2. Improving School Access in Yemen
By:
Doa’a Al-Tahami
Ahmad Al-Tashi
Community Livelihoods Project
Education Sector

3. Outlines
• Yemen education and its System in conflict.
• CLP Interventions (Southern recovery, Aden &
Lahj occupying by IDPs, general school rehab,
and back to school campaign)
• Challenges and Outcome
• Future plans

4. Area: 555000 Km2
Population: 24,799,880 (2011)
Capital: Sana’a
Language: Arabic
21 Governorates
Around 70% rural population
About 50% of the population
under poverty line
Illiteracy rate
M F
School Enrollment rate
M FCentral Statistic Organization – Yemen
2004

5. Huthis
SM
AQAP
Arab Spring

6. Abyan
Abyan
Abyan Sada’a

7. Damaged the livelihoods
of another 200,000 (IDPs
in schools)
Aden Schools While
occupied by IDPs, No
furniture and some
schools were working
three shifts a day.

8. Owis school, 45
minutes climbing

10. Abyan Schools

11. CLP Interventions
Abyan Recovery
(Rehabilitation)
Providing 10,000
double student
desks to Aden &
Lahj IDPs. vacated
schools
General
Rehabilitation
Back to School
campaign
included
distribution of
backpack to
127,000
students
Provision of
36 water
filters
The first response to
MoE, community
requests, while
(no other Development
Partners started yet up
to date) DP .That
helps in creating and
promoting building
system.
With coordination
with UNICEF
schools are being
almost ready to
receive students
desks, which will
help in dwindling
the availability of
having tribal
conflicts due to
the IDPs
occupation of
Aden And Lahj
schools.
A very critical and
vital but not easy
accessible school
Owis school in a
mountain that
serves a huge
number of M/F
students.
Equipping schools
with needed
furniture.
Were
successfully
distributed to
the most poor,
needy
governorate, in
addition to one
of the most
rigid
governorate as
well.
36 schools
in Aden &
Lahj have
benefited
fro the
water
filters.

12. Building a System
• Needs Assessment
• Local Contractors
• Quality and Safety
Control
• Maintenance Period
• Sharing Information

13. Best Practices
• Safety & Security.
• Speed
• Tribal conflict
• Satisfaction
• Ownership
A kid holding part of a Bomb

14. Community Participation
What did the Community do?
• Prioritized Needs
• Facilitated Work Progress
• Monitored Regular Visits
• Provided weekly reports
• Provided store room for
construction materials
• Guarded the materials.
• Participated in all related
delivery process.

15. Outcomes of Southern Recovery
. 10,073 Students & 1,160 teachers benefited from the
school rehab (Abyan)
. 18,503 Students and 851 teachers benefited (Sana’a,
Aden, Taiz)
. 30,000 students are benifiting from students desks
in vacated schools in Aden & Lahj.

16. Reopened
• Restaurants
• Transportation
• Motels
• Water Supply
• Communication
• Shops
Indirect Outcomes

17. Abdo Aubali, “I was forced to leave my home during the conflict
and live in another governorate, now I am back when I have
heard about school rehabilitation to come back selling to feed
my family”. Feb.13.13

18.  (Success stories)
Grade 9 student in Abyan, finally back to school,” Just now I could attend
the school with my friends , No destroyed classrooms, or ceilings, no
ugly scary slogans in the walls” Feb.13.13

19. Before After

20. Before After

21. Backpack Students desks

22. Backpacks in Al Hudiydah gov.Sep.12

23. Water Filters & Water tanks

24. Lesson Learnt
• Understanding the Context
• Rehabilitating School Revived Community
• Involve the Community

26. Plans for coming stages
.. To do research study by the end
of the school academic year,
research will involve kid, parents,
teacher, officials and community

27. References:
Amnesty International. (2012). Conflict in
Yemen, Abyan’s Darkest Hour. (2012).
London
Human Rights Watch. (2012) Classrooms in
the Crosshairs, Military Use of Schools in
Yemen’s Capital. USA

29. Thank you!