EDUCATION Rapid Needs Assessment Report - Yemen

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Responsive Emergency Education Services in Taiz Governorate Nov. 2020 EDUCATION Rapid Needs Assessment Report - Yemen Taiz Governorate November - 2020

Transcript of EDUCATION Rapid Needs Assessment Report - Yemen

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EDUCATION Rapid Needs Assessment Report - Yemen Taiz Governorate

November - 2020

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Table of contents

List of acronyms 3

Excusive summary 4

Key Findings 4

Situation overview 7

Affected population 8 Related protection needs 9 Underlying causes and key drivers 9

About targeted governorate 10

Taiz governorate 10

Methodology Assessment tool Sampling and method The objectives of the assessment Assessment limitations and constraints Data quality

10 10 10 11 12 12

Results 13

About students Access and learning environment Enrollment of students in schools Displaced students Vulnerable students

13 13 13 14 14

About schools

School characteristics Emergency preparedness

15 15 19

School facilities Classrooms status Number of classrooms needed Classrooms’ furniture Spaces for children

19 19 21 21 23

Solar energy system 23

Water 24

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Latrines/Toilets 25

About teachers Number of teachers

27 27

Recommendations 27

Quality of education 29

Community participation 30

References 31

Annex I 31

Annex II 32

Annex III 32

List of acronyms

FMC Father/Mother Council

IDP Internally Displaced Person

MDGs Millennium development goals

MoE Ministry of Education

NGO Non-Governmental Organizations

PSS Psychosocial support services

TLS Temporary learning spaces

WASH Water, Sanitation and Hygiene

Project Card

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Excusive summary

Education is one of the most affected sectors in Yemen since the war

escalated in 2015. For this reason, NFDHR found it crucial to conduct this rapid

need assessment in order to identify the education priorities needs and to

determine appropriate interventions for the most vulnerable groups. This rapid

need assessment was conducted between 24-30 November, 2020 in Al Selw

district, Taiz governorates in Yemen. In order to achieve the objectives of this

rapid need assessment, NFDHR provided its team with training on data collection,

data analysis and reporting by a professional consultant and specialist. This was

done to ensure that all required information was gathered and included in the

findings. Furthermore, NFDHR coordinated with local authorities, community

leaders, other NGO actors and the Ministry of Education (MoE) in the targeted

governorate in order to fulfill its objectives successfully.

Key findings

The data collected through this needs assessment found that the education

sector has been negatively impacted, due to the overall lack of adequate support

from the authorities, inadequate teaching and learning materials, limited

incentives due to the non-payment of teacher salaries, inadequate teacher

training; and insufficient rehabilitation of school infrastructure.

The following are the main findings of the assessment:

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Findings

many studying at home In Al Al Khair school, 4 classrooms are being built by the people effots

Classrooms’ construction

School status

91% Partially damaged 9% In a good status

107 still functioning 88 need rehabilitation

Ordered by priority

1. 22 May school (3) 1. Othman bin Affan school (2) 2. Asma’a school (2) 3. Al Khair primary school (1)

Classrooms’ status The average number of students per classroom varied according to the school status

Classrooms’ rehabilitation

10 schools in need for

rehabilitation

4 schools in need for

classrooms construction

Ordered by priority 1. Al Farooq school (18) 2. Saba’a school (16) 3. Ali bin Abi Taleb school (10) 4. Omar bin Al Khattab school (9)

Alternative places Tents in open

92% Lack solar energy system

1,020 of new desks are needed in 12 school

18% of targeted schools lacks fence

2 studying in alternative places

Most of the schools that were targeted by the survey are either destroyed or in need of rehabilitation due to the old construction, and some do not have a ceiling in the Al Sharaf school, which made students leave school and study at home

530 of old desks are in need for repairing in 11 schools

86 new boards are needed in 11 school

27 old boards are in need for repairing in 6 school

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104

Disables Students 77

Not attended Students

Findings

Total number in all 23 schools sampled

5,966

Enrolled Students

3,098 Females

2,868 Males

175

Displaced Students

86 Males

89 Females

53 Males

51 Females

298 Males

35 Males

42 Females

Access to water 50% of schools do not have access to water and lack water tanks 50% of schools have access to water (not drinking water).

22 bathrooms need to be constructed in 8 schools

7 bathrooms need to be rehabilitated in 3 schools

School latrines

925

Dropped-out Students

627 Females

7 water tanks are required in 7

schools

12 sewer networks are needed in 12

schools

6 septic tanks are needed in 6

schools

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Situation overview

The Education Cluster estimates that 5.5 million children need education

assistance, including 3.7 million in acute need. This includes roughly 2 million

children who are out of school. Girls are more likely to lose out on education, with

36 per cent out of school compared to 24 per cent of boys. Support for teacher

incentives is an urgent need for the upcoming school year.

Approximately 10,000 schools in 11 governorates are seriously affected by the

non-payment of teachers’ salaries, and 51 per cent of teachers have not received

their salaries since October 2016. In addition, about one million children in

southern governorates have lost two months of schooling due to teacher strikes

following the devaluation of the rial and inflation in the last quarter of 2018.

Education Cluster data confirms that an estimated 2000 schools are unfit for use

due to the conflict. This includes 256 schools that have been destroyed by air

strikes or shelling; 1,520 schools that have been damaged; and 167 schools that

are sheltering IDPS. Support is needed to provide supplies and school meals to

children as an incentive to keep children in school, as families may de-prioritize

education in difficult economic times and send children to work.

36% of schools are appropriate

Top 4 schools

450 Al Khair 300 In each of Saba’a,

22 May, Ali bin Abi Taleb, Mansoor Ahmed, and Al Farooq

Findings

28% of schools are overcrowded 36% of schools are little crowded

3,060 students

Students sitting on the floor

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Affected population

The Taiz governorate is only 250km South of Sana’a, yet due to proximity of the

front lines; it takes over 18 hours to reach by road from Sana’a. The ongoing

conflict in Yemen, since March 2015, has led to the displacement of more than 3.6

million people (according to DTM's 2018 Area Assessment). DTM’s Rapid

Displacement Tracking (RDT) tool collects and reports on numbers of households

forced to flee on a daily basis, allowing for regular reporting of new displacements

in terms of numbers, geography and needs.

In the first eight months of 2020, conflict and natural disasters have

resulted in new patterns of displacement, particularly in Marib, Al Hudaydah, Al

Dhale'e, Taizz, and Al Jawf governorates.

From 01 January 2020 to 14 November 2020, IOM Yemen DTM estimates

that 26,915 Households (161,490 Individuals) have experienced displacement at

least once.

• Since the beginning of 2020, DTM also identified other 1,312 previously

displaced households who left the displaced location and moved to either

their place of origin or some other displaced location. Between 08

November 2020 and 14 November 2020, IOM Yemen DTM tracked 273

Households (1,638 individuals) displaced at least once. The highest number

of displacements were seen in many Governorates including Taiz: Taizz (82

HH) – Salh (28 HH), Ash Shamayatayn (11 HH), Al Qahirah (9 HH) districts.

Most displacements in the governorate originated from Taiz and Al

Hudaydah.

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Related protection needs

Families may prioritize boys’ education over girls, and girls are therefore

more likely to be out of school. Parents may have concerns about sending

daughters to school due to security issues, a lack of female teachers or if the

school is a long distance from home. A lack of separated toilets or WASH facilities

is a major cause of girls dropping out of school. Girls who are out of school face a

higher risk of early marriage and domestic violence. Boys face a higher risk of

recruitment by armed groups.

Given economic challenges, boys and girls are both at risk of being held back from

school and sent to work. Conflict-affected children, including IDP children, are

more likely to need psychosocial support services (PSS). Marginalised children,

such as Muhamasheen and children with disabilities are more likely to be ignored

when it comes to education.

Underlying causes and key drivers

Despite gains made in enrolment in the last decade, Yemen was not able to

achieve education millennium development goals (MDGs). The quality of

education and weak institutional capacity has deteriorated further, which is

further straining the education system.

The primary reasons for this decline are successive cycles of conflict, which have

taken a severe toll on civilians, and the worsening economic crisis. These have

resulted in significant losses in human, physical and economic capital, leading to

drastic deterioration of public services, including education.

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About the Targeted governorates and district

Taiz governorate

Taiz is the name of a city in South-West Yemen and of the country’s most

populous governorate, with its 4.5 million inhabitants, 500,000 in the regional capital

alone. Although it is still the theatre of fierce fighting, five months after the partial cease-

fire signed in Stockholm in December 2019, no one seems to remember the existence

of Taiz. It is located in the Yemeni Highlands, near the port city of Mocha on the Red

Sea, lying at an elevation of about 1,400m (4,600 ft) above sea level. It is the capital

of Taiz Governorate.

Methodology

Assessment Tool

The assessment design was based on an analogous practice conducted

earlier by NFDHR. and by direct observations as well. Tools were reviewed with

the support of lessons learned from last year’s assessment, then updated and

endorsed with inputs by the MoE.

Sampling and Method

As the assessment is confined to Al Selw district. The same set of targeted

schools were selected on the basis of the nomination of the director of the

Education Office and local authority in the district as they are the most affected

and therefore the neediest in the region. As a result, the sample is represented by

23 schools Annex I. We hope that the emergency intervention in these schools

will improve the quality of the educational process and prevent more students

from dropping out, if not returning the already dropped out students. but even

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though, more interventions are still required, which can be achieved with the

availability of cash liquidity and the extension of the project period.

The objectives of the assessment

The following report has been developed by NFDHR to fill a knowledge gap

and to understand the situation in the targeted schools. NFDHR conducted an

assessment on the ground in Al Selw district at the school level with the support

of a consultant in charge of providing technical expertise and facilitating the

assessment. This practice was necessitated by the continued state of insecurity,

and economic crisis that has been afflicting the country since conflict began in

2015.

The objectives of the assessment were mainly to:

• Providing education actors and donors with the additional needs for

targeted schools in order to reprogram and exploit the rest of the cash in

the right way serving by this mean the humanitarian intervention in

targeted schools.

• support proposal development and advocacy documents to increase

financing for the sector.

• enable prioritization according to needs and risks.

• and provide recommendations on most effective activities to resume

education in a safe and sustained way, taking into account the possibility to

link humanitarian and development responses.

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Assessment limitations and constraints

We relied very heavily in this evaluation on direct observation in the field

more than the information we got from school principals for the following

reasons:

Respondent Bias: The information collected has been validated as much as was

feasibly possible. For different reasons, some respondents may have provided a

response different to the actual situation. While assessment team was instructed

to ‘be critical’, probe and validate as much information as possible by direct

observation, some biased responses may have resulted in biased estimates.

Sample frame: The sampling frame is derived from the MoE list of schools 2019.

As a result, schools that are not on that list, therefore, suffer from an under-

coverage bias.

Education Quality: The assessment was not designed to capture the quality of

education provided due to time limitations and it requires specially trained

enumerators.

Data quality

A number of measures were put in place to address data recording, data

entry and bridging missing data issues to ensure the reliability of the data and

analysis:

Direct observation: Assessment team was instructed to verify information

provided by the school principal and district Education Directors through official

records, direct observation and probing.

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Results

About students

Access and learning environment

It was found that the all 12 schools visited are functioning, in spite of hostilities

escalated along old and new frontlines. Since January, clashes intensified in

border areas of Marib, Sana’a and Al Jawf governorates with intermittent

escalations in Al Hudaydah, Hajjah, Ad Dhale’e, Al Bayda, Sa’ada and Taizz

governorates. Since May, tensions between the Government of Yemen (GoY), and

the Southern Transitional Council (STC) have flared up in Aden, Abyan and Taizz

(OCHA, situation report, 2020).

Enrollment of students in schools

The results of this survey revealed that the total number of students

enrolled in the sampled schools is 5,966. Out of them 2,868 male students and

3,098 female students, with a gap of 298 and 627, male and female, respectively

(Fig. 1). due to the drop- out of these students from the school as a result of

poverty, marginalization, lack of sanitation, displacement, early marriage for girls,

lots of work at home and in the field, lack of teachers, poor quality teachers,

security risks, mixing, lack of desire to learn, and the most important reason is

front joining for boys.

The very same reasons prevented some parents from sending their children

to school represented by 35 male and 42 females in the sampled schools as they

were recorded (not attended students). It is worth mentioning that there are a

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small number of marginalized students 84, were observed in most of the schools

visited (Fig. 1).

Displaced students

The host community reached a number of 5,791 students which form about

97% of the total number of the students in all 12 school targeted, while more

households from adjacent districts are still fleeing their areas because of the

continuation of conflict, a number of 175 displaced students was recorded (they

form 3% of the total number of students in all 12 school targeted) (Fig. 1).

Vulnerable students

It was found that different vulnerable children groups (displaced students,

marginalized students, disabled students..etc.) are studying with other students in

the same school. The number of marginalized students reached 84 students (1%

of the total number of the targeted schools), 42 of them are males and another

42 are females.

Disabled students are about 104 (53 males and 51 females) comprising 2%

of the total number of the targeted schools (Fig. 1).

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About schools

School characteristics

Data on characteristics of targeted schools was collected at school level

only, provided by head teachers and confirmed by assessment team through

direct observation (for example the availability and functionality of WASH

facilities, availability of school desks, learning materials ....etc).

According to the field observations, 28% of the school management have

been complaining of the huge number of students registered, 36% little crowded,

and the other 36% are appropriate (Fig. 2).

The issue here is that the number of school rooms are limited comparing with the

increasing number of children at the age of schooling.

Some of the school headmasters interviewed comments that how we can pay

attention to those children outside school to get them back, while our schools

barely accommodate the number of children already enrolled. In addition,

Fig. 1: About students (access and learning environment)

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different vulnerable children groups (displaced students, marginalized students,

disabled students.etc.) are studying with other students in the same school

(making the building of semi-structured classrooms a priority to keep children in

schools and prevent dropping-out).

Following the survey in 12 targeted schools in Al Selw district, Taiz

governorate, it was found that among the all school sampled, only 91% of them

are in need for rehabilitation (Partially damaged), while the rest of them 9% are in

good condition, some looked new (Fig. 3). The partial damage of schools means

the partial destruction and presence of cracks in buildings, collapse of the fence,

falling of the wooden roofs apart in the popular buildings as a result of termites

resulting in falling of windows and some doors. Many schools were constructed

long time ago, making their destruction predictable (Figs. 4-11).

Fig. 3: Schools’ Status

Fig. 2: Schools’ Characteristics

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Fig. 5: No roofs in Al Sharaf school Fig. 4: Othman bin Affan school

Fig .6: Partially damaged Al Sharaf school Fig. 7: 22 May school in A good state

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Fig. 9: Wooden roof in 22 May school Fig. 8: Al Sharaf school

Fig .10: Broken windows in 22 May school Fig. 11: Partially damaged wall in 22 May school

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Emergency preparedness

It was observed that all schools have no written plan specifying established

procedures of what can be done in case of emergency. The need for education in

emergency courses for these schools is therefore of paramount importance.

Schools’ facilities

Since the conflict broke out in Yemen, the nation has been plagued by a

myriad of security and economic challenges that have adversely affected

education. However, the standard of the education sector was already extremely

low even before the conflict.

Classrooms status

Most interviewed schools’ principals complained of the overcrowded

classrooms in their schools. They said that the number of students in primary

classes may exceed 70 learners per class and in some cases more than 100

student.

It is unfortunate that all classrooms in Al Sharaf School do not contain any

ceilings, windows, or any of the elements of education except walls and upright

columns, which prompted students to drop out of school and study at home. such

an environment is not an education., rather, constant challenges for children who

did not have to face such unfair conditions (rehabilitation of these classrooms in

this school is urgent).

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After the field visits, a number of 107 classrooms were detected. But the

number of classrooms varies from a large school that contains 11 classrooms (Al

Farooq school) and a small one that contains only 2 classrooms (Asma’a school).

It is so important mentioning that among all the visited schools, 107

classrooms still functioning but in need for rehabilitation, 9 inappropriate for

studying, students of 8 classrooms are studying in alternative places and 7

classrooms their students studying in open (Fig. 12). Reflecting the need for

alternative classes because of the intensity of students in some schools as they

receive the IDPs and the fact that most of them sit on the floor, the dropout

within these schools is not surprising at all.

Fig. 12: Classrooms status

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Number of alternative classrooms needed

The entire need of classrooms is 8, 22 May school (3), Othman bin Affan

and Asma’a schools (2) each, followed by Al Khair school (1) (Fig. 13) (Annex II).

For accuracy, all schools visited had enough space to build alternative

classes.

Classrooms’ furniture

One of the factors that can help resuming the education process in Taiz

after wartime and during the ongoing displacement is the school furniture. Most

sampled schools have been exposed to damage or loss especially in case of desks,

doors, windows and a little experienced roof collapse (Annex II).

The overall number of students is about 3,060 who are sitting on the floor

in all sampled schools which means a number of 1,020 new desks are needed to

cover the student in the sense of 3 students per desk along with maintenance of

530 old desks. It is very important to know that there are many interventions

Fig. 13: Number of classrooms needed

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that leave a great impact on the educational process, and yet it does not cost

much. What embodies this idea is the repair of old school desks.

It was easy to notice the need for maintenance of 27 boards, and provision

of another 86 (Fig. 14-17).

The schools most in need of all the reforms are Al Methaq, Mohammed

Hael, Al Salam, 26 September, Khalid bin Al Waleed, Khawla bint Al Azwar and Al

Nahdah schools.

Fig. 15: New desks is needed in Al Sharaf school

Fig. 16: Repairing old desks is needed in 22 May school

Fig. 17: New boards are needed in Al Sharaf school

Fig. 14: Classrooms’ furniture needed

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Spaces for children

It was clear that 84% of the monitored schools have available places for

children to play, and 16% lack the space (Fig. 18). The school yard of 4% of the

monitored schools needs leveling. While 9% of the schools need building of the

school’s fence.

Solar energy system

After the field visit to the targeted schools, it was clear that 92% lacked the

solar energy system needed to operate the fans in the classroom in order to

reduce the temperature there and help students in focusing and educational

achievement, and therefore the intervention to supply these schools with the

solar system is considered one of the most important interventions that It should

not be ignored. (Fig. 19).

3

Fig. 18: Spaces for children

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Water

Six schools (50%) out of 12, have no regular access to a source of water

within premises, students prefer to bring water from homes or buy some from

school canteen, and others get their water from the nearest farm.

All these schools need water networks, albeit in a simple form, in addition

to clean tanks dedicated for drinking water, at least so that students can buy food

instead of buying water. Students of the other 6 (50%) schools which have access

to water mentioned that they do not use available water for drinking. They

thought it is not clean as it is collected in large water tanks, which have not been

cleaned for long time, so they prefer to bring water from homes. (providing clean

drinking water is one of the most needed intervention can be made ever).

Fig. 19: Presence and absence of solar energy system

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Latrines/Toilets

There are 25 toilets in 5 (45%) schools sampled, all of them are out-of-

service, and there are 7 (55%) schools that do not have any bathrooms. The

reasons for not using the bathrooms are the lack of a drainage network, the

absence of water tanks and the lack of water, which is the most important.

Students when eliminating their need in the exposed places this causes the

spread of many epidemics in the region, including cholera. Rehabilitation of

bathrooms is one of the most crucial needs and can’t wait at all (Fig. 20-23).

Moreover, both boys and girls commented that there are latrines in their

schools but they do not use them because they are not clean and smell nasty.

Rehabilitation of latrines is one of the most crucial needs and can’t wait at all.

It is worth noting that Al Emam Ali bin Abi Talib school lacks bathrooms,

and its students use random bathrooms outside the school fence, which have zinc

ceilings, and therefore this school needs bathrooms or at least the rehabilitation

of the random bathrooms adjacent to the wall from the outside so that students

can use them comfortably.

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Fig. 20: Leakage of sewage in 22 May school

Fig. 22: Random latrines in Al Emam Ali school

Fig. 21: Damaged sewer system in 22 May school

Fig. 23: Random latrines in Al Emam Ali school

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About teachers

Number of teachers

Rapid assessment of the status of teachers showed that the number of

male teachers is greater than the number of females, contrary to what is known

which the predominance of the female element in education in particular. A total

of 192 formal and volunteer male teachers and 101 formal and volunteer female

teachers were recorded. The need of teachers was recorded as 20 males and 79

females (Annex III).

Recommendations

After the direct observations, there was no data to highlight if there are any

schools that are closed, all school sampled and visited are open and students are

back to their seats. Education stakeholders (education authorities, local

community, and L/I NGOs) should synergize efforts to tackle this gap with

integrated approaches that might include a consistent set of some of the

following suggested interventions:

- Supporting children of vulnerable households with schooling requirement such

as providing them with school bags, uniforms, and feeding.

- Rehabilitation of partially damaged schools or constructing extra classrooms to

accommodate the increasing demand for education. There is a need for at

least extra 8 equipped classrooms in sample schools to alleviate classroom

over crowdedness and absorbing out of school children. 4 schools are in need

for rehabilitation namely: Al Farooq (18), Saba’a (16), Ali bin Abi Taleb (10)

and Omar bin Al khattab (9). While that most in need schools for classrooms

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in order of priority as follows: 22 May (3), Othman bin Affan (2), Asma’a (2),

and Al Khair (1).

- To address above mentioned awareness-related drop-out reasons there is

huge needs to developing education-related public awareness programs on

the importance of schooling, implications of early marriage of girls, and

negative impact of using physical humiliating punishment at schools (strong

educational media campaign, and working with local communities should all

be deployed) to tackle absenteeism and improve enrolment rates.

- Working to re-integrate marginalized communities with the whole society

through improving basic services in those communities, and raising their

awareness about their human rights and roles as citizens.

- Supporting marginalized and poor households with schooling conditional

incentives (such as food distribution, cash transfer).

- Repairing the damaged desks in the targeted schools, starting with Saba’a,

Mansoor Ahmed, Omar bin Al Khattab, and Al Khair, to cover the needs of

those schools and re-use the classrooms in which these desks are kept as

stores (to hit two birds in one stone).

- Providing the listed school in Annex II with new school desks to cover their

entire need.

- Providing the listed school in Annex II with new white boards to cover their

entire need.

- Provide the listed schools in Annex II with solar energy system to reduce the

temperature inside the crowded classrooms and help students in focusing and

educational achievement.

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- Supporting varied WASH rehabilitation and hygiene awareness raising

activities in schools, and supporting provision and allocation of school gender-

wise separated toilets for both students and teachers.

- Constructing 22 latrines in the 8 schools and urgent rehabilitation of 7 school’s

latrines. Other latrines according to the needs mentioned in the Annex II, in

addition to providing water networks and tanks for drinking water, as students

in these hot regions consume double amounts of water that exceeds what per

individual consumes in temperate and cold regions.

- It is our duty to announce, as a matter of credibility and convey the facts,

about the need for 7 July school for a fence to prevent the water flow to the

school, the finishing of the 4 classrooms built by the people of the area in Al

Khair school.

Quality of education

At local level, education partners can contribute to improve quality education

through adopting some of the following recommended interventions:

- Supporting education authority in timely textbook provision.

- Prioritizing the fundamentals of a good quality primary education (the first 1-

3 grades) as it is the most crucial for setting the solid foundations for a good

education for life.

- Enhancing the quality of teachers, guidance personnel and principals by

providing them with flexible systematic in-service training programs, and

activating professional development meetings for each group of them.

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- Strengthening resource availability (libraries, labs, teaching and learning

materials).

- Training teachers to make them able to deliver emergency related topics

such as peace building education; violence prevention; health, nutrition and

hygiene promotion.

Community participation

Schools, parents, and local community should work together to promote the

well-being, and learning of all students.

When schools actively involve parents and engage community resources, they

are able to respond more effectively to the educational needs of students.

Partners can support community participation through the following:

- Setting up FMCs and activating their roles in schools as stated in the - Enhancing

community involvement (through supporting community initiatives and

supporting frameworks for education partnership).

- The situation in Taiz is not simple. Awareness-raising regarding roles and

responsibilities will be an essential part of community participation. There will

need to be relevant training for staff involved with Mothers’ and Fathers’

Councils, and though Local Council roles are still unclear, their members should be

included in training/awareness-raising activities as much as possible, so their

capacity is built for involvement in all new education projects and infrastructure.

If Community Participation Units are established in all governorates with

coordinators at district level, they could work more closely with school social

workers and women’s groups at village level.

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References

Education Cluster field monitoring reports 2018. Multi-Cluster Location Assessment (MCLA) 2018. OHCHR, November 2018. Yemen, HNO 2019.

DTM, 2019

IOM Yemen (2020)

OCHA, situation report, 2020

Annex I

No School Name Sub-district Level Gender

1 Othman bin Affan Al Selw Basic Mixed

2 Saba’a Al Selw Basic/ Secondary Mixed

3 22 May Al Selw Basic/ Secondary Mixed

4 7 July Al Selw Basic Mixed

5 Ali bin Abi Taleb Al Selw Basic/ Secondary Mixed

6 Al Khair primary Al Selw Basic Mixed

7 Mansoor Ahmed Saif Al Selw Basic/ Secondary Mixed

8 Al Sharaf Al Selw Basic Mixed

9 Asma’a Al Selw Basic Female

10 Omar bin Al Khattab Al Selw Basic/ Secondary Mixed

11 Al Farooq Al Selw Basic/ Secondary Mixed

12 Haedar Abdo Ahmed Al Selw Basic Mixed

Annex II

No School Name

School building Others S. furniture # of students sitting on the

floor # of C.R1 # of latrine

S.F4 S.Y5 Solar system

# of N.D.N4

# of D.D5

1 Othman bin Affan

2 3 - - 1 80 40 240

2 Saba’a 0 2 - - 1 100 80 300

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3 22 May 3 0 - - 1 100 40 300

4 7 July 0 2 Con6

. -

1 40 10 120

5 Ali bin Abi Taleb 0 3 - Lev7. 1 100 40 300

6 Al Khair primary 1 3 - - 0 150 60 450

7 Mansoor Ahmed Saif

0 0 - - 1

100 80 300

8 Al Sharaf 0 3 - - 1 80 30 240

9 Asma’a 2 3 - - 1 70 20 210

10 Omar bin Al Khattab

0 3 - - 1

70 50 210

11 Al Farooq 0 0 Con. - 1 100 80 300

12 Haedar Abdo Ahmed

0 0 - - 1

30 0 90

Total 8 22 - - 11 1,020 530 3,060

1. C.R: Classrooms Needed 2. S.F: School Fence 3. S.Y: School yard 4. N.D.N: New Desks Needed 5. D.D: Damaged Desks 6. C: Construction 7. Lev.: Levelling

Annex III

No School Name

# of formal

teachers

# of volunteer

teachers

# of teachers

needed

Male Female Male Female Male Female

1 Othman bin Affan 4 1 3 4 4 3

2 Saba’a 22 4 2 9 2 9

3 22 May 17 1 2 8 2 8

4 7 July 3 0 0 7 0 7

5 Ali bin Abi Taleb 32 4 1 5 0 5

6 Al Khair primary 9 0 1 5 1 5

7 Mansoor Ahmed Saif 16 1 0 12 0 12

8 Al Sharaf 8 1 7 1 7 1

9 Asma’a 0 2 0 6 0 6

10 Omar bin Al Khattab 28 0 3 7 1 7

11 Al Farooq 29 1 1 12 1 12

12 Haedar Abdo Ahmed 2 0 2 10 2 4

Total 170 15 22 86 20 79