EDUCATION Rapid Needs Assessment Report - Yemen
Transcript of EDUCATION Rapid Needs Assessment Report - Yemen
Responsive Emergency Education Services in Taiz Governorate
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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
Responsive Emergency Education Services in Taiz Governorate
32
Nov. 2020
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