

Service and productivity losses

Saudi-led Coalition (SLC)'s air strikes began on March 26 2015, therefore the second

semester of educational year 2015/16 was automatically interrupted, and Ministry of

Education had to announce that schools will close their doors until further announcement due

to war situation in the country. There was no loss in life among the students or staff, since

most students were not in schools; however a great loss existed in term of educational contact

hours. To overcome this problem, Ministry of Education had to take a reasonable action to

start a new educational year without any interruption to the students’ educational years.

Hence, results for the first semester of educational year 2015/16 was legally approved to be

results for the second semester for the same year, in this way only schools were able to start a

new educational year. A large number of schools have been used to provide shelter to the

internally displaced persons (IDPs). For instance, in Modikhrah 20 schools and in Tealsofal

14 schools are being used as shelters for IDPs.

It is likely that a significant number of students, teaching and non-teaching staff will suffer

from emotional trauma, necessitating counseling services. This is in return would require

teachers to be trained for school-based psychosocial support, such as counseling, in the same

time, teachers themselves have to go through psychotherapy courses in order to be ready for

the students’ support in term of psychosocial support. Schools in affected areas used as

temporary shelters for IPDs, while for schools which have been destroyed or partially

damaged schooling has been or will be interrupted unless prompt arrangements are put in

Assessment of Conflict Damaged Schools in 21 Districts of Ibb Governorate March 2016 12

place to ensure continuity. Further, in the absence of proper facilities and equipment, it is

conceivable that the already poor quality of education may be impaired further. Operational

costs for running the completely or partially damaged schools by using alternate means will

be much higher; however it is a recommended method to solve schools’ destruction as well as

trying to improve quality of education in affected areas and in the country generally.

Conclusion

Priority areas which need intervention include:

Registration of school age IDP children and youths (including new arrivals)

Pay more attention for reconstruction effort for totally destroyed and partially

damaged schools and;

Secure alternative solutions (school-tents and/or temporary learning spaces) to prevent

schooling from interruption due to lack of proper places for schooling.

Provision of teaching, learning and recreational materials;

Provision of food, water and non-food items;

Improvement of sanity facilities