· Web viewReport on Rapid Assessment . 12-14 /12/2011. Taiz. Background. Due to the current civil...

Report on Rapid Assessment for Schools Taiz

Report on Rapid Assessment 12-14/ 12/2011

Taiz

Background Due to the current civil unrest in Yemen and Taiz in particular, children and schools have been largely affected.

The previous and current school semesters since February until now have been hampered due to the following

reasons : The study period was cut short. Some schools have been closed as they were occupied or used as barracks by armed forces

or armed groups. Some schools couldn’t operate for the whole period as they were located in conflict areas. Teachers’ strike and involvement of students in demonstrations.

Children have been suffering from severe distress as they have experienced or witnessed violent actions . Hence, the importance of conducting this rapid assessment came into place to assess the impact on

schools and children .

Objectives :

- Overall: To rapidly assess the current situation in schools, including its impact to teachers and students in Taiz given

the current civil unrest/conflict situation.

- Specific: 1 .To update/further validate the situation in schools and students.

2 .To plan for relevant interventions in CP/Education. 3 .To contribute to evidence based advocacy.

Geographical scope: 100 public schools have been chosen in highly affected districts (Al-Mudhafer, Al-Qaherah, Salah (Taiz city) and Al-Taezeyah (Taiz outskirt). (List of schools is attached.)

Steps of the process Data collection Team was identified consisting of 10 people ( 5 from Education &MOSAL and 5 from NGOs) One day orientation workshop on the mechanism and tools of RA and programme was held on 11

December 2011. The data collectors started the assessment covering 100 schools in 4 highly affected districts in Taiz. from 12

to 14 December. Data was entered and analyzed and the report written.

Tools used: Questionnaire of two sections : education & child protection This questionnaire is filled through interviewing 100 head masters/ deputy , 100 teachers, 87 social worker and 100 children.

Key findings :

Reasons of Absence / Drop out:

/351


“leaving to work” has been ranked as the highest reason ( 38%) for boys to be absent or dropped out from schools ,followed by early marriage for girls covering 33% then deteriorating security situation ( 25% for boys & 29% for girls) among both boys and girls. This result explains increasing number of working children in Taiz due to the bad economic condition .Early marriage continues to be a problem for girls to leave school and discontinue education.

Since the civil unrest started, as reported by respondents, 48 out of 100 schools has been affected..

The affected schools have reported about : 14 incidents of looting /theft 12 incidents of shelling 12 schools were occupied by armed forces or armed groups. 11 incidents of damaging some school facilities. 10 incidents of intimidation 6 incidents included direct attack on individuals 3 school buildings were tactically used. 3 schools were subject to Arson 1 school was aerially bombardment.

Theft/looting have been reported as the highest incidents followed by shelling . and occupation of buildings by armed forces or armed groups. Some of these incidents mentioned and others have resulted

in closing of 32 schools for number of days varying from 1- 60 days as the table below :

31-60 days8-30 days1-7 days61610

- The schools reported that during the last ten months, 4 children were killed and 23 injured, 2 staff was killed and 6 injured. 20 people from the school community killed and 18 injured.

- 17 schools reported that they witnessed violent actions during the last month (November) .Attacks on schools were the highest as it was 13 incidents.

24 schools reported about having children either in the school or the nearby areas participating in violent actions through joining gangs then pillage followed by attacking schools. Such violent actions might have been encouraged due to the current civil unrest.

WASH

- Availability of Latrines in schools : 36 schools have latrines, 24 schools don’t have enough latrines, 23 stated that these latrines are not working and 17 schools have no latrines.

- Availability of water for washing in schools : 30 schools have water for washing, 35 don’t have enough while 35 have none

/352


While the majority of respondents (62) said that they do not use physical discipline to students, 34 respondents mentioned that sometimes they use physical discipline to students. Given that the questions were asked to teachers, might suggest that physical discipline is commonly used among them.

Different perception between teachers and children themselves regarding the level of distress amongst children. Many children responded that they, during the last week ,were happy, (38 children) and energetic (44 children) all the time whereas only 4 teachers responded that children were happy and 10 teachers responded that they were energetic.

Other observations:- The assessors reported about bad school environments ( for some schools), poor infrastructure including

shortage of furniture ( chairs for students)- Most social workers in the schools are not qualified to do the required job. They are not aware of what they are

supposed to be doing.

Challenges:- Some respondents were afraid to answer some questions especially about the perpetrators of the attack and

some might have been biased as they responded according to their affiliation to one party or another.- Some respondents felt shocked to answer questions on sexual violence as Taiz community is conservative and

they don’t think that such an incident is there or should be addressed in public. This shows as no respondents were aware of reported cases of sexual violence; 73 respondents mentioned that children and adolescents would not seek help if he/she suffers from sexual violence;77 respondents were not aware of any place/services existing for victims of sexual violence.

- It was difficult to get students data from some schools especially the ones related to last year. Some schools have no records for that .So that the data was obtained from marks record or from district office .The data somehow were reported contradictory between teacher and head master.

Recommendations:- Implementing effective programmes for working children to be back to school.- Working to reduce Child marriage cases.- Repairing those schools which have been damaged.- Working with authorities to improve infrastructure and provide chairs for students.- Awareness and close follow up for families not to allow and encourage children to participate in conflicts.- Working with the concerned authorities to put an end of children and schools being affected by the conflict by

pushing all parties to respect the rights of children and protect them in accordance of national laws and international humanitarian and human rights laws.

- Targeting children who participate in violent actions through peer education or other relevant programmes.- Improving records/data at school level.

/353


- Working with authorities to have and apply criteria for choosing social workers in schools. Training and follow up for their work.

- Providing psycho social support for affected children through school and community based Child Friendly Spaces and identification of vulnerable children for further response and referrals.

/354


Annex.01

/355


12-14/12/2011


1.1 Number & location

Total No.schools Al-Mudhafer Al-Qaherah Salah Al-Taezeyah

100 29 25 23 23

1.2 Types of schools

Basic Basic/secondary Secondary42 57 1

/356

Al-Mudhafer Al-Qaherah Salah Al-Taezeyah0

5

10

15

20

25

30

35

29

2523 23

Figure 1: No.schools per district

Basic Basic/secondary Secondary0

10

20

30

40

50

60

42

57

1

Figure 2:Types of schools

1. Background information about target schools :


1.3 Schools based on sex:

Males Females Mixed14 13 73

1.4 Schools based on Shifts

Morning/Afternoon Morning Afternoon66 33 1

1.5 Number of Regular Students

Al-TaezeyahSalahAl-QaherahAl-MudhaferYear

/357

Figure 1: Schools based on shifts

Morning/Afternoon Morning Afternoon0

10

20

30

40

50

60

70 66

33

1

Figure 4: Schools based on shifts

Males Females Mixed0

10

20

30

40

50

60

70

80

14 13

73

Figure 3: Schools based on sex

2. Students’ data


22,42528,76837,43243,788201023,97830,17936,06944,5452011

1.6 Transferred students a. No. schools accommodating children from other schools/governorates

No.schools (accommodating children from other schools )

Al-Mudhafer Al-Qaherah Salah Al-Taezeyah

69 21 18 15 15

b. No. Transferred Students

Al-TaezeyahSalahAl-QaherahAl-MudhaferTotal No.students

1381,0391,7604053,342

/358


5

10

15

20

25

21

18

15 15

Figure 6:No.schools accommodating transferred students per district


5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000

50,00043,788

37,432

28,768

22,425

44,545

36,069

30,179

23,978

Figure5:No.schools in each district

20102011


Reason

Sex

ExpensesIllnes

sGoing

to work

Early marriag

e

Lack of separate toilets for boys

and girls

Others

Negligence of family

Shortage of classrooms

Deteriorating security situation

Males 29 17 38 1 1 9 2 25Females 25 22 15 33 2 0 1 29

2.3 Absence / Drop out reasons:

/359


200

400

600

800

1000

1200

1400

1600

1800

2000

405

1,760

1,039

138

Figure 7:No.transfered Students per district


2. Teachers’ data

2.1 Number of teachers District

Year Al-Mudhafer Al-Qaherah Salah Al-Taezeyah

2010 2,026 1,998 1,550 8222011 2,222 2,776 2,072 936

3. Security situation of schools

3.1 School situation during the past 10 months:

a. Number of affected and non-affected schools

Non-affectedAffectedTotal No.schools5248100

/3510


500

1,000

1,500

2,000

2,500

3,000

2,026 1,998

1,550

822

2,222

2,776

2,072

936

Figure 9:No.teachers per district

20102011

Expenses

Illness

leaving to

work

Early m

arriag

e

Lack o

f separa

te toilet

s for boys a

nd g...

Neglige

nce of fa

mily

Shortage

of class

rooms

Deterio

rating S

ecurity

situation

0

5

10

15

20

25

30

35

40

29

17

38

1 1

9

2

252522

15

33

2 0 1

29

Figure 8: Absence/drop out reasons for students

MalesFemales


b. Number of affected schools per district

Al-Mudhafer Al-Qaherah Salah Al-Taezeyah18 16 3 11

3.2 Level of the effect /damage

Limited damage, can easily be repaired

Occupied or looted but usable

Damaged, but can be repaired

looted and thus not usable

No damage but students were pushed to participate in demonstrations by other school students

34 16 10 1 1

/3511


2

4

6

8

10

12

14

16

18

2018

16

3

11

Figure 11: No.affected schools per district

Affected Non-Affected46

47

48

49

50

51

52

53

48

52

Figure 10:No.affected schools


/3512

Limite

d damage

, c...

Occupied

or lo...

Damage

d, but ...

looted an

d th...

No damage

but students w

ere push...

0

5

10

15

20

25

30

35

40

34

16

10

1 1

Figure 12: level of the effect/damage


3.3 Perpetrators:

Non-state armed groups

unknown Yemeni Armed Forces

Both parties ( state and non state)

Republican Guards

Demonstrators First Armored

Not mentioned

17 11 5 5 4 2 1 4

4.4 Number of Perpetrators

Two Three more than three Not known1 2 32 13

/3513

Two Three more than three Not known0

5

10

15

20

25

30

35

1 2

32

13

Figure 14: Number of preparators

Non-state

armed gr

oups

unknown

Yemen

i Arm

ed Force

s

Both parties

( state

and non st.

..

Republica

n Guards

demonstr

ators

First A

rmored

Not men

tioned

0

2

4

6

8

10

12

14

16

18 17

11

5 54

21

4

Figure 13: preparators


4.5 Type of the attackAerial bombardment

ArsonTactical use of buildings

Direct attack on ‘individuals’

Intimidation on individuals

Other damage to facilities

Occupation of buildings

ShellingTheft/looting

13361011121214

4.6 Closed schools due to the attack

a. General number of closed schools

Not closedClosed6832

/3514

Not closed Closed0

10

20

30

40

50

60

70

80

68

32

Figure 16:No.closed schools

Theft/lo

oting

Shelling

Occupati

on of buildings

Other dam

age to

facili

ties

Intimidation on in

dividuals

Direct a

ttack on ‘in

dividuals

’

Tactical

use of b

uildings Arso

n

Aerial b

ombardmen

t02468

10121416

1412 12

1110

6

3 31

Figure 15:Type of the attack


b.Number of closed schools per district

Al-Mudhafer Al-Qaherah Al-Taezeyah Salah18 10 4 0

4.7 Period of closure

31-60 days8-30 days1-7 days61610

/3515

1-7 days 8-30 days 31-60 days0

2

4

6

8

10

12

14

16

18

10

16

6

Figure 18:Period of closure

Al-Mudhafer Al-Qaherah Al-Taezyah Salah0

2

4

6

8

10

12

14

16

18

2018

10

4

0

Figure 17: No.closed schools per district


4.8 Human impact during the past 10 months:

OthersStaffChildren2024killed18623Injured

4. WASH facilities in the school

5.1 .Availability of latrines

NoYes but not workingYes But not enoughYes17232436

/3516

Yes Yes But Not enough Yes but not working No.0

5

10

15

20

25

30

35

4036

24 23

17

Figure 20: Availability of latrines

Children Staff Others 0

5

10

15

20

25

42

20

23

6

18

Figure 19: Number of causalities

killedInjured


5.2 Availability of drinking water

5.3 Availability of water for washing

Yes Yes but not enough No30 35 35

/3517

Yes Yes but not enough No27

28

29

30

31

32

33

34

35

36

30

35 35

Figure 22: Availability of water for washing


10

20

30

40

50

60

70

80

1711

72

Figure 21: Availability of drinking water

Yes Yes but not enough No17 11 72


5.4 Hygiene education

NoYes but not enoughYes381052

5. Community participation

6.1 Availability of active community education committee/PTA

Very active Somewhat active Limited activity Existing but not active

Not existing

10 31 21 24 14

/3518

Very active Somewhat active Limited activity Existing but not active

Not existing0

5

10

15

20

25

30

35

10

31

2124

14

Figure 24: Community participation


10

20

30

40

50

60

52

10

38

Figure 23;Hygiene education


Causes and level of risk of death and/or injury to children

7.1 Main violent risks that have or could lead to death or injury of children since the civil unrest

Political violence

Attack on schools Criminal acts Civil violence Sexual violence

52 40 8 10 1

Types and levels of violence towards children in the schools and community

7.2 Incidents of violence (deaths, injuries and attacks on schools) affecting students or teachers during the past month (November).

/3519

No Yes0

10

20

30

40

50

60

70

80

90 83

17

Figure 26:No.Incidents during Nov2011

Political violence Attack on schools

Criminal acts Civil violence Sexual violence0

10

20

30

40

50

6052

40

8 10

1

Figure 25:Main violent risks for children during the civil unrest

7 .Child protection component

NoYes8317


7.3 Types of incidents

Intimidation

Civil violencePolitical violenceAttack on schools

12513

7.4 Presence of causalities

NoYes125

/3520

Yes No0

2

4

6

8

10

12

14

5

12

Figure 28: Presence of causalities

Attack on schools Political violence Civil violence Intimidation0

2

4

6

8

10

12

14 13

5

21

Figure 27:Types of incidents during Nov 2011


7.5 Number of Causalities (children and teachers) during the last month (November)

Existence of active participation of children in acts of violence

7.6

a. Presences of children in the school area who have been or are committing acts of violence

NoYes7624

/3521

Yes No0

10

20

30

40

50

60

70

80

24

76

Figure 29: Presence of children in the school area committing violence

7-104-61-3121Children002Teachers


b.Types of violence committed by the children

Recruitment of other children

Civil violence

Attack on civilians

Attack on schoolspillageGang activities

223678

c. Number of children participating in violent acts

>107-104-61-311454

/3522

1-3 4-6 7-10 >100

2

4

6

8

10

12

14

16

45

14

1

Figure 31:Number of children participating in violent acts

Gang activiti

es pilla

ge

Attack on sch

ools and/or co

mmunity infr..

.

Attack on civ

ilians

Civil vio

lence

Recruitm

ent o

f other

children

0123456789 8

76

32 2

Figure 30:Types of violence committed by children


Specific risks of sexual violence for children

7.7 Reports of children and teachers of your schools being victim of sexual violence during the last month ?

NoYes1000

Common community practices in response to sexual violence against children

7.8

a. If a child or an adolescent suffers from sexual violence, would s/he normally seek help in?

Yes No27 73

/3523

Yes No0

10

20

30

40

50

60

70

80

27

73

Figure 33: Would child seek help if he/she suffers from sexual violence

Yes No0

20

40

60

80

100

120

0

100

Figure 32: Reports on sexual violence for children or teachers during the last month


b.To whom the child would seek help in case of sexual violence

Police officer

Religious leaders

Doctor /Health worker

TeachersFriendsFatherSocial worker

Mother

11256101112

C. Do you know a place where people of this community can get help if they have suffered sexual violence ?

Yes No23 77

/3524

Yes No0

10

20

30

40

50

60

70

80

90

23

77

Figure 35:Do you know a place where people in case of sexual violence

Mother

Social w

orker

Father

Frien

ds

Teachers

Doctor /

Health worke

r

Religious le

aders

Police officer

0

2

4

6

8

10

12

1412

1110

65

21 1

Figure 34: To whom the child would seek help in case of sexual violence


d.Place that can help in case of sexual violence

Sources of stress

7.9 - For children:

a.The biggest sources of fear and worry reported by children since the emergency

- For adults /3525

Security

situation

Political

violen

ce

Economic c

onditionsMed

ia

Family

problems

Physical

punishment

Sexual v

iolence

0102030405060708090

10087

8 3 3 2 1 1

Figure 37:The biggest sources of fear &worry for children since the emergency

Police office

The school

Akel(re

sponsible o

f the n

eibourhood)

The family

Psychiat

rist

Child rig

hts committee

Family

care A

ss.

Sanato

rium

0

2

4

6

8

10

1210

43

2 21 1 1

Figure 36:Place that can help in case of sexual violence

Police office

The school

Akel(responsible of the neibourhood)

The family

Psychiatrist

Child rights committee

Family care Ass.

Sanatorium

10 4 3 2 2 1 1 1

Security situation

Political violence

Economic conditions Media Family

problemsPhysical

punishmentSexual

violence87 8 3 3 2 1 1


b.The main sources of stress for adults

Children and parents' coping mechanism

7.10 /3526

Security

situation

Economic c

onditions

Concerns a

bout chil...

Concerns a

bout the f

ut...0

10

20

30

40

50

60

70

8071

16

8 7

Figure 38: Main sources of stress for adults

Concerns about the future

Concerns about children

Economic conditions

Security situation

781671


- For children:

a.The most common ways that children deal with their worries and problems since the emergency

Acc

ept t

he

situ

atio

n

Self-

conf

iden

ce

Psyc

ho

supp

ort

Part

icip

atin

g in

scho

ol

activ

ities

Try

to so

lve

the

prob

lem

Cry

ing

Not

goi

ng to

sc

hool

Ask

ing

for

help

Aw

aren

ess

Mov

ing

to

safe

pla

ces

Kee

p qu

iet

236677912151638

/3527

Keep quiet

Moving t

o safe

places

Awareness

Asking f

or help

Not going to

school

Crying

Try to

solve

the p

roblem

Particip

ating in sch

ool activiti

es

Psycho su

pport

Self-c

onfidence

Accept th

e situ

ation

05

10152025303540 38

16 1512

9 7 7 6 63 2

Figure 39: common ways that children deal with their worries since the emergency


b.What could be done to help children better cope with their worries and problems in the emergency

/3528

Awareness

Get him

reliev

ed

Availab

ility of Se

curity

Financia

l and m

oral su

pport

Trainings

and ac

tivities

Contacting w

ith th

e fam

ily

Moving t

o safe p

laces

Cooperation

Not going to

school

Faith in

Allah

Continue studyin

g0

5

10

15

20

2520

17 1613 13

9 85

2 2 1

Figure 40: What could be done to help children better cope with their worries and problems in the emergency

Continue

studying

Not going to

school

Faith in Allah

Cooperation

Moving to safe

places

Contacting w

ith the fam

ily

Trainings and

activities

Financial and m

oral support

Availability of

Security

Get him

relieved

Aw

areness

1225891313161720


- For teachers: c. The most common ways that teachers have been coping with their worries and problems

since the emergency

Being absent

from school

Financial support

Faith in Allah

Moving to

safe places

Aw

areness

Talking to

others

Get relived

Trainings

Accept the

situation

Ask for help

356791012131722

/3529

Ask for h

elp

Accept th

e situ

ation

trainings

Keep quiet

Talkin

g to others

Awareness

Moving t

o safe

places

Faith in

Allah

Financia

l support

Being a

bsent fr

om school

0

5

10

15

20

25 22

17

13 1210 9

7 6 53

Figure 41: common ways that teachers have been coping with their worries and prob-lems since the emergency


d. What could be done to help you and your other teachers to better cope with worries and problems since the emergency?

/3530

Availab

ility o

f security

Awareness

Solving t

he problem

Materia

l and m

oral su

pport

Talkin

g to others

cooperation

Schools t

o be away

from co

nflicts

Accept th

e situ

ation

Giving h

olidays

Relying A

llah

Continue schools

0

5

10

15

20

25

2018 17

129 8

6 5 53 3

Figure 42:What could be done to help teachers to better cope with worries and prob-lems since the emergency

Continue

schools

Relying A

llah

Giving

holidays

Accept the

situation

Schools to be aw

ay from

conflicts

cooperation

Talking to

others

Material and

moral support

Solving the problem

Aw

areness

Availability of

security

335568912171820


e. Who (people or groups in the community) can help provide children with support to deal with their worries and problem ?

/3531

Community Family School Government Sheikh of the area

Businessmen Religious leaders

05

101520253035404550

4438 37

52 2 2

Figure 43 : Who can help provide children wih support to deal with their worries

Sheikh of the areaBusinessmenReligious

leadersGovernmentSchoolFamilyCommunity

2225373844


Levels of distress, including through behaviors

7.11

Questions to ask children:

- "Were you happy yesterday"- ‘Did you feel energetic yesterday”- “Did you feel calm yesterday”

All the time Most of the time rarely No Refused to

answer"Were you happy yesterday" 38 27 27 4 4

Did you feel energetic yesterday 44 26 20 6 4

Did you feel calm yesterday 47 14 30 5 4

/3532

All the time Most of the time

rarely NO Refused to answer

0

5

10

15

20

25

30

35

40

45

50

38

27 27

4 4

44

26

20

64

47

14

30

5 4

Figure 44: Level of distress for children

"Were you happy yesterday"

Did you feel energetic yes-terday

Did you feel calm yesterday


7.12

Questions to ask teachers’ about children's wellbeing

a. How many of your students seemed happy last month”? b. How many of your students seem energetic last month?

NobodyA lotFewAll3019464Students seemed happy

11195910Students seemed energetic

NoYes955

/3533

No Yes0

10

20

30

40

50

60

70

80

90

100 95

5

Figure 46:Any incidents children in your classroom hurting other children this week

All few A lot Nobody0

10

20

30

40

50

60

70

4

46

19

30

10

59

19

11

Figure 45: Children wellbeing

Students seemed happy

Students seemed energetic


d. Number of hurting incidents

1-3 4-6 7-101 3 1

e. How often did you use physical discipline in your school during the past month?

Always A lot Few None1 3 34 62

/3534

Always A lot Few None0

10

20

30

40

50

60

70

1 3

34

62

Figure 48; Use of physical discipline

1-3 4-6 7-100

0.5

1

1.5

2

2.5

3

3.5

1

3

1

Figure 47: Number of hurting incidents


Annex.02

List of schools

1) Al-Qaherah1 7th July2 Al-Nahdha3 Bakather4 Al-Sedeeq5 Al-Aml6 Belal Ben Rabah7 Omar Al-Mukhtar -Males8 Omar Al-Mukhtar -Females9 Khadeja10 Al-Noor11 Al-Sha'ab12 Al-Wahda -Males13 Al-Wahda-Females14 Zaid Al-Moshkie15 Abdullah Ben Al-Mubarak16 Arwa17 Al-Hamza18 Moa'ath Ben Gabal19 Al-Saleh20 AL-Somod21 Al-Taqwa22 Thanaweyat Taiz23 Naser24 Mohamed Al-Durrah25 Institute for disabled people

2) Salah26 Al-Kwait27 Al-Khansa'a28 30th November29 Al-Farouq30 Okba31 Asma'a32 22nd May33 Al-Thulaya34 Ammar Ben Yaser35 Omar Ben Abdulazez36 Al-Fawz37 Ali Abdulmughni38 Al-Luqya

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39 Taiz40 14th October41 Rahma42 Fatima Al-Zahra'a43 Salah Al-Deen44 Omar Ahmed Saif45 Ali Saif Al-Tayar46 Al-Nagah47 Aserwan48 Al-Khair

3) Al-Mudhafer49 Al-Salam50 Hayel Complex51 22nd May52 26th September53 Abdu Mohamed Rageh54 Al-Tholaya55 Al-Hakimi56 Seena57 Al-Yarmouk58 Al-Wahda59 Ga’afer60 Al-Ihsan61 Institute for the disabled development62 Al-Methaq63 Ahmed Farag64 Aysha65 Al-Khair66 Ali Ben Abi Taleb67 Dar Al-Tawgeh68 Al-Shahed Al-Hagri69 Al-Zubeiry70 Ne’ema Rassam71 7th July72 Saba Al-Gadeeda73 Al-Thawra74 Khaled Ben Al-Waled75 Al-Saleh76 Al-Saeed77 14th October4) Al-Taezeyah78 14th October79 30th November80 7th July81 Okba Ben Nafe'e82 Al-Tufail Ben Amr

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83 Tareq Ben Zeyad84 Khaled Ben Al-Waled85 Abdullah Ben Omr86 Khadeja87 Abu Obaida88 Al-Fakeed Al-No'man89 Al-Khalel90 Mohamed Al-Durrah91 Al-Noor92 Ga'afer Al-Tayar93 Al-Farouq94 Osama Ben Zyad95 Al-Khair96 Al-Nasr97 Mohamed Kasim98 Al-Kefah99 Fekri Al-Fatesh100 Al-Anwar

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· Web viewReport on Rapid Assessment . 12-14 /12/2011. Taiz. Background. Due to the current civil...

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Transcript of · Web viewReport on Rapid Assessment . 12-14 /12/2011. Taiz. Background. Due to the current civil...