No.
Governorate Education Office of Taiz Ministry of Education Republic of Yemen
JICA Support Program for Broadening Regional Initiative for Developing Girls’ Education (BRIDGE) in Taiz Governorate
Project Completion Report
November 2008
JAPAN INTERNATIONAL COOPERATION AGENCY
HM JR 08-057 Governorate Education Office of Taiz Ministry of Education Republic of Yemen
JICA Support Program for Broadening Regional Initiative for Developing Girls’ Education (BRIDGE) in Taiz Governorate
Project Completion Report
November 2008
JAPAN INTERNATIONAL COOPERATION AGENCY
BRIDGE Project Photos
School Committee in Asem Bin Thabit Schools in Male contracted teacher with students Al-Makha in Al Shahead Alokia School in Maqbanah
Sewing class produced Project Bag in Omar Al Moktar Ghail Bani Ali School in Al Waziyah School in Mawiiyah (After BRIDGE: Classroom built by BRIDGE)
Community constructing schools Water tank purchased at Al Dowsh School in Dhubab in Al Nagda School in Same
BRIDGE Project Photos
Students with a female contracted teachers Students at Baha Al Dean School in Mawyiyah at Al Qods School in Same
Signing Girls at an open day Awareness meeting with women at Al-Waadah School in Maqbanah at Al Fawz School in Al Waziyah
School assembly BRIDGE signing ceremony in Al Makha at Bab-Al Mandeb School in Dhubab BRIDGE Project Photos
Inside the wooden classrooms with students Girls studying with teacher
Girls out of school building Women walking toward school
Women studying at literacy class in Mawiiyah. Women studying at sewing class in Mawiiyah
Broadening Regional Initiative for Developing Girls’ Education (BRIDGE) in Taiz Completion Report
Table of Contents
Table of Contents ...... i List of Tables...... iii List of Figures...... iii Abbreviations ...... iv
1. Project Outline ...... 1-1 1.1 Project Implementation Period...... 1-1 1.2 Objectives of the Project ...... 1-1 1.3 Targeted Areas of the Project ...... 1-1 1.4 Beneficiaries from the Project...... 1-3 1.5 Project Design Matrix ...... 1-4 1.6 Project Management Organization...... 1-6 1.6.1 JICA Expert Team...... 1-6 1.6.2 BRIDGE Local Staff...... 1-6 1.6.3 Counterparts in the Government of Yemen ...... 1-7 1.7 Plan of Operation and Inputs...... 1-9 1.7.1 Plan of Operation and Task List...... 1-9 1.7.2 Overall Project Flow ...... 1-10 1.7.3 Equipments and Materials ...... 1-10 1.7.4 Local Costs...... 1-10 1.7.5 Joint Coordination Committees (JCCs)...... 1-10
2. Achievements and Outputs ...... 2-1 2.1 Achievements of Overall Goal...... 2-1 2.2 Achievements of Project Purpose ...... 2-1 2.3 Achievements of Outputs...... 2-4
3. Impact Assessment...... 3-1 3.1 Objectives of the Assessment...... 3-1 3.2 Methodology ...... 3-1 3.3 Sample Size of the Research ...... 3-1 3.4 Summary of the Analysis Findings ...... 3-2 3.4.1 BRIDGE Helped to Increase the Number of Both Boys’ and Girls’ Attendance at the 59 Schools...... 3-2 3.4.2 BRIDGE Helped to Improve the School Environment ...... 3-5 3.4.3 BRIDGE Helped to Build Cooperative Relationships between Schools and Communities ...... 3-6 3.4.4 Perception toward Girls’ Education was Dramatically Changed ...... 3-7 3.4.5 Most Effective BRIDGE Activities was Found as Hiring Female Teachers...... 3-9
4. Lessons Learned and Recommendations...... 4-1 4.1 Targeting the Most Rural and Disadvantaged Schools...... 4-1 4.2 Improving Access and Quality of Education Together...... 4-1 4.3 Benefited from Locally Hired Teachers ...... 4-2 4.4 Establishing Active Partnerships between Schools and Communities...... 4-2 4.5 Disseminating Islamic Awareness Messages through Different Channels...... 4-3 4.6 Strengthening Capacity of GEO and DEO in School-Based Approach ...... 4-4 4.7 Institutionalizing Inter-Ministerial Coordination ...... 4-4 4.8 Recommendations for Expansion of BRIDGE Project ...... 4-5
i Broadening Regional Initiative for Developing Girls’ Education (BRIDGE) in Taiz Completion Report
Appendix
1. Project Design Matrix (PDM0 and PDM1) 2. Dispatch Schedule of Experts 3. Program of Counterpart Training in Japan 4. Plan of Operation 5. Work Flow 6. Provision of Equipment and Materials 7. Local Costs by the Japanese Side 8. Records of JCC Meetings 9. Impact Assessment Report 10. List of Submitted Reports 11. List of BRIDGE Awareness Materials 12. Related Documents on Hiring Contracted Teachers
ii Broadening Regional Initiative for Developing Girls’ Education (BRIDGE) in Taiz Completion Report
List of Tables
Table 1.1 List of 59 Pilot Schools...... 1-1 Table 1.2 Estimated Number of Beneficiaries ...... 1-3 Table 1.3 Major Changes in the Project Design Matrix...... 1-4 Table 1.4 Areas of Expertise of JICA Team...... 1-6 Table 1.5 BRIDGE Local Staff and Their Tasks...... 1-7 Table 1.6 Counterpart at Each Level and Membership...... 1-7 Table 1.7 Participants List of Counterpart Training...... 1-8 Table 1.8 Task List...... 1-9 Table 2.1 Targeted Number of Students for SY 2008/2009 ...... 2-3 Table 2.2 Comparison of Student Enrollment between 2004 and 2007...... 2-3 Table 2.3 DEO’s Competency List for BRIDGE Management ...... 2-5 Table 3.1 Sample Size of the Pilot and Control School for Endline Survey...... 3-2 Table 3.2 Number of Female Students Enrolled in Different Grades at the 59 Pilot Schools...... 3-3 Table 3.3 Numbers of Male Students Enrolled in Different Grades at the 59 Pilot Schools ...... 3-3 Table 3.4 Numbers of Female Students Enrolled in Different Grades in Control School ...... 3-4 Table 3.5 Numbers of Male Students Enrolled in Different Grades in Control School...... 3-4 Table 3.6 Changes of F/M Ratio by Pilot District between Baseline and Endline...... 3-4 Table 3.7 Available School Facilities and Equipments...... 3-5 Table 3.8 Head Teacher’s Assessment about the Situation of the Community ...... 3-6 Table 3.9 Reasons for Females not to come to Schools...... 3-7 Table 3.10 Perception Regarding Girls’ Education...... 3-8 Table 3.11 Summary of BRIDGE Funding Amount by Sources (2005–2007)...... 3-9 Table 3.12 BRIDGE Funding Amount (2005–2007) by School Activities and Sources ...... 3-9 Table 3.13 Most Effective BRIDGE Activities for Improving Girls’ Education ...... 3-10 Table 4.1 Sample School Funding Levels by School Type (YER) ...... 4-7 Table 4.2 Number of Schools by Students’ Number in 2004 (N=59) ...... 4-7
List of Figures
Figure 1.1 Map of Taiz Governorate and Targeted Districts ...... 1-3 Figure 1.2 Project Management Organization...... 1-8 Figure 2.1 Structure of the BRIDGE Project...... 2-1 Figure 3.1 Female to Male Student Ratio in Each Grade within Pilot Schools...... 3-3 Figure 3.2 Parents’ Opinion about the Necessity of Education for Their Daughter ...... 3-6
iii Broadening Regional Initiative for Developing Girls’ Education (BRIDGE) in Taiz Completion Report
Abbreviations
BEDP: Basic Education Development Project BEDS: Basic Education Development Strategy BRIDGE: Broadening Regional Initiatives for Developing Girls’ Education C/P: Counterpart Personnel CPU: Community Participation Unit (Governorate Level) DEO: District Education Office FC: Fathers’ Council F/M ratio: Female to Male Student Ratio FY: Fiscal Year GEO: Governorate Education Office GES: Girls’ Education Sector (Ministry Level) GEU: Girls’ Education Unit (Governorate Level) GFO: Governorate Finance Office GoY: Government of Yemen JCC: Joint Coordination Committee JICA: Japan International Cooperation Agency MC: Mothers’ Council MOCS: Ministry of Civil Service MOE: Ministry of Education MOF: Ministry of Finance SC: School Committee SIP: School Improvement Plan SY: School Year TOR: Terms of Reference WFP: World Food Program WSI: Whole School Improvement YER: Yemeni Rial
iv Broadening Regional Initiative for Developing Girls’ Education (BRIDGE) in Taiz Completion Report
1. Project Outline
1.1 Project Implementation Period
The BRIDGE project was launched in June 2005 and completed in November 2008. The length of the project support was for forty-two months.
1.2 Objectives of the Project
The goal of the project was to increase girls’ access to basic education in Taiz Governorate. The project purpose was to develop an effective model of regional educational administration based on active community participation and school initiatives for improving girls’ access to educational opportunities in Taiz Governorate.
1.3 Targeted Areas of the Project
(1) Targeted Areas The targeted areas were in six districts (Maawiyah, Same, Maqbanah, Al Makha, Waziiyah and Dhubab) in Taiz Governorate (out of 23 districts in Taiz). These targeted districts were selected since educational disparity of boys and girls is particularly wide there.
The following four criteria were used for the area selection:
• The intention of the districts to participate in the project; • Lower female to male student ratio in Grades1–9; • Higher rate of drop-out of female students; and • Higher number of female students per female teacher.
Within these 6 targeted districts, Taiz GEO counterparts and the Expert Team in cooperation with DEOs selected sub-districts and reviewed all the schools in selected sub-districts in July 2005. At the beginning, fifty-six schools were targeted. From year 2, three additional schools were added (Al Qods, Same district, Al Thawra and Al Hayat, Maqbanah district) because these schools were newly opened after the BRIDGE project had started. Please see Figure 1.1 for Map of Taiz Governorate and Table 1.1 for names of targeted schools and districts.
(2) Targeted Sub-sector The targeted sub-sector was the basic education (Grades1–9) sector in Yemen. Priority was given to improving female students’ enrollment. However, male students were not excluded from the support.
Table 1.1 List of 59 Pilot Schools S.N No District Sub-District School Name 1 1 Same Sarabeiat Al-Nagda 2 2 Al-Eman 3 3 Al-Forqan 4 4 Saba Yolyo 5 5 Al-Sa'eed 6 6 Al-Qods* 7 1 Maawiyah Kamahera Al-Shahead Al-Bahr 8 2 Osaid Bin Hodair
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S.N No District Sub-District School Name 9 3 Mo'ath Bin Gabal 10 4 Al-Hamza 11 5 Akharak Al-Farooq 12 6 Al-Tawhead 13 7 Al-Awman Baha Al-Dean 14 8 Omar Al-Mokhtar 15 9 Al-Shahead Al-Thoulaih 16 1 Maqbanah Al-Akhooz Al-Shahead Alokia 17 2 Al-Tawhead 18 3 Al-Magd 19 4 Abdullah Bin Rawaha 20 5 Al-Gabiri 21 6 Al-Habaiba Al-Wahda / Al-Masna 22 7 Al-Salah 23 8 Al-Esha'a 24 9 Al-Thawra* 25 10 Al-Hayah* 26 1 Al-Waziiyah Al-Daraifa Al-Zahra 27 2 Al-Methaq 28 3 Al-Fakead Ahmed Saif 29 4 Al-Fawz 30 5 Al-Nagah 31 6 Al-Farooq 32 7 Gail Bani Ali 33 8 Al-Wahda 34 9 Al-Shahead Ali Saif 35 1 Al-Makha Al-Gomah Al-Esha'a 36 2 Al-Shahead Al-Zubairi 37 3 Asem Bin Thabit 38 4 Gabir Bin Abdullah 39 5 Al-Ershad 40 6 Sae'ed Bin Gobair 41 7 Saba Yolyo 42 8 Al-Nasr 43 9 Al-Fath 44 10 Al-Wahda 45 11 Al-Hamza 46 12 Al-Farag 47 1 Dhubab Bany Al-Hakam Al-Sha'ab 48 2 Bab Al-Mandab 49 3 Al-Amal 50 4 Sa'ad Bin Obada 51 5 Al-Sahwa 52 6 Al-Fath 53 7 Al-Dawsh 54 8 Ka'ab Bin Malik 55 9 Gazerat Mayoon 56 10 Amr Bin Abdulaziz 57 11 Al-Tomoh 58 12 Al-Wahdah 59 13 Al-Yaqadah (* indicates newly added schools in year 2) Source: Created by JICA-BRIDGE Team.
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Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Figure 1.1 Map of Taiz Governorate and Targeted Districts
1.4 Beneficiaries from the Project
Direct and indirect beneficiaries are summarized in Table 1.2.
Table 1.2 Estimated Number of Beneficiaries Beneficiaries Details of the beneficiaries Direct beneficiaries: - Children of school age (Approx. 21,000 children in the 6 targeted districts); - BRIDGE Team members in GEO and DEOs in 6 targeted districts (Approx. 35 officers); - Head teachers and teachers of the targeted schools (59 head teachers, 555 governorate teachers and 172 contract teachers). Indirect beneficiaries: - Children of school age (Approx. 400,000 children in Taiz Governorate); - Officer of GEO and DEO in non-target districts (Approx. 1,700 officers); - Head teachers and teachers (Approx. 20,000 teachers); - Residents of Taiz Governorate (Approx. 2 million people). Source: Created by JICA-BRIDGE Team.
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1.5 Project Design Matrix
The original project design matrix (PDM0) was revised during JICA’s mid-term evaluation in September 2007. The new PDM (PDM1) adapted the PDM0 to the actual activities implemented under the project. Table 1.3 shows objectives and indicators of the project and major changes in the PDM. Please see Appendix 1: PDM0 and PDM1 for additional details.
Table 1.3 Major Changes in the Project Design Matrix Goal / Objective Indicator Overall Goal PDM0 Girls’ enrollment ratio in Taiz 1. The enrollment ratio of girls in Grades 1–9 in the target Governorate is increased. districts. PDM1 1. Female students’ ratio against a male student in G1–G9 in Taiz Governorate is increased. Project Purpose PDM0 The effective model of 1. Guidelines for promoting girls’ education in Taiz Governorate regional educational are developed. administration based on 2. The ratio of girl students against boy students below Grade 6 community participation and in the target districts. (The target indicator will be set by school initiatives is established September 2005 based on the baseline surveys). for improving girls’ access to educational opportunities in PDM1 Taiz Governorate. 1. Guideline on implementing the BRIDGE model, especially from perspective of promotion of girls’ education is in place and understood by key stakeholders. 2. GEO is capable of managing BRIDGE implementation by using the developed guideline. 3. Female students’ ratio against a male student in G1–G9 in the target districts is at least 0.78. 4. The total number of students (both boys and girls) does not decrease. Outputs PDM0 (1) Taiz Governorate’s capacity 1. Number of training events conducted for GEO and DEO on regional educational officers and number of its participants. administration is enhanced. 2. Number of monthly reports and annual reports of pilot (Target GEO and DEOs) activities submitted by schools, DEO and GEO. 3. Number of awareness-raising activities for promoting girls’ education with number of participants and number of materials distributed.
PDM1 1. GEO and DEOs understand their roles and responsibilities in BRIDGE administration 2. GEO and DEOs can mange each steps minimally required in the BRIDGE management cycle
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Goal / Objective Indicator (2) Community participation in PDM0 basic education is activated in 1. Number of fathers’ and mothers’ councils established and the the target area (Target: School number of their activities. Committees, Fathers’ Councils 2. Number of seminars and participants for fathers’ and and Mothers’ Councils) mothers’ councils, school administrators and DEO officials. 3. Number of monthly reports and annual reports of pilot activities submitted by local consultants and “facilitators” to DEOs. 4. Expectation for girls’ education is raised by parents and community people. (The target indicator will be set by September 2005 based on the baseline surveys).
PDM1 1. DEOs assesses that community participation is increased. 2. Both school and community assess that community participation is increased. 3. Parents’ and communities’ understanding about the importance of education is increased. 4. Women’s participation of school activities is increased.
(3) School management PDM0 capacity is enhanced in the 1. Number of training events for school administrators and the target area. (Target: Head number of participants. teachers) 2. Number of meetings conducted by school committees (at least 6 times a year). 3. Expectation for school and school education is raised by parents and community people. (The target indicator will be set by September 2005 based on the baseline surveys). 4. Number of monthly reports and annual reports of pilot activities submitted by school administrators to DEOs.
PDM1 1. Head teacher understand roles and responsibilities in BRIDGE implementation. 2. Understanding of head teachers on the importance of girls’ education is increased.
New PDM1 (4) Steps for disseminating the 1. GEO participates in the process of planning and BRIDGE model beyond the implementation of workshops to share BRIDGE experiences pilot schools and the target among the target schools. districts are initiated. 2. GEO understands the editing process of the newsletter and is involved in the process. 3. DEOs in each target district organize Open day at least once during the Project implementation period. Source: Created by JICA-BRIDGE Team.
Changes were mainly made in indicators. The indicator for the overall goal was replaced from the enrolment rate to the female to male student ratio due to the unavailability of accurate population data. A new output was added as Output 4. It indicates the scale up of outputs from just producing the guidelines to the GEO practically using the guidelines for disseminating the BRIDGE model.
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1.6 Project Management Organization
1.6.1 JICA Expert Team Nine experts worked in the following areas shown in Table 1.4. Positions for Impact Assessment and Training Planning were increased in order to produce outputs effectively in the limited time schedule (impact assessment) and expanded work load (training planning) in the course of project implementation. Dispatch schedule of each expert is shown in Appendix 2.
Table 1.4 Areas of Expertise of JICA Team Areas of Experts Name / Organization Description of the Expertise Leader Dr. Chiaki Kuranami Supervised overall project management (PADECO) Regional Educational Dr. Keiichi Ogawa Studied the GoY’s national educational Administration (Kobe University) policy and strengthened the linkage between the policy and the project. Promoted donor coordination. Micro-Planning/ Mr. Shinichiro Tanaka Established BRIDGE school-based activities Community Participation (PADECO) system and support programs on community participation. Gender Ms. Aya Sonoda Supervised school improvement plans and (PADECO) women’s’ activities in BRIDGE project and created school case studies regarding BRIDGE experiences. Girls’ Education Ms. Emily Allardyce Conducted quality of education program (PADECO) that helped to improve schools for girls in BRIDGE and designed awareness raising program. Impact Assessment I & Dr. Tatsuo Kawashima Supervised baseline and endline surveys and Educational Statistics (Kobe University) conducted impact assessment. Supported developing statistical capacity of GEO counterparts. Training Planning I & Dr. Aiko Sakurai Designed and implemented BRIDGE’s Awareness Raising (PADECO) capacity development programs and awareness raising programs. Supervised overall progress in Taiz Training Planning II Ms. Ayako Tanigawa Conducted capacity development program (PADECO) for GEO counterparts. Impact Assessment II Ms. Akiko Nakano Followed up impact assessment program. (PADECO) Source: Created by JICA-BRIDGE Team.
1.6.2 BRIDGE Local Staff The project office was set up both in Sana’a (in MOE) and Taiz (in GEO). A Senior Consultant was stationed in Sana’a and other local staff were based in the Taiz Office. In Taiz, two drivers were also hired by the Project. Table 1.5 summarizes the tasks for each position.
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Table 1.5 BRIDGE Local Staff and Their Tasks Position Name Major Tasks Senior Consultant (1) Dr. Hamoud Al Seyani Facilitated information dissemination of BRIDGE among MOE and donors. Coordinated between national educational policy and BRIDGE. Translator/Office Mr. Hashem Deen Developed awareness programs. Manager (1) Supported school head teachers on quality of education. Coordinated between GEO counterparts and BRIDGE team. Field Consultants (3) Mr. Anis Abdulwahed Qasem Supported schools and DEOs to Ms. Samia Shaher (–August 2007) implement school improvement Ms. Hana Ahmad Yahia plans through school visits and training programs. Secretary (1) Ms. Shifa Al-Hirwi Managed office administration and (–May 2006) petty cash. Ms. Weam Adbullah Hashem (May 2006–) PR Assistant (1) Mr. Salahuddin Fadl Al-Ahmadi Developed BRIDGE newsletter and all office documentation. Source: Created by JICA-BRIDGE Team.
1.6.3 Counterparts in the Government of Yemen The Yemeni counterparts were at three governmental levels: a) Ministry of Education; b) Governorate Education Office (GEO) in Taiz; and c) Targeted 6 District Education Offices (DEOs).
Table 1.6 Counterpart at Each Level and Membership Level Name Position Ministry of Ms. Fawzia Noaman Deputy Minister for Girls’ Education Education Mr. Hassan Ba’aum (–April 2007) Deputy Minister for General Education Mr. Mohamed Tawaf (May 2007–) Mr. Aman Ali Al-Badaani Director, Girls’ Education Unit GEO in Taiz Dr. Mahdi Ali Abdulsalam Director of Education (Program manager) Ms. Safia Al-Hadad Director, General Education Sector Ms. Balkis Al-Kadasi (–March 2007) Director, Girls’ Education Sector Ms. Afaf Fuad Maaki (April 2007–) Mr. Abdullah Alodo Ismail Director, Community Participation Sector Mr. Mohammed Al-Kadi Director, Department of Statistics Mr. Mohamed Al-Galal Director, Training and Qualification Mr. Abdullabaqi Al-Same Director Finance Affairs Department Ms. Khawla Hamood Wabel Member, Girls’ Education Mr. Yahya Ahmed Algarmozi Member, Finance Affairs Department DEOs in Taiz Same DEO District Education managers and each Maawiyah DEO BRIDGE Team member in the six targeted Maqbanah DEO districts Al Waziiyah DEO Al Makha DEO Dhubab DEO Source: Created by JICA-BRIDGE Team.
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Project implementation was managed as shown in Figure 1.2 below.
Joint Coordinating Committee (JCC)
JICA Head Quarter/ Ministry of Education Representative Office
Senior Consultant
BRIDGE Project Office in Taiz
JICA Experts and local Taiz GEO staff
District Education Offices (6 DEOs)
59 School Committees Fathers’ Councils Mothers’ Councils
Source: Created by JICA- BRIDGE Project. Figure 1.2 Project Management Organization
Counterpart training was conducted once in February–March, 2007. Three counterparts (one from MOE and two from Taiz GEO) participated in the training. Kobe University hosted and provided them with a series of lectures and workshops to strengthen their management capability. Appendix 3 describes the program of the counterpart training.
Table 1.7 Participants List of Counterpart Training Name Organization Duration Dr. Mahdi Ali Abdulsalam Director, Taiz GEO Feb. 26, 2007 – March 10, 2007 Ms. Fatehia Abdo Mohammed Monitoring Section, Girls’ Feb. 26, 2007 – March 10, 2007 Al-Shawafi Education Sector, MOE Ms. Muna Nasser Ajilan Monitoring Section, Girls’ Feb. 26, 2007 – March 10, 2007 Al-Khawlani Education Sector, Taiz GEO Source: Created by JICA-BRIDGE Team.
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1.7 Plan of Operation and Inputs
1.7.1 Plan of Operation and Task List The following are the tasks of the project from June 2005 to November 2008. The Plan of Operation, which compares the original plan with the actual implementation, is shown in Appendix 4. Most of the tasks were implemented as planned. With the development of the BRIDGE guidelines and revision of PDM, a new task was added, Task 6-5: HPDM0 Workshop and Trainings for disseminating the BRIDGE model.
Table 1.8 Task List Task Details Task1-1: Prepare Implementation Plan (TOR 8-1) Task2-1: Prepare Inception Report (IC/R) (TOR 8-2) Task2-2: Hod IC/R Seminar (TOR 8-3) Task2-3: Employ and Train Local Resource Persons (TOR 8-4) Task2-4: Review Existing National Development and Education Plans and Related Project Documents (TOR 8-5) Task2-5: Understand Decision-making Processes on Basic Education and Budget Allocation System in the Government of Yemen (TOR 8-6) Task2-6: Establish Implementation Structure of Pilot Activities (TOR 8-7) Task2-7: Plan and Implement Awareness-Raising Programs for Girls’ Education in Taiz Governorate (TOR 8-8) Task2-8: Determine Pilot Schools and Communities That Will Implement Pilot Activities (TOR 8-9) Task2-9: Establish Fathers’ and Mothers’ Councils and School Committees (TOR 8-10) Task2-10: Draft Manuals for Planning of School Improvement Plans (TOR 8-11) Task2-11: Develop Implementation Policy of Pilot Activities (TOR 8-12) Task2-12: Draft Manuals for Implementation of Pilot Activities (TOR 8-13) Task2-13: Conduct Training on Planning of School Improvement Plans for Concerned Parties of DOE, Fathers’ Councils and Mothers’ Councils and School Committees (TOR 8-14) Task2-14: Establish School Improvement Plans (TOR 8-15) Task2-15: Conduct Baseline Survey (TOR 8-16) Task2-16: Draft Girls’ Education Improvement Plan in Taiz Governorate (TOR 8-17) Task2-17: Conduct Training on Implementation of School Pilot Activities for Concerned Parties of DOE, Fathers’ Councils, Mothers’ Councils and School Committees (TOR 8-18) Task3-1: Draft Pilot Activity Proposals (TOR 8-19) Task3-2: Review and Approve the Pilot Activity Proposals (TOR 8-20) Task3-3: Implement Pilot Activities (TOR 8-21) Task3-4: Hold Workshop (1) (TOR 8-22) Task3-5: Review and Advise on the Pilot Activity Report (TOR 8-23) Task4-1: Revise Girls’ Education Improvement Plan in Taiz Governorate and Revise Implementation Policy of Pilot Activities (TOR 8-24) Task4-2: Plan and Implement Awareness-Raising Programs for Girls’ Education in Taiz Governorate (TOR 8-25) Task4-3: Implement Pilot Activities (TOR 8-26) Task4-4: Hold Technical Exchange Workshop (1) (TOR 8-27) Task4-5: Review and Advise on the Pilot Activity Report (TOR 8-28) Task5-1: Hold Workshop (2) (TOR 8-29) Task5-2: Plan and Implement Awareness-Raising Programs for Girls’ Education in Taiz Governorate (TOR 8-30) Task5-3: Implement Pilot Activities (TOR 8-31)
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Task Details Task5-4: Hold Technical Exchange Workshop (2) (TOR 8-32) Task5-5: Review and Advise on the Pilot Activity Report (TOR 8-33) Task5-6: Draft Guidelines for promoting Girls’ Education in Taiz Governorate (TOR 8-34) Task6-1: Hold Workshop (3) (TOR 8-35) Task6-2: Conduct End-line Survey (TOR 8-36) Task6-3: Plan and Implement Awareness-Raising Programs for Girls’ Education in Taiz Governorate (TOR 8-37) Task6-4: Develop Guidelines for promoting Girls’ Education in Taiz Governorate (TOR 8-38) Task6-5: Hold Workshop and Trainings for disseminating the BRIDGE model (TOR 8-39) NEW Task6-6: Hold Workshop (4) (TOR 8-40) Source: Created by JICA-BRIDGE Team.
1.7.2 Overall Project Flow The tasks of the project can be categorized into the following four categories:
Category A: Establishing the Project Implementation Organization and Conducting Impact Assessment Category B: Implementing Pilot Activity in the Pilot Schools Category C: Conducting Awareness Raising Activities in Taiz Governorate (including levels in Governorate, Districts and school communities) Category D: Developing and Disseminating the BRIDGE Model and its Guidelines
Appendix 5 shows the overall work flow categorized by the above 4 categories.
In summary, Category A was implemented throughout the project period. Category B and Category C were implemented in 36 months in order to develop the BRIDGE model in Category D. Category D was intensively implemented in the last 12 months to complete the BRIDGE model in the guidelines.
1.7.3 Equipments and Materials Please see Appendix 6 for the details.
1.7.4 Local Costs Please see Appendix 7 for the details.
1.7.5 Joint Coordination Committees (JCCs) JCCs were held twice during the project period in May and November 2008. At the JCCs, issues regarding sustainable continuation and successful expansion of BRIDGE were mainly discussed. Please see Appendix 8 for the details.
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2. Achievements and Outputs
2.1 Achievements of Overall Goal
Overall goal Girls’ access to basic education in Taiz Governorate is increased.
Female students’ ratio against male students (F/M ratio) in G1 to G9 in Indicator Taiz Governorate is increased.
The comparison of F/M ratio between the 2003/2004 and 2007/2008 school years in Taiz Governorate is 0.79 and 0.82. Thus, the ratio has been improved in the four years of the project.
2.2 Achievements of Project Purpose
Project purpose is that an effective model of regional educational administration based on community participation and school initiatives is established for improving girls’ access to educational opportunities in Taiz Governorate.
Guidelines on implementing BRIDGE model, especially from Indicator 1 perspective of promotion of girls’ education is in place and understood by key stakeholders.
After the 42 months of project implementation in the 59 targeted schools in the 6 districts of Taiz Governorate, the BRIDGE model was defined in the guidelines as shown in Figure 2.1. MOE senior officials evaluated the BRIDGE project as the first-ever and innovative project that realized a direct transfer of funding to schools.
Source: Created by JICA-BRDGE Project Team. Figure 2.1 Structure of the BRIDGE Project
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“Guidelines for the Whole School Improvement Initiative with a Special Focus on Increasing Girls’ Attendance in Rural Basic Education Schools in Taiz Governorate” provides a comprehensive view of the BRIDGE model.
The guidelines have been completed in consultation with the Ministry of Education, Taiz Governorate senior officers, Taiz GEO and DEOs, Taiz GFO, JICA headquarters, and donors including UNICEF, World Bank, GTZ, BEDP, and the Embassy of Netherlands in order for the BRIDGE guidelines to be incorporated into the national strategy and relevant donor support.
The guidelines are composed of three volumes:
• Volume I Background and Basic Approaches • Volume II Planning and Operational Manual for GEO and DEOs in Taiz Governorate • Volume III School Improvement Manual for School Committees
Volume I is composed of reading material for anyone who is interested in understanding the BRIDGE project approach. It first gives background information explaining why the whole school improvement approach is needed for promoting girls’ education, the basic concept of the BRIDGE project, and then lessons learned from actual experiences of the BRIDGE implementation at the 59 target schools in the 6 districts in Taiz Governorate. It concludes with recommendations on how to sustain the BRIDGE project.
Volume II is a planning and operational manual for GEO and DEO officers in Taiz Governorate, who work for the BRIDGE Project. The manual contains the management structure of the BRIDGE project and operational procedures and forms that are used for the actual implementation.
Volume III is a school improvement manual for the school committee members who implement the school improvement plan under the BRIDGE Project. The school manual includes all the necessary forms for the school committee members and is designed as a 3-day training on planning and a 1-day training on report preparation.
GEO is capable of managing BRIDGE implementation by using the Indicator 2 developed guidelines.
The guidelines have been revised from the draft guideline that was developed in August 2007 through a consultation process with Taiz Governorate stakeholders, including GFO, Governor Office, GEO, and other DEOs. Since the GEO-BRIDGE Team led by the Director of GEO was formed in April 2007, all of the five core members of the team attended the annual School Improvement Planning workshop to supervise the planning and budgeting process of the BRIDGE model in 2007. Based on their experiences, the guidelines were finalized.
In the 2008/2009 school year, the GEO team is going to implement the BRIDGE project with their own funding and by themselves for the same 59 schools in the six districts JICA supported. The GEO team has already successfully acquired a budget for school funding. From July 2008, the GEO team started to organize the planning workshop with DEOs and set up the annual targets of student enrollment as shown in the table below.
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Table 2.1 Targeted Number of Students for SY 2008/2009 District Female Male Total F/M Ratio Maqbanah 1,800 3,395 5,195 0.53 Mawiiyah 1,787 2,275 4,062 0.79 Same 1,380 1,620 3,000 0.85 Al Waziiyah 1,318 1,319 2,637 1.00 Al Mokha 2,552 2,628 5,180 0.97 Dhubab 2,021 1,862 3,883 1.09 Total 10,858 13,099 23,957 0.83 Source: JICA-BRIDGE Project.
In addition, the GEO team has already started to supervise the school planning workshops, which are organized by each DEO and reviewed the school improvement plans that were submitted from schools via the DEOs.
The GEO team submitted the budget request of almost 60 million YER for 2009 to the Taiz Governorate to expand the BRIDGE model to 60 new schools in six newly targeted districts (Same, Mawiyah, Maqbanah, Al Taiziyah, Jabal Habashi, and Khadeer districts) with budgetary support from Taiz Governorate Local Council.
Female to male student ratio in G1 to G9 in the targeted districts is at Indicator 3 least 0.78.
The F/M ratio has been improved from 0.65 in 2004 to 0.78 in 2007 as shown in Table 2.1. The targeted indicator has been achieved. Both the number of female and male students increased to a total of 21,265 students.
Table 2.2 Comparison of Student Enrollment between 2004 and 2007 Female Male Total F/M Baseline (2004/2005) 6,080 9,312 15,392 0.65 Endline (2007/2008) 9,307 11,958 21,265 0.78 Source: JICA-BRIDGE Project.
Indicator 4 The total number of students (both boys and girls) does not decrease.
As shown in Table 2.2, the total number of female and male students at the 59 target schools was increased in the three years between 2004 and 2007. The number of male students has increased from 9,312 to 11,958, while the number of female student has increased from 6,080 to 9,307. The female increase rate between baseline and endline is 53%, while the male increase rate is 28%. The female increase rate became higher than the male’s.
From the impact assessment in the following chapter (summary) and Appendix 9 (full report), related to indicator 3 and 4, more detailed findings were observed:
• As a result of the project, both female and male enrollment for all grades has increased. In total enrollment increase, female students have benefited more since female enrollment in pilot schools increased more than boys’ enrollment, especially in higher grades.
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• In grade 1 and grade 2, enrollment rates are higher for male students than female students. In other grades, the female enrollment increase rate is higher than of the male enrollment. • A remarkable change has been found in grade nine of female students, where the number of students increased by 166.3 percentages from the baseline data. In addition, the retention rate of grade 6 female students in the baseline to grade 9 female students in the endline is 72.9%, which is the highest retention rate among all the grades. Even though increasing the retention rate is a remaining issue, it is a clear indication of the success of the BRIDGE project; that girl students in higher grades have responded positively to the BRIDGE project activities and continued their studies to complete grade 9. • Different enrollment trends have been observed among districts. The highest percentage of growth of female enrollment was found at Al Makha (108% increase). The lowest percentage of growth of female enrollment was found at Dhubab (14.9% increase). The highest percentage of growth of male enrollment was found at Maqbanah (56.3% increase). The lowest percentage of growth of male enrollment was found at Dhubab (13.5% increase). However, each district had different patterns of increase of female and male enrollment by grade. These different patterns occurred due to the different backgrounds of the districts.
2.3 Achievements of Outputs
Output 1: Taiz Governorate’s capacity on regional educational administration is enhanced. GEO and DEOs understand their roles and responsibilities in BRIDGE Indicator 1 implementation.
• Both GEO and DEOs fully and clearly understood their roles and responsibilities specified in the guidelines. Furthermore, both are satisfied with their division of labour to disseminate the BRIDGE model within districts and Taiz Governorate. Additionally, the core members of the GEO-BRIDGE team who are relevant resources were already involved in the BRIDGE process, including training, statistics, and inspector departments of GEO and preaching and guidance offices. • Management capacities of GEO and DEOs were strengthened through several different approaches, including monthly meetings, joint school visits, organization of school Open Days and community awareness programs. Through all of this, the DEOs have established self confidence. Two of the DEO members were selected as trainers for the BEDP-WSI program, which helped to disseminate the BRIDGE model beyond Taiz Governorate. The GEO has become capable to manage the BRIDGE project cycle by utilizing the guidelines even though the team was newly formed in April 2007. From the 2008/2009 school year, the GEO has already started the project in the same 59 target schools with budgetary support from Taiz Governorate Local Council. • The Expert Team developed a competency list for DEOs to implement BRIDGE project. From the experts’ observation during the project period, all the DEO Team members’ abilities were improved. Reporting (No.8), training organization (No.9), and commitment to work (No. 15 and 16) were almost highly achieved areas by all the members. Frequent school visits incredibly improved DEO’s knowledge toward their schools. It helped to build networking skills and resource mobilization skills of DEOs. Of course, there are different levels of achievements among DEOs. It could emphasize that DEOs with a good manager perform better than others.
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Table 2.3 DEO’s Competency List for BRIDGE Management Areas No. Description for Self-Assessment Team Working 1 I cooperate and help the other member of the team. Leadership 2 My manager gives clear directions to the team and sets tasks for each member. My manager motivates team members to work hard. Networking 3 I contact and bring any important people to the school community for BRIDGE events, such as signing ceremony, open day, awareness events. Resource 4 I build good relationships with key stakeholders to bring new resources mobilization to support my pilot schools, such as introduction of local council, wealthy family in the community and other donors. Knowledge and skills 5 I fully understand my own pilot schools in terms of: a) enrolment of to support schools boys and girls students; b) ability of the head teachers to manage their schools; c) level of community participation, including women’s pariticipation; and d) conditions of school environment. 6 To solve problems, I organize meetings with appropriate school committee members, facilitate discussions before visiting schools and reach a conclusion at the end of the meeting. 7 I organize meetings with women at my pilot schools by consulting with the community leaders and head teachers. 8 I prepare reports on what has been discussed and list next steps. 9 I provide training and make sure that all the participants understand the contents. 10 I keep a well-organized file of the project documents. 11 I provide different levels of supports according to different levels of head teachers’ capacity and different conditions of schools. Communication with 12 I encourage and listen to schools and communities, including illiterate schools and women. 13 I establish good relationships with people and solve conflicts. Personal Maturity 14 I manage personal emotion and provide good advice even under tight schedule and stressful environment. Commitment to work 15 I meet deadlines of all report submissions. 16 I attend all the meetings with JICA-BRIDGE team on time. Presentation 17 I can make presentations on importance of girls’ education and community participation in front of large groups of people I am able to provide concrete examples. Source: JICA-BRIDGE Project.
Output 2: Community participation in basic education is activated in the targeted areas.
Indicator 2 DEOs assess that community participation is increased.
DEO assessed community participation at the targeted schools was increased through their observation during school visits. At the beginning of BRIDGE, community participation was regarded as financial contributions by all including DEOs, schools and communities. Therefore, BRIDGE Team set the evaluation criteria to assess the community participation under the BRIDGE project as follows and shared the criteria among GEO and DEOs:
(1) Community leaders’ recognition about girls’ education: In an excellent situation, the community leaders recognize the importance of good education and a stimulating school environment for all children in the community. They take responsibility to help achieve this.
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(2) Collaboration between community and head teachers: In an excellent situation, the community takes responsibility to help the head teacher improve the quality of education and the school environment. (3) Community leaders’ initiatives to encourage women’s participation: In an excellent situation, the community leaders recognize that women should be involved in helping to improve the school and that women have relevant experiences and skills to offer. (4) Women’s participation in decision making: In an excellent situation, women’s groups are involved in decision making regarding school improvement projects and women have their own pilot activities.
Through the establishment of school committees and the three year’s experiences, DEOs became a facilitator at each of the targeted schools to support collaboration between head teachers, teachers and communities. DEOs played a catalytic role to facilitate community participation by frequent school visits and to solve problems if conflicts occurred between a school and the community.
Both schools and communities assess that community participation is Indicator 3 increased.
From the impact assessment analysis, it was clearly found that both parents and head teachers thought community participation was increased. Especially, the parents’ willingness to help schools was remarkably improved.
• At the baseline, only 13.3% agreed they were willing to help the school. On the contrary, 99% of parents agreed at the endline. • Parents increased more ownership and responsibility toward their schools. At the endline, 92% fully agreed that the school in the community was for themselves (4% fully agreed at the baseline) • Head teacher changed their attitude remarkably to community participation. 77% of head teachers fully disagreed at the following question in the baseline survey. On the contrary, in the endline survey, 88% of head teachers fully agreed. “I believe that community participation is necessary to improve school education”.
Parents’ and communities’ understanding about the importance of Indicator 4 education is increased.
Parents increased their attention to their children’s school and education.
• 54% of parents talked with their children’s teachers about their children’s education and school (36% at the baseline). • 39% of parents always or often helped their children to do homework at home, which is a 10 % increase from the baseline.
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Indicator 5 Women’s participation of school activities is increased.
Women’s participation was increased in the three years. Since women’s participation was very limited, BRIDGE made a decision that at least one school activity should be for encouraging women’s participation in the first year. As a result, women’s active participation was realized by attending women’s classes including literacy and sewing.
• At the 59 schools, in the 3rd year, 36 literacy classes and 19 sewing classes were established. In some schools, both types of classes were opened for women. • Open Day event at each district became excellent opportunities for women to come to school and learn about the school improvement. Group discussions among Mothers’ Council members became precious experiences for women to share their experiences and issues and to find better solutions by learning other experiences.
Output 3：School management capacity is enhanced in the targeted areas
Head teachers understand roles and responsibilities in BRIDGE Indicator 6 implementation.
• BRIDGE divided the roles and responsibilities between the school committee chairs and head teachers and developed a training program for head teachers on the quality of education in addition to SIP management. Through the training and support from DEOs, head teachers understood clearly about their roles and responsibilities on improving the quality of education. The SIP was revised and a section on quality of education was added in which head teachers were mainly responsible for. • From the endline survey, the most helpful activities for head teachers to improve their school management were i) discussions with community leaders on how to promote community participation in education, and ii) sharing ideas and experiences with other head teachers. • From the impact assessment analysis, satisfactory changes were not observed in terms of head teacher’s self assessment on school management capabilities. It will take more time and support for head teachers to improve their overall school management skills.
Understanding of head teachers on the importance of girls’ education is Indicator 7 increased.
One significant change in head teachers’ attitudes found in the impact assessment results was that head teachers had become supporters of girls’ education.
• “Males and females have an equal right to receive education” →81% of head teachers fully disagreed in the baseline survey, whereas 97% of head teachers fully agreed in the endline survey. • “If having a son and a daughter, I do my best to make both of my son and daughter to go to school” →85% of head teachers fully disagreed in the baseline survey, whereas 95% of head teachers fully agreed in the endline survey.
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Output 4：Steps for disseminating the BRIDGE model beyond the pilot schools and the targeted districts are initiated. GEO participates in the process of planning and implementation of Indicator 8 workshops to share BRIDGE experiences among the targeted districts.
In addition to participation, GEO planned and organized workshops to share BRIDGE experiences within Taiz Governorate:
• June 2008: Celebration workshop with Taiz Governorate, 21 DEOs, targeted SCs and donors. • July 2008: BRDIGE guideline workshop with Taiz Governor Office, GFO, other GEO members and 21 DEOs. • October 2008: Workshop for Sharing BRIDGE Guidelines with Ministry of Education, all the 22 GEOs in Yemen, and donors.
GEO is requesting a budget for 119 schools from the 2009 governorate budget to keep providing support to the current 59 schools and to add 60 new schools.
GEO understands the editing process of the newsletter and is involved Indicator 9 in the process
In total, 6 newsletters were published. Up to the 4th edition, GEO contributed articles to the newsletters. From the 5th edition, GEO participated in the editing process. Then the GEO-BRIDGE team became fully responsible for publishing the 6th edition. The GEO-BRIDGE team has become capable of producing a newsletter by them.
DEOs in each targeted district organize Open Day at least once during Indicator 10 the project implementation period.
In the second year, Open Day was tried out in three districts. In the third year, all 6 districts organized Open Day in their own districts with the participation of 26 DEOs, 310 SC members and 500 community members. The three districts, Mawiyah, Maqbanah and Al Makha, that had implemented Open Day in the second year, helped the other 3 districts by sharing their experiences in organizing Open Day in the third year.
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3. Impact Assessment
3.1 Objectives of the Assessment
The main objectives of the impact assessment report are as follows:
• The first objective of the report is to measure the changes between the baseline and endline in terms of the number of girls’ student enrollment in pilot schools and control schools. • The second objective of the report is to measure the changes which occurred in the pilot schools in terms of school environment including facilities, teachers and various activities. • The third objective is to measure the extent the behavior and ways of thinking changed towards school and education among head teachers, teachers and parents in the project area during the last three years by measuring the change between the endline questionnaire and baseline questionnaire. • The fourth objective is to identify which activities are the most useful for girls’ education from the perspectives of head teacher, teachers and parents by comparing their responses. • Last objective is to measure the kind of appropriate approaches or activities most effective to increase the number of female students.
3.2 Methodology
For this comparison, the BRIDGE project has collected data from pilot schools and control schools in two different periods of time. At the project launching period in August 2005, the project conducted the baseline survey and collected baseline information and enrollment data of the 2004/2005 school year. On the other hand, at the project completion period in May and June of 2008, it conducted the endline survey and collected endline information and enrollment data of the 2007/2008 school year from the same selected schools. The data was collected by using different questionnaires for schools, head teachers, teachers and parents and focus-group interviews with parents and students. The project used similar questionnaires for collecting data in both the baseline and endline survey. This impact assessment is done based on the information collected from the two surveys.
3.3 Sample Size of the Research
The data used in this analysis come from the JICA BRIDGE project, Yemen. Around 1,428 respondents from 59 pilot schools of 9 sub-districts in 6 districts and approximately 25 control schools of two sub-districts in two districts of Taiz governorate were selected for the analysis. For the pilot schools, 1 sub-district namely Serbait was selected from Same; 3 sub-districts namely Kama'ehrah, Akharak and Al-Awman from Mawiyah; 2 sub-districts namely Al-Akhooz and Al-Habaiba from Maqbana; 1 sub-district namely Al-Dharifa from Al-Waziyah; 1 sub-district namely Al-Gom'ah from Al Makha and lastly, 1 sub-district namely Bany Al-Hakam from Dubab.
One head teacher from each school was interviewed for both the school survey and head teacher survey, five teachers from each school were interviewed for the teacher survey and for parents’ survey both fathers and mothers were selected. Among parents, five fathers including two father’s council members and three non-council members and five mothers including two mother’s council members and three non-council members were selected for the survey.
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Table 3.1 Sample Size of the Pilot and Control School for Endline Survey Questionnaire Number of planned Number of actual respondents schools respondents per school Pilot Control Total Pilot Control Total School Survey 1 59 25 84 59 22 81 Head Teacher Survey 1 59 25 84 59 22 81 Teacher Survey 5 59 25 84 287 95 382 Parents Survey 5 59 25 84 591 261 852 Total 996 400 1,396 Source: JICA-BRIDGE Project Team.
3.4 Summary of the Analysis Findings1
3.4.1 BRIDGE Helped to Increase the Number of Both Boys’ and Girls’ Attendance at the 59 Schools Both female and male enrollment for all grades as a result of the project has increased. Female students benefited more since female enrollment in pilot schools increased more than boys’ enrollment, especially in the higher grades. It is important to note that in control schools, the percentage of enrollment in the endline even decreased in some grades.
Tables 3.2 and 3.3 indicate the increased female and male enrollment for all grades at the 59 targeted schools as a result of the project.
• In grade 1 and grade 2 enrollment rates for females increased 12.1 percent points and 15.8 percent points, while the enrollment rate for males increased 30.7 percent at grade 1 and 23.3 percent at grade 2. Increase rate of the enrollment is higher for male students than female students in grade 1 and grade 2. In other grades, the female enrollment increase rate is higher than that of male enrollment. • Among all grades, number of female students in grade 4, 7, 8 and 9 increased more than double between baseline and endline. The remarkable change found in grade 9 was that the number of students increased by 166.3 percentage from the baseline data. It is a clear indication of the success of the BRIDGE Project that girl students in higher grades have responded positively to the BRIDGE project activities and continued their study to complete grade 9. • It should be noted that increasing the retention rate is a remaining issue in addition to increasing the enrollment of male and female students.
Female to male student ratio (F/M ratio) in total at the 59 pilot schools was improved from 0.65 in 2004/2005 to 0.78 in 2007/2008 (see Figure 3.1).
• F/M ratio was improved in all grades except grade 1 and grade 2. This situation is linked to the higher increase rate of male students in grade 1 and grade 2. Eighteen schools out of the 59 BRIDGE pilot schools received the food program for girls’ students from World Food Program (WFP) when the BRIDGE project started. At these schools, the number of female enrollment was higher than male in the baseline year. Since the BRIDGE project encouraged female students’ enrollment without excluding male students, a higher male student increase was observed, and F/M ratio in grade 1 and grade 2 were slightly worsened.
1 For the full analysis, please see Appendix 9: Impact Assessment Report.
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Table 3.2 Number of Female Students Enrolled in Different Grades at the 59 Pilot Schools Enrolled Female Baseline Endline Retention Rate % Students (2004/2005) (2007/2008) (%) Increased Grade 1 1,888 2,117 12.1 Grade 2 1,507 1,745 15.8 Grade 3 857 1,698 98.1 Grade 4 622 1,287 68.2 106.9 Grade 5 622 984 65.3 58.2 Grade 6 336 627 73.2 86.6 Grade 7 214 436 70.1 103.7 Grade 8 143 294 47.3 105.6 Grade 9 92 245 72.9 166.3 Total 6,281 9,433 50.2 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Table 3.3 Numbers of Male Students Enrolled in Different Grades at the 59 Pilot Schools Enrolled Male Baseline Endline Retention Rate % Students (2004/2005) (2007/2008) (%) Increased Grade 1 1,870 2,444 30.7 Grade 2 1,599 1,972 23.3 Grade 3 1,261 1,865 47.9 Grade 4 1,341 1,519 81.2 13.3 Grade 5 916 1,164 72.8 27.1 Grade 6 749 918 72.8 22.6 Grade 7 639 871 65.0 36.3 Grade 8 457 676 73.8 47.9 Grade 9 480 574 76.6 19.6 Total 9,312 12,003 28.9 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Female Male Ratio
1.2
1.0
0.8
0.6
0.4
0.2
0.0 Grade Grade Grade Grade Grade Grade Grade Grade Grade 1 2 3 4 5 6 7 8 9
2005 F/M 2007 F/M
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey Figure 3.1 Female to Male Student Ratio in Each Grade within Pilot Schools
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Tables 3.4 and 3.5 shows the number of male and female enrollment at the control schools. Comparing the enrollment trend between pilot schools and control schools, it could be concluded that enrollment at pilot schools improved more.
• In both male and female cases, the percentage of enrollment changed irregularly, which means, in some cases it increased while others it decreased. The female enrollment at the endline in grades 1, 2, 6, 8 and 9 decreased from the baseline data. On the other hand, male enrollment in grades 2, 3, 6, 8, and 9 decreased instead of increased from the baseline data.
Table 3.4 Numbers of Female Students Enrolled in Different Grades in Control School Baseline Endline Retention % Grade (2004/2005) (2007/2008) Rate (%) Changed Grade 1 568 341 -40.0 Grade 2 485 284 -41.4 Grade 3 237 296 24.9 Grade 4 229 282 49.6 23.1 Grade 5 209 235 48.4 12.4 Grade 6 173 165 69.6 -4.6 Grade 7 106 117 51.0 10.4 Grade 8 127 115 55.0 -9.4 Grade 9 105 103 59.5 -1.9 Total 2,239 1,938 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Table 3.5 Numbers of Male Students Enrolled in Different Grades in Control School Baseline Endline Retention % Grade (2004/2005) (2007/2008) Rate (%) Changed Grade 1 380 434 14.2 Grade 2 368 305 -17.1 Grade 3 290 223 -23.1 Grade 4 238 242 63.6 1.7 Grade 5 222 235 63.8 5.9 Grade 6 249 179 61.7 -28.1 Grade 7 174 162 68.0 -6.9 Grade 8 154 121 54.5 -21.4 Grade 9 166 138 55.4 -16.9 Total 2,241 2,039 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Different enrollment trends were observed among districts. From the table below, the highest improvement in F/M ratio was found at Al Makha. Low percentage of improvement in F/M ratio was found at Maqbnah and Dhubab.
Table 3.6 Changes of F/M Ratio by Pilot District between Baseline and Endline Same Mawiyah Maqbanah Al Waziyah Al Makha Dhubab 2004/2005 0.54 0.43 0.41 0.84 0.43 0.84 2007/2008 0.77 0.65 0.45 0.93 0.73 1.06 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
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3.4.2 BRIDGE Helped to Improve the School Environment BRIDGE project has contributed a lot to increase school facilities in pilot schools.
• As shown in Table 3.7, total number of all school facilities has been increased. Numbers of classrooms have increased by 25% from the baseline to endline while classrooms for female students almost doubled. Toilets for female students increased tremendously which plays an important role for increasing female enrollment. Previously there was only one drinking water facility, while with the intervention of BRIDGE, 39 drinking water facilities have been introduced. Quantity of other school facilities, including sport fields, school fences, desks and chairs for students, blackboards, have also been raised when comparing the numbers from the endline of the project with the baseline. • Head teacher proves that conditions of most of the school facilities such as, classrooms, classrooms for female students, teachers’ room, toilet for both male and female students, drinking water, school fence, desks and chairs for students, blackboards, have been improved. • Improvement of school facilities occurred beyond BRIDGE support. For example, many school fences were built by district local councils. It is one of the examples that the BRIDGE project attracted other source of support to school. • Even though BRIDGE supported basic and minimum level of school facilities, including classrooms, toilets, drinking water, blackboards, schools still need to improve facilities such as school libraries, laboratories, and sports fields. • In addition to improving school facilities, BRIDGE Project hired 172 contracted teachers in the school year 2007/2008. With hiring contracted teachers and building and repairing classrooms, schools could offer more grades. At the baseline, only 13 schools had offered classes from grade 1 to grade 9. At the endline, 20 schools could offer classes for grade 1 to grade 9 for both boys and girls.
Table 3.7 Available School Facilities and Equipments Numbers School Facilities Baseline Endline Classrooms 337 420 Classrooms for female students 44 79 School library 1 5 Books in the library 0 310 Laboratory 2 2 Teachers room 11 25 Sport field 11 20 Toilet for male students 39 64 Toilet for female students 9 66 Drinking water 1 39 Electricity 2 1 School fence 5 26 Desks and chairs for students 2,844 5,118 Blackboards 310 377 Text books 2,061 912 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
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3.4.3 BRIDGE Helped to Build Cooperative Relationships between Schools and Communities • Data on head teacher’s views for better school management at the endline of the project does not show satisfactory changes in comparison to the baseline result. In most cases the baseline and end line conditions are similar. Since the capacity development program for all the head teachers on school management was started from the second year, it was not enough time for head teachers to change their perception toward their management skills. • Head teachers agreed better communication with community leaders, sharing experiences with other head teachers, and listening to parents’ requests were the most helpful contributions by the BRIDGE project. From the table below, forty-seven percent of head teachers agreed that the level of community aspiration to school education was improved greatly by the BRIDGE project.
Table 3.8 Head Teacher’s Assessment about the Situation of the Community Head Teacher's assessment about the Got much changed made by BRIDGE during the Got Worst Same Got better better last three years (n=59) (n=59) (n=59) (n=59) Level of community aspiration to school 0 1.7 50.9 47.4 education Degree of parent cooperation in terms of 1.7 1.7 71.2 25.4 support for the school education Degree of parent cooperation in terms of 0 6.78 61.0 32.2 support for girls’ education Source: Created by BRIDGE Project based on the 2008 Endline Survey.
• Views of parents regarding children’s education care at home have changed positively. Parents’ perceptions regarding school have been enriched to a greater extent, which could be explained by the implementation of intensive awareness raising programs by the BRIDGE project. Parents are now very conscious about the improvement of their children’s school. Even now they feel the ownership of the school in their own community which is a good achievement of the BRIDGE project. • Figure 3.2 below shows that 63.3 percent of parents want to give their daughters an university degree education, which is another piece of evidence that parents have a strong desire for their daughters’ education if conditions allow them to.
Parents’ Opinion 0.30.20.2 2 2.4 20.8 10.8
63.3 No education needed for girls Up to G3 grade Up to G6 grade Up to G9 grade Secondary education University level education Other Missing
Source: Created by BRIDGE Project based on the 2008 Endline Survey. Figure 3.2 Parents’ Opinion about the Necessity of Education for Their Daughter
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3.4.4 Perception toward Girls’ Education was Dramatically Changed • Table 3.9 shows that all respondents both in the baseline and endline agreed on the statements that lack of female teachers, lack of separate classrooms for boys and girls, and lack of decent toilets for girls mainly discouraged girls from coming to school. However, in the case of all three groups of respondents, head teacher, teachers and parents, the endline score was lower than those of the baseline agreeing with the lack of female teachers, separate classrooms and decent toilets as obstacles of girls in going to school. It could mention that these changes among the respondents are the achievements of the BRIDGE project because BRIDGE supported these areas intensively. • Different perceptions were observed regarding awareness of fathers and mothers toward education between head teachers, teachers and parents. Endline data of head teachers expressed that the lack of fathers’ appreciation was a strong reason for females not to go to school though parents’ data showed that the situation slightly improved and teacher data shows that the situation remained unchanged. In both the baseline and endline, both the head teacher and teachers agreed that the lack of mothers’ appreciation as the hindrance of girls’ education while parents’ data showed that they still agreed on this matter at the endline but the percentage of parents who supported this statement had decreased compared to the baseline data. Even though head teachers and teachers still feel that the lack of parents’ appreciation toward education is one of the obstacles for girls’ education, all the respondents decreased their support toward a statement saying “too much work at home for girls”, which indicated that due to intensive awareness programs by BRIDGE, in reality parents tried to reduce their daughters’ work load at home in order to make time for education. • Not much change was observed regarding the use of sticks and not useful lectures for daughters between the baseline and endline. In both surveys, they did not think that these were obstacles for girls’ education.
Table 3.9 Reasons for Females not to come to Schools Total Normalize Weighted Score2 Considered Matters Head Teachers Teachers Parents Baseline Endline Baseline Endline Baseline Endline Lack of female teacher 1.68 0.59 1.43 0.24 1.76 0.61 Lack of separated classrooms for boys and 1.72 0.51 1.54 0.50 1.75 0.61 girls Lack of fathers’ appreciation for girls’ 0.68 1.20 0.98 1.01 0.71 0.33 education Lack of mothers’ appreciation for girls’ 0.72 0.83 0.82 0.85 0.71 0.24 education Difficulty in transportation 0.87 0.02 0.83 0.20 0.99 0.30 Lack of school fence 1.19 -0.37 0.94 -0.74 1.00 -0.31 Lack of decent toilets for 1.59 0.31 1.47 0.24 1.15 0.63 girls
2 Table 3.9 illustrates perceptions about the reasons for females not coming to schools. To assess the opinions, the answer sheet is normalized by weighted method. In this calculation, ‘Fully Disagree’ and ‘Sometime Disagree’ are negative answers and the intensity of ‘Fully Disagree’ is higher than ‘Sometime Disagree’. In the same way, ‘Fully Agree’ is more positive than ‘Somehow Agree’. ‘Don't Know’ is a neutral answer. The scale is formed by giving weights as -2, -1, 0 +1 and +2 for ‘Fully Disagree’, ‘Sometime Disagree’, ‘Don't Know’, ‘Somehow Agree’ and ‘Fully Agree’ responses respectively.
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Total Normalize Weighted Score2 Considered Matters Head Teachers Teachers Parents Baseline Endline Baseline Endline Baseline Endline Too much work at home 1.45 0.81 1.06 0.63 0.84 0.17 for girls Early marriage 1.30 0.76 1.15 0.83 1.03 0.76 Parents cannot afford girls’ 1.60 0.49 1.41 0.78 1.57 0.94 education economically Not useful lectures for -0.34 0.00 -0.22 -0.78 -0.40 -0.40 daughters Teachers’ use of stick at -0.66 -0.69 -0.56 -0.71 -0.42 -0.79 school No work after graduation 1.64 0.53 1.36 0.52 1.18 0.03 Lack of textbooks 0.00 -0.71 0.24 -0.41 0.00 -0.30 The school is so far from 0.59 -0.31 0.66 -0.01 1.00 0.36 the house Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
• Table 3.10 shows the remarkable change of head teacher’s perception between the endline and baseline of the project to recognize the necessity of girls’ education. It is appreciable that head teachers awareness about gender balance in education has risen through the intervention of BRIDGE project. • It is important to note that parents’ views regarding basic rights related to girls’ education changed a little from baseline to endline since the data shows that the situation in the baseline was also good.
Table 3.10 Perception Regarding Girls’ Education Total Normalize Weighted Score3 Head Teachers Parents Considered Matters Baseline Endline Baseline Endline Male and female have an equal right to receive -1.51 1.95 1.80 1.91 education If having son and daughter, I prefer my son 1.06 -1.64 -1.33 -1.63 going to school to my daughter If having son and daughter, I do my best to make -1.49 1.92 1.86 1.79 both of my son and daughter to go to school Females should stay home if get married 0.60 -0.64 -0.58 -0.82 Basic skills of reading and writing are enough 1.36 -1.14 -1.08 -1.43 for females' education I support an idea that females have professional -1.23 1.49 1.37 1.54 careers in a society Having more children is happiness to females -0.21 -0.61 1.07 0.00 I believe that community participation is -1.28 1.80 1.68 1.85 necessary to improve school education Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
3 Table 3.10 depicts views regarding girls’ education. To assess the opinions, the answer sheet is normalized by weighted method. In this calculation, ‘Fully Disagree’ and ‘Sometime Disagree’ are negative answer and the intensity of ‘Fully Disagree’ is high than ‘Sometime Disagree’. In the same way, ‘Fully Agree’ is more positive than ‘Somehow Agree’. The ‘Don’t Know’ seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for ‘Fully Disagree’, ‘Sometime Disagree’, ‘Don’t Know’, ‘Somehow Agree’ and ‘Fully Agree’ responses respectively.
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3.4.5 Most Effective BRIDGE Activities was Found as Hiring Female Teachers BRIDGE project provided almost 109 million YER in total as funding to schools for implementing school improvement activities. The funding was provided by three different sources as shown in the table below.
Table 3.11 Summary of BRIDGE Funding Amount by Sources (2005–2007) Source 2005 (Year 1) 2006 (Year 2) 2007 (Year 3) Three Year Total YER % YER % YER % YER % JICA 27,398,090 92.7 27,893,520 93.5 29,235,800 59.1 84,527,410 77.6 Taiz Gov. 0 0.0 0 0.0 16,758,259 33.9 16,758,259 15.4 Local 2,143,437 7.3 1,949,137 6.5 3,503,034 7.1 7,595,608 7.0 Total 29,541,527 100.0 29,842,657 100.0 49,497,093 100.0 108,881,277 100.0 Source: Created by JICA-BRIDGE Project Team.
• Table 3.12 summarizes school activities by allocation of funding. Various activities were financed under the BRIDGE project. Among all activities, hiring contracting teachers was the most popular activities during the three years (42,466,827 YER), which accounts for almost 40% of the total funding, followed by constructing classrooms (16,872,561 YER), and repairing classrooms (13,325,371YER). In Year 1, JICA funding allowed schools to spend money for school uniforms, bags, school fees, school furniture, and water for the tank. However, from Year 2, allocating funding for school uniforms and bags was not allowed by JICA because these items could be donated from wealthy families. School fees were abolished in Year 2 by the Government of Yemen, so then school fees were not financed under BRIDGE from Year 2. School furniture was provided by Taiz GEO from Year 2. Water for the tank was covered by local contributions from Year 2, taking into consideration the need for sustainability.
Table 3.12 BRIDGE Funding Amount (2005–2007) by School Activities and Sources
Source: Created by JICA-BRIDGE Project Team.
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• Table 3.13 shows that all the head teachers, teachers and parents agreed that BRIDGE contributed the most to improve the shortage of female teachers. Head teachers and teachers agreed that the lack of fathers’ and mothers’ appreciation were highly improved due to the BRIDGE project. On the contrary, parents agreed that BRIDGE contributed to improve the shortage of separate classrooms and improve fathers’ appreciation toward education. • Even though head teachers and teachers perceived the lack of fathers’ and mothers’ appreciation toward education as obstacles for girls’ education, it is sure that the BRIDGE project helped to raise awareness and appreciation of parents toward education.
Table 3.13 Most Effective BRIDGE Activities for Improving Girls’ Education4 Head Teachers Teachers Parents Most effective to improve % N= 59 % N = 287 % N = 591 Lack of female teacher 20.2% 35 21.9% 188 24.0% 352 Lack of separate classrooms for boys and 9.2% 16 15.0% 129 18.8% 275 girls Lack of fathers’ appreciation for girls’ 17.9% 31 17.8% 153 15.1% 222 education Lack of mothers’ appreciation for girls’ 21.4% 37 15.6% 134 12.1% 178 education Difficulty in transportation 4.0% 7 3.5% 30 2.3% 34 Lack of school fence 0.6% 1 2.0% 17 4.2% 62 Lack of decent toilets for 10.4% 18 9.6% 82 10.2% 150 girls Too much work at home for girls (water gathering, 2.3% 4 1.9% 16 0.5% 8 caring for siblings, etc.) Early marriage 1.2% 2 1.6% 14 0.4% 6 Parents cannot afford girls’ 5.2% 9 2.9% 25 6.3% 93 education economically Not useful lectures for 1.7% 3 0.7% 6 1.7% 25 daughters Teachers’ use of stick at 2.9% 5 1.3% 11 0.6% 9 school No work after graduation 1.2% 2 3.5% 30 1.0% 14 Lack of textbooks 1.2% 2 1.3% 11 2.5% 36 The school is so far from 0.6% 1 1.4% 12 0.3% 4 the house Total 100.0% 173 100.0% 858 100.0% 1,468 Source: Created by BRIDGE Project based on the 2008 Endline Survey. a Dichotomy group tabulated at value 1.
4 Table 3.13 is a summary of answers by head teachers, teachers and parents to indicate 3 items to which BRIDGE was most effective in improving the situation of female absences in school.
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4. Lessons Learned and Recommendations
To summarize the 42 months of experiences of the BRIDGE project, which were described in details in the previous progress reports (please see Appendix 10 for a list of submitted reports), the BRIDGE guidelines, and the previous sections of this report, the following are lessons learned for the relevant project implementation and the future expansion of the BRIDGE model.
4.1 Targeting the Most Rural and Disadvantaged Schools
The BRIDGE project supported the rural and disadvantaged schools and districts. After their visit to the targeted schools, many MOE senior officials said, “I did not know that there were still many schools in such disadvantaged conditions in very poor communities in Taiz.” As their comments indicate, there are huge gaps between urban and rural schools, and within the target districts. Smaller schools located in very poor areas tend to be newer and have poorer school environments and face serious shortages of teachers. BRIDGE project has targeted all the schools in one sub-district of the targeted districts and provided basically the same amount of funding to these schools. However, to consider the disadvantaged conditions of small schools located off the roads, consideration should be made to target the most rural and disadvantaged schools in the target districts.
4.2 Improving Access and Quality of Education Together
To encourage attendance of female students at basic education schools, a comprehensive approach to increase enrollment and reduce drop-outs should be taken. The impact assessment analysis found that even though overall student enrollment and female student enrollment of higher grades were increased, the retention rate of students is not satisfactorily high.
• In the process of developing the BRIDGE model, the Expert Team added a component of quality of education in the school improvement plan in order to reduce the drop-outs. To improve the quality of education, head teachers should play a leading role to manage the school administration and teaching skills of teachers. In rural and disadvantaged schools, head teachers are relatively newer, younger, and less experienced without special training as a head teacher. Quality of education at these schools mean keeping students’ and teachers’ attendance everyday and following up their absences, supporting teachers through classroom observations, and managing daily school activities, such as school assemblies. A basic program for head teachers on quality of education was already included in the school improvement manual (Guidelines Volume 3). However, as the impact assessment results indicate, head teachers’ views for better school management do not show satisfactory changes before and after the project. Continuous follow up should be made by DEOs. • The BRIDGE project conducted school-based activities for the school improvement plan and awareness raising program. It was not sure how far the schools could reach villages and families remotely located from the schools. The experts found that when contract teachers were hired from villages far from the school, they could influence their community people to persuade sending their children to school with the teachers. However, otherwise, the experts observed that additional effort was required for the schools to reach out to villages and children living far from the schools and who never experienced school.
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4.3 Benefited from Locally Hired Teachers
BRIDGE experiences proved that in rural and disadvantaged schools, locally hired contracted teachers made significant impact on increasing both boys’ and girls’ enrollment. Here are benefits of locally hired contracted teachers:
• Locally hired teachers can attend schools everyday without delay because they live in the area. Government hired teachers are difficult to stay in rural and disadvantaged schools if they are not familiar with difficult life in the areas. • Locally hired teachers can be accepted by the parents and students even if they are male because the community people know them well. Teachers are not strangers to the parents and students. If the government teachers could stay at the schools, male teachers could not be accepted by the parents and female students because they are strangers. • Locally hired teachers can build good, trustful relationships with the fathers and mothers since they could visit community houses to talk with the parents and students. With having locally hired teachers, schools could build a close relationship with the community. It takes time for the government teachers to be accepted by the local community in rural and disadvantaged schools. • Locally hired teachers are less expensive than the government teachers. If the government teachers are allocated in rural and disadvantaged schools, the government needs to pay incentives to keep their staying.
In the school year 2007/2008, 172 local teachers were contracted with schools. Out of 172, 58 teachers were female. One hundred and twenty-nine teachers have a degree above secondary education. Forty-eight teachers hold a diploma or university degree.
Although JICA, MOE, Taiz GEO have been making efforts to hire these contracted teachers under the government payroll, the process of hiring was difficult. Only four teachers were hired in the 2008 hiring process. Obstacles of hiring the locally hired teachers are found as follows:
• Teacher positions are very competitive. Teacher posts of new hiring are very limited. In 2008, 300 positions were allocated in Taiz Governorate in total. There is a long waiting list at each governorate. BRIDGE contracted teachers cannot be competitive enough in such a system because most of them were not put in the waiting list for long years. • Decision making on the teacher employment is monopolized by Civil Service Office of each Governorate. GEO cannot make influence over the decision making of the governorate teacher hiring. Even Ministry of Education cannot intervene in the process. • BRIDGE is a pioneer trying to institutionalize the bottom-up teacher hiring process. In the current hiring system, schools urgent needs are not considered. Since there are no precedents like BRIDGE, no one knew what should have been done.
4.4 Establishing Active Partnerships between Schools and Communities
Active community participation in school activities is one of the greatest achievements of the project. One of reasons can be said that school committees were fully utilized. For future reference, the following introduces examples of how the school committees were utilized for active community participation.
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• School committees helped to increase accountability and transparency of the use of funding. Division of responsibilities between school committee chairperson, treasure and auditor was effective to avoid any misuse of the funding. There were many disputes reported during the BRIDGE implementation regarding funding management. When a head teacher tried to use the funding for his own personal use, members of the school committee came to report to the DEO with the money book record as evidence. In this way, a check and balance mechanism was functioning at the school committee. • School committees played a key role to bring schools and communities together. School committees are formed with mixed members of school and communities. This allows school committees to become a window to open the schools toward communities. From the community, participation of a community leader is required. The community leader can play the role of problem solver in the community and as a leading role model to influence the attitudes of the community people toward education and schools. Schools should be integrated into their communities by involving the participation of key stakeholders. Women’s participation if required as they can be a window of communication between school committees and the women in the community. From the BRIDGE experiences, it was found that the opinions of women and men were often different, men’s prepossession toward women limited women’s behavior. Women’s opinion should be listened to separately if women can not speak in front of men. Then their opinions should be shared with the school committee. For example, opening literacy and sewing classes were realized when women requested these activities to the school committee. • Plan-do-see cycle helped the school committees to keep working throughout the year and take concrete actions for improvement. BRIDGE took the following plan-do-see cycle for the school improvement planning and community awareness program: i) analyze the current situation, “Where we are?”; ii) analyze problems they face, “What are the problems?”, iii) set actions to solve the problems, and iv) follow up on the actions. This plan-do-see approach helped to make the school and community feel responsibility and ownership toward their schools and children’s education. In Year 1, the Team faced the problem that schools and communities just spent money for purchasing materials, and that they did not think how to utilize these resources for improving schools. This problem seems to be gradually solved when the plan-do-see cycle was established.
4.5 Disseminating Islamic Awareness Messages through Different Channels
The BRIDGE project strengthened its awareness raising program for the 42 months implementation because it was found that one of the major obstacles of girls’ education was the lack of parents’ and head teachers’ awareness toward girls’ education. The impact assessment revealed that awareness among head teachers, teachers and parents toward girls’ education was remarkably improved. DEOs said, “Religious brochure and a cassette tape of Taiz radio campaign was very helpful to convince illiterate parents of the importance of education since the messages were based on Islam, which everyone knows and no one opposes. Local preachers could use the brochure on their Friday speech. People enjoyed listening to the radio campaign drama on girls’ education, which was broadcasted by the school radios.” BRIDGE experiences also found that it was worthwhile educating journalists by inviting to the target schools to know the reality of rural schools (please see Appendix 11 for list of awareness materials).
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4.6 Strengthening Capacity of GEO and DEO in School-Based Approach
The impact assessment proved that the BRIDGE project improved students’ enrollment, school environment, community participation and people’s perception toward girls’ education. These successes could not be realized without appropriate support from GEO and DEOs to schools, including provision of funding, required training and materials, and managing time in addition to direct consultation at the school level. The BRIDGE project emphasizes the importance of this supporting mechanism to foster the school-based management. Capacity development of DEOs and GEO was made based on this idea. Lessons learned related to this issue are the following:
• In the guidelines, roles and responsibilities of each player, GEO, DEO and school committees are clearly defined. GEO’s main role is to provide funding to schools and to receive the reports from DEOs and conduct school monitoring in approving school plans and financial reports. In addition, GEO is responsible for disseminating these experiences beyond target schools and to the MOE and Taiz Governorate Office. DEO’s role is to support schools’ successful implementation of school improvement plans. DEOs are expected to provide appropriate support according to different school situations. It took time for each to understand their roles in actual implementation. Many occasions were observed when GEO tried to take control over school situations and had conflicts with DEOs. DEOs tried to write the school plans instead of the schools. Schools waited from DEO to complete all the reporting works. Through trial and error, they gradually understood their roles and responsibilities and came to respect each other. • BRIDGE used the word “workshop” instead of “training” to emphasize two-way communication between the organizers and participants, and to encourage active discussion among participants. BRIDGE workshops were relatively shorter than other government trainings. Instead of providing a long period of courses, BRIDGE emphasized on-the-job learning process and follow up support after the workshop. For example, school committees participated in the three day school improvement planning workshop at the planning stage. After the workshop, school committees are supported by DEO’s school visits. At the end of the year, a one day workshop on financial report preparation is provided for the school committees. DEOs report the progress and issues at the schools to GEO at the monthly meeting.
4.7 Institutionalizing Inter-Ministerial Coordination
Since the BRIDGE model includes innovative approaches that have never been done before, including direct transfer of school funding and hiring local teachers by schools, sector coordination within the Ministry of Education, inter-ministerial coordination both at the central and governorate levels, and coordination between concerned ministries and governorate offices became more important with the progress of the BRIDGE project. Successful continuation of the BRIDGE project in Taiz heavily depends on the leadership of the Director of Taiz GEO, who realized the need to receive financial support from the Taiz local council. Further coordination is required with the Civil Service Office to hire contract teachers under the government payroll, with MOE to obtain operational budget for training and monitoring, and with MOF and GFO to realize the direct funding transfer to schools. These coordination should be institutionalized.
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4.8 Recommendations for Expansion of BRIDGE Project
After the JICA support ends in November 2008, the BRIDGE project is expected to be expanded to other rural and disadvantaged schools within and beyond Taiz Governorate. Here are recommendations for the successful expansion.
(1) Obtaining Training and Monitoring Budget in Addition to School Funding In Taiz Governorate, school funding has been provided from the Taiz Governorate local council budget since 2007. Taiz Governorate has continued the same level of support in 2008 and is expanding the target schools from the current 59 schools to 119 schools by adding 60 schools in 2009. This is one of the greatest and most remarkable achievements of the BRIDGE project in Taiz. In addition to obtaining the school funding, training and school monitoring are essential components for the successful implementation of the BRIDGE project to strengthen management capacities of GEO, DEOs and school committee members as well as sharing experiences. Training and monitoring budget for the BRIDGE project should be budgeted at the Ministry of Education and Governorate Local Council.
(2) Establishing a Direct Funding Transfer Mechanism to School Accounts The success of the BRIDGE project provided strong evidence to the policy makers at the national government that schools are capable of managing the funding transferred directly to the school accounts in transparent and accountable manners if an appropriate monitoring and support mechanism is established at each targeted district and schools. However, under the current budgetary regulations, it is not possible to realize the direct funding transfer to schools as the BRIDGE project suggests. The amendment of budgetary regulations is currently being examined between Ministry of Education and Ministry of Finance. Therefore, Taiz Governorate needs to wait for the amendment at the national level. It is highly recommended that MOE, MOF, and Taiz Governorate including GEO and GFO closely coordinate to follow the same mechanism in Taiz Governorate as the one that will be realized at the national level.
(3) Reviewing Appropriate Mechanism of Hiring and Sustaining “Contract Teachers” and Ensuring the Quality of Contract Teachers Impact assessment found that hiring teachers was one of the most effective school activities for increasing girls’ attendance at the rural schools. Locally hired teachers can be accepted by parents even though teachers are male if they know the teachers. It was proved that locally hired teachers are working hard with less absence and cost less than teachers commuting from outside of the community because there is no need to pay transportation and accommodation costs. However, most of the 129 qualified contracted teachers by BRIDGE project were still not yet hired under the government payroll as of November 2008 (please see Appendix 12 for detailed background of hiring contracted teachers). It was also found that male teachers without a diploma or university degree could not be hired by the current government system. Currently, these teachers are hired by schools with the Governorate funding of 230,000 YER to schools. These amounts are only for hiring 1.5 teachers for ten months.
Before expanding BRIDGE to other governorates, firstly, remaining contract teachers who were not yet hired by the government should be hired by the government. If it is difficult to hire contracted teachers under the regular government payroll, it is highly recommended that MOE should establish a new mechanism at the governorate level to allow schools to hire local teachers with secondary education qualification. This requires a strong leadership of Minister of Education. Minister of Education should discuss the issue with Minister of Civil Service. Minister of Education should request Minister of Civil Service to request Taiz Civil
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Service Office to include the remaining contracted teacher in the employed teacher list in 2009. Ministers of Education and Civil Services should monitor the process until they will be actually hired in 2009.
For the expansion of BRIDGE, considering “sustainability” and “quality assurance” of these contract teachers, the BRIDGE mechanism of hiring teachers should be reviewed and be improved to match the current government hiring policy. BRIDGE strongly recommends the following criteria for selecting contract teachers:
• Select from the same community; • Female should have at least completed secondary education; • Male should at least hold a diploma; • If both male and female have the same qualification, then hire the female.
Intensive discussion should be made among key stakeholders, including Taiz Governorate offices of Finance, Civil Services and Education with close collaboration with their ministries in Sana’a. For example, the following issues should be determined:
• If the governorate funding can allow schools to hire teachers locally, could the contract teachers become government official teachers in the end? How long can teachers continue to be hired by schools with governorate funding? • Current selection criteria do not consider the most important factor, which is the stability of the teachers in the schools. Teachers who are sent to a very remote area where they cannot find basic conditions for living (including water, electricity and decent accommodation) cannot survive. Among the 59 target schools, 8 schools do not have one single government teacher; all the teachers are contract teachers. Who should be responsible for matching the school demands for teachers and regular teacher employment procedures? • How can the schools identify an appropriate number of contract teachers to hire in addition to government teachers at the schools? • Once the contract teachers are hired by schools, how could GEO provide the official government trainings for these contract teachers as soon as they are hired? How could school head teachers support these contract teachers to assure the quality of teaching at the school?
(4) Examining an Appropriate Level of School Funding Three year’s BRIDGE experiences can conclude that the amount of 500,000 YER per school in a year was necessary, but might not be sufficient depending on the conditions of the school. In the 2008/2009 school year, MOE is planning to implement the direct transfer of school operational cost according to the number of students. Therefore, the amount of the BRIDGE funding should be re-examined.
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Table 4.1 Sample School Funding Levels by School Type (YER) School Type Year 1 Year 2 Year 3 Year 4 Year 5 Large Schools 0000 0
Mid-size Schools 500,000 500,000 300,000 300,000 300,000 Share of activities Contracted Teachers 300,000 300,000 300,000 300,000 300,000 Construction and Rehabilitation 150,000 100,000 0 0 0 Others 50,000 100,000 0
Small Schools 800,000 800,000 800,000 450,000 450,000 Share of activities Contracted Teachers 300,000 450,000 450,000 450,000 450,000 Construction and Rehabilitation 400,000 250,000 250,000 0 0 Others 100,000 100,000 100,000 Source: JICA-BRIDGE Dataset. Note: Large Schools (More than 500 students); Mid-size schools (150～499 students); Small Schools (Less than 150) It costs 150,000 YR to hire contracted teachers per year.
The table above summarizes a formula that decides the amount of funding to schools. It is based on the number of students at the school. The amount per school is calculated based on the following assumptions:
• 400,000 YER is the minimum amount for purchasing materials to construct one classroom with community labor. • 150,000 YER is the 10-month salary of hiring one contract teachers, which is based on the lowest scale of the government teacher’s monthly salary of 15,000YER. Once the contract teachers are hired, schools should continue to receive the necessary funding for teachers until these teachers are hired under the government payroll. • Other activities include organizing activities for improving quality of education and raising parents’ awareness toward education. Since these do not cost much, it is highly recommended that schools should spend money for these activities in addition to hiring teachers and constructing classrooms. • BRIDGE project supports targeted schools intensively for three years once they are targeted. After this period, it is expected that the amount of funding, except the teacher salary, should be decreased to support other schools:
Table 4.2 Number of Schools by Students’ Number in 2004 (N=59) School category Number Share Schools with less than 150 students 26 44% Schools with students from 151 to 499 25 42% Schools with 500 and more students 8 14% Source: JICA-BRIDGE Dataset.
As shown in Table 4.2, 86% of the targeted schools had less than 500 students before the JICA support started. Out of them, almost half (26 out of 51) had less than 150 students. Eight schools have more than 500 students in grades 1 to 9. As a result, the BRIDGE project recommends that the large schools with more than 500 students do not have to receive the BRIDGE funding. Large schools with more than 500 students will receive more operational funding from MOE. BRIDGE also recommends that the most disadvantaged schools with less than 150 students should receive the largest amount of 800,000 YER per year since they require more funding to
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improve school facilities and hiring teachers to make their schools as a place for learning. Finally, the mid-size schools that have students from 150 to 499 should receive 500,000YER per year.
(5) Harmonization of Operational Procedures among Similar School-Based Management Programs There are similar trials to promote school-based management being implemented by different donors (i.e. UNICEF’s Child Friendly School (CFS) Program and BEDP’s Whole School Improvement Program) and MOE under the national Program. In this regard, much effort shall be required for harmonization in operational procedures among such programs to avoid any duplication. In addition, sharing good practices, strategies and challenges among key stakeholders from different regions and levels should be promoted for effective harmonization of policy, legal framework, implementation and funding framework based on good practices and lessons learned.
(6) Utilizing School Inspectorate System at the District Level to Effectively Implement School Support and Monitoring In the future expansion, it is recommended that the DEO Team should utilize their inspectors (finance, school environment, and pedagogy) to conduct school visits to support schools and monitor the progress of the BRIDGE activities at the school.
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APPENDIX
Appendix 1 Appendix 1 Project Design Matrix (PDM0) of Broadening Regional Initiative for Developing Girls’ Education (BRIDGE) in Taiz Governorate (Agreed on March 22 2005) Narrative Summary Objectively verifiable indicators Means of Verification Important Assumptions Super Goal 1. Boys’ and girls’ enrollment rates from in G1 to G6 in Taiz Governorate （100%） Census issued by the Statistical office – school-aged population Every girl and boy completes her/his basic education in Taiz Governorate in accordance with 2. Boys' and girls’ enrolment rates from G1 to G9 in Taiz Governorate （90%） Enrollment number of students by Department of Statistics, GEO BEDS by 2015 Statistical recalculated document by using above two information Overall Goal Girls enrolment rate from G1 to G9 in the targeted areas Census issued by the Statistical office – school-aged population Yemeni Governmental and Girls’ enrollment rate in Taiz Governorate is increased Enrollment number of students by Department of Statistics, GEO Taiz government continue Statistical recalculated document by using above two information to promote and implement the BEDS strategy. Program Purpose 1. Guidelines for promising girls’ education in Taiz Governorate is made 1. Girls Education Promotion Guideline is printed Ministry of Education and The effective model of regional educational administration based on community participating 2. Female students’ ratio against a male student in G6 in the targeted area 2-1 Census issued by the Statistical office – school-aged population Ministry of Finance and school initiatives is established for improving girl’s access to educational opportunities in 2-2 Enrollment number of students by Department of Statistics, GEO continue to allocate the the targeted districts in Taiz Governorate 2-3 Statistical recalculated document by using above two information necessary budget for the implementation of BEDS strategy. Output 1-1 Number of training programs conducted for GEO & DEO officers 1-1 Number of training courses and trainees. Training reports Allocated number of 1. Taiz Govern rate’s capacity on regional educational administration is enhanced 1-2 Number of the activities conducted among schools, DEO & GEO 1-2 Program progress reports teachers to basic 2. Community participation in basic education is activated in the targeted areas 1-3 Number of awareness raising activities for promoting girl’s education 1-3 Program progress reports, pamphlets for campaign education school is not 3. School management capacity is enhanced in the targeted area 2-1 Number of fathers’ & mothers’ councils established and their number of the activities 2-1 Number of fathers’ and mothers’ councils set up, the activities records, progress reports decreased but increase in conducted 2-2 Seminars conducted and the number of attendant accordance with the 2-2 The actual number of reports to DEOs done by facilitators 2-3 Activities conducted by the facilitators and its progress reports school age population 2-3 Number of reports to DEO done by facilitators 2-4 Results of incentive survey? in terms of school education 2-4 Parents’ and communities’ expectations for and awareness of their daughters’ and 3-1 Number of seminars conducted and the number of attendants students’ education which are raised through their activities 3-2 Number of meetings held, attendants, and Program progress reports 3-1 Number of training for school administrators 3-3 Results of expectation survey in terms of school management 3-2 Number of meetings conducted at the school level 3-4 Program activities and Program progress report 3-3 Expectation of parents and community for schools 3-4 Number of reports on the schools’ activities to DEO done by school administrators Activities for Output 1: Capacity Development for Regional （Governorate & District） Educational Administration INPUT Trainees from GEO, DEO 1-1 Conduct workshops on the objectives and concepts of BEDS including the skills and knowledge of girls’ education promotion and community participation for relevant GEO/DEO
2-10 Monitor and report regularly the progress of the pilot projects （proposed by communities） to relevant DOEs （by the facilitators selected in Activity 2-2）
Activities for Output3: Capacity Development for Administrators in School Management 3-1 To Conduct training on school management, girls’ education promotion and so on for school administrators （headmasters/mistress and deputy headmasters/mistresses） 3-2 Establish school improvement committees within the targeted schools, of which members consist of school administrators （including teachers and inspectors）, representatives of male and female students, members of fathers’ ad mothers’ councils and DOE officers 3-3 Conduct meetings among the members of the school improvement committees established in Activities 3-2, and facilitate them to identify the needs to improve school management and educational quality at their schools 3-4 Conduct meetings among the members of the school improvement committees, and facilitate them to decide and make plans for their pilot projects （to be proposed by schools） based on the needs identified and DEO’s plans made in Activities 1-5 3-5 Facilitate relevant stakeholders to implement the pilot projects （proposed by schools） planned in Activity 3-4 3-6 Monitor and report regularly the progress of the pilot projects ‘proposed by schools） to relevant DOEs ‘by the representatives of the school improvement committee
A1-1 Modified Project Design Matrix after Mid-term Evaluation (PDM1) Project Title: Broadening Regional Initiative for Developing Girls’ Education（BRIDGE）in Taiz Governorate Updated: September 9, 2007 Project Period: June 2005 to November 2008 Target Areas: Mawiyah, Maqbanah, Al Makha, Dhubab, Same’ and Al Waziiyah (6 districts) Target Group: GEO, DEOs, schools and community Narrative Summary Objectively verifiable indicators Means of Verification Important Assumptions Super Goal 1. Completion rate in G9 in Taiz Governorate Completion rate by Department of Statistics, GEO Every girl and boy completes her/his basic education in Taiz Governorate in accordance with BEDS by 2015 Overall Goal 1. Female students’ ratio against a male student in G1-G9 in Taiz Governorate is Enrollment number of students by Department of Statistics, GEO Yemeni governmental and Taiz government Girls’ access to basic education in Taiz Governorate is increased. increased. continue to promote and implement the BEDS strategy.
Project Purpose 1. Guidelines on implementing BRIDGE model, especially from perspective of promotion 1-1 Assessment by GEO and MoE on contexts of the guideline, including a set of Ministry of Education and Ministry of The effective model of regional educational administration based on community participating of girls’ education is in place and understood by key stakeholders. formats. Finance continue to allocate the necessary and school initiatives is developed for improving girl’s access to educational opportunities in 2. GEO is capable of managing BRIDGE implementation by using the developed 1-2 Analysis of studies (examples) on successful cases for promotion of girls’ budget for BRIDGE. the targeted districts in Taiz Governorate guideline. education which will is included in the guideline. 3. Female students’ ratio against a male student in G1-G9 in the target districts is at least 2 Self assessment by GEO and assessment by Japanese experts. The BRIDGE model is disseminated in Taiz 0.78. 3&4 Enrollment number of students by Department of Statistics, GEO Governorate. 4. The total number of students (both boys and girls) does not decrease. Output 1-1 GEO and DEOs understand their roles and responsibilities in BRIDGE implementation. 1-1&1-2 Self-assessment (self-assessment sheet) and assessment by the JICA Expert Trained GEO team remains as C/Ps. 1. Taiz Governorate’s capacity on regional educational administration is enhanced. 1-2 GEO and DEOs can manage each steps minimally required in the BRIDGE Team. (Target: GEO and DEOs) management cycle. 2-1 Evaluation criteria sheet developed by the Project. 2. Community participation in basic education is activated in the targeted areas (Target: 2-1 DEOs assess that community participation is increased. 2-2 Data complied by JICA-BRIDGE team and Focus group interviews School Committees, Fathers’ Councils and Mothers’ Councils) 2-2 Both school and community assess that community participation is increased. 2-3 Data complied by JICA-BRIDGE team Focus group interviews 3. School management capacity is enhanced in the targeted areas.(Target: Head 2-3 Parents’ and communities’ understanding about the importance of education is teachers) increased. 2-4 Focus group discussions and assessment by school head teachers/DEOs 4. Steps for disseminating the BRIDGE model beyond the pilot schools and the target 2-4 Women’s participation of school activities is increased. 3-1 Self-assessment and assessment by DEOs districts are initiated. 3-1 Head teachers understand roles and responsibilities in BRIDGE implementation. 3-2 Data and Focus group interviews 3-2 Understandings of head teachers on the importance of girls’ education is increased. 4-1 Activity records 4-1 GEO participates in the process of planning and implementation of workshops to share BRIDGE experiences among the target districts. 4-2 Focus group interview and assessment by the JICA Expert Team. 4-2 GEO understands the editing process of the news letter and involves in the process. 4-3 Activity records 4-3 DEOs in each target district organize Open Day at least once during the Project implementation period. INPUT Trainees from GEO, DEO and schools or 1-1 Hold an inception report seminar to introduce the initiation of BRIDGE Project
A1-2
Appendix 2 Appendix 2: Dispatch Schedule of Experts
2005 2006 2007 2008 Year 1 Year 2 Year 3 Year 4 MM 123456789 10111213 14151617 18 19 20 21 2223 24 25 2627 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 1-1 1-2 2006年度 2007年度 2008年度 678910 11 12 123456789 101112 1 2345678910 11 12 1 234561789 10 1MM MM MM MM MM Total Areas of Expertise 氏名 Year 1-1 Year 1-2 Year 2 Year 3 Year 4 FDFDFDFDFDFD F: Field, D: Domestic
10 25 16 26 28 12 31 13 10 23 218 Dr. KURANAMI, ◎Leader 2 1 Chiaki（PADECO) 0.53 0.37 1.00 0.93 0.47 3.30 (16) (11) (15) (15) (14) (14) (14)
◎Deputy Leader/ Dr. OGAWA, 17 5 20 5 16 627 2911 1 16 2712 16 26 31 25 5 14 2 Regional Education Keiichi 3 1.20 0.70 1.07 1.07 1.57 5.61 Admin. (Kobe U.） (20) (16) (21) (16) (3) (13) (16) (16) (11) (26) (10)
Mr. TANAKA, 30 29 14 22 20 29 2 9 29 25 25 26 17 6 523 22 23 27 29 5 15 19 21 16 31 ◎Micro-planning/ Shinichiro 4 3 Community Participation 2.33 2.50 4.30 4.50 0.27 13.90 （PADECO） (30) (40) (40) (8) (27) (32)(51) (19) (27) (31) (42) # (31) (8) (8) 0.27 0.27 Ms. SONODA, 22 5 20 23 30 8 19 22 2762812 23 19 24 17 32 1 26 4 ◎Gender Aya 5 3.53 3.43 5.50 6.00 1.90 20.36 (PADECO) (106) (34) (69) (65) (41) (59) (38) (57) (25) (60) (57)
Ms.Emily 1 31 25 5 2723 15 15 20 24 514 52331 911 422 28 7 17 24714 27 9 13 26 316 22 15 1725 31 29 14 5 ◎Girls Education Allardyce 2 2.07 1.67 3.60 3.60 0.00 10.94 （PADECO） (62) (11) (28) (6)(5) (12) (18) (19) (3) (10)(19) (8) (19) (1) (14) (20) (14) (9) (14)(5) (11) (10) (10)
18 14 24 6 18 30 Education Statistics/ Prof. KAWASHIMA, 6 Tatsuo 3 0.93 0.47 0.00 0.00 0.43 1.83 Impact Assessment I （Kobe U.) (28) (14) (13)
Deputy Leader/ Training Dr. SAKURAI, 22 720196929 25 19 20 31 26 1723 28 29 22 6 31 19 21 420 13 14 520 29 29 2816 7 Planning/ Awareness Aiko 4 2.60 4.17 6.50 7.23 3.87 24.37 Raising （PADECO) (78) (48) (50) (27) (32) (58) (53) (22) (30) (22) (53) (34) (47) (61) (47) (32) (37) (7) 0.23 0.23 Ms. TANIGAWA, 3 22 25 26 222 8 Training Planning II Ayako 5 0.00 0.00 0.00 0.70 1.33 2.03 （PADECO) (21) (32) (8) (13) 0.43 0.43 22 21 2830 87 23 21 1818 12 883 Project Coorinator/ Mr. OGITA, Ms. SHIOTA, 9 Ms. NAKANO* 6 0.90 0.90 Impact Assement II （PADECO) (30) (30) (30) (30) (30) (30) (28) (27) 1.00 1.00 2.00 2.00 0.93 6.93 Upper: Expert Field Assignment * Year 1-1: Ogita, Year Ramadan Eid Ramadan Eid Ramadan Eid Ramadan Lower in red: Project Coodination Assignment 1-2, Shiota, Year 2-4 Nakano Dr. KURANAMI, 1 ◎Leader Chiaki 2 0.00 0.17 0.00 0.00 0.00 0.17 （PADECO) 5 ◎Micro-planning/ Dr. OGAWA, 3 Community Keiichi 3 0.00 0.00 0.03 0.00 0.03 0.06 Participation (Kobe U.） 1 1
Education Statistics/ Prof. KAWASHIMA, 3 Tatsuo 3 0.00 0.23 0.50 0.00 0.17 0.90 Impact Assessment I （ Kobe U.) 7 15 5
Field Assignment (M/M) （Excluding Project Coodination →） 13.19 13.31 21.97 23.33 10.74 80.31 Project Coodination (M/M) 1.00 1.00 2.00 2.00 1.86 7.86 Domestic Assignment (M/M) 0.00 0.40 0.53 0.00 0.20 1.13
A2-1
Appendix 3 Appendix 3 Yemen BRIDGE project: Counterpart Training in Japan 27 February - 9 March, 2007
Updated: 22 Feb. 2007 Attendant: Ms. Yoko Yokoe, Training Supervisor, JICE (English) Translator: Mr. Shadi Hijazi, Graduate School of Business Management, Kobe Univ.
Counterpart Training Schedule Date A.M. P.M. 25-Feb Sun Depart Yemen 26-Feb Mon Arrive in Tokyo, Japan 9:30- Briefing JICA Tokyo 14:00 or 15:00 Visit JICA Headquarters Tokyo Meet with Ms. Hara (Head of Human 27-Feb Tue Development Basic Education Team, Ms. Tokuda (in charge of BRIDGE Project) JICA Hyogo→Kobe Univ. GSICS, 13:00-13:30 Program Orientation Kobe (Attendant：Dr. Keiichi Ogawa, Ms. Miho University, Arimura) 6F Conference Room Tokyo → Kobe Seminar 28-Feb Wed 13:35-15:30 "Girls' Education and Economic Check in @ JICA Hyogo Development in Developing Countries" 15:50-17:30 (Lecturer: Dr. Keiichi Ogawa） "International Aid Agencies - JICA and Basic Education Development" (Lecturer: Dr. Mikiko Nishimura) Seminar GSICS, 13:30-14:00 Meet with President of Kobe Univ. GSICS, 9:00-10:30 "Education and Economical Kobe University, （Participants: MoE officials, Prof. Ohta Kobe Efficiency: EFA to EFA:FTI" 6F Conference [Deputy President of Kobe Univ],Dr. University, (Lecturer: Dr. Keiichi Ogawa Room Ogawa,JICA Training Supervisor, 6F Conference 10:45-12:15 "Education System and Local Translater) Room Government in Japan" 14:15-15:45 Seminar 1-Mar Thu （Lecturer: Dr. Kenshi Yamanouchi） "Education Policy and Planning" (Lecturer: Dr. Keiichi Ogawa 16:00-17:00 Workshop "Lecture on Preparation of Annual Work Plan (AWP) FY2008" (Lecturer: Dr. Keiichi Ogawa） 9:30-11:30 Visit Kobe City Board of Education Kobe City 13:30-15:00 School Visit Kobe City "Learning Activities and Approach "Rokkosan Primary School" 2-Mar Fri of Kobe City" (Attendant from Kobe U.: Ms. Miho (Attendant from Kobe U.: Ms. Miho Arimura） Arimura) 3-Mar Sat Reading and Preparation of Materials Reading and Preparation of Materials 9:00-12:00 Reading and Preparation of Kobe Univ. 13:30-17:00 Workshop Kobe Univ. Materials "Primary Education Promotion Policy 4-Mar Sun and Finance/Government System" (Lecturer: Dr. Mikiko Nishimura, Dr. Keiichi Ogawa, Others) 9:00-12:00 School Visit Kobe City Seminar GSICS, "Sumiyoshi Elementary School 13:30-15:00 "International Organizations and Girls' Kobe attached to Kobe University" Education" University, "Sumiyoshi Jr. Secondary School (Lecturer: Dr. Yuto Kitamura） 6F Conference 5-Mar Mon attached toKobe University" 15:15-17:00 "ICT and Girls' Education" Room (Attendant from Kobe. U.: Dr. (Lecturer: Ms. Yoshiko Koda) Keiichi Ogawa, Ms. Miho Arimura, Mr. Toyohiko Yogo) 9:00-12:00 International Symposium GSICS, 13:00-17:00 International Symposium GSICS, "Education Public Policy and Girls' Kobe University, "Education Public Policy and Girls' Kobe Education in Yemen" 6F Conference Education in Yemen" University, 6-Mar Tue (Lecturer: Prof. Tatsuo Kawashima, Room (Lecturer: Prof. Tatsuo Kawashima, Dr. 6F Conference Dr. Keiichi Ogawa, Dr. Mikiko Keiichi Ogawa, Dr. Mikiko Nishimura) Room Nishimura) 9:00-10:00 Training Assessment at JICA JICA Hyogo 14:00 Workshop GSICS,6F Hyogo GSICS６F "Preparation of AWP FY2008" Conference Rm. （Attendant from Kobe Univ.: Dr. Conference (Lecturer: Dr. Keiichi Ogawa) 7-Mar Wed 10:45-12:30 Keiichi Ogawa, Ms. Ohkata) room -17:00 Seminar "Community based Management and ICT" School Visit Kobe City 13:30-14:45 Preparation AWP presentation GSICS, 9:00- "Rokko Island Primary School" 15：00-16：30 Presentation of AWP 6FConference 11:00- "Minatogawa-Tamon Primary (Attendant: Ms. Izumi Ohkata) Room 8-Mar Thu School" 17:30-20：00 Farewell Party (Attendant from Kobe U.: Ms. Izumi （Attendant: Ms. Miho Arimura, Mr. "Mozaic", Kobe City Ohkata, Mr. Toyohiko Yogo) Toyohiko Yogo)） 9-Mar Fri Reading and Preparation of Materials Preparation for departure 10-Mar Sat Preparation for departure Depart Japan for Yemen
Training Agency in charge: Kobe University
Participants: Dr. Mahdi Ali Abdulsalam (Director, Taiz Governorate Education Office) Ms. Fatheyah Al-Shawafi (General Director, Girls Education, Ministry of Education) Ms. Muna Nasser Ahmed Ajlan (Head of Educational Services Section, Girls' Education Department, Taiz Governorate Education Office)
A3-1
Appendix 4 APPENDIX 4: Plan of Operation and Actual Schedule (June 05 to Nov. 08)
Year 2005 2006 2007 2008 Number Task Project Year Year 1: Phase 1 Year 1: Phase 2 Year 2 Year 3 Year 4 Month 67891011121234567891011121234567891011121234567891011 Tasks 1-1 Plan Prepare for Implementation Plan(TOR 8-1) Actual 2-1 Plan Prepare Inception Report (IC/R) (TOR 8-2) Actual 2-2 Plan Hold IC/R Seminar (TOR 8-3) Actual 2-3 Plan Employ and Train Local Resource Persons (TOR 8-4) Actual 2-4 Plan Review Existing National Development and Education Plans and Related Project Documents（TOR 8-5） Actual 2-5 Plan Understand Decision-making Processes on Basic Education and Budget Allocation System in the Government of Yemen（TOR 8-6） Actual 2-6 Plan Establish Implementation Structure of Pilot Activities（TOR 8-7） Actual 2-7 Plan Plan and Implement Awareness-Raising Programs for Girls’ Education in Taiz Governorate（TOR 8-8） Actual 2-8 Plan Determine Pilot Schools and Communities That Will Implement Pilot Activities（TOR 8-9） Actual 2-9 Plan Establish Fathers’ and Mothers’ Councils and School Committees（TOR 8-10） Actual 2-10 Plan Draft Manuals for Planning of School Improvement Plans（TOR 8-11） Actual 2-11 Plan Develop Implementation Policy of Pilot Activities（TOR 8-12 Actual 2-12 Plan Draft Manuals for Implementation of Pilot Activities（TOR 8-13） Actual 2-13 Plan Conduct Training on Planning of School Improvement Plans for Concerned Parties of DOE, Fathers’ Councils and Mothers’ Councils and School Committees (TOR 8-14) Actual 2-14 Plan Establish School Improvement Plans（TOR 8-15） Actual 2-15 Plan Conduct Baseline Survey（TOR 8-16） Actual 2-16 Plan Draft Girls’ Education Improvement Plan in Taiz Governorate（TOR 8-17） Actual 2-17 Plan Conduct Training on Implementation of School Pilot Activities for Concerned Parties of DOE, Fathers’ Councils, Mothers’ Councils and School Committees (TOR 8-18) Actual 3-1 Plan Draft Pilot Activity Proposals (TOR 8-19) Actual 3-2 Plan Review and Approve the Pilot Activity Proposals (TOR 8-20) Actual 3-3 Plan Implement Pilot Activities (TOR 8-21) Actual 3-4 Plan Hold Workshop (1) (TOR 8-22) Actual 3-5 Plan Review and Advise on the Pilot Activity Report (TOR 8-23) Actual 4-1 Plan Revise Girls’ Education Improvement Plan in Taiz Governorate and Revise Implementation Policy of Pilot Activities (TOR 8-24) Actual 4-2 Plan Plan and Implement Awareness-Raising Programs for Girls’ Education in Taiz Governorate (TOR 8-25) Actual 4-3 Plan Implement Pilot Activities (TOR 8-26) Actual 4-4 Plan Hold Technical Exchange Workshop (1) (TOR 8-27) Actual 4-5 Plan Review and Advise on the Pilot Activity Report (TOR 8-28) Actual 5-1 Plan Hold Workshop (2) (TOR 8-29) Actual 5-2 Plan Plan and Implement Awareness-Raising Programs for Girls’ Education in Taiz Governorate (TOR 8-30) Actual 5-3 Plan Implement Pilot Activities (TOR 8-31) Actual 5-4 Plan Hold Technical Exchange Workshop (2) (TOR 8-32) Actual 5-5 Plan Review and Advise on the Pilot Activity Report (TOR 8-33) Actual 5-6 Plan Draft Guidelines for promoting girls’ education in Taiz Governorate (TOR 8-34) Actual 6-1 Plan Hold Workshop (3) (TOR 8-35) Actual 6-2 Plan Conduct End-line Survey (TOR 8-36) Actual 6-3 Plan Plan and Implement Awareness-Raising Programs for Girls’ Education in Taiz Governorate (TOR 8-37) Actual 6-4 Plan Develop Guidelines for promoting girls’ education in Taiz Governorate (TOR 8-38) Actual 6-5 Plan Hold Workshop and Trainings for disseminating the BRIDGE model (TOR 8-39) Actual 6-6 Plan Hold Workshop (4) (TOR 8-40) Actual
A4-1
Appendix 5 Appendix 5: Work Flow
Heisei Period 17 (in Japan) Heisei Period 18 (in Japan) Heisei Period 19 (in Japan) Heisei Period 20 (in Japan) Year 2005 Year 2006 Year 2007 Year 2008 678910 11 12 1 2345678910 11 12 1 2345678910 11 12 1 2345678910 11
Final Task1-1: Prepare for Upcoming Mid-term Tasks (TOR 8-1) Evaluation Evaluation
Task2-1: Prepare Inception Report (IC/R) (TOR 8-2)
Task2-2: Hold IC/R Seminar (TOR 8-3)
Preparation for project Task2-3: Employ and Train Local implementation, Resource Persons (TOR 8-4) general affairs, Task2-4: Review Existing National public relations, Development and Education Plans evaluation and Related Project Documents （TOR 8-5） Task6-1: Conduct Endline Survey (TOR 8- Task2-5: Understand Decision- 36) making Processes on Basic Education and Budget Allocation System in the Government of Yemen（TOR 8-6）
Task2-15: Conduct Baseline Task6-4: Hold Workshop (4) Survey（TOR 8-16） (TOR 8-39) 0
Task2-6: Establish Implementation Structure of Pilot Activities（TOR 8-7） Task3-1:Draft Pilot Activity Proposals (TOR 8-19) Task4-1: Revise Girls’ Education Improvement Plan in Taiz Governorate and Revise Implementation Policy of Pilot Activities (TOR 8-24) Task2-8: Determine Pilot Schools and Communities That Will Imple- Task3-2:Review and Approve the Pilot Activity ment Pilot Activities（TOR 8-9） Proposals (TOR 8-20) Task2-9: Establish Fathers’ and Pilot activity Mothers’ Councils and School Committees（TOR 8-10） Task4-3: Implement Pilot Activities Task5-2: Implement Pilot Activities (TOR 8-26) (TOR 8-31) Task2-10: Draft Manuals for Planning of School Improvement Plans（TOR 8-11） Task3-3:Implement Pilot Activities Task2-11: Develop Implementation (TOR 8-21) Policy of Pilot Activities（TOR 8-12）
Task2-12: Draft Manuals for Imple- mentation of Pilot Activities （TOR 8-13）
Task2-13: Conduct Training on Planning of School Improvement Plans for Concerned Parties of DOE, Fathers’ Councils and Task4-6: Review and Advise Task5-5: Review and Mothers’ Councils and School on the Pilot Activity Report Advise on the Pilot Activity Committees (TOR 8-14) (TOR 8-28) Report (TOR 8-34) Task3-5:Review and Task5-3: Hold Technical Exchange Task2-14: Establish School Advise on the Pilot Task4-4: Hold Technical Exchange Workshop (1) (TOR 8-27) Workshop (2) (TOR 8-32) Improvement Plans（TOR 8-15） Activity Report (TOR 8-23) Task5-4: Hold Workshop (3) Task2-17: Conduct Training on (TOR 8-33) Implementation of School Pilot Task3-4: Hold Workshop (1) Task4-5: Hold Workshop Activities for Concerned Parties of (TOR 8-22) (2) (TOR 8-27) DOE, Fathers’ Councils, Mothers’ Councils and School Committees (TOR 8-18)
Task2-16: Draft Girls’ Education Task4-1: Revise Girls’ Education Improvement Plan in Taiz Support for Girls’ Task5-6: Draft Guidelines for promoting girls’ education in Taiz Task6-3: Develop Guidelines for promoting Improvement Plan in Taiz Governorate and Revise Implementation Policy of Pilot Activities (TOR Education Promotion Governorate (TOR 8-35) girls’ education in Taiz Governorate (TOR 8- Planning in Taiz Governorate（TOR 8-17） 8-24)
Task2-7: Plan and Implement Task6-2: Plan and Implement Awareness Awareness raising Task4-2: Plan and Implement Awareness Raising Programs for Girls’ Education in Awareness Raising Programs Task5-1: Plan and Implement Awareness Raising Programs for Girls’ Education in Taiz Raising Programs for Girls’ Education in activities in the whole Taiz Governorate (TOR 8-25) for Girls’ Education in Taiz Governorate (TOR 8-30) Taiz Governorate (TOR 8-37) Taiz Governorate Governorate（TOR 8-8）
Report ▲IC/R ▲Pjct Progress Rpt 1 Pjct Progress Rpt 2▲ Pjct Progress Rpt 3▲ ▲Pjct Progress Rpt 4 ▲Pjct Progress Rpt 5 ▲Pjct Progress Rpt 6 Pjct Completion Rpt▲ Outcome Pilot Activity Progress Rpt 1▲ ▲Guideline Draht Girls’ Education Promotion Guideline▲
A5-1
Appendix 6 Appendix 6: Provision of Equipment and Materials
List of Equipment to be Provided to GEO Office of Taiz
No. Item Name Brand, Model Main Specification Quantity Conodition Transferor User Buffalo Portable HDD 1 Shared Hard-Disk 5400 rpm HD-PH40U2/BST 1 Good GEO GEO 2 Wireless Lan D-Link WBR2-G54/P 1 Good GEO GEO 3 Video camera Sony Handycam DCRHC90 1 Good GEO GEO 001-15NOK2, NOKIA3105, 2 Good, 1 4 Mobile phone Nokia NOKIA3125 3 unstable GEO GEO 5 Mobile phone SIM card 3 Good GEO GEO 6 Fax Canon B820 1 Good GEO GEO Canon LDE20, Fujitsu 7 Scanner Scan Snap 2 Good GEO GEO Canon3200、Canon6300、 8 Printer CanonPixMD3000. 3 Good GEO GEO 9 Projector EPSON EMP-S1H 1 Good GEO GEO 10 Chair Office chairs 16 Good GEO GEO 11 Desk Office desks 8 Good GEO GEO Bookshelf/cabinet 12 (including drawer type) 5 Good GEO GEO SPSS BASE WINDOWS 13 SPSS (Computer Software) 13.0.1 Single Copy 1 Good GEO GEO WindowsXP, Office 14 (Computer Software) 1 Good GEO GEO Minolta Digital Plain 15 Copy machine Paper Copier Di2011 Di2011 1 Good GEO GEO 16 Binding machine Hopu HP118 1 Good GEO GEO Sanyo Dynamic Flat 17 Television Platinum CM21KF81P 1 Good GEO GEO Sony DVD Player/Video 18 VCR Casette Recorder SLV-D940D 1 Good GEO GEO MB GiG 845(5 desk- top computers）/ MB GiG865（1desk-top 19 Computer LG710E computer） 6 Good GEO GEO 20 Car Toyata Prado Silver and White 1 Good GEO GEO 21 Generator Kipor KDE 6500T3 Diesel generator 50Hz 1 Good GEO GEO 22 Toner with drum Minolta MT Toner 106A MT Toner 106A 3 Good GEO GEO LG(2.25 Tons), 23 Air-conditioner LG LG(1Ton) 2 Good GEO GEO 24 Digital camera Panasonic DMC-FX30 1 Good GEO GEO 25 Copy machine Canon NP6521 6 Good GEO DEOs 26 Fax Canon B840 4 Good GEO DEOs 27 Voltage Regulstor Sassen 2000VA - 110--220V 6 Good GEO DEOs 28 cabinet 6 Good GEO DEOs 29 cabinet (drawer type) 6 Good GEO DEOs 5 Good, 1 30 motorbikes and accesories Suzuki Petrol generator 6 broken GEO DEOs
A6-1
Appendix 7 Appendix 7: Local Cost by the Japanese Side Unit: JPY FY2008 Expense Items FY2005 FY2006 FY2007 Sub Total (Estimated Cost*1) Remuneration 6,390,622 9,116,696 8,835,290 7,423,688 31,766,296
Equipment Maintenance 246,603 387,942 576,386 311,812 1,522,743
Consumable goods 255,474 385,784 525,898 360,424 1,527,580
Travel Expenses 16,652 1,566,492 1,268,182 702,000 3,553,326
Communication 385,818 327,568 308,603 207,284 1,229,273
Material Development 5,526,235 2,144,036 2,082,093 1,660,050 11,412,414
Rental Materials 1,505,674 435,795 645,854 465,692 3,053,015
Human Resource Development 1,811,037 0 0 0 1,811,037
Training 4,831,917 4,267,876 7,644,104 4,487,507 21,231,404
Unclassified Expenses 9,877 0 0 40,000 49,877
Granted Equipment 745,000 0 745,000
Equipment 9,516,000 1,103,000 101,000 0 10,720,000
Report Development 0 0 0 255,400 255,400
Contract with Local NGO 18,771,000 17,864,000 17,078,000 1,948,000 55,661,000
Construction Cost 0 33,000 0 0 33,000
Total 49,266,909 37,632,189 39,810,410 17,861,857
Grand Total 144,571,365
＊１： The cost in FY 2008 is subject to be changed after the closing account in November 2008
Appendix 8 Appendix 8
A8-1 A8-2 A8-3 A8-4 A8-5 A8-6 Appendix 8
A8-7 A8-8 A8-9 A8-10 A8-11 A8-12 A8-13 Appendix 8
A8-14 A8-15 A8-16 LIST OF PARTICIPANTS YEMENI SIDE Ministry of Education H.E./Prof. Abdulsalam Al-Gawfi Minister Dr. Abdullah Al-Hamidi Vice Minister Ms. Fawzia Noaman Deputy Minister, Girls’ Education (Chair) Mr. Mohamed Tawaf Deputy Minister, General Education Ms. Aman Al-Badany General Director, Girls' Education Mr. Abdulmageed Al Ghaberi General Director, Community Participation, Girls’ Education Mrs. Fatheyah Al-Shawafi General Director, Follow-up and Evaluation, Girls’ Education Mr. Mansour Muqbel* Head of Technical Office Mr. Abudulkarim Amer General Director, Accounting Affairs Mr. Faisal Ahmed Ghaleb General Director, Personnel Affairs
Mr. Mohammed Khammash* Deputy Director, General Education Mr. Abdul-Wahab Al- Junaid* General Education Sector Mr. Abdullah Al-Mikhlafi* General Education Sector Mr. Yahya Al-Mutawakel* General Education Sector Mr. Ahmed Hamoud Al-Haji* General Education Sector Mr. Ibrahim Al-Misbahi* Girls’ Education Sector Mr. Ahmed Hizam* Girls’ Education Sector Mr. Munawar Al-Sunaw* Girls’ Education Sector Mr. Mohammed Hamed* Girls’ Education Sector Ms. Wafa'a Al-Qadasi* Girls’ Education Sector Mr. Ali Al-Nagashi* Girls Education Sector Mr. Khalil Al-Hussaini* Coordination Unit, Technical office
Governorate Education Office in Taiz Dr. Mahdi Ali Abdulsalam Director Ms. Afaf Maki Manager, Girls’ Education Department Mr. Abdullah Abodo Ismael Manager, Community Participation Department Ms. Khawla Hamood Wabel Head, Follow-up and Evaluation, Girls Education Department
A8-17 JAPANESEU SIDE
JICAU Yemen Office Mr. Kenichi Sasaki Resident Representative (Co-chairperson) Ms. Yoshie Hama Project Formulation Advisor Mr. Abduulah Al-Wa’ara Administrative & Technical Cooperation Assistant
JICA-BRIDGE Team Dr. Keiichi Ogawa* Deputy Leader/ Regional Education Administration Expert Dr. Aiko Sakurai Deputy Leader/ Training Planning and Awareness Raising Expert Ms. Ayako Tanigawa Training Planning Expert Dr. Hamoud Al Seyani Senior Consultant Mr. Hashem Sharaf Deen Senior Officer
Embassy of Japan (Observer) Mr. Matahiro Yamaguchi Counsellor/ Deputy Head of Mission Mr. Hiroki Haruta Second Secretary
*: Participants in preparatory meeting for JCC held on November 9th
A8-18
Attachment: 1. Project Completion Report (Final Draft) 2. List of BRIDGE Contract Teachers (prepared by Taiz GEO)
A8-19 Appendix 8
A8-20 A8-21 A8-22 A8-23 A8-24 A8-25 A8-26
Appendix 9 Appendix 9
An Impact Analysis of the JICA Broadening Regional Initiative for Developing Girls’ Education (BRIDGE) Project
A Comparative Analysis of Baseline and Endline Surveys
By
JICA BRIDGE Team November 2008
Table of Contents
Preface Table of Contents ...... A9-i List of Tables...... A9-ii List of Figures...... A9-iii Abbreviations ...... A9-iv
1. Objectives of the Assessment ...... A9-1
2. Methodology...... A9-1
3. Sample Size of the Research ...... A9-1
4. Findings of the Analysis...... A9-2 4.1.1 Number of Enrollment ...... A9-2 4.1.2 Number of Enrollment in Targeted Districts...... A9-6 4.2 Improvement of School Environment ...... A9-12 4.2.1 Number of Offered Grades...... A9-12 4.2.2 Improvement of School Facilities...... A9-14 4.2.3 Opinions of Head Teacher Regarding the Condition of School Facilities ...... A9-14 4.3 Head teacher’s Perception Toward School Management ...... A9-17 4.3.1 Head teacher’s Role for School Management...... A9-17 4.3.2 Practice of School Management Activities ...... A9-19 4.3.3 Head teacher’s Perception toward Community Participation ...... A9-20 4.4 Parent’s Perception Toward Children’s Education ...... A9-20 4.4.1 Information about Parents’ Education Care at Home...... A9-20 4.4.2 Parent’s Perception Regarding School...... A9-21 4.5 Perception Changed regarding Girls’ Education ...... A9-23 4.5.1 Head Teacher’s Perception...... A9-23 4.5.2 Teacher’s Perception ...... A9-27 4.5.3 Parent’s Perception...... A9-29 4.5.4 Comparison of the Head Teachers, Teachers and Parents’ Opinions ...... A9-32 4.6 Most Effective BRIDGE Activities for Girls’ Education ...... A9-36 4.6.1 Introduction of School Activities ...... A9-36 4.6.2 Most Effective Activities Identified by Head Teacher ...... A9-38 4.6.3 Most Effective Activities Identified by Teacher...... A9-39 4.6.4 Most Effective Activities Identified by Parents ...... A9-40 4.7 Relation between BRIDGE Finance and Number of Enrollment...... A9-40 4.8 Regression Analysis ...... A9-41
5. Limitation of the Study...... A9-44
6. Conclusion ...... A9-44
Reference ...... A9-47
Annex: Detailed Tables on Impact Assessment ...... A9-48
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List of Tables
Table 1 Sample size of the pilot and control school for endline survey...... A9-2 Table 2 Number of female students enrolled in different grades ...... A9-2 Table 3 Numbers of male students enrolled in different grades...... A9-3 Table 4 Numbers of female students enrolled in different grades in control school...... A9-5 Table 5 Numbers of male students enrolled in different grades in control school...... A9-6 Table 6 Changes of F/M ratio by pilot district between baseline and endline ...... A9-11 Table 7 Numbers of Teachers and Classrooms in different Year ...... A9-12 Table 8 Available School Facilities and Equipments...... A9-14 Table 9 Opinions of head teacher regarding the condition of school...... A9-15 Table 10 Head teacher’s role for school management ...... A9-17 Table 11 Contribution of BRIDGE for Head Teacher to practice school management ...... A9-19 Table 12 Head teacher’s assessment about the situation of the community ...... A9-20 Table 13 Parent’s Information about the Education Care at Home...... A9-20 Table 14 Parent’s Perception Regarding School...... A9-22 Table 15 Head Teacher's reasons for females not to come to schools...... A9-23 Table 16 Head Teacher’s Perception Regarding Girls’ Education ...... A9-26 Table 17 Teacher’s Reasons for Females not to come to schools...... A9-27 Table 18 Parent’s reasons for females not to come to schools...... A9-29 Table 19 Parent’s Perception Regarding Basic Rights...... A9-31 Table 20 Summary of BRIDGE Funding Amount by Sources (2005-2007) ...... A9-36 Table 21 BRIDGE Funding Amount (2005-2007) by School Activities and Sources ...... A9-37 Table 22 Number of school activities under BRIDGE project ...... A9-38 Table 23 Most and Least Effective BRIDGE Activities for Girls’ Education by Head Teachers ...... A9-38 Table 24 Most and Least Effective BRIDGE Activities for Girls’ Education by Teachers.... A9-39 Table 25 Most Effective BRIDGE Activities for Girls’ Education by Parents ...... A9-40 Table 26 Result of the Regression ...... A9-42
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List of Figures
Figure 1 Trend of enrolled female students...... A9-3 Figure 2 Percentage of growth for female students between 2004 and 2007 in each grade within pilot schools ...... A9-4 Figure 3 Percentage of growth for male students between 2004 and 2007 in each grade within pilot schools ...... A9-4 Figure 4 Female to male student ratio in each grade within pilot schools...... A9-5 Figure 5 Change of students enrolled in different grades in selected district...... A9-6 Figure 6 Trend of enrolled female students...... A9-7 Figure 7 Trend of enrolled male students...... A9-8 Figure 8 Percentage of change of female students between baseline and endline...... A9-9 Figure 9 Percentage of change of male students between baseline and endline...... A9-10 Figure 10 Female male ratio in each Grade in Pilot Schools...... A9-12 Figure 11 Change made by BRIDGE Project by offering new grades...... A9-13 Figure 12 Parents’ Opinion about the necessity of Education for their daughter ...... A9-32 Figure 13 Comparison of opinions on lack of separate classrooms ...... A9-33 Figure 14 Comparison of opinions on lack of separate classrooms ...... A9-33 Figure 15 Comparison of opinions on lack of fathers’ appreciation...... A9-34 Figure 16 Comparison of opinions on lack of mothers’ appreciation...... A9-34 Figure 17 Comparison of opinions on lack of school fences...... A9-35 Figure 18 Comparison of opinions on lack of toilets for girls...... A9-35 Figure 19 Comparison of opinions on too much work for girls ...... A9-36 Figure 20 Relation between BRIDGE finance and enrollment change in each school from 2004 to 2007 ...... A9-41
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Abbreviations
BEDS: Basic Education Development Strategy BRIDGE: Broadening Regional Initiatives for Developing Girls’ Education C/P: Counterpart Personnel CPU: Community Participation Unit (Governorate Level) DEO: District Education Office FC: Fathers’ Council F/M ratio: Female to Male Student Ratio FY: Fiscal Year GEO: Governorate Education Office GES: Girls’ Education Sector (Ministry Level) GEU: Girls’ Education Unit (Governorate Level) GFO: Governorate Finance Office JICA: Japan International Cooperation Agency MC: Mothers’ Council MOCS: Ministry of Civil Service MOE: Ministry of Education MOF: Ministry of Finance SC: School Committee SIP: School Improvement Plan SY: School Year YER: Yemeni Rial
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1. Objectives of the Assessment
The main objectives of the impact assessment report are as follows:
• A first objective of the report is to measure the changes between baseline and endline in terms of number of girls’ student enrollment in pilot schools and control schools.
• The second objective of the report is to measure the changes occurred in pilot schools in terms of school environment including facilities, teachers and various activities.
• The third objective is measure the extent the behavior and ways of thinking changed toward school and education among head teachers, teachers and parents in the project area during the last three years by measuring the change between endline questionnaire and baseline questionnaire.
• The fourth objective is to identify which activities are the most useful for girls’ education from the perspectives of head teacher, teachers and parents by comparing their responses.
• Last objective is, to measure the kind of appropriate approaches or activities most effective to increase the number of female students.
2. Methodology
For this comparison, BRIDGE Project has collected data from pilot schools and control schools in different period of time. At the project launching period in August 2005, the project has conducted the baseline survey and collected baseline information and enrollment data of the school year 2004/2005. On the other hand, at the project completion period in May and June of 2008, it has conducted the endline survey and collected endline information and enrollment data of the school year 2007/2008 from the same selected schools. The data were collected by using different questionnaires from schools, head teachers, teachers and parents and focus-group interviews with parents and students. The project used similar questionnaires for collecting data in both baseline and end line survey. This impact assessment is done based on the collected information from two surveys.
3. Sample Size of the Research
The data used in this analysis come from the JICA BRIDGE project, Yemen. Around 1,428 respondents from 59 pilot schools of 9 sub-districts in 6 districts and approximately 25 control schools of two sub-districts in two districts of Taiz governorate were selected for the analysis. For pilot schools 1 sub-district namely Serbait was selected from the district Same; 3 sub-districts namely Kama'ehrah, Akharak and Al-Awman from the district Mawiyah; 2 sub-districts namely Al-Akhooz and Al-Habaiba from the district Maqbana; 1 sub-district namely Al-Dharifa from the district Al-Waziyah; 1 sub-district namely Al-Gom'ah from Al Makha and lastly, 1 sub-district namely Bany Al-Hakam from Dubab.
One head teacher from each school was interviewed for both school survey and head teacher survey, five teachers from each school were interviewed for teacher survey and for parents’ survey both father and mothers were selected. Among parents, five fathers including two father’s council member and three non-council members and five mothers including two mother’s council members and three non-council members were selected for the survey.
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Table 1 Sample size of the pilot and control school for endline survey Questionnaire Number of planned schools Number of actual respondents respondents Pilot Control Total Pilot Control Total per school School 1 59 25 84 59 22 81 Survey Head Teacher 1 59 25 84 59 22 81 Survey Teacher 5 59 25 84 287 95 382 Survey Parents 5 59 25 84 591 261 852 Survey Total 996 400 1,396
Source: JICA-BRIDGE Project Team.
4. Findings of the Analysis
4.1.1 Number of Enrollment (1) Number of Enrollment in Pilot School Table 2 and 3 indicate the increased female and male enrollment for all grades as a result of the project. First of all, from the tables, it is clear that both male and female student numbers were increased in the three years. In grade one and grade two enrollment rates for female increased 12.1 percent points and 15.8 percent points, while the enrollment rate for male increased 30.7 percent at grade one and 23.3 percent at grade two. Increase rate of the enrollment is higher for male students than female students at these grades. At other grades, the female enrollment increase rate is higher than one of male enrollment. It can be said that though the enrollment in last grade of basic education is less in comparison to grade one for both baseline and endline, enrollment rate in end line increased satisfactorily for all grades and both sexes as compared to that of baseline.
Table 2 Number of female students enrolled in different grades Enrolled Female Baseline (2004) Endline (2007) Retention Rate (%) % Increased Students Grade 1 1,888 2,117 12.1 Grade 2 1,507 1,745 15.8 Grade 3 857 1,698 98.1 Grade 4 622 1,287 68.2 106.9 Grade 5 622 984 65.3 58.2 Grade 6 336 627 73.2 86.6 Grade 7 214 436 70.1 103.7 Grade 8 143 294 47.3 105.6 Grade 9 92 245 72.9 166.3 Total 6,281 9,433 50.2 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
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Table 3 Numbers of male students enrolled in different grades Enrolled Male Baseline (2004) Endline (2007) Retention Rate(%) % Increased Students Grade 1 1,870 2,444 30.7 Grade 2 1,599 1,972 23.3 Grade 3 1,261 1,865 47.9 Grade 4 1,341 1,519 81.2 13.3 Grade 5 916 1,164 72.8 27.1 Grade 6 749 918 72.8 22.6 Grade 7 639 871 65.0 36.3 Grade 8 457 676 73.8 47.9 Grade 9 480 574 76.6 19.6 Total 9,312 12,003 28.9 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Figure 1 shows the trend of registered female and male students from grade 1 to grade 9.
Number of Female Student Enrolled Number of Male Students Enrolled Number Number 2500 3000
2000 2500
2000 1500
1500 1000 1000 500 500
0 0 Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grad Grade 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 e 8 9
Number of female students: baseline Number of male students: baseline Number of female students: endline Number of male students: endline
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Figure 1 Trend of enrolled female students
The following Figure 2 and 3 show the percentage of male and female students increased between baseline and endline. Female enrollment in upper grades in BRIDGE Project increased more than boys’ enrollment. There log of growth for female shows the continuous growth trends in higher grade. In 2005, the number of female students in grade one was 1,888 which grew up at 2,117 in 2007, at the same way number of female student at grade four was 622 in base line data which grew up 106.9% in 2007 endline data.
The remarkable change has been found in grade nine where the number of student increased by 166.3 percentages from the baseline data. It is a clear indication of the success of the BRIDGE Project that girl students in higher grade has responded to the BRIDGE project activities and continued their study to complete grade nine. The focus-group interviews at the end line survey with students also stated that 83% students want to study up to university. Focus group interviews with students also informed that 91.7% parents encourage them to go to schools.
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Female
170.0
150.0
130.0
110.0
90.0
% of% increased 70.0
50.0
30.0
10.0 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
Female Log. (Female)
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Figure 2 Percentage of growth for female students between 2004 and 2007 in each grade within pilot schools
It should be noted that increasing retention rate is remaining issue as shown in Table 2 and 3 in addition to increasing enrollment of male and female students.
Male
170.0
150.0
130.0
110.0
90.0
% ofincreased % 70.0
50.0
30.0
10.0 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
Male Log. (Male)
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Figure 3 Percentage of growth for male students between 2004 and 2007 in each grade within pilot schools
Female to male student ratio (F/M ratio) in total was improved from 0.67 in 2004 to 0.79 in 2007. Figure 4 shows the F/M ratio by grade. F/M ratio was improved in all grades except grade one and grade two. This situation is linked to the higher increase rate of male students at grade one and grade two. Eighteen schools out of the 59 BRIDGE pilot schools received the food program for girls’ students by WFP when the BRIDGE project was started. At these schools,
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number of female enrollment was higher than male at the baseline year. Since the BRIDGE project encouraged female students’ enrollment without excluding male students, higher male student increase were observed, and F/M ratio at grade one and grade two were slightly worsened.
Female Male Ratio
1.2
1.0
0.8
0.6
0.4
0.2
0.0 Grade Grade Grade Grade Grade Grade Grade Grade Grade 1 2 3 4 5 6 7 8 9
2005 F/M 2007 F/M
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Figure 4 Female to male student ratio in each grade within pilot schools
(2) Number of Enrollment in Control Schools Table 4 and 5 show the number of male and female enrollment at the control schools collected by BRIDGE project. In both cases, percentage of enrollment changed irregularly, which means, in some cases it increased while others decreased. The female enrollment at endline in grade one, grade two, grade six, grade eight and grade nine are decreased from the baseline data. On the other hand, male enrollment at grade two, grade three, grade six, grade eight and grade nine are decreased instead of increased from the baseline data. Highest percentage of retention rate for female is found in grade six while highest percentage of male retention is found at grade seven.
Comparing the enrollment trend between pilot schools and control schools, it could conclude that enrollment at pilot schools is improved in better way.
Table 4 Numbers of female students enrolled in different grades in control school Grade Baseline Endline Retention Rate (%) % Changed Grade 1 568 341 -40.0 Grade 2 485 284 -41.4 Grade 3 237 296 24.9 Grade 4 229 282 49.6 23.1 Grade 5 209 235 48.4 12.4 Grade 6 173 165 69.6 -4.6 Grade 7 106 117 51.0 10.4 Grade 8 127 115 55.0 -9.4 Grade 9 105 103 59.5 -1.9 Total 2,239 1,938 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
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Table 5 Numbers of male students enrolled in different grades in control school Grade Baseline Endline Retention Rate (%) % Changed Grade 1 380 434 14.2 Grade 2 368 305 -17.1 Grade 3 290 223 -23.1 Grade 4 238 242 63.6 1.7 Grade 5 222 235 63.8 5.9 Grade 6 249 179 61.7 -28.1 Grade 7 174 162 68.0 -6.9 Grade 8 154 121 54.5 -21.4 Grade 9 166 138 55.4 -16.9 Total 2,241 2,039 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
4.1.2 Number of Enrollment in Targeted Districts Figure 5 shows male and female enrollment in baseline and endline by targeted districts of Taiz governorate. Female student enrollment for grade one is very high in Dubab for baseline while male enrollment at endline is very high at Maqbana district. Female student enrollment in Al Makha district increased slowly up to grade three but it decreased sharply from grade four at the endline. In almost all cases in both pictures, enrollment increased at the endline and the curve goes down slowly to the downwards up to grade nine compared to the baseline, which indicates the highest retention rate in all grades at the endline survey.
Same Makbana Makha Baseline Mawiah Waziya Dhuba Endline
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Figure 5 Change of students enrolled in different grades in selected district
(1) Trend of enrolled female students in each district Following graphs in Figure 6 show that a greater number of female students enrolled in grade one in all districts except Al Waziyah and Dhubab at endline as compare to baseline. For Al
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Makha district, the enrollment goes up till grade three and the enrollment difference between baseline and endline is also high which shows a unique character among all districts.
Same District: # of Female Enrolled Mawiyah District: # of Female Enrolled
600 600 500 500 400 400 300 300
200 200
100 100
0 0
Baseline Endline Baseline Endline
Maqbana District: # of Female Al-Waziyah District: # of Female Enrolled Enrolled
600 600
500 500
400 400
300 300
200 200
100 100
0 0
Baseline Endline Baseline Endline
Makha District: # of Female Enrolled Dhubab District: # of Female Enrolled
600 600 500 500 400 400 300 300
200 200
100 100
0 0
Baseline Endline Baseline Endline
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Figure 6 Trend of enrolled female students
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(2) Trend of enrolled male students in each district Although BRIDGE has not worked for increasing male enrollment, fortunately, male student increased in all districts except Dhubab. Huge difference between baseline and endline has found in Maqbana district.
Same District: # of Male Enrolled Mawiyah District: # of Male Enrolled
750 750
650 650
550 550
450 450
350 350
250 250
150 150
50 50
-50 -50
Baseline Endline Baseline Endline
Maqbana District: # of Male Enrolled Al-Waziyah District: # of Male Enrolled
750 750 650 650 550 550 450 450 350 350 250 250
150 150
50 50
-50 -50
Baseline Endline Baseline Endline
Makha District: # of Male Enrolled Dhubab District: # of Male Enrolled
750 750
650 650
550 550
450 450
350 350
250 250
150 150
50 50
-50 -50
Baseline Endline Baseline Endline
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Figure 7 Trend of enrolled male students
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(3) Percentage of change of female students between baseline and endline in each district The graphs below tell the high percentage of growth of female enrollment in Al Makha and Same district for upper grade. The growth is low in Dhubab and Al Waziyah district. In Al Makah district the enrollment for grade three, four and five are the highest among all.
Same District: Female Mawiyah District: Female
50 0.0 50 0.0
400.0 400.0
300.0 300.0
200.0 200.0
10 0 . 0 10 0 . 0
0.0 0.0
-100.0 -100.0
% of increased Log. (% of increased) % o f i n c r e a s e d Log. (% of increased)
Maqbana District: Female Al-Waziyah District: Female
50 0.0 50 0.0 450.0 400.0 400.0 350.0 300.0 300.0 250.0 200.0 200.0 150 .0 10 0 . 0 10 0 . 0 50.0 0.0 0.0
-100.0
% of increased Log. (% of increased) % of increased Log. (% of increased)
Makha District: Female Dhubab District: Female
50 0.0 50 0.0 450.0 400.0 400.0 350.0 300.0 300.0 250.0 200.0 200.0 150 .0 10 0 . 0 10 0 . 0 50.0 0.0 0.0
-100.0
% of increased Log. (% of increased) % of increased Log. (% of increased)
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Figure 8 Percentage of change of female students between baseline and endline
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(4) Percentage of change of male students between baseline and endline in each district The highest number of male students’ enrollment in Maqbana district in all grades is found in the graph below. There is an upward trend in upper grades at all districts except Dhubab and Makah.
Same District: Male Mawiyah District: Male
90.0 90.0
70 .0 70 .0
50 .0 50 .0
30.0 30.0
10 . 0 10 . 0
-10.0 -10.0
-30.0 -30.0
% of increased Log. (% of increased) % of increased Log. (% of increased)
Maqbana District: Male Al-Waziyah District: Male
90.0 90.0
70 .0 70 .0
50 .0 50 .0
30.0 30.0
10 . 0 10 . 0
-10.0 -10.0
-30.0 -30.0
% of increased Log. (% of increased) % of increased Log. (% of increased)
Makha District: Male Dhubab District: Male
90.0 90.0
70 .0 70 .0
50 .0 50 .0
30.0 30.0
10 . 0 10 . 0
-10.0 -10.0
-30.0 -30.0
% of increased Log. (% of increased) % of increased Log. (% of increased)
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Figure 9 Percentage of change of male students between baseline and endline
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(5) Female male ratio in each Grade in Pilot Schools in each district The table and figures below show the female male ratio for all selected districts. In all cases, the ratio goes up in the upper grade as compared to baseline. This trend indicates the comparatively low gap between female and male enrollment in upper grades.
Table 6 Changes of F/M ratio by pilot district between baseline and endline Same Mawiyah Maqbanah Al Waziyah Al Makha Dhubab 2004 0.54 0.43 0.41 0.84 0.43 0.84 2007 0.77 0.65 0.45 0.93 0.73 1.06 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Same District: Female Male Ratio Mawiyah District: Female Male Ratio
2.00 2.00 1.8 0 1.8 0 1.6 0 1.6 0 1.4 0 1.4 0 1.2 0 1.2 0 1.0 0 1.0 0 0.80 0.80 0.60 0.60 0.40 0.40 0.20 0.20 0.00 0.00
Bas eline End line Bas eline End line
Maqbana District: Female Male Ratio Al-Waziyah District: Female Male Ratio 2.00 1.8 0 2.00 1.6 0 1.8 0 1.4 0 1.6 0 1.2 0 1.4 0 1.2 0 1.0 0 1.0 0 0.80 0.80 0.60 0.60 0.40 0.40 0.20 0.20 0.00 0.00
Bas eline End line Bas eline End line
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Makha District: Female Male Ratio Dhubab District: Female Male Ratio
2.00 2.00 1.80 1.8 0 1.60 1.6 0
1.40 1.4 0
1.20 1.2 0
1.00 1.0 0 0.80 0.80 0.60 0.60
0.40 0.40
0.20 0.20
0.00 0.00
Bas eline End line Bas eline End line
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Figure 10 Female male ratio in each Grade in Pilot Schools
4.2 Improvement of School Environment
Table 7 shows the changes made by BRIDGE project in case of teachers and classrooms. Total 192 number teachers increased within the period 2004/5 and 2007/8 among whom 154 are contract teachers and the rest are employed by government. In context of gender, percentage of female teachers raised in comparison to their counterpart. Especially, female contract teachers increased in highest proportion. On the other hand, 62 number classrooms increased within the project period.
Table 7 Numbers of Teachers and Classrooms in different Year Changes made by Number of Teachers BRIDGE Project: Government Contract Teachers, Classrooms Male Female Male Female Classrooms 2004/5 497 30 10 4 278 2007/8 (June 2008) 515 50 111 57 340 Difference: 18 20 101 53 62 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
4.2.1 Number of Offered Grades The number of grades offered at the schools was increased after introduction of BRIDGE Project. In 2004, 13 schools out of 59 (22.0%) offered complete grades of basic education from grade 1 to grade 9, which raised to 20 schools in 2007. Figure 11 shows schools in the selected districts by offering new grades.
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Mawiyah Same
10 7 9 6 s s 8 7 5 6 4 5 3 4 3 2 Number of School of Number Number of School of Number 2 1 1 0 0
3 4 7 1 2 4 5 6 7 8 9 e e de e de e de de e d ra rade 3 ra ra ra rad e ra rad e 6 rad e rade 8 Grad G G Grad G Grad G G Grad Grade 1Grade 2G G Grade 5G G G Grade 9
Male 2004 Male 2007 Female 2004 Female 2007 Male 2004 Male 2007 Female 2004 Female 2007
Makbana Al Makha
12 14 12 s s 10 10 8 8 6 6 4 4 Number of School of Number Number of School of Number 2 2
0 0 1 2 3 4 9 3 4 6 7 e e e e e 5 e 6 e 7 e 8 e rad rad rad rad rade 1 rad e rad e rad e rad e G G G G Grad Grad Grad Grad Grad G Grade 2G G Grade 5G G Grade 8Grade 9
Male 2004 Male 2007 Female 2004 Female 2007 Male 2004 Male 2007 Female 2004 Female 2007
Dubab Al Waziya
14 10 9 s s 12 8 10 7 8 6 5 6 4 4 3 2 Number of School of Number Number of School of Number 2 1 0 0
1 2 3 4 5 6 7 8 1 5 6 7 8 e e e e e e e e de de 2 de 3 de de de de 9 d d d d d d d d ra ra ra a ra ra ra G G G Grade 4 Grade Gr G G G Gra Gra Gra Gra Gra Gra Gra Gra Grade 9
Male 2004 Male 2007 Female 2004 Female 2007 Male 2004 Male 2007 Female 2004 Female 2007
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Figure 11 Change made by BRIDGE Project by offering new grades
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4.2.2 Improvement of School Facilities From Table 8, it is revealed that BRIDGE project has contributed significantly to increase school facilities in pilot schools. Total number of all school facilities has increased except textbooks. Numbers of classrooms has increased by 25 percent from baseline to endline while classrooms for female students almost doubled. Toilet for female students increased tremendously which plays an important role for increased female enrollment. Previously there was only one drinking water facility, while with the intervention of BRIDGE 39 drinking water facilities have been introduced. Quantity of other school facilities, including sport field, school fence, desks and chairs for students, blackboards, have also been raised during the endline of the project in compare to the baseline.
Table 8 Available School Facilities and Equipments
Numbers School Facilities Baseline (2004) Endline (2007) Classrooms 337 420 Classrooms for female students 44 79 School library 1 5 Books in the library 0 310 Laboratory 2 2 Teachers room 11 25 Sport field 11 20 Toilet for male students 39 64 Toilet for female students 9 66 Drinking water 1 39 Electricity 2 1 School fence 5 26 Desks and chairs for students 2,844 5,118 Blackboards 310 377 Text books 2,061 912 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
4.2.3 Opinions of Head Teacher Regarding the Condition of School Facilities To assess the opinion of head teachers, the answer sheet is normalized by weighted method. In this method, the frequency of answer is calculated in percentage. Based on the relative importance of each condition the five point scale is converted from high to low. The percentage of the each answer is then multiplied by each value of weight. In this calculation, “Very Bad” and “Bad” are negative answer and the intensity of “Very Bad” is high than “Bad”. In the same way, “Very Good” is more positive than “Good”. The “Fair” seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for “Very Bad”, “Bad”, “Fair”, “Good” and “Very Good” responses respectively. Then the percentage of frequency is multiplied by the corresponding given weight to get the score. The explanation is given based on the score. The minimum value of the score is -2 and maximum value is +2.
Table 9, indicates the opinions of head teacher regarding the condition of school facilities and equipments. Data shows that condition of the most of the school facilities has been improved, such as, classrooms, classrooms for female students, teachers room, toilet for both male and female students, drinking water, school fence, desks and chairs for students, blackboards, etc. It is seen from Table in annex that 22 percent classrooms were in very bad condition and 20 percent in bad condition during baseline of the project, while only 1.69 percent was in very bad and 6.78 percent in bad condition during end line of the project. Data shows that 27 percent
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classrooms are found in very good condition and 49 percent in good condition through the intervention of BRIDGE Project. In case of classrooms for female students, most responses are missing, so the actual feature is not revealed. In case of toilet for female students, only 3.7 percent were in good condition during baseline, while in end line 29 percent found in good condition. Condition of desks and chairs for students and blackboards was also improved markedly. Data reveals that condition of only 9 percent desks and chairs for students found in very good condition during baseline, while it rose to 25 percent at the end of the project. Electricity still not provided by the BRIDGE Project. The normalize-weighted score summarized the results of the head teachers’ opinion.
Table 9 Opinions of head teacher regarding the condition of school Total Normalize School Weighted Score Comments Facilities Baseline Endline There is a significant difference between baseline and endline. The score in the baseline is negative but the endline score is positive. BRIDGE has constructed a lots of class rooms in the selected schools. So a significant change has found between endline and baseline results. It changes from negative to Classrooms -0.25 0.93 positive. The baseline data in 2004 shows that the selected schools have 337 classrooms which rose to 420 in 2007. The value is very close to one and also got the highest score. Among the all indicators shown here indicates that head teachers are much more satisfied with the condition and facilities of the class rooms. The score in baseline is negative which indicates that the condition of class rooms for female student were insufficient which changed to positive value indicating that head teachers Classrooms are satisfied with the condition of class rooms for female for female -0.02 0.19 student. BRIDGE has constructed and repaired a lots of class students rooms for girls in the selected schools. Local community with the activities of BRIDGE project regularly cleans up class rooms. So a significant change has found between endline and baseline results. Form baseline data it is seen that only one school has one library among the 56 schools. Most of the head teacher had no idea about the library and they did not say anything in response to this question. With the assistance of BRIDGE School 0.00 -0.15 project five schools has built library among the 59 schools. At library the endline survey it is seen that head teacher realized the necessity of school library and they gave their opinion to response to the question about school library though they are not satisfied with the present condition of the library. It seems that head teachers are not satisfied with the condition of the books in the library. The baseline data tells that only one Books in the -0.04 -0.17 school has one library among the 56 schools but it has no library books. However, endline data shows 310 books in 5 libraries among 59 schools. BRIDGE supported only one school laboratory. Therefore, Laboratory -0.02 -0.09 conditions of laboratory cannot be much improved. BRIDGE has some activities to cleanup and to repair the teachers’ room in the selected schools. So a significant change Teachers -0.02 0.19 has found between endline and baseline results. It has changed room from negative to positive. In the baseline, no. of teachers’ room was 11 which climb up to 25 at the endline.
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Total Normalize School Weighted Score Comments Facilities Baseline Endline Sports field 0.04 -0.05 BRIDGE had no activities to upgrade sports field. BRIDGE has constructed toilets for male students in the selected schools. So a significant change has found between Toilet for endline and baseline results. It changes from negative to male -0.02 0.41 positive value which indicates that at the time of baseline the students condition of toilet for male students were bad but now head teachers are quite satisfied with the condition of the male toilets. BRIDGE has constructed lots of toilets for girls in the selected schools. So a significant change has found between endline and baseline results. Its change from negative to positive value indicates that at the time of baseline the condition of toilet for Toilet for female students were bad but now head teachers are quite female -0.02 0.61 satisfied with the condition of the female toilets. The value at students the endline also indicates that toilets for female are better than male toilets. BRIDGE has especial activities to regularly clean up and maintain and ensure sufficient water in the female toilets. Schools could not use JICA funding for purchasing water. However, local contribution supported providing drinking Drinking 0.02 0.66 water. With the activities of the BRIDGE project 39 schools water have drinking water facilities. So a significant change has found between endline and baseline results. BRIDGE has not done any activities to improve the electricity Electricity 0.02 -0.05 problem. BRIDGE has no direct activity to construct school fence but it has indirectly supported to build, repair and maintain school School fence 0.02 0.58 fences while BRIDGE constructed classrooms. At the baseline result, only five schools has school fence which increased to 26 in the endline result. With the activities of the BRIDGE Project, almost all selected schools improved or bought desks and chairs for students to Desks and ensure sufficient seating facilities for both male and female chairs for 0.11 0.68 students. So a significant change has found between endline students and baseline results. The score in endline improved more than the baseline which clearly indicates the improvement result. BRIDGE has constructed or bought, repaired and maintained a lot of blackboards to ensure sufficient class room facilities and quality education. So a significant change has found between baseline and end line results. It changes from negative to Blackboards -0.20 0.75 positive. It has got the second highest score among the end line scores which indicates that head teachers are quite satisfied about the improvement of this facility done by the BRIDGE project during the last three years. Textbooks 0.24 0.14 BRIDGE has not worked on Textbooks Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
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4.3 Head teacher’s Perception Toward School Management
4.3.1 Head teacher’s Role for School Management Recognizing that head teacher plays a vital role for school management, BRIDGE project developed a pilot training for selected districts’ head teachers in Year 2 and expanded the training to all the 59 head teachers in Year 3. However, the table below on head teacher’s views for better school management at the endline of the project does not show satisfactory changes in compare to the baseline result. According to the survey data, head teachers found active in improving school management in both the cases of baseline and end line of the project. The reason that much changes could not be made was that it takes more time for head teachers to change their behavior on school management, and that after having clearer ideas on head teachers’ roles and responsibilities, evaluation standard toward themselves became more severe.
To assess the opinion of head teachers’ role, the answer sheet is normalized by weighted method. In this method, the frequency of answer is calculated in percentage. Based on the relative importance of each condition the five point scale is converted from high to low. The percentage of the each answer is then multiplied by each value of weight. In this calculation, “None” and “Seldom” are negative answer and the intensity of “None” is high than “Seldom”. In the same way, “Always” is more positive than “Often”. The “Some Time” seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for “None”, “Seldom”, “Some Time”, “Seldom” and “Always” responses respectively. Then the percentage of frequency is multiplied by the corresponding given weight to get the score. The explanation is given based on the score. The minimum value of the score is -2 and maximum vale is +2.
Table 10 Head teacher’s role for school management Initiatives (View) Total Normalize Weighted Score Comments of Head Teacher Baseline Endline The normalize weighted positive value in I set up an annual both baseline and endline indicates that goal of school head teacher set up an annual goal of management and 1.55 0.83 school management and share it with share it with school school members though the result does not members. show any improvement during end line When problems The normalize weighted positive value in occur in school, I both baseline and endline indicates that discuss with head teacher discuss with other teachers to 1.66 1.59 teachers about the solve any problem at school. But the result causes and indicate does not show any improvement during solutions. end line. The value at the endline is very close to the maximum score (two) and at the same time I talk with teachers it is the highest score among the all other who do not come to school management activities done by head school everyday to 1.75 1.88 teachers. This indicates that most of the improve their head teacher in the selected school talks attendance. with other teachers when they face any problem at school. I ask school The indicators at baseline and endline both members to clean are positive which tells that head teacher up school facilities 1.66 1.54 ask other members of the school to clean when school got up school facilities. However the result dirty. shows better condition during baseline.
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Initiatives (View) Total Normalize Weighted Score Comments of Head Teacher Baseline Endline The both value here are positive which I look for better indicates most of the head teacher works to 1.72 1.07 school teachers. hire better school teacher. But the result shows better condition during baseline. The value indicates that most of the head I encourage teachers encourage teachers to be involved teachers to be 1.64 1.46 in school improvement. But the end line involved in school score does not indicate any improvement improvement. on this issue. Data at the baseline and endline indicates that most of the head teacher discuss on I discuss on school school improvement with school improvement with 1.60 1.19 inspectors. But the decreased score at end school inspectors. line does not show good performance of head teacher in this regard. I listen to parents A good number of head teacher among the on what kind of selected schools are aware to listen parents requests parents 1.45 1.34 request on school education. However, the have on school weighted score decreased for the end line. education. Head teacher in both baseline and endline I discuss with a indicated that they are active to discuss community leader with a community leader on how to make on how to make the 1.17 0.75 the community’s participation in school community’s education. But the decreased score at end participation in line does not show good performance of school education. head teacher in this regard. The data indicates that a good number of head teachers at selected school request I request to District District Education Office (DEO) to Education Office increase the number of female teachers at (DEO) to increase 1.25 0.98 both baseline and endline. But the the number of decreased score at end line does not show female teachers good performance of head teacher in this regard. The value at the endline result for this I request to DEO to indicator got the lowest score which increase school indicate that only a few head teacher expenditure to 0.70 0.17 request DEO to increase school improve school expenditure to improve school environment. environment. The value at the endline increased from the baseline indicates that head teacher is I share ideas and comparatively better position than baseline experiences on in terms of sharing ideas and experiences school management 0.70 0.73 on school management with other school with other school Head Teachers. They have build up quite a Head Teachers. good liaison among themselves to improve the girls’ enrollment. Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
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4.3.2 Practice of School Management Activities All 59 school head teachers were asked to inform 3 school management activities that BRIDGE made them most helpful and least helpful to practice (Table 11). Since in each case 3 responses were collected the number of total respondent should be 177 in total but some head teacher had less than three opinions. So the number varies from the actual respondent number. The data was analyzed through multiple response option in SPSS. From the table it is seen that around 14.9% head teacher who discuss with a community leader on how to make the community's participation in school education, found BRIDGE most helpful to practice this. Following this 13.2% think BRIDGE most helpful to share ideas and experiences on school management with other school Head Teachers. According to 15.6% of head teachers BRIDGE was least helpful to request to DEO to increase school expenditure to improve school environment. This could be explained because schools have already received enough funding, so that there were no needs to request additional funding to DEOs. Following this, 12.1% think that BRIDGE did not help head teachers to look for better school teachers and to discuss on school improvement with school inspectors. From this table contribution of BRIDGE Project can be pointed out in case of school management activities.
Table 11 Contribution of BRIDGE for Head Teacher to practice school management Most helpful Least helpful School Management Activities N=59 Percent N=59 Percent I set up an annual goal of school management and share it 20 11.5% 16 9.2% with school members. When problems occur in school, I discuss with teachers 17 9.8% 16 9.2% about the causes and indicate solutions. I talk with teachers who do not come to school everyday to 10 5.7% 15 8.7% improve their attendance. I ask school members to clean up school facilities when 7 4.0% 13 7.5% school got dirty. I look for better school teachers. 8 4.6% 21 12.1% I encourage teachers to be involved in school improvement. ? (In Arabic Translation: "I encourage teachers 17 9.8% 7 4.0% to improve their level.") I discuss on school improvement with school inspectors. 7 4.0% 21 12.1% I listen to parents on what kind of requests parents have on 22 12.6% 6 3.5% school education. I discuss with a community leader on how to make the 26 14.9% 7 4.0% community's participation in school education. I request to District Education Office (DEO) to increase the 14 8.0% 18 10.4% number of female teachers I request to DEO to increase school expenditure to improve 3 1.7% 27 15.6% school environment. I share ideas and experiences on school management with 23 13.2% 6 3.5% other school Head Teachers. Total 174 100.0% 173 100.0% Source: Created by BRIDGE Project based on 2008 Endline Survey Note: a Dichotomy group tabulated at value 1.
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4.3.3 Head teacher’s Perception toward Community Participation Table 12 illustrates head teacher’s assessment about the situation of the community changed by the BRIDGE Project. According to 47 percent of the head teacher, level of community aspiration to school education has got much better, and according to 51 percent, the situation got better. In case of degree of parent cooperation in terms of support for the school education and for girls’ education, most of head teacher gave opinion that the situation got better due to the activities of BRDGE Project.
Table 12 Head teacher’s assessment about the situation of the community Got Got Got much Head Teacher's assessment about the changed Same Worst better better made by BRIDGE during the last three years (n=59) (n=59) (n=59) (n=59) Level of community aspiration to school education 0 1.7 50.9 47.4 Degree of parent cooperation in terms of support for 1.7 1.7 71.2 25.4 the school education Degree of parent cooperation in terms of support for 0 6.78 61.0 32.2 girls’ education Source: Created by BRIDGE Project based on the 2008 Endline Survey.
4.4 Parent’s Perception Toward Children’s Education
4.4.1 Information about Parents’ Education Care at Home To assess the opinion of parents, the answer sheet is normalized by weighted method. In this calculation, “None” and “Seldom” are negative answer and the intensity of “None” is high than “Seldom”. In the same way, “Always” is more positive than “Often”. The “Some Time” seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for “None”, “Seldom”, “Some Time”, “Seldom” and “Always” responses respectively.
Table 13 shows parent’s information about the education care at home. Home environment is very important for children for successful learning. It is revealed from the table in annex that 45 percent family members during baseline never helped children to do their homework at home, while at the end line 25 percent always helped, 13 percent often helped, 23 percent sometime helped and 24 percent never helped. So, helping tendency of family members to children education has improved to some extent. Awareness to participate in school meetings has been raised moderately. At the baseline stage, 55 percent parents never attended the meeting, while at the end line of the BRIDGE project 31 percent parents always and 19 percent parents often participated the meetings. Similar kind of positive changes have also been found in other matters related to education care at home. The normalize-weighted score summarized the results of the parent’s opinion.
Table 13 Parent’s Information about the Education Care at Home Total Normalize Initiatives (View) of Weighted Score Comments parents Baseline Endline BRIDGE has worked intensively on this issue to change the negative view of parents to the positive How often do your view by introducing awareness raising activities like family members help parents’ awareness meeting and focus group discussion -0.43 0.02 children to do their and invested 323,600 YR in the past three years to homework at home? improve the situation. At the baseline, parents’ view was negative which changed to positive to take care of their children to do their home work at home.
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Total Normalize Initiatives (View) of Weighted Score Comments parents Baseline Endline BRIDGE has worked on the awareness raising activities like awareness meeting, focus group How often do you discussion and organizes school events to make a good participate in school -0.73 0.30 link between parents and schools. The score indicates meetings? the view of parents has also improved from negative to positive. How often do you talk with your The score indicates the view of parents to talk with children’s teachers their children’s teachers regarding their education and -0.21 0.43 regarding their school has improved from negative to positive due to education and the awareness raising activities of BRIDGE. school? Among the four variables it has got the highest score My children’s which is very nearer to one indicate the huge change of teachers come to parents view to make a close contact with the school -0.09 0.85 listen to me about my teachers. This happens due to the awareness raising request to school. activities of BRIDGE. The score indicates the view of parents has improved a lot from negative to positive. Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
4.4.2 Parent’s Perception Regarding School Table 14 illustrates parent’s perception regarding school. To assess the opinion of parents, the answer sheet is normalized by weighted method. In this calculation, ‘Fully Disagree’ and ‘Sometime Disagree’ are negative answer and the intensity of ‘Fully Disagree’ is high than ‘Sometime Disagree’. In the same way, ‘Fully Agree’ is more positive than ‘Somehow Agree’. The ‘Don't Know’ seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for ‘Fully Disagree’, ‘Sometime Disagree’, ‘Don't Know’, ‘Somehow Agree’ and ‘Fully Agree’ responses respectively.
It is clearly evident from the table that parents’ perception regarding school has been enriched to a greater extent through the awareness raising program of BRIDGE Project. The data from the table clearly state that parents are now very conscious to the improvement of their children’s school. Even now they feel the ownership of the school situated at their own community which is a good achievement of BRIDGE Project. It is found from table in the Annex that 91 percent of the parents respect their children’s school teachers at the end line, while at the baseline 79 percent were not aware at all about this issue. According to 78 percent of the parents, now they are willing to help school, while 67 percent did not have any idea about this during baseline. BRIDGE awareness raising program has created consciousness among parents about their right on their children’s school. For instance, 93 percent of the parents at the end line think that schools should cooperate with communities and parents to improve school education and its management and 93 percent of the parents feel that school at their community is for their selves, while most of them did not have know anything about these matters during baseline.
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Table 14 Parent’s Perception Regarding School Total Normalize Weighted Score Comments Baseline Endline The data of normalize weighted score shows a huge change of parents views to respect school teacher. Among the indicators it has got the highest score which indicates I respect my that views of most of the parent in the project area has children’s school 0.08 1.90 improved from the .earlier time when BRIDGE has done teachers. its baseline survey. The score tells us that there is good understanding between teachers and parents in the selected pilot schools due to all activities. Japan has built six new schools in the project area which I am happy with makes a very good impression in the community. The 0.85 1.63 school buildings. community recognizes this positive change by positive responding towards the project. BRIDGE has worked on the awareness raising activities like parents meeting, focus group discussion, and school events and disseminates lots of flyers, festoons, leaflets to accelerate the awareness raising activities. As a result parents’ and teachers’ view changed a lot. According to I have problems parents, previously teachers used stick to teach their with teachers’ 1.03 -0.83 children but now they agree that teachers do not use stick using sticks to to their children for teaching. Parents are happy with the my children. teachers’ realization that it is not good to bit a student for teaching. This is a violation of universal human right and also the violation of child right. The score has changed from the positive view to the negative views very significantly. The score indicates a huge change of parents view towards helping school. Previously a few parents were I am willing to 0.07 1.77 agreed to help schools which changed very significantly. help school. Now, most of the parents are willing to help school for its improvement. The normalize weighted score shows a huge change of parents views to cooperate schools with the community to improve school education and its management. Among Schools should the indicators it has got the highest score which indicates cooperate with that perception of most of the parent in the project area communities and has improved regarding this issue in compare to other parents to 0.06 1.90 issues. The value in the base line indicates that only a improve school very few parents had positive view to cooperate with the education and its school committees. The score also tells us that there is management. good understanding between school committees and parents in the selected pilot schools due to all BRIDGE activities. This is the most significant change made by the BRIDGE project through its all activities. The data indicates that School at my most of the parents now believe that school of their community is for -0.01 1.89 community is for themselves. They realize the ownership ourselves rights of the school. Now the community group can take initiative to improve their schools. They can make action plan to go forward towards girls’ education. Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
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4.5 Perception Changed regarding Girls’ Education 4.5.1 Head Teacher’s Perception Table 15 illustrates head teacher’s perception about the reasons for females not to come to schools. To assess the opinion of head teachers, the answer sheet is normalized by weighted method. In this calculation, ‘Fully Disagree’ and ‘Sometime Disagree’ are negative answer and the intensity of ‘Fully Disagree’ is high than ‘Sometime Disagree’. In the same way, ‘Fully Agree’ is more positive than ‘Somehow Agree’. The ‘Don't Know’ seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for ‘Fully Disagree’, ‘Sometime Disagree’, ‘Don't Know’, ‘Somehow Agree’ and ‘Fully Agree’ responses respectively.
According to the responses of head teachers during baseline main reasons for females absence in schools were – lack of female teacher, lack of separated classrooms for boys and girls, difficulty in transportation, lack of school fence, lack of decent toilets for girls, too much work at home for girls, early marriage, parents inability to afford girls’ education economically, unemployment and farness of school from house. It can be recognized from the data that obstacles for girls’ education were in general reduced and shifted from physical conditions of schools to awareness of parents. Lack of parents’ appreciation for girls’ education was increasingly perceived as obstacles for girls’ education. It is interesting that not useful lectures and use of sticks were not regarded as obstacles both at baseline and endline survey even though the Project emphasized the importance of making school environment friendly for girls by encouraging not using sticks at school. Obstacles that the BRIDGE project could not tackle including early marriage and economic conditions of families were also reduced. It might be thought that these reduction came from awareness raising activities that emphasized importance of taking actions for changes before complaining about the current life situation.
Table 15 Head Teacher's reasons for females not to come to schools Total Normalize Considered Weighted Score Comments Matters Baseline Endline BRIDGE has made contract with many teachers both male and female, but still there is a shortage of female teachers in the BRIDGE schools though the situation has been improving. The data indicates that still there is lack of female teacher. However, from head teacher’s opinion it is Lack of female 1.68 0.59 revealed that situation has been improved to some extent teacher regarding shortage of female teacher. At the end line survey, some more head teachers than that of baseline believes that lack of female teacher is a matter for girls not to come to school. They believe male teacher also can teach a girls or in a girls schools. This indicates also positive change. It indicates that some head teachers are quite relax about the separated Lack of separated classrooms for boys and girls. They believe girls can study classrooms for 1.72 0.51 in the same classes with boys in the same schools. But still boys and girls there are a number of head teachers who agree that there is shortage of separated classrooms for boys and girls. Data shows that Head teacher thinks that fathers’ Lack of fathers’ appreciation for girls’ education did not improve. Most of appreciation for 0.68 1.20 the head teacher believes that lack of fathers’ appreciation girls’ education hinder girls not to go to school.
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Total Normalize Considered Weighted Score Comments Matters Baseline Endline The data proves that head teacher believes that lack of mother appreciation hinder girls not to go to school. Lack of mothers’ Among the fathers and mothers’ appreciation to the girls to appreciation for 0.72 0.83 go to school, the father appreciation got highest at the girls’ education endline which tells about the greater influence of father appreciation to encourage girls to go to school in the project area. Difficulty in BRIDGE project has supported activities to transport 0.87 0.02 transportation students by hiring bus and driver. BRIDGE has no direct activity to construct school fence but it has indirectly supported to build, repair and maintain school fences. At the baseline result, only five schools has Lack of school 1.19 -0.37 school fence which increased to 26 in the endline result. In fence the endline result, negative sign indicates that majority of head teacher don’t believe that lack of school fence hinder girls not to got to school. BRIDGE has constructed a lot of toilets for girls in the selected schools. So a positive change has found at the endline results. Lower score the end line indicates that Lack of decent many of the head teachers agree on the statement that lack 1.59 0.31 toilets for girls of decent toilets for girls is not a reason for female not to come to school. However BRIDGE has taken special activities to regularly clean up and maintain and ensure sufficient water in the female toilets at school. This value in the endline tells us head teachers perception Too much work 1.45 0.81 about the female student. Only a few head teacher believe at home for girls that too much work obstruct girls not to go to school. BRIDGE project has not worked on this issue. However, it Early marriage 1.30 0.76 shows that only a few head teacher believes that early marriage is a barrier for girls not to go to school. Baseline data tells us financial incapability is a strong Parents cannot reason for female not to go to school. But government of afford girls’ Yemen abolished the school fees from 2007. So, at the end 1.60 0.49 education line, some of head teacher believe that financial support economically provide by the government is very helpful to increase girls’ education. The head teachers’ perception is neutral here. However, Not useful BRIDGE has worked on this issue by purchasing teaching lectures for -0.34 0.00 materials to improve the quality of education in the daughters selected schools. The endline information from the head teachers shows that Teachers’ use of -0.66 -0.69 teachers’ use of stick at school is not a barrier for the girls stick at school to go to school. No work after graduation is not a barrier for the girls to go No work after to school according to some head teacher at the end line. 1.64 0.53 graduation The lower score at end line indicates a positive change in this regard. This activity is not done by BRIDGE Project. However, Lack of 0.00 -0.71 end line result shows us that there is no shortage of books textbooks at school.
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Total Normalize Considered Weighted Score Comments Matters Baseline Endline During the BRIDGE project embassy of Japan has supported to construct six new school buildings in the project area. Still there is a huge shortage of schools in the selected project area. Most of the area has no school and The school is so some school is very far from house. However the head far from the 0.59 -0.31 teacher perception about the reasons for female not to house come to schoPDM0ue to farness is negative in endline survey because only a few head teacher identified it is a problem. Most of the head teacher disagrees with this statement. Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Table 16 depicts the head teacher’s view regarding girls’ education. To assess the opinion of head teachers, the answer sheet is normalized by weighted method. In this calculation, ‘Fully Disagree’ and ‘Sometime Disagree’ are negative answer and the intensity of ‘Fully Disagree’ is high than ‘Sometime Disagree’. In the same way, ‘Fully Agree’ is more positive than ‘Somehow Agree’. The ‘Don't Know’ seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for ‘Fully Disagree’, ‘Sometime Disagree’, ‘Don't Know’, ‘Somehow Agree’ and ‘Fully Agree’ responses respectively.
The table shows the remarkable change of head teacher’s perception between the endline and baseline of the project to recognize the necessity of girls’ education. It is appreciable that head teachers awareness about gender balance in education has risen through the intervention of BRIDGE project. Data in table of Annex shows that while during baseline of the project only 9 percent of the head teachers thought that male and female have an equal right to receive education and 81 percent fully disagreed this, during end line almost all of them (97%) fully agree on this. During baseline 67 percent of them fully agreed about the preference of their son going to school to their daughter, while at the end of the project this percentage lowered to only 5%.
Additionally, it was also asked to them if having son and daughter, whether they do best to make both of their son and daughter to go to schoPDM0uring baseline 85 percent fully disagreed this matter and only 11 percent fully agreed. In contrast, 95 percent respondents fully agreed on this issue at the end line. Females marriage was a hindrance to girls’ education since during baseline it is found that 40 percent of the head teachers fully agreed that females should stay home if get married. It is appreciable that BRIDGE has changed this conventional view as at the end line 48 percent of the respondents fully disagree this view. There is another interesting finding, 63 percent of the head teachers at end line fully disagree that basic skills of reading and writing are enough for females’ education, but contradictorily, 68 percent fully agreed on this during the baseline. Having more children was another obstruction to increase female enrollment. Because, 23 percent at the baseline fully agreed that having more children is happiness to females, while at the end line only 5 percent fully agreed on this matter.
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Table 16 Head Teacher’s Perception Regarding Girls’ Education Total Normalize Considered Weighted Score Comments Matters Baseline Endline A greater significant change have found between the end line and baseline results regarding head teacher’s perception that male and female have equal right on any issues. So they have Male and equal right to go to school and learn. This information also female have an inform us that people in the BRIDGE area realize and are equal right to -1.51 1.95 aware about the rights of others, right of a girl student, right receive of parents and rights of a head teachers. Parents or a head education teacher have no problem to send their girls to the schools. The result shows a huge achievement of the community awareness regarding girls’ right to go to school. BRIDGE has worked on the awareness raising activities like parents meeting and focus group discussion. As a result head teachers think that a significant change has been found in the If having son community. The perception changed from positive to and daughter, I negative which inform that parents or a head teacher are very prefer my son 1.06 -1.64 aware about the right of children to go to school.. They going to school ensure equal right to their sons and daughters to go to school. to my daughter Most of the head teachers don’t agree with the statement that if having son and daughter, they prefer their son going to school to their daughter. If having son and daughter, I Head teachers’ perception about the girls’ education is also do my best to very much positive. Parents or a head teacher’s attitude has make both of -1.49 1.92 changed from negative to positives due to all BRIDGE my son and activities done during the last three years. The majority of daughter to go head teacher agree with the statement. to school Females should The negative value at the endline state that maximum stay home if get 0.60 -0.64 numbers of head teacher don’t agree with the statement. married Basic skills of There is a huge change found between endline and baseline reading and in response to the question. The attitude of head teacher writing are during baseline was almost completely opposite with the 1.36 -1.14 enough for endline result. Most of the head teachers do not comply with females' the statement. It means head teacher thinks that girls need education more reading and writing skills than basic skills. I support an idea that The head teacher perception about the female professional females have careers in the society also changed from negative to positive. -1.23 1.49 professional Most of the head teachers now think that female can work if careers in a they like. society Having more At the baseline data, it was negative but at the endline it is children is -0.21 -0.61 more negative than baseline information. It represents that happiness to majority of the head teacher disagree with the statement. females I believe that community A greater positive change is found regarding this statement. participation is It tells us that most of the head teachers now believe that -1.28 1.80 necessary to community participation is very necessary to improve the improve school school education. education Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
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4.5.2 Teacher’s Perception Table 17 illustrates teacher’s perception about the reasons for females not to come to schools. To assess the opinion of teachers, the answer sheet is normalized by weighted method. In this calculation, ‘Fully Disagree’ and ‘Sometime Disagree’ are negative answer and the intensity of ‘Fully Disagree’ is high than ‘Sometime Disagree’. In the same way, ‘Fully Agree’ is more positive than ‘Somehow Agree’. The ‘Don't Know’ seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for ‘Fully Disagree’, ‘Sometime Disagree’, ‘Don't Know’, ‘Somehow Agree’ and ‘Fully Agree’ responses respectively.
According to the responses of teachers during baseline main reasons for females absence in schools were – lack of female teacher, lack of separated classrooms for boys and girls, difficulty in transportation, lack of school fence, lack of decent toilets for girls, too much work at home for girls, early marriage, parents inability to afford girls’ education economically, unemployment and farness of school from house. It can be recognized that obstacles for girls’ education were in general reduced and shifted from physical conditions of schools to awareness of parents. Lack of parents’ appreciation for girls’ education was increasingly perceived as obstacles for girls’ education. It is interesting that not useful lectures and use of sticks were not regarded as obstacles both at baseline and endline survey. These are the same trend as ones of head teachers.
However, from table in Annex, it is important to note that though 27 percent of the teacher fully disagree about lack of female teacher, still a larger portion of teacher (36%) fully agree with this. Around 50 percent of the teachers fully agreed with the opinion that there is lack of parents’ appreciation for girls’ education. Furthermore, 35 percent teachers fully agree transportation problem, 42 percent fully agree pressure of domestic work, 50 percent fully agree early marriage and 37 percent fully agree parents’ economic condition as the reasons for females’ absence in school. Moreover, despite 25 percent teachers fully disagree with lack of decent toilets for girls at end line, 34 percent fully agree with the problem.
Table 17 Teacher’s Reasons for Females not to come to schools Total Normalize Considered Weighted Score Comments Matters Baseline Endline The data indicates that teachers’ impression is positive. At the endline survey lower number of teachers as compare to baseline survey believes that lack of female teacher is a Lack of female 1.43 0.24 matter for girls not to come to school. They believe male teacher teacher also can teach a girls or in a girls schools. However, still a large number of teachers think that shortage of female teacher is a reason for females not to come to school. This indicator has also positive value. The value indicate that lower number of teachers at the end line survey as Lack of compare to baseline survey believes that lack of separated separated 1.54 0.50 classrooms for boys and girls teachers is a matter for girls classrooms for not to come to school. They believe that girls can study in boys and girls the same classes with boys in the same schools. However, still a large number of teachers identified this as a problem. Lack of fathers’ Most of the teachers at the end line believe that lack of appreciation for 0.98 1.01 father appreciation hinder girls not to go to school. girls’ education
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Total Normalize Considered Weighted Score Comments Matters Baseline Endline Lack of mothers’ Teacher believes that lack of mother appreciation hinder 0.82 0.85 appreciation for girls not to go to school. girls’ education Difficulty in BRIDGE project has supported activities to improve the 0.83 0.20 transportation transportation system. BRIDGE has no direct activity to construct school fence but it has indirectly supported to build, repair and maintain Lack of school 0.94 -0.74 school fences. The negative score of end line indicate that fence majority of teachers have not identified lack of school fence as a problem. BRIDGE has constructed lots of decent toilets for girls in the selected schools. The lower score at end line indicate that lower number of teachers as compared to baseline think Lack of decent 1.47 0.24 shortage of decent toilets as a problem. The positive value toilets for girls at the endline indicates that many of the teachers agree on the statement that lack of decent toilets for girls is a reason for female not to come to school. This value in the endline tells us teachers’ perception about Too much work the female student. The positive value at end line illustrates 1.06 0.63 at home for girls that larger number of teachers believe that too much work obstruct girls not to go to school. BRIDGE project has not worked on this issue. End line Early marriage 1.15 0.83 score tells that still a larger number of teachers believe that early marriage is a barrier for girls not to go to school. Baseline data tells us that financial incapability is a reason Parents cannot for female not to go to school, but government of Yemen afford girls’ abolished the school fees from 2007. So at the endline, 1.41 0.78 education some more teachers as compared to baseline believe that economically financial support provide by the government is very helpful to increase girls education. Teachers’ perception is negative here. It means most of the Not useful teachers do not comply with this statement. BRIDGE has lectures for -0.22 -0.78 worked on this issue by purchasing teaching materials to daughters improve the quality of education in the selected schools. The endline information from the teachers shows that Teachers’ use of -0.56 -0.71 teachers’ use of stick at school is not a barrier for the girls stick at school not to go to school. No work after graduation is a barrier for the girls not to go No work after 1.36 0.52 to school according to the teachers’ information from the graduation endline score. This activity is not done by BRIDGE Project. However, Lack of 0.24 -0.41 most of the teachers at the end line disagree with this textbooks statement. Embassy of Japan has constructed six new school buildings in the project area. Still there is a huge shortage of schools in the selected project area. Most of the area has no school The school is so and some school is very far from house. However the head far from the 0.66 -0.01 teacher perception about the reasons for female not to come house to schoPDM0ue to farness is negative in endline survey because only a few teachers identified it is a problem. Most of the teachers disagree with this statement. Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
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4.5.3 Parent’s Perception Table 18 illustrates parent’s perception about the reasons for females not to come to schools. To assess the opinion of parent’s perception, the answer sheet is normalized by weighted method. In this calculation, ‘Fully Disagree’ and ‘Sometime Disagree’ are negative answer and the intensity of ‘Fully Disagree’ is high than ‘Sometime Disagree’. In the same way, ‘Fully Agree’ is more positive than ‘Somehow Agree’. The ‘Don't Know’ seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for ‘Fully Disagree’, ‘Sometime Disagree’, ‘Don't Know’, ‘Somehow Agree’ and ‘Fully Agree’ responses respectively.
According to the responses of parents during baseline main reasons for females absence in schools were – lack of female teacher, lack of separated classrooms for boys and girls, difficulty in transportation, lack of school fence, lack of decent toilets for girls, too much work at home for girls, early marriage, parents inability to afford girls’ education economically, unemployment and farness of school from house. It can be recognized from the data that obstacles for girls’ education were reduced in all the perspectives. Even though the head teachers and teachers increasingly perceived lack of awareness of parents as obstacles, parents did not agree on that point. They believe their awareness was also improved.
Table 18 Parent’s reasons for females not to come to schools Total Normalize Considered Weighted Score Comments Matters Baseline Endline The positive value indicates that most of the parents agree Lack of female 1.76 0.61 on the statement that lack of female teacher is one of the teacher reasons for girls not to come to school. Lack of The positive value both in baseline and endline indicates that separated 1.75 0.61 lack of separated classrooms for boys and girls is one of the classrooms for reasons for girls not to come to school. boys and girls Lack of The value in both baseline and endline are positive but fathers’ endline score is lower than baseline which indicates that appreciation 0.71 0.33 number of respondent at endline decreased to agree on the for girls’ statement. education Lack of There is a little gap between endline and baseline. The score mothers’ at the endline is less than baseline which indicates that appreciation 0.71 0.24 number of respondent at end line decreased to agree on the for girls’ statement. education Almost fifty percent parents at baseline believe that difficulty in transportation is one of the reasons for female Difficulty in 0.99 0.30 not to come to school. The score of parents declining at the transportation end line means number of parents decline to agree on the statement. BRIDGE Project has not done any direct activities to repair or constrict school fence but they provide some financial Lack of school support to repair or maintain school fence. At the end line 1.00 -0.31 fence most of the parents disagree with the statement because they think school fence might not a reason for female not to come to school. The statement in both baseline and endline are positive which indicates that parents believe lack of decent toilet as Lack of decent 1.15 0.63 one of the reasons that can hinder girls not to come to toilets for girls school. The score of parents declining at the end line means number of parents decline to agree on the statement.
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Total Normalize Considered Weighted Score Comments Matters Baseline Endline Too much The score of endline is lower than baseline indicates that work at home 0.84 0.17 quite a fewer number of parents believe that too much work for girls at home restrict girls not to go to school. In the baseline, more than fifty percent parents believed that early marriage is a factor which limits girls not to go to Early marriage 1.03 0.76 school. However the number of respondent agreeing this decreased at the end line than that of baseline. Earlier most of the parents thought and agreed on the statement that they cannot not send their girls to the school because of financial support. Government of Yemen has abolished the school fees up to grade six in 2007. The Parents cannot respondent in end line supporting the statement declined afford girls’ 1.57 0.94 from the baseline. However, the positive score tells us that education still a many parents believe investment to girls’ education as economically a burden for them. The parent of upper grade students still needs to pay the school fees. Parents of all grades needs to pay all other fees, like they need to buy pen, pencil, dress, transportation cost etc. Not useful Most the parents have a good understanding about the lectures for -0.40 -0.40 statement that they do not agree on the statement. daughters Teachers’ use Most the parents have a good understanding not to agree the of stick at -0.42 -0.79 statement. It means they don’t believe using stick restrict school girls not to go to schools. No work after At the endline, lower number of parents than that of baseline 1.18 0.03 graduation agreed on the statement. Lack of The result at the endline says quite a good number of parents 0.00 -0.30 textbooks disagree with the statement. The school is A good number of parents agree with the statement and they so far from the 1.00 0.36 believe that farness is a reason for girls not to go to school. house Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Table 19 depicts the parent’s view regarding basic rights related to girls’ education. To assess the opinion of parent’s perception regarding basic rights, the answer sheet is normalized by weighted method. In this calculation, ‘Fully Disagree’ and ‘Sometime Disagree’ are negative answer and the intensity of ‘Fully Disagree’ is high than ‘Sometime Disagree’. In the same way, ‘Fully Agree’ is more positive than ‘Somehow Agree’. The ‘Don't Know’ seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for ‘Fully Disagree’, ‘Sometime Disagree’, ‘Don't Know’, ‘Somehow Agree’ and ‘Fully Agree’ responses respectively.
Table 19 shows the change of parent’s perception between the end line and baseline of the project to recognize the necessity of girls’ education. But it is important to note that parents’ view regarding basic rights related to girls’ education changed a little since the data shows that the situation in baseline was also good though head teachers’ information during baseline on the same issue does not present so good result.
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Table 19 Parent’s Perception Regarding Basic Rights Total Normalize Considered Matters Weighted Score Comments Baseline Endline The number of respondent increased from the Male and female have an baseline means more parents agree on the statement. equal right to receive 1.80 1.91 BRIDGE project has done a lot of awareness raising education. activities in the project area. Now parents realize the right of male and female to receive education. If having son and The score tells us that most of the parents disagree daughter, I prefer my son -1.33 -1.63 on the statement. It means they believe both girls going to school to my and boys have equal right to go to school. daughter. If having son and Both baseline and endline score here are positive daughter, I do my best to 1.86 1.79 which indicate that a very good number of parents make both of my son and are agreed on the statement. daughter to go to school. The weighted score tells that most of the parents do not agree the statement that female should stay at Females should stay home -0.58 -0.82 home. The number at the endline also shows that the if get married. number of respondent increased from the baseline as they realize the value of education. Basic skills of reading and The respondent on this issue is much higher than the writing are enough for -1.08 -1.43 baseline which indicates that most of the parents do girls’ education. not agree on the statement. I support an idea that The end line score here is positive and is higher than females have professional 1.37 1.54 baseline which tells that increased numbers of careers in a society. parents agree on the issue stated here. The result of endline is neutral but at the baseline Having more children is 1.07 0.00 almost more than fifty percent parents believed that happiness to females. having more children is happiness to females I believe that community The statement is both positive and high at endline participation is necessary which indicates that most of the parents agreed on 1.68 1.85 to improve school the issue that community participation is necessary education. to improve school education. Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Figure 12 below shows the parents’ opinion about the necessity of education for daughters. It shows that 63.3 percent of parents want to give university degree education for their daughters, which is another evidence that parents have strong desire for their daughters’ education if conditions are allowed.
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Parents' Openion
0.30.20.2 2 2.4 20.8 10.8
63.3
No education needed for girls Up to G3 grade Up to G6 grade Up to G9 grade Secondary education University level education Other Missing
Source: Created by BRIDGE Project based on the 2008 Endline Survey. Figure 12 Parents’ Opinion about the necessity of Education for their daughter
4.5.4 Comparison of the Head Teachers, Teachers and Parents’ Opinions This section compares opinions of head teachers, teachers and parents regarding obstacles for girls’ education in the selected topics. BRIDGE Project supported hiring teachers, building and repairing classrooms and toilets. Therefore, perception toward teacher, classrooms and toilets as obstacles for girls’ education were reduced among all. However, regarding parents’ awareness, even though the Project supported lots of awareness activities at school and community level, head teachers and teachers still think that lack of awareness of parents are the obstacles, and its’ tendency is getting stronger. On the contrary, parents themselves reduced their agreement toward lack of parents’ awareness as obstacles for girls’ education. There are different patterns of tendency observed.However, all of head teachers, teachers and parents reduced their degree of agreement on too much work at home for girls as an obstacle for girls’ education. From these, it is thought that awareness of parents has been raised by actually reducing girls’ work at home even though head teachers and teachers do not think that it is not enough.
(1) Lack of female teacher Figure 13 shows the opinion of head teachers, teachers and parents regarding the reasons of girls not to come to school. All the opinions, regarding the girls not to come to schools are positive. It indicates all respondent both in baseline and endline are agreed on the statement that lack of female teachers discourage girls not to come to school or vice versa, they don’t go to schools because of shortage of female teacher available in the selected schools. Among all, parents both in baseline and end line were the highest complying the statement. Parents scored 0.61 in end line and 1.76 in baseline. It is important to note that in case of all three respondents end line score is lower than that of baseline agreeing lack of female teacher as a reason of girls not to go to school, which is the achievement of BRIDGE.
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Lack of female teacher
2 1.5
1
0.5 0 Endline Endline Endline Baseline Baseline Baseline Head teacher Teacher Parents
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Figure 13 Comparison of opinions on lack of separate classrooms
(2) Lack of separated classrooms for boys and girls The opinion regarding lack of separate classrooms for boys and girls are also positive both in baseline and endline among head teachers, teachers and parents (see Figure 14). In the graph, parents’ opinion has got the highest score, means most of the parents are agreed on the statement. On the whole, all three kind of respondents have got lower score in end line than that of baseline agreeing lack of separate classrooms for boys and girls as a reason of girls not to go to school, which is the achievement of BRIDGE.
Lack of separated classrooms for boys and girls
2.00 1.50
1.00
0.50
0.00 Endline Endline Endline Baseline Baseline Baseline Head teacher Teacher Parents
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Figure 14 Comparison of opinions on lack of separate classrooms
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(3) Lack of fathers’ appreciation for girls’ education Regarding lack of fathers’ appreciation the graph shows mixed opinions (see Figure 15). In the baseline, head teacher agreed on the statement and it shows nearer to 0.7 score but at the endline it got the score 1.2. End line data of head teacher expresses that lack of fathers appreciation is a strong reason for female not to go to school though parents’ data shows that the situation has slightly improved and teacher data shows that the situation remained unchanged.
Lack of fathers’ appreciation for girls’ education
1.40 1.20 1.00 0.80 0.60 0.40 0.20 0.00 Endline Endline Endline Baseline Baseline Baseline Head teacher Teacher Parents
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Figure 15 Comparison of opinions on lack of fathers’ appreciation
(4) Lack of mothers’ appreciation for girls’ education Regarding lack of mothers’ appreciation the graph shows mixed opinions (see Figure 16). In both baseline and end line both the head teacher and teacher agree the lacking of mothers’ appreciation as the hindrance of girls’ education while parents data shows that they still agree on this matter at the end line but the percentage of parents who support this statement has been decreased as compared to baseline data.
Lack of mothers’ appreciation for girls’ educat ion
1.00 0.80 0.60 0.40 0.20 0.00 Endline Endline Endline Baseline Baseline Baseline Head teacher Teacher Parents
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey Figure 16 Comparison of opinions on lack of mothers’ appreciation
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(5) Lack of school fence During baseline many of the respondents agreed that lack of school fence was a reason for females not to go to school (see Figure 17). But at the end line most of the head teacher, teacher and parents do not think it as a problem of female education.
Lack of school fence
1.50
1.00
0.50
0.00
-0.50 Endline Endline Endline Baseline Baseline Baseline -1.00 Head teacher Teacher Parents
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey Figure 17 Comparison of opinions on lack of school fences
(6) Lack of decent toilets for girls From the figure 18 it is evident that according to most of head teacher, teacher and parents lack of decent toilets was a strong reason for females not to go to school. But the situation seems improved according to the opinion of all kind of respondents. As BRIDGE has supported to build a lot of female toilets in schools females are now encouraged to go to school.
Lack of decent toilets for girls
1.80 1.60 1.40 1.20 1.00 0.80 0.60 0.40 0.20 0.00 Endline Endline Endline Baseline Baseline Baseline Head teacher Teacher Parents
. Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey Figure 18 Comparison of opinions on lack of toilets for girls
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(7) Too much work at home for girls The graph shows that head teacher both in baseline and end line think that too much work at home for girls is a hindrance for girls’ education though a fewer percentage of parents at the end line think it as a problem (see Figure 19).
Too much work at home for girls
1.60 1.40 1.20 1.00 0.80 0.60 0.40 0.20 0.00 Endline Endline Endline Baseline Baseline Baseline Head teacher Teacher Parents
Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey Figure 19 Comparison of opinions on too much work for girls
4.6 Most Effective BRIDGE Activities for Girls’ Education
4.6.1 Introduction of School Activities BRIDGE project provided funding to schools for implementing school improvement activities. The funding was provided by three different sources as shown in the table below.
Table 20 Summary of BRIDGE Funding Amount by Sources (2005-2007)
Source: Created by JICA-BRIDGE Project Team
In the three years from June 2005 to May 2008, the BRIDGE Project provided almost 108.9 million YER in total for the 59 schools in the six targeted districts in Taiz. The funding came from JICA,, Taiz Governorate and community donations, in which JICA funding is the largest. Taiz Governorate started to provided funding to schools in 2007. Local funding was not required but voluntary contribution was made in each year. In Year 1 and Year 2, 500,000 YER was given to each 59 schools from JICA. In Year 3, due to provision of the governorate funding of 320,000 YER (before taz) to each school, amount of JICA funding was adjusted. For example, schools that still needs to build classrooms receive more JICA funding from the targeted schools within the same district. This adjustment was made by DEOs. In Same district, Al Qods school received 70,000 YER, while Al Nagda school received 300,000YER from JICA.
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Table 21 summarizes school activities by allocation of funding. Various activities were financed under BRIDGE project. Among all activities, hiring contracting teachers is the most popular activities in the three years (42,466,827 YER), which is almost 40% of total funding, followed by constructing classrooms (16,872,561 YER), and repairing classrooms (13,325,371 YER). In Year 1, JICA funding allowed schools to spend money for school uniform, bags, school fee, school furniture, and water for the tank. However, from Year 2, school uniform, bags were not accepted by JICA because these items could be donated from the wealthy family. School fee were abolished in Year 2 by the Government of Yemen, so that school fee were not financed under the BRIDGE from Year 2. School furniture were provided by Taiz GEO from Year 2. Water for the tank was covered by local contribution from Year 2 by considering sustainability.
Table 21 BRIDGE Funding Amount (2005-2007) by School Activities and Sources
Source: Created by JICA-BRIDGE Project Team.
According to Table 22, both in Year 1 and Year 2, the most popular activities at the pilot schools was contracting teachers followed by awareness meeting. In Year 3, awareness raising activities became the most popular activities. In Year 3, additional funding to schools was given by Taiz governorate, so that school acquired the ability to spend extra amount for that purpose in addition to the expenses for classrooms and teacher. Activities responsible to improve the quality of education, including purchasing blackboards, teaching materials, notice board, and school stationeries has also been augmented in high proportion during last year of the project. So it can be stated that the project has markedly contributed to improve school environment, the quality of education as well as to increase parents’ awareness toward children’s education.
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Table 22 Number of school activities under BRIDGE project Percentage Year 1 (2005/6) Year 2 (2006/7) Year 3 (2007/8) School Activities (n = 56) (n = 59) (n = 59) In 100% In 100% In 100% Awareness meeting (with parents, etc.) 61.0 64.4 81.3 Cleaning activities 42.3 61.0 55.9 Constructing/repairing classrooms 42.3 40.6 59.3 Constructing/repairing toilets 38.9 23.7 27.1 Contracting with teachers 71.1 74.5 77.9 Health care activities (First aid purchase, health promotion education, etc) 6.7 10.1 30.5 Hiring literacy trainers 20.3 45.7 54.2 Hiring sewing trainers 11.8 18.6 33.9 Organizing school events (competition, award, fun gathering, school trip, etc.) 25.4 47.4 64.4 Purchasing blackboards 16.9 22.0 28.8 Purchasing school furniture, notice board, etc. 5.0 5.0 25.4 Purchasing school radio 32.2 32.2 28.8 Purchasing school stationeries (record notebooks, etc.) 10.1 18.6 67.8 Purchasing teaching materials 8.4 8.4 59.3 Purchasing water tanks/ pipes 40.6 20.3 22.0 Supplying water 54.2 54.2 49.1 Training for teachers 3.3 13.5 74.5 Transporting students 6.7 6.7 11.8 Meeting between head teacher and teachers 66.1 69.4 77.9 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
4.6.2 Most Effective Activities Identified by Head Teacher Head teachers were asked to indicate 3 items to which BRIDGE was most effective and least effective to improve the situation of female absence in school (Table 23). Since in each case 3 responses were collected, this data was analyzed through multiple response option in SPSS. From the table it is evident that 21 percent head teachers found most effective to enhance mothers’ appreciation for girls' education and 20 percent found role of BRIDGE most effective to increase female teacher. BRIDGE also played an important role to enhance fathers’ appreciation for girls' education, to construct decent toilets for girls, to create separated classrooms for boys and girls, etc. On the other hand, according to 12% head teacher, BRIDGE was least effective to solve the transportation problem. BRIDGE also did not play any role to increase parents’ affordability for girls’ education, to lessen work load for girls at home, to provide employment opportunity after graduation, etc.
Table 23 Most and Least Effective BRIDGE Activities for Girls’ Education by Head Teachers The Reasons Percent of Cases Most Effective N= 59 Least Effective N=50 Lack of female teacher 20.2% 35 6.4% 11 Lack of separated classrooms for boys and 9.2% 16 5.8% 10 girls Lack of fathers' appreciation for girls' 17.9% 31 1.2% 2 education Lack of mothers' appreciation for girls' 21.4% 37 1.7% 3 education
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The Reasons Percent of Cases Most Effective N= 59 Least Effective N=50 Difficulty in transportation 4.0% 7 12.1% 21 Lack of school fence .6% 1 6.4% 11 Lack of decent toilets for girls 10.4% 18 4.0% 7 Too much work at home for girls (water 2.3% 4 10.4% 18 gathering, caring for siblings, etc.) Early marriage 1.2% 2 7.5% 13 Parents cannot afford girls' education 5.2% 9 11.6% 20 economically Not useful lectures for daughters 1.7% 3 6.9% 12 Teachers' use of stick at school 2.9% 5 4.0% 7 No work after graduation 1.2% 2 10.4% 18 Lack of textbooks 1.2% 2 5.2% 9 The school is so far from the house .6% 1 6.4% 11 Total 100.0% 173 100.0% 173 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. a Dichotomy group tabulated at value 1.
4.6.3 Most Effective Activities Identified by Teacher From Table 24, it is seen that teachers mostly found that BRIDGE is most effective to increase number of female teachers, enhance parents’ appreciation for girls’ education, construct separated classrooms for boys and girls and construct decent toilets for girls, though in case of parents appreciation the previous figure gives opposite information. According to 12 percent of the teacher, BRIDGE is least effective to reduce the difficulty in transportation. Moreover, BRIDGE does not have strong role to combat early marriage and to support in increasing parents’ affordability for girls’ education.
Table 24 Most and Least Effective BRIDGE Activities for Girls’ Education by Teachers Percent of Cases a Most effective Most effective N = 287 Least effective N = 287 Lack of female teacher 21.9% 188 4.2% 36 Lack of separated classrooms for boys 15.0% 129 8.0% 68 and girls Lack of fathers’ appreciation for girls’ 17.8% 153 4.0% 34 education Lack of mothers’ appreciation for girls’ 15.6% 134 3.3% 28 education Difficulty in transportation 3.5% 30 12.4% 105 Lack of school fence 2.0% 17 6.6% 56 Lack of decent toilets for girls 9.6% 82 6.1% 52 Too much work at home for girls (water 1.9% 16 7.1% 60 gathering, caring for siblings, etc.) Early marriage 1.6% 14 10.6% 90 Parents cannot afford girls’ education 2.9% 25 9.8% 83 economically Not useful lectures for daughters .7% 6 5.4% 46 Teachers’ use of stick at school 1.3% 11 2.1% 18 No work after graduation 3.5% 30 8.4% 71 Lack of textbooks 1.3% 11 6.0% 51 The school is so far from the house 1.4% 12 6.0% 51 Total 100.0% 858 100.0% 849 a Dichotomy group tabulated at value 1. Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
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4.6.4 Most Effective Activities Identified by Parents From Table 25, it is evident that 21 percent of the parents found BRIDGE most effective to increase female teacher and 16% found role of BRIDGE most effective to create separated classrooms for boys and girls. BRIDGE also played an important role to enhance fathers’ and mothers’ appreciation for girls' education and to construct decent toilets for girls.
Table 25 Most Effective BRIDGE Activities for Girls’ Education by Parents Responses Most effective to improve N = 591 N=591(%) Lack of female teacher 352 20.8% Lack of separated classrooms for boys and girls 275 16.2% Lack of fathers’ appreciation for girls’ education 222 13.1% Lack of mothers’ appreciation for girls’ education 178 10.5% Difficulty in transportation 34 2.0% Lack of school fence 62 3.7% Lack of decent toilets for girls 150 8.9% Too much work at home for girls (water gathering, caring for 8 .5% siblings, etc.) Early marriage 6 .4% Parents cannot afford girls’ education economically 93 5.5% Not useful lectures for daughters 25 1.5% Teachers’ use of stick at school 9 .5% No work after graduation 14 .8% Lack of textbooks 36 2.1% The school is so far from the house 4 .2% Schools rehabilitation 24 1.4% Swing Machines 23 1.4% School broadcasting tools 46 2.7% Contracted with literacy teachers 43 2.5% Provide schools with water tank 39 2.3% Provide communication to school 10 .6% Provide school with water 10 .6% Maintained school windows 5 .3% Provide rewards and motivations for schools activities 9 .5% Uniforms 7 .4% School kits 4 .2% Cleaning toilets 4 .2% Provide school with stationary 2 .1% Total 1694 100.0% Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. a Dichotomy group tabulated at value 1.
4.7 Relation between BRIDGE Finance and Number of Enrollment The scatter plot shows the relation between percentage change of enrollment and the amount of money spent in three years in the BRIDGE pilot schools. After data cleaning schools have been selected for this analysis. In the figure below, it is clear that female enrollment increased more than boys’ enrollment in selected schools. In Al Gabiri in Maqbana district, female enrollment increased 800 percent from year 2004 to 2007. In 2004, only six students were enrolled in Al Gabiri which rose to 63 in 2007 is the highest growth of female enrollment among all 59 schools. Al-Farooq School in Al Waziyah district has got the lowest increase in female enrollment between 2004 and 2007. In 2004, the number of female enrollment in Al Farooq School was only 73 which rose to 79 in 2007 at a rate of 8 percent enrollment growth which is the lowest among 59 schools.
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The highest financial investment was found in Al-Shahead Al-Thoulaih schools in Mawiyah which is 2,291,950 YR in three years and the lowest is in Bab Al-Mandab in Dubab district in three years is only 1,044,550. As both figures are shown in the same scale, it is clear that female enrollment increased more than boys in each schoPDM0uring the last three years started from 2004. From the first graph, it is evident that more funding school receives; more female enrollment is achieved as the curve shows the upward trend.
Enrollment change made by BRIDGE Project in each En rollment chage made by BRIDGE Project in each school: Female s chool: Male
2,500,000
2,400,000 Al-Shahead Abdullah Bin Moath Bin Gabal Rawaha Al-Wahda Al-Wahda Al-Wahda Al-Magd 2,200,000 Al-Yakadah Abdullah Bin Al-Ga biri Rawaha 2,000,000 2,000,000 Saba OuleouSaed Bin Gobair Al-Tawhead 1,800,000 Omar Al- M o khtar Al-Nasr Al-NasrAl-Shahead 1,600,000 1,500,000 Al-Salah Alokia Al-Esha'a
1,400,000
1,200,000 Bab Al-Manda 1,000,000 Al Farooq Bab Al-Mandab 0 200 400 600 800 1,000,000 Al Farooq Percentage of Enrolle m nt c ha ge d fro m 2004 to 2007 0 200 400 600 800 P ercentage of enrollm e nt c ha ge d fro m 2004 to 2007 Series1 Log. (Series1) Source: JICA-BRIDGE Project (2008). Figure 20 Relation between BRIDGE finance and enrollment change in each school from 2004 to 2007
4.8 Regression Analysis
The school committee of the BRIDGE Project made a plan with an aim to increase the girls’ enrollment at each selected school in the Taiz governorate since 2005/2006 to 2007/2008, which is the first objective of the project. They introduced school improvement plan according to the demand of the school and later they implemented those plan to improve the girls’ education. In order to measure the impact of the interventions of the BRIDGE Project in pilot schools, a multiple regression analysis is conducted using the enrollment data collected from the head teacher of the each school and collected by the BRIDGE project.
The total number of female student enrolled in the pilot schools is selected as a dependent variable to develop an impact assessment model. The independent variables include the expenditure of each school activities, number of each school facilities and availabilities of school activities. Expenditure of each school activities and number of each school facilities are continuous variable and availabilities of school activities is dummy variable. Since those schools have almost no fund to perform any activities before the project implementation year, the total investment of last year is considered as the expenditure of each activities change from 2004 to 2007.
Model:
The general conceptual model to assess the impact is total number of female enrollment is a function of expenditure of each activities, number of each school facilities and availabilities of school activities, which can be expressed by the following formula:
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Yt = f (Et1 ...Et2, Ft1 ...Ft2, Ct1 ...Ct2,) where,
Y t is the total number of female enrollment in 2007 Et1 ...Et2 is expenditure of each activities change from 2004 to 2007 Ft1 ...Ft2 is number of each school facilities in 2007 Ct1 ..Ct2 availabilities of school activities in 2007
Regression Result: The results of the multiple regression model estimated on a set of explanatory variable using the total number of female student enrolled in the selected pilot schools as the dependent variable are presented in table 26. Three sets of numbers are reported in this table, which are estimated parameter, standard error and their asymptotic t-statistics.
Table 26 Result of the Regression
Variables Coefficient Std. Err t-statistics Total finance for school administration activities -0.005 0.001 -4.76 Total finance for class room constriction 0.000 0.000 1.85 Total finance for class room repairing 0.000 0.000 -1.78 Total finance for toilet constriction 0.000 0.000 -4.21 Total finance for toilet repairing -0.001 0.000 -2.97 Total finance for contracting teacher 0.000 0.000 2.02* Total finance for hiring literacy trainer 0.000 0.000 1.68 Total finance for hiring sewing trainer 0.000 0.000 -5.62 Total finance for purchasing water tank and pipes 0.000 0.000 2.61** Total finance for transporting students 0.000 0.000 -0.51 Total finance for purchasing radio -0.003 0.001 -4.48 Total finance for organizing school events 0.000 0.000 0.93 Total finance for cleaning activities 0.006 0.002 2.78** Total finance for health care activities 0.001 0.000 3.22** Total finance for purchasing teaching materials 0.000 0.001 -0.28 Total finance for awareness meeting -0.002 0.000 -4.44 Total finance for supplying water 0.001 0.000 4.89*** Total finance for purchasing blackboards 0.000 0.001 -0.23 Total finance for teacher training 0.009 0.003 3** Total finance for purchasing school furniture -0.004 0.001 -4.49 Total finance for purchasing school stationery 0.009 0.003 3.07** Total finance for transporting chairs -0.001 0.000 -2.31 Total finance for purchasing school uniform -0.001 0.000 -5 Total finance for purchasing school bags 0.001 0.000 4.03*** Total finance for paying school fees -0.011 0.002 -4.92 Other administrative cost 0.001 0.000 2.34** Number of teachers in 2007 11.382 1.601 7.11*** Number of classrooms in 2007 10.850 4.342 2.5** Number of classroom for female students in 2007 -16.805 7.341 -2.29 Number of school library in 2007 38.105 42.281 0.9 Number of teachers room in 2007 -59.079 17.005 -3.47 Number of sport field in 2007 155.903 24.770 6.29*** Number of toilet for male students in 2007 -19.193 9.920 -1.93 Number of toilet for female students in 2007 50.473 7.596 6.64*** Number of drinking water facilities in 2007 -120.092 19.089 -6.29 Electricity facility in 2007 38.628 70.927 0.54 School fence in 2007 -82.188 29.717 -2.77 Number of desk and chairs for students in 2007 0.918 0.179 5.13***
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Variables Coefficient Std. Err t-statistics Number of blackboard in 2007 -2.071 3.702 -0.56 Number of text books in 2007 0.979 0.198 4.95*** Awareness meeting (with parents, etc.) in 2007 -41.174 30.908 -1.33 Cleaning activities in 2007 8.252 21.823 0.38 Constructing/repairing classrooms in 2007 33.603 19.940 1.69 Constructing/repairing toilets in 2007 70.215 18.584 3.78*** Contracting with teachers in 2007 -13.832 25.756 -0.54 Health care activities (First aid purchase, health promotion education, etc) in 2007 29.996 21.716 1.38 Hiring literacy trainers in 2007 -72.724 20.924 -3.48 Hiring sewing trainers in 2007 117.098 35.714 3.28** Organizing school events (competition, award, fun gathering, school trip, etc.) in 2007 132.812 21.401 6.21*** Transporting students in 2007 -7.808 50.199 -0.16 Meeting between head teacher and teachers in 2007 16.365 24.976 0.66 Training for teachers in 2007 17.615 16.996 1.04 constant 30.177 77.671 0.39 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. ***, ** and * indicates significant at 1%, 5% and 10% level respectively.
From the result of the regression analysis shown in the table it is found that finance for contracting teacher is significantly positively correlated at 10 percent level with the female student enrollment. It indicates that ensuring more contract teacher increase the female enrollment. Total finance for purchasing water tank and pipes, cleaning activities and health care activities are significantly positively associated with the female student enrollment at 5 percent level of significance. Total finance for supplying water is significantly positively associated with the female student enrollment at 1 percent level of significance. Finance for teacher training and purchasing school stationery is also found significantly effective for enhancing female enrollment.
Number of teaches is highly significantly correlated with female enrollment at 1 percent level. Teachers are one of the most contributing factors to enhance female enrollment in the project area. Number of classrooms in 2007 is positively significantly associated with female enrollment at 5 percent level of significance. Among the school facilities variables, number of sport field, number of toilet for female students, number of desk and chairs for students and number of text books are highly significantly correlated with female enrollment at 1 percent level.
Among the school activities dummy variables, constructing/repairing toilets in 2007 is highly significantly correlated with female enrollment at 1 percent level. Hiring sewing trainers in 2007 and Organizing school events (competition, award, fun gathering, school trip, etc.) in 2007 is found highly significantly correlated with female enrollment at 5 percent and 1 percent level respectively.
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5. Limitation of the Study
The report has some limitations. The first limitation of this study is missing data, which affects the whole result and made some confusing relationship between endline results and baseline results. Second limitation of this study is contradictory data or wrong information inputted in the data set which misleads the actual situation. Third is time limitation. It is really difficult to show the impact based on the results within this short period. The fourth limitation is use of variables. In the baseline survey data, all teacher survey data could not be used for data analysis since most teacher data was not inputted according to the questionnaire. Due to unavailability of the teacher variable, only a few variables are used in this study, which may not reflect the actual picture of the outcome.
For the financial analysis, the study has used a limited number of independent variables that does not reflect all actual pictures. The study intended to use more independent variables, but finally cannot use due to missing data or wrong information. Different grades and different areas have different problems and needs different strategy to improve that particular grade. In addition, since this study focus on only a few schools of Taiz governorate in Yemen more longitudinal data is required to know the true feature of the girl’s education.
6. Conclusion
The impact analyses could be concluded as follows:
BRIDGE helped to increase the number of both boys’s and girls’ attendance at the 59 schools: • Both female and male enrollment for all grades as a result of the project has increased. Female students are benefited more since female enrollment in pilot schools are increased more than boys’ enrollment, especially at higher grades. It is important to note that in control schools percentage of enrollment in endline even decreased in some grades. • Even though the enrollment of both boys and girls are increased, it should be noted that improving the retention rate is a remaing issue. • Different enrollment trend has observed among districts. The highest percentage of growth of female enrollment has found at Al Makha. Low percentage of growth of female enrollment has found at Maqbnah and Dhubab. The highest percentage of growth of male enrollment has found at Maqbanah. However, each district has different pattern of increase of female and male enrollment. Low percentage of growth of female enrollment has found at Dhubab. It is difficult to find a common trend of enrollment changes among districts. Further analysis at school level is required.
BRIDGE helped to improve the school environment • BRIDGE project has contributed a lot to increase school facilities in pilot schools. Total number of all school facilities has been increased. Numbers of classrooms has increased by 25% from baseline to endline while classrooms for female students almost doubled. Head teacher proves that condition of the most of the school facilities such as, classrooms, classrooms for female students, teachers’ room, toilet for both male and female students, drinking water, school fence, desks and chairs for students, blackboards, has been improved. • Improvement of school facilities were occurred beyond BRIDGE support. For example, many school fences were built by district local council. It is one of examples that the BRIDGE project attracted other source of supports to school. Even though BRIDGE
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• In addition to improving school facilities, with hiring contracted teachers and building and repairing classrooms, schools could offer more grades. At the baseline, only 13 schools had offered from grade 1 to grade 9. At the endline, 20 schools could offer grade 1 to grade 9 for both boys and girls.
BRIDGE helped to build cooperative relationships between schools and communities • Head teachers agreed better communication with community leaders, sharing experiences with other head teachers, and listening to parents on their requests were the most helpful contribution by the BRIDGE project. • Forty-seven percent of head teachers agreed that level of community aspiration to school education got much better by the BRIDGE project. • Views of parents regarding children’s education care at home have changed positively. Parents’ perception regarding school has been enriched to a greater extent, which could be explained by implementation of intensive awareness raising program of BRIDGE Project. Parents are now very conscious to the improvement of their children’s school. Even now they feel the ownership of the school situated at their own community which is a good achievement of BRIDGE Project. • Data on head teacher’s views for better school management at the endline of the project does not show satisfactory changes in compare to the baseline result. In most cases baseline and end line conditions are similar. Since capacity development program for all the head teachers on school management were started from the second year, it was not enough time for head teachers to change their perception toward their management skills.
Perception toward girls’ education was dramatically changed • All respondents both in baseline and endline agreed on the statements that lack of female teachers, lack of separated classrooms for boys and girls, and lack of decent toilets for girls mainly discouraged girls not to come to school. However, in case of all three respondents, head teacher, teacher and parents, endline score got lower than those of baseline agreeing lack of female teacher, separate classrooms and decent toilets as obstacles of girls not to go to school. It could mention that these changes among respondents are the achievement of BRIDGE Project because BRIDGE supported these areas intensively. • Different perception was observed regarding awareness of fathers and mothers toward education between head teachers, teachers and parents. Endline data of head teacher expressed that lack of fathers appreciation was a strong reason for female not to go to school though parents’ data showed that the situation slightly improved and teacher data shows that the situation remained unchanged. In both baseline and endline both the head teacher and teacher agree the lacking of mothers’ appreciation as the hindrance of girls’ education while parents data showed that they still agreed on this matter at the end line but the percentage of parents who supported this statement has been decreased as compared to baseline data. Even though head teacher and teachers still feel that lack of parents’ appreciation toward education is one of obstacles for girls’ education, all the respondents decreased their support toward a statement saying “too much work at home for girls”, which indicated that due to intensive awareness programs by BRIDGE, in reality parents try to reduce their daughters’ work load at home for education. • There are not much change observed regarding use of sticks and not useful lectures for daughters between baseline and endline. In both surveys, they did not think that these were obstacles for girls’ education.
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Most Effective BRIDGE Activities was found as hiriging female teachers • The results of the multiple regression model estimated on a set of explanatory variable using the total number of female student enrolled in the selected pilot schools as the dependent variable are presented in table 28. Three sets of numbers are reported in this table, which are estimated parameter, standard error and their asymptotic t-statistics. • From the result of the regression analysis shown in the table it is found that finance for contracting teacher is significantly positively correlated at 10% level with the female student enrollment. It indicates that ensuring more contract teacher increase the female enrollment. Total finance for purchasing water tank and pipes, cleaning activities and health care activities are significantly positively associated with the female student enrollment at 5% level of significance. Total finance for supplying water is significantly positively associated with the female student enrollment at 1% level of significance. Finance for teacher training and purchasing school stationery is also found significantly effective for enhancing female enrollment. • Number of teaches is highly significantly correlated with female enrollment at 1% level. Teachers are one of the most contributing factors to enhance female enrollment in the project area. Number of classrooms in 2007 is positively significantly associated with female enrollment at 5% level of significance. Among the school facilities variables, number of sport field, number of toilet for female students, number of desk and chairs for students and number of text books are highly significantly correlated with female enrollment at 1% level. Among the school activities dummy variables, constructing/repairing toilets in 2007 is highly significantly correlated with female enrollment at 1% level. Hiring sewing trainers in 2007 and Organizing school events (competition, award, fun gathering, school trip, etc.) in 2007 is found highly significantly correlated with female enrollment at 5% and 1% level respectively • All head teachers, teachers and parents agreed that BRIDGE contributed the most to improve shortage of female teacher. Head teachers and teachers agreed that lack of fathers and mothers appreciation were highly improved due to BRIDGE project. On the contrary, parents agreed that BRIDGE contributed to improve shortage of separated classrooms and improve fathers’ appreciation toward education. • Even though head teachers and teachers perceived lack of fathers and mothers appreciation toward education are obstacles for girls’ education, it is sure that the BRIDGE project helped to raise awareness and appreciation of parents toward education.
It is evident that without the support of head teachers, teachers and parents schools could not be a place for students to enjoy their studying and their school life. School improvement requires not only improvement of school facilities and introducing school activities, but also strengthening head teachers’ management capacity, improving teaching, and promoting community participation. From the findings of this report, it could conclude that BRIDGE project contributed whole school improvement as mentioned above as well as increasing enrolment of both boys and girls even though the regression analysis could not find significant relationships between female enrolment and each activity.
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Reference
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Japan International Cooperation Agency (JICA) (2005a). Inception Report for JICA Technical Cooperation Program for Broadening Regional Initiative, for Developing Girls’ Education (BRIDGE) in Taiz Governorate, JICA, Tokyo.
Jewett, J. R. (1907). The American Historical Review, Vol. 13, No. 1, pp. 128-129 , Published by: American Historical Association
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Ministry of Education. (2008). Annual Progress Report 2007 on BEDS Implementation. The Forth Annual Review of the Implementation of The National Basic Education Development Strategy (Educational Forum), Yemen.
Ogawa, K. (2004). “Achieving Education for All in Yemen: Assessment of Current Status”. Journal of International Cooperation Studies Vol. 12, pp.69-89.
Rose, P. (2003). Communities, Gender and Education: Evidence from Sub-Saharan Africa, Background paper for 2003 UNESCO Global Monitoring Report. UNESCO: Paris.
Sakurai, A. (2007). Application of the Whole School Development Approach on Rural Basic Education Schools in Yemen: Strengthening Partnerships among Schools, Communities and Local Education Offices, Graduate School of International Cooperation Studies, Kobe University, Japan.
Shamsuzzoha, M. (2008). “An Analysis of the Relationship between Education Inputs and Student Achievement in Uganda”, Ogawa, K. (Ed.), Human Resources Development and Public/Private Role in West Asia and East Africa, Kobe University, Japan.
United Nations Development Program (2008). Human Development Report 2007/2008, Fighting Climate change: Human solidarity in a divided world, UNDP: New York.
United Nations Educational, Scientific and Cultural Organization (UNESCO), including the Education for All 2000 Assessment.
World Development Report (2008). World Development Report 2008: Agriculture for Development, World Bank, USA.
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Annex: Detailed Tables on Impact Assessment
Table 1 Female Enrollment Comparison by Taiz Governorate District Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Al Qahira 1711 1611 1581 1728 1590 1541 1683 1600 1693 Sa'leh 1648 1586 1318 1345 1331 1287 1171 1068 1249 Al Modaffer 2386 2087 2084 2236 2160 1941 2083 2076 1879 Al Taizziya 4770 3555 3479 3333 2798 2453 1087 1855 1461 Sabir 2721 2064 2932 1840 1663 1369 1117 892 812 Almawadim Mashra'a 499 365 428 368 420 338 370 328 251 Mawiiya 2730 1947 1655 1543 1229 885 647 431 275 Khadeer 1963 1728 1631 1572 1219 1110 941 836 632 Same' 981 698 756 761 629 560 373 342 270 Al Selow 1163 944 954 845 894 798 658 556 476
A9-48 Hayfan 1561 1206 1186 1233 1073 933 877 849 685 Al Misrakh 1793 1435 1391 1330 1244 1090 942 801 732 Jabal Habashi 2639 1958 1950 1954 1708 1469 1201 1011 992 Al Mawasit 2320 1905 2017 2035 1936 1698 1440 1276 1346 Al Ma'fir 2432 1900 2033 2067 1627 1361 1057 752 667 Al Shammaitain 2768 2446 2426 2390 2389 2060 1505 1667 1490 Maqbanah 3120 2304 2275 2170 1587 1261 1027 737 581 Al Rawnah 2911 2138 2128 2178 1891 1726 1578 1410 1282 Al Salam 2320 1645 1833 2049 1897 1737 1685 1542 1490 Al Makha 1726 1506 1154 908 443 385 259 210 149 Mawza' 715 708 819 539 194 179 131 105 86 Al Waziiya 1035 683 642 604 295 248 216 125 96 Dhubab 429 370 322 229 144 113 63 53 39 Total 46341 36789 36994 35257 30361 26542 22111 20522 18633 Source: Taiz Governorate Education Office (2007).
Table 2 Male Enrollment Comparison by Taiz Governorate District Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Al Qahira 1671 1334 1671 1821 1759 1832 1934 1876 2145 Sa'leh 1736 1520 1365 1492 1445 1387 1212 1163 1479 Al Modaffer 2366 1986 1926 2040 1882 1497 1522 1289 1858 Al Taizziya 5498 4472 4419 4535 4179 3820 3331 2761 2530 Sabir 3049 2394 2388 2421 2290 2063 2023 1757 1761 Almawadim Mashra'a 495 407 395 444 452 394 438 406 378 Mawiiya 3173 2510 2320 2212 2065 1774 1489 1245 1066 Khadeer 2287 2069 1967 1836 1707 1612 1383 1315 1096 Same' 1193 908 906 958 787 727 631 550 494 Al Selow 1194 980 1037 1006 920 880 808 682 704 Hayfan 1628 1285 1334 1374 1297 1220 1209 1061 903 Al Misrakh 1848 1552 1582 1651 1497 1431 1342 1143 1269 Jabal Habashi 2970 2492 2347 2480 2323 2184 2017 1737 1666 Al Mawasit 2486 1961 2164 2370 2152 1957 1875 1662 1528 A9-49 Al Ma'fir 2605 2153 2253 2342 2079 1864 1649 1329 1057 Al Shammaitain 3079 2595 2876 2838 2652 2456 2376 2096 1698 Maqbanah 4512 3675 3316 3283 3040 2687 2231 1830 1543 Al Rawnah 3324 2620 2650 2681 2413 2259 2163 1824 1900 Al Salam 2573 2020 1931 2126 2062 1990 1861 1741 1614 Al Makha 1442 1243 962 922 632 558 425 381 310 Mawza' 839 627 538 471 314 292 253 168 183 Al Waziiya 828 567 534 479 346 352 277 186 192 Dhubab 390 322 270 236 140 119 67 65 75 Total 51186 41692 41151 42018 38433 35355 32516 28267 27449 Source: Taiz Governorate Education Office (2007).
Table 3 Female Enrollment Comparison by District at BRIDGE Project District Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Same:Baseline 161 192 139 91 69 54 45 16 8 Same:Endline 208 195 169 167 143 108 77 47 45 Mawiyah:Baseline 226 238 162 97 77 49 36 21 13 Mawyah:Endline 309 289 270 217 168 131 84 60 41 Maqbanah:Baseline 269 160 123 129 69 56 46 36 19 Maqbanah:Endline 402 300 267 195 127 73 79 51 47 Al-Waziyah:Baseline 338 195 106 102 76 45 26 23 12 Al-Waziyah:Endline 308 226 207 155 135 72 66 39 21 Al-Makha:Baseline 339 337 80 62 39 47 18 9 6 Al-Makha:Endline 439 431 451 294 180 77 27 18 31 Dhubab:Baseline 555 385 247 141 91 85 43 38 34 Dhubab:Endline 442 295 334 250 195 148 85 61 51 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
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Table 4 Male Enrollment Comparison by District at BRIDGE Project District Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Same:Baseline 218 166 171 177 123 126 128 79 63 Same:Endline 224 224 197 192 155 155 96 82 107 Mawiyah:Baseline 328 246 236 255 224 195 137 120 170 Mawyah:Endline 362 337 305 249 230 180 211 208 178 Maqbanah:Baseline 429 350 257 253 234 158 132 94 78 Maqbanah:Endline 715 491 512 371 263 225 220 180 125 Al-Waziyah:Baseline 194 169 114 240 73 46 62 39 40 Al-Waziyah:Endline 298 165 176 149 103 100 104 79 38 Al-Makha:Baseline 284 341 247 250 146 111 96 65 57 Al-Makha:Endline 454 412 372 296 213 126 129 79 65 Dhubab:Baseline 417 327 236 166 116 113 84 60 72 Dhubab:Endline 391 343 294 262 182 123 111 39 61 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Table 5 Female Enrollment by School at Endline Id District Id School Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Al-Nagdah 100 84 64 70 70 58 45 30 22 543 Al-Eman 28 49 37 42 26 20 12 13 15 242 Al-Fourqan 21 35 19 26 22 5 12 4 8 152 Same 7-Jul 27 17 31 13 11 5 0 0 0 104 Al-Saeed 13 10 10 11 14 20 8 0 0 86 Al-Qouds 19 8 5 0 0 0 0 0 32 Total 208 195 169 167 143 108 77 47 45 1159 Al-Shaheed Al-Bahr 55 43 30 33 30 25 24 10 20 270 Osaid Bin Khodair 26 36 28 28 17 19 10 12 0 176 Moaad Bin Jabal 25 13 17 21 15 6 0 0 97 Al-Hamzah 17 15 24 14 8 5 0 83 Al-Farouq 42 38 40 21 14 18 2 3 178 Mawiyah Al-Tawheed 47 48 61 27 19 18 16 17 4 257 Bha'a Al-Deen 43 43 34 35 28 16 11 11 13 234 Omar Al-Mokhtar 16 11 15 12 21 6 7 2 4 94 Al-Shaheed Al-Tholaya 55 40 30 16 25 6 8 0 0 180
A9-51 Total 309 289 270 217 168 131 84 60 41 1569 Al-Shaheed Al-Loqayah 20 12 52 18 12 6 3 7 130 Al-Tawheed 59 44 50 6 1 6 0 0 166 Al-Majd 20 30 21 7 2 1 0 0 0 81 Abdullah Bin Rwahah 18 7 11 3 4 1 0 0 0 44 Al-Jabri 10 12 17 3 3 2 0 0 0 47 Maqbanah 321 75 78 37 54 52 37 38 28 24 423 Al-Salah 100 74 41 67 50 27 29 20 16 424 Al-Eshaa'a 24 6 8 5 0 1 0 0 0 44 Al-Thawrah 26 11 11 2 2 2 0 0 0 54 Al-Hayah 50 26 19 30 2 1 0 0 0 128 Total 402 300 267 195 127 73 79 51 47 1541
Id District Id School Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Al-Zahra 75 65 57 37 37 19 22 17 21 350 Al-Methaq 0 0 0 0 0 0 0 0 0 0 Al-Faqeed Ahmed Saif 0 0 0 0 0 0 0 0 0 0 Al-Fawz 58 64 63 39 45 23 14 6 0 312 Al-Najah 29 20 11 13 4 6 0 0 0 83 Al-Waziyah Al-Farouq 17 10 12 15 10 5 7 4 0 80 Ghail Bin Ali 33 12 14 13 2 3 0 0 77 Al-Wehdah 49 29 27 20 22 10 14 12 0 183 Al-Shaheed Ali Saif 47 26 23 18 17 7 6 0 144 Total 308 226 207 155 135 72 66 39 21 1229 Al-Eshaa'a 63 66 97 73 47 16 8 13 383 Al-Shaheed Al-Zoubair 37 53 51 22 18 27 12 6 15 241 Aasem Bin Thabet 15 19 52 76 30 10 4 6 3 215 Jaber Bin Abdullah 25 60 72 60 27 5 3 6 0 258 Al-Ershad 64 72 49 24 7 0 0 0 0 216 Saeed Bin Joubair 58 22 7 7 6 0 0 0 100 Al-Makha 7-Jul 23 11 14 3 11 0 0 0 0 62 Al-Nassr 47 31 24 11 16 6 0 0 0 135 A9-52 Al-Fath 22 36 17 11 13 0 0 0 0 99 Al-Wehdah 23 19 25 6 11 7 0 0 0 91 Al-Homrah 32 25 24 0 0 0 0 0 0 81 Al-Faraj 30 17 19 1 0 0 0 0 0 67 Total 439 431 451 294 180 77 27 18 31 1948 Al-Shaab 56 41 53 43 42 51 32 28 33 379 Bab Al-Mandab 44 34 26 28 18 22 11 7 8 198 Al-Amal 44 15 25 19 23 21 10 15 4 176 Saad Bin Obadah 29 16 17 14 8 8 7 7 2 108 Al-Sahwah 47 25 34 36 14 10 7 4 4 181 Al-Fath 40 50 34 30 30 10 18 0 0 212 Al-Doush 52 34 17 17 8 3 0 0 0 131 Dhubab Kab Bin Malek 21 13 17 16 8 10 0 0 85 Jazeerat Meyoun 8 4 11 5 7 5 0 0 0 40 Omar Bin Abdul Azez 39 18 24 22 11 0 0 0 114 Al-Demouh 20 17 15 15 7 8 0 0 0 82 Al-Wehdah 13 18 15 12 0 0 0 0 58 Al-Yaqadah 29 10 46 5 7 0 0 0 0 97 Total 442 295 334 250 195 148 85 61 51 1861 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Table 6 Male Enrollment by School at Endline Id District Id School Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Al-Nagdah 100 96 85 80 57 75 50 42 68 Al-Eman 31 45 55 40 32 22 23 22 17 Al-Fourqan 35 40 37 32 41 37 17 18 22 Same 7-Jul 27 21 20 14 6 0 0 0 Al-Saeed 14 12 14 15 11 15 6 0 0 Al-Qouds 17 10 6 5 0 0 0 0 0 Total 224 224 197 192 155 155 96 82 107 Al-Shaheed Al-Bahr 68 53 46 47 33 38 53 94 104 Osaid Bin Khodair 30 40 29 25 25 12 18 12 0 Moaad Bin Jabal 25 22 20 7 12 5 5 0 0 Al-Hamzah 17 21 21 13 20 14 16 12 0 Al-Farouq 35 32 46 50 40 26 34 26 32 Mawiyah Al-Tawheed 57 68 51 47 36 29 25 17 8 Bha'a Al-Deen 52 42 38 24 35 25 19 35 19 Omar Al-Mokhtar 23 21 23 7 12 16 15 12 15 Al-Shaheed Al-Tholaya 55 38 31 29 17 15 26 0 0
A9-53 Total 362 337 305 249 230 180 211 208 178 Al-Shaheed Al-Loqayah 48 40 33 44 25 26 34 46 22 Al-Tawheed 85 69 63 24 31 12 25 0 0 Al-Majd 72 42 43 28 30 16 0 0 0 Abdullah Bin Rwahah 45 50 54 20 23 22 17 13 0 Al-Jabri 30 32 40 10 10 10 0 0 0 Maqbanah 321 122 96 94 84 65 52 63 52 47 Al-Salah 185 65 75 100 57 71 81 69 56 Al-Eshaa'a 29 23 22 11 1 3 0 0 0 Al-Thawrah 48 59 69 18 5 6 0 0 0 Al-Hayah 51 15 19 32 16 7 0 0 0 Total 715 491 512 371 263 225 220 180 125
Id District Id School Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Al-Zahra 0 0 0 0 0 0 0 0 0 Al-Methaq 0 0 0 0 0 0 31 31 38 Al-Faqeed Ahmed Saif 94 34 44 34 22 23 0 0 0 Al-Fawz 34 21 34 22 23 21 19 13 0 Al-Najah 33 23 11 12 5 0 0 0 Al-Waziyah Al-Farouq 18 15 15 15 14 10 8 8 0 Ghail Bin Ali 33 24 21 14 11 4 12 0 0 Al-Wehdah 52 25 33 34 18 20 19 15 0 Al-Shaheed Ali Saif 34 23 18 18 15 17 15 12 0 Total 298 165 176 149 103 100 104 79 38 Al-Eshaa'a 114 50 66 42 26 28 43 35 32 Al-Shaheed Al-Zoubair 56 79 46 50 51 26 35 24 28 Aasem Bin Thabet 27 36 29 45 40 21 19 8 5 Jaber Bin Abdullah 48 40 41 31 21 15 12 12 0 Al-Ershad 33 58 43 28 6 0 0 0 Saeed Bin Joubair 46 19 17 19 7 4 0 0 0 Al-Makha 7-Jul 22 18 14 24 16 11 0 0 0 Al-Nassr 21 27 34 12 21 10 20 0 0 A9-54 Al-Fath 19 17 15 7 8 0 0 0 0 Al-Wehdah 15 19 7 14 12 5 0 0 0 Al-Homrah 36 33 40 0 11 0 0 0 0 Al-Faraj 17 16 20 24 0 0 0 0 0 Total 454 412 372 296 213 126 129 79 65 Al-Shaab 66 58 45 46 32 32 30 17 33 Bab Al-Mandab 43 26 19 24 19 18 30 12 Al-Amal 51 39 24 27 17 15 16 12 11 Saad Bin Obadah 18 18 21 10 7 6 6 5 3 Al-Sahwah 37 33 21 11 8 6 8 5 2 Al-Fath 45 45 45 37 38 13 14 0 0 Al-Doush 23 25 25 21 14 6 0 0 0 Dhubab Kab Bin Malek 19 13 3 15 7 5 7 0 0 Jazeerat Meyoun 10 8 8 11 5 0 0 0 Omar Bin Abdul Azez 25 31 29 27 5 4 0 0 0 Al-Demouh 25 21 20 17 15 12 0 0 0 Al-Wehdah 10 12 15 10 11 0 0 0 0 Al-Yaqadah 19 14 19 6 4 6 0 0 0 Total 391 343 294 262 182 123 111 39 61 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Table 7 Female Enrollment by School at Baseline Id District Id School Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Al-Nagda 79 95 76 55 51 25 36 11 6 Al-Eman 26 34 23 14 7 10 5 5 Same Al-Fowrkan 34 41 13 13 5 7 4 2 Saba-Youlyou 15 13 8 3 1 2 Al-Sayd 7 9 19 6 5 10 Al-Shahead Al-Bahr-Kamahera 41 28 26 19 10 13 18 17 6 O'asead Bin Hoadir- Kamahera 32 44 25 10 13 Moath Bin Gabal-Kamahera 10 13 11 7 6 Al-Hamza-Kamahera 9 15 11 7 1 5 Mawiyah Al-Farowk-Akharak 26 13 20 4 2 6 1 2 Al-Tawhead-Akharak 58 26 27 21 23 9 Al-Awman -Baha Al-Dean 31 39 22 14 15 9 14 1 7 Omar Al-Mokhtar-Al-Awman 9 43 11 8 1 2 3 1 Al-Awman-Al-Shahead Al-Thoulaih 10 17 9 7 6 5 Al-Shahead Alokia - Al-Akhooz 11 15 7 9 6 6 2 Al-Tawhead-Al-Akhooz 13 11 4 6 1 1
A9-55 Al-Magd- Al-Akhooz 12 5 1 2 2 2 Abdullah Bin Rawaha-Al-Akhooz 6 4 1 7 3 2 Maqbana Al-Gabiri-Al-Akhooz 2 4 Al-Habaiba-Al-Wahda / Al-Masna 85 52 52 40 30 25 29 18 15 Al-Salah-Al-Habaiba 136 64 58 58 26 19 15 18 4 Al-Esha'a-Al-Habaiba 4 5 7 1 1 Al-Fawz-Al-Daraifa 164 99 58 55 53 25 26 16 12 Al-Nagah-Al-Daraifa 40 20 21 11 12 9 Al Waziyah Al-Farwak-Al-Daraifa 39 15 10 11 4 5 7 Gail Bani Ali-Al-Daraifa 41 23 6 7 Al-Wahda-Al-Daraifa 54 38 11 18 7 6
Id District Id School Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 AL-Gomah-Al-Esha'a 65 56 10 8 11 17 13 6 4 Al-Shahead Al-Zoubair-AL-Gomah 59 40 36 35 15 21 4 1 1 Aseam Bin Thabeet-AL-Gomah 95 64 14 8 6 2 1 2 1 Gabair Bin Abdullah- AL-Gomah 53 57 3 7 4 5 Al-Ershad-AL-Gomah 22 23 4 2 3 1 Makha Saed Bin Gobair-AL-Gomah 6 7 1 2 1 Saba Youleou-AL-Gomah 24 28 Al-Nasr-AL-Gomah 10 12 5 Al-Fath-AL-Gomah 1 37 AL-Gomah-Al-Wahda 4 13 7 Bany Al-Hakam-Al-Shab 55 36 70 28 30 32 24 20 18 Bab Al-Mandab-Bany Al-Hakam 62 29 52 19 11 8 8 8 8 Al-Amal-Bany Al-Hakam 50 42 21 15 12 8 2 2 Sud Bin Obada-Bany Al-Hakam 48 17 6 5 6 3 7 8 4 Al-Sahwa-Bany Al-Hakam 20 37 21 12 4 4 2 2 2 Al-Fath-Bany Al-Hakam 60 40 22 21 7 10 Al-Dawsh-Bany Al-Hakam 30 25 6 5 5 2 Dhubab Kub Bin Malek-Bany Al-Hakam 18 21 5 8 2 5 A9-56 Gazerat Mayown-Bany Al-Hakam 20 10 10 11 10 13 Amr Bin Abdualaziz-Bany Al-Hakam 53 14 14 6 4 Al-Twomoh-Bany Al-Hakam 84 25 14 7 Al-Wahdah-Bany Al-Hakam 18 20 4 Al-Yakadah-Bany Al-Hakam 37 69 6 1888 1507 857 622 421 336 214 143 92 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Table 8 Male Enrollment by School at Baseline Id District Id School Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Al-Nagda 90 80 64 88 57 67 84 39 41 Al-Eman 51 23 39 33 29 19 19 17 Same Al-Fowrkan 42 32 41 39 27 25 25 23 22 Saba-Youlyou 15 20 11 10 6 7 Al-Sayd 20 11 16 7 4 8 Al-Shahead Al-Bahr-Kamahera 66 33 30 52 53 43 76 60 112 O'asead Bin Hoadir- Kamahera 22 32 22 20 28 18 Moath Bin Gabal-Kamahera 17 14 7 16 8 Al-Hamza-Kamahera 10 28 26 17 11 25 Mawiyah Al-Farowk-Akharak 71 37 37 43 32 31 18 27 30 Al-Tawhead-Akharak 71 42 34 55 38 28 Al-Awman -Baha Al-Dean 41 30 46 29 39 26 34 29 28 Omar Al-Mokhtar-Al-Awman 5 13 11 15 5 13 9 4 Al-Awman-Al-Shahead Al-Thoulaih 25 17 23 8 10 11 Al-Shahead Alokia - Al-Akhooz 42 31 21 21 27 17 17 7 10 Al-Tawhead-Al-Akhooz 37 24 21 17 18 9
A9-57 Al-Magd- Al-Akhooz 47 40 26 25 25 16 Abdullah Bin Rawaha-Al-Akhooz 20 24 16 10 9 8 Maqbana Al-Gabiri-Al-Akhooz 20 14 10 4 4 4 Al-Habaiba-Al-Wahda / Al-Masna 100 100 75 84 66 45 49 34 21 Al-Salah-Al-Habaiba 148 105 79 86 80 55 66 53 47 Al-Esha'a-Al-Habaiba 15 12 9 6 5 4 Al-Methak-Al-Daraifa 37 35 40 Al-Fakead Ahmed Saif-Al-Daraifa 70 62 43 166 Al Al-Fawz-Al-Daraifa 40 31 25 25 26 15 17 Waziyah Al-Nagah-Al-Daraifa 15 14 12 6 13 7 Al-Farwak-Al-Daraifa 17 23 10 8 13 9 8 4
Id District Id School Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Gail Bani Ali-Al-Daraifa 19 17 12 15 Al-Wahda-Al-Daraifa 33 22 12 20 21 15 AL-Gomah-Al-Esha'a 37 49 51 46 53 33 47 26 24 Al-Shahead Al-Zoubair-AL-Gomah 54 68 61 86 50 40 35 26 26 Aseam Bin Thabeet-AL-Gomah 57 60 34 32 18 13 14 13 7 Makha Gabair Bin Abdullah- AL-Gomah 44 27 27 31 10 11 Al-Ershad-AL-Gomah 17 21 11 14 5 6 Saed Bin Gobair-AL-Gomah 23 13 12 5 10 8 Saba Youleou-AL-Gomah 23 44 19 19 Al-Nasr-AL-Gomah 17 34 23 10 Al-Fath-AL-Gomah 6 8 6 7 AL-Gomah-Al-Wahda 6 17 3 Bany Al-Hakam-Al-Shab 50 54 71 32 32 44 31 24 30 Bab Al-Mandab-Bany Al-Hakam 18 36 21 27 12 10 16 7 16 Al-Amal-Bany Al-Hakam 40 33 27 24 15 8 23 14 10 Sud Bin Obada-Bany Al-Hakam 32 7 6 8 5 8 8 8 3 Al-Sahwa-Bany Al-Hakam 25 8 11 10 5 7 6 7 13 Al-Fath-Bany Al-Hakam 44 59 25 18 15 11 A9-58 Dhubab Al-Dawsh-Bany Al-Hakam 26 24 10 14 10 8 Kub Bin Malek-Bany Al-Hakam 14 14 11 12 12 7 Gazerat Mayown-Bany Al-Hakam 13 5 9 3 4 10 Amr Bin Abdualaziz-Bany Al-Hakam 27 11 13 6 6 Al-Twomoh-Bany Al-Hakam 80 26 22 11 Al-Wahdah-Bany Al-Hakam 22 25 1 Al-Yakadah-Bany Al-Hakam 26 25 10 Total 1870 1599 1261 1341 916 749 639 457 480 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Table 9 Changed Made by BRIDGE Project by Offering New Grades District(# of Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 total School) Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Same 5 5 5 5 5 5 5 5 5 5 5 5 3 3 3 2 2 2 2004(5) Same 6 6 6 6 6 6 6 6 5 5 5 5 4 4 3 3 3 3 2007(6) Mawiyah 9 9 9 9 9 9 9 9 9 9 8 8 5 5 5 5 4 4 2004(9) Mawiyah 9 9 9 9 9 9 9 9 9 9 9 9 9 9 7 7 5 5 2007 (9) Makbanah 8 8 8 8 8 7 8 7 8 7 8 4 3 3 3 2 2 1 2004(10) Makbanah 10 10 10 10 10 10 10 10 10 10 10 10 5 4 4 3 3 3 2007(10) Al Waziya 9 6 6 6 6 6 6 6 6 6 5 5 3 3 2 2 2 2 2004(9) Al Waziya 9 7 7 7 7 7 7 7 7 7 7 7 6 6 5 5 1 1 2007(9) A9-59 Al Makha 10 10 10 10 10 10 9 7 6 6 6 6 3 3 3 3 0 0 2004(12) Al Makha 12 12 12 12 12 12 11 11 11 10 9 9 6 5 5 5 3 3 2007 Dubab 13 13 12 12 12 12 12 12 10 10 9 9 5 5 5 5 4 4 2004(13) Dubab 2007 13 13 13 13 13 13 13 13 13 13 12 12 7 7 5 5 5 5 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Table 10 Head Teachers Information about the condition of School Facilities and Equipments Condition of School Facilities and Equipment (Percentage) Very Bad Bad Fair Good Very Good Missing value Total Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline School Facilities (n = 54) (n = 59) (n = 54) (n = 59) (n = 54) (n = 59) (n = 54) (n = 59) (n = 54) (n = 59) (n = 54) (n = 59) (n = 54) (n = 59) Classrooms 22.2 1.6 20.3 6.7 18.5 15.3 24.0 49.1 12.9 27.1 2 0 100 100 Classrooms for 87 57.6 3.7 1.6 1.8 10.1 1.8 5.0 3.7 18.6 1.8 6.7 100 100 female students School library 1.8 5.0 n.a. 10.1 n.a. 1.6 n.a. 5.0 1.8 n.a. 96.2 77.9 100 100 Books in the 1.8 6.7 n.a. 8.4 n.a. 1.6 n.a. 5.0 n.a. n.a. 98.1 77.9 100 100 library Laboratory 1.8 3.3 n.a. 6.7 n.a. n.a. 1.8 1.6 n.a. 1.6 96.2 86.4 100 100 Teachers room 5.5 3.3 1.8 6.7 3.7 10.1 3.7 18.6 3.7 6.7 81.4 54.2 100 100 Sport field 1.8 6.7 1.8 13.5 7.4 11.8 9.2 11.8 n.a. 5.0 79.6 50.8 100 100 Toilet for male 5.5 3.3 1.8 6.7 9.2 11.8 7.4 23.7 1.8 15.2 74 38.9 100 100 students Toilet for female 1.8 3.3 1.8 1.6 3.7 11.8 3.7 28.8 n.a. 20.3 88.8 33.8 100 100
A9-60 students Drinking water 1.8 3.3 n.a. 1.6 n.a. 15.2 1.8 20.3 1.8 27.1 94.4 32.2 100 100 Electricity 1.8 10.1 n.a. 3.3 n.a. n.a. 1.8 1.6 1.8 8.4 94.4 76.2 100 100 School fence 3.7 6.7 1.8 3.3 n.a. 3.3 3.7 13.5 3.7 30.5 87 42.3 100 100 Desks and chairs 9.2 3.3 9.2 3.3 24.0 22.0 20.3 27.1 9.2 25.4 27.7 18.6 100 100 for students Blackboards 14.8 n.a. 24.0 1.6 20.3 25.4 18.5 52.5 7.4 11.8 14.8 8.4 100 100 Text books 3.3 3.7 11.8 11.1 30.5 16.6 22.0 5.5 5.0 62.9 27.1 100 100 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Table 11 Head Teacher's Role about School Management None Seldom Some time Often Always Missing Value Total Initiatives(View) of Head Teacher Baseline End line Baseline End line Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline (n=53) (n=59) (n=53) (n=59) (n=53) (n=59) (n=53) (n=59) (n=53) (n=59) (n=53) (n=59) (n=53) (n=59) a) I set up an annual goal of school management and share it with school n.a. 1.69 5.66 13.56 5.66 23.73 16.98 18.64 71.70 40.68 0 1.6 100 100 members. b) When problems occur in school, I discuss with teachers about the causes n.a. n.a. n.a. n.a. 7.55 11.86 18.87 13.56 73.58 72.88 0 1.6 100 100 and indicate solutions. c) I talk with teachers who do not come to school everyday to improve their 1.89 n.a. 1.89 n.a. 1.89 1.69 7.55 1.69 86.79 93.22 0 3.3 100 100 attendance. d) I ask school members to clean up n.a. 1.69 n.a. n.a. 7.55 8.47 15.09 15.25 75.47 71.19 1.8 3.3 100 100 school facilities when school got dirty. e) I look for better school teachers. n.a. 8.47 1.89 3.39 1.89 16.95 18.87 11.86 77.36 57.63 0 1.6 100 100 f) I encourage teachers to be involved in school improvement. (In Arabic n.a. 1.69 n.a. 3.39 5.66 10.17 20.75 13.56 71.70 69.49 1.8 1.6 100 100 Translation: “I encourage teachers to A9-61 improve their level.”) g) I discuss on school improvement with n.a. n.a. 1.89 5.08 3.77 18.64 26.42 22.03 67.92 50.85 0 3.3 100 100 school inspectors. h) I listen to parents on what kind of requests parents have on school 3.77 1.69 1.89 n.a. 7.55 13.56 15.09 28.81 69.81 54.24 1.8 1.6 100 100 education. i) I discuss with a community leader on how to make the community’s n.a. 5.08 9.43 11.86 15.09 22.03 24.53 18.64 50.94 38.98 0 3.3 100 100 participation in school education. j) I request to District Education Office (DEO) to increase the number of female 9.43 13.56 3.77 6.78 5.66 6.78 11.32 10.17 67.92 61.02 1.8 1.6 100 100 teachers k) I request to DEO to increase school expenditure to improve school 16.98 32.20 3.77 5.08 16.98 8.47 16.98 18.64 45.28 33.90 0 1.6 100 100 environment. l) I share ideas and experiences on school management with other school 7.55 1.69 9.43 15.25 22.64 28.81 26.42 13.56 33.96 38.98 0 1.6 100 100 Head Teachers. Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Table 12 Parent’s Information about Education Care at Home None Seldom Some time Often Always Missing Total Baseline Endline Endline Endline Endline Endline Endline Endline Baseline Baseline Baseline Baseline Baseline Baseline (n=540) (n=591) (n=591) (n=591) (n=591) (n=591) (n=591) (n=591) How often do your family members (parents and/or brothers and sisters) help 45.00 24.5 2.59 13.4 19.63 22.8 8.70 13.5 20.56 25.2 3.5 .5 100 100 children to do their homework at home? How often do you participate 55.37 18.8 3.33 12.4 12.41 18.4 8.89 18.6 16.30 30.6 3.7 1.2 100 100 in school meetings? How often do you talk with your children’s teachers 38.89 14.0 5.00 11.7 17.22 20.6 8.33 24.2 26.85 29.3 3.7 .2 100 100 regarding their education and school? My children’s teachers come to listen to me about my 39.07 14.2 6.48 4.7 11.11 8.6 3.70 25.5 35.93 46.4 3.7 .5 100 100 request to school. Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. A9-62
Table 13 Parent’s Perception Regarding School Fully Disagree Sometime Disagree Don't Know Somehow Agree Fully Agree Missing Total Baseline Endline Endline Endline Endline Endline Endline Endline Baseline Baseline Baseline Baseline Baseline Baseline (n=540) (n=591) (n=591) (n=591) (n=591) (n=591) (n=591) (n=591) I respect my children’s school 0.37 n.a. 6.67 0.51 78.89 0.85 6.11 7.28 4.44 91.37 3.5 0 100 100 teachers. I am happy with 2.0 17.59 3.74 26.67 0.17 2.04 17.86 50.37 76.19 3.3 0.5 100 100 school buildings. I have problems with teachers’ using sticks 0.19 59.22 22.96 9.90 7.41 1.19 4.63 13.82 60.93 15.87 3.9 0.8 100 100 to my children. I am willing to help 0.56 0.17 14.81 0.17 67.04 0.85 3.33 20.34 10.00 78.46 4.3 1.0 100 100 school. Schools should cooperate with communities and 0.19 0.509 7.04 0.34 79.81 0.34 5.37 6.112 3.89 92.7 3.7 0.3 100 100 parents to improve school education and its management.
A9-63 School at my community is for 0.74 8.15 1.188 81.48 0.509 1.30 6.621 3.89 91.68 4.4 .3 100 100 ourselves. Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Table 14 Head Teacher's Reasons for Females not to Come to School Fully Disagree Somehow Disagree Don’t know Somehow Agree Fully Agree Missing Value Total Considered Matters Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline Lack of female 1.89 20.34 3.77 6.78 n.a. n.a. 13.21 28.81 81.13 38.98 0 5.1 100 100 teacher Lack of separated classrooms for boys 1.89 18.64 5.66 15.25 n.a. 3.39 3.77 22.03 88.68 40.68 0 0 100 100 and girls Lack of fathers’ appreciation for 15.09 6.78 15.09 3.39 1.89 3.39 18.87 35.59 47.17 50.85 1.8 0 100 100 girls’ education Lack of mothers’ appreciation for 13.21 15.25 16.98 5.08 1.89 n.a. 16.98 37.29 49.06 40.68 1.8 1.7 100 100 girls’ education Difficulty in 13.21 27.12 9.43 16.95 1.89 3.39 24.53 28.81 49.06 22.03 1.8 1.7 100 100 transportation Lack of school fence 11.32 40.68 5.66 15.25 n.a. n.a. 11.32 25.42 67.92 16.95 3.8 1.7 100 100 Lack of decent 5.66 23.73 3.77 10.17 n.a. 1.69 3.77 37.29 84.91 25.42 1.9 1.7 100 100 toilets for girls Too much work at
A9-64 home for girls (water 5.66 11.86 5.66 11.86 n.a. n.a. 11.32 32.20 75.47 42.37 1.9 1.7 100 100 gathering, caring for siblings, etc.) Early marriage 5.66 10.17 7.55 15.25 1.89 n.a. 16.98 33.90 66.04 38.98 1.9 1.7 100 100 Parents cannot afford girls’ education 5.66 11.86 1.89 18.64 3.39 7.55 33.90 83.02 28.81 1.9 3.3 100 100 economically Not useful lectures 26.42 32.08 3.77 n.a. 20.75 15.09 1.9 0 100 100 for daughters Teachers’ use of stick 37.74 42.37 32.08 25.42 n.a. n.a. 15.09 23.73 13.21 8.47 1.9 0 100 100 at school No work after 1.89 13.56 5.66 15.25 n.a. 8.47 7.55 30.51 83.02 32.20 1.9 0 100 100 graduation Lack of textbooks n.a. 45.76 n.a. 20.34 n.a. n.a. n.a. 27.12 n.a. 6.78 0 100 100 The school is so far 20.75 33.90 9.43 22.03 1.69 22.64 25.42 43.40 16.95 3.8 0 100 100 from the house Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Table 15 Head Teacher’s Perception Regarding Girls’ Education Fully Disagree Somehow Disagree Don’t know Somehow Agree Fully Agree Missing Value Total Considered Matters Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline a) Male and female have an equal right to 81.13 n.a. 7.55 n.a. n.a. n.a. n.a. 1.69 9.43 96.61 1.9 1.7 100 100 receive education b) If having son and daughter, I prefer my 18.87 83.05 3.77 8.47 n.a. n.a. 7.55 n.a. 69.81 5.08 0 3.4 100 100 son going to school to my daughter c) If having son and daughter, I do my best to make both of 84.91 n.a. 1.89 n.a. n.a. 1.69 n.a. 1.69 11.32 94.92 1.9 1.7 100 100 my son and daughter to go to school d) Females should stay home if get 18.87 47.46 7.55 15.25 3.77 5.08 26.42 11.86 39.62 16.95 3.8 3.4 100 100 married e) Basic skills of reading and writing 5.66 62.71 7.55 16.95 n.a. n.a. 18.87 5.08 67.92 11.86 0 3.4 100 100
A9-65 are enough for females' education f) I support an idea that females have 73.58 n.a. 9.43 5.08 n.a. 3.39 n.a. 25.42 16.98 64.41 0 1.7 100 100 professional careers in a society g) Having more children is happiness 33.96 27.12 18.87 27.12 3.77 22.03 20.75 10.17 22.64 5.08 0 8.5 100 100 to females h) I believe that community participation is 77.36 n.a. 5.66 3.39 n.a. n.a. 1.89 6.78 15.09 88.14 0 1.7 100 100 necessary to improve school education Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Table 16 Teacher's Reasons for Females not to Come to School Fully Disagree Somehow Disagree Don’t know Somehow Agree Fully Agree Missing Value Total Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline (n=200) (n=287) (n=200) (n=287) (n=200) (n=287) (n=200) (n=287) (n=200) (n=287) (n=200) (n=287) (n=200) (n=287) a) Lack of female 6.0 27.27 7.0 13.99 .5 1.75 10.5 21.33 75.5 35.66 .5 .3 100 100 teacher b) Lack of separated classrooms for boys 4.0 18.8 6.5 13.9 n.a. 2.4 11.0. 23.3 78.5 39.0 0 2.4 100 100 and girls c) Lack of fathers’ appreciation for girls’ 8.0 10.1 10.5 7.19 6.5 2.4 23.5 28.42 50.5 49.8 1.0 3.1 100 100 education d) Lack of mothers’ appreciation for girls’ 10.0 11.43 12.0 9.64 6.5 3.21 27.5 33.57 43.0 42.14 1.0 2.4 100 100 education e) Difficulty in 18.5 26.52 8.0 15.41 1.0 4.66 16.5 18.28 55.5 35.13 .5 2.8 100 100 transportation f) Lack of school 15.0 50.72 10.5 16.19 1.5 3.24 8.5 15.83 63.0 14.03 1.5 3.1 100 100 fence g) Lack of decent 6.0 25.4 6.5 15.00 1.0 2.14 7.5 22.14 79.0 33.8 0 2.4 100 100 toilets for girls
A9-66 h) Too much work at home for girls (water 8.5 14.3 9.0 15.36 7.5 5.00 15.5 23.21 58.0 41.79 1.5 2.4 100 100 gathering, caring for siblings, etc.) i) Early marriage 6.5 15.30 12.0 8.51 3.0 3.55 16.0 22.70 62.0 49.65 .5 1.7 100 100 j) Parents cannot afford girls’ education 8.0 10.43 3.0 11.15 .5 5.40 15.5 35.61 72.0 37.41 1.0 3.1 100 100 economically k) Not useful lectures 26.5 51.62 27.5 15.16 5.5 6.14 17.0 13.72 21.0 13.36 2.5 3.5 100 100 for daughters l) Teachers’ use of 41.5 45.68 22.5 20.50 2.5 4.68 12.0 17.27 19.0 11.87 2.5 3.1 100 100 stick at school m) No work after 5.0 19.22 8.0 12.10 1.5 3.20 12.5 28.47 70.5 37.01 2.5 2.1 100 100 graduation n) Lack of textbooks 26.5 34.41 15.0 25.81 n.a. 2.51 23.0 20.43 34.5 16.85 1.0 2.8 100 100 o) The school is so far 17.5 31.58 11.0 17.19 3.5 2.11 20.0 19.30 46.0 29.82 2.0 .7 100 100 from the house Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Table 17 Parent’s Reasons for Females not to Come to School Fully Disagree Sometime Disagree Don't Know Somehow Agree Fully Agree Missing Total The reasons Baseline Endline Endline Endline Endline Endline Endline Endline Baseline Baseline Baseline Baseline Baseline Baseline (n=540) (n=591) (n=591) (n=591) (n=591) (n=591) (n=591) (n=591) Lack of female teacher 4.63 26.6 0.56 5.1 0.74 .2 2.22 11.7 91.67 53.6 .2 2.9 100 100 Lack of separated classrooms for boys and 4.81 26.2 0.93 4.4 0.56 .2 1.85 15.2 91.85 51.3 0 2.7 100 100 girls Lack of fathers’ appreciation for girls’ 24.26 33.5 7.59 4.1 0.37 .3 8.33 15.9 59.26 44.0 .2 2.2 100 100 education Lack of mothers’ appreciation for girls’ 24.63 32.7 6.85 5.1 0.56 1.2 8.70 23.0 59.26 35.7 0 2.4 100 100 education Difficulty in 15.37 28.9 9.81 8.5 0.56 2.4 7.96 16.8 65.74 39.6 .6 3.9 100 100 transportation Lack of school fence 15.56 45.5 9.26 8.0 0.37 2.4 9.07 15.4 65.74 26.1 0 2.7 100 100 Lack of decent toilets 13.70 25.7 6.85 4.6 0.93 .5 7.59 12.7 70.93 53.3 0 3.2 100 100 for girls Too much work at home for girls (water 17.78 29.9 9.07 12.0 0.37 3.4 16.48 18.0 56.11 35.2 .2 1.9 100 100
A9-67 gathering, caring for siblings, etc.) Early marriage 14.26 15.9 7.59 6.6 1.85 9.8 13.52 17.4 62.59 48.6 .2 1.7 100 100 Parents cannot afford girls’ education 8.33 14.4 1.30 5.6 0.37 2.4 3.15 22.5 85.74 53.0 1.1 2.2 100 100 economically Not useful lectures for 32.59 43.0 13.89 10.0 27.96 4.9 10.56 17.6 14.44 19.0 .6 5.6 100 100 daughters Teachers’ use of stick at 33.70 54.3 25.56 12.4 4.07 1.7 20.37 14.2 15.19 13.9 1.1 3.6 100 100 school No work after 15.19 34.9 2.41 8.1 3.89 3.7 5.74 17.4 72.41 31.8 .4 4.1 100 100 graduation Lack of textbooks 40.9 10.8 5.9 14.9 24.0 3.4 100 100 The school is so far 17.59 25.2 6.67 13.9 0.19 1.379 8.15 15.86 66.67 42.1 .7 1.9 100 100 from the house Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Table 18 Parent’s Perception Regarding Basic Rights Fully Disagree Sometime Disagree Don't Know Somehow Agree Fully Agree Missing Total Baseline Endline Endline Endline Endline Endline Endline Endline Baseline Baseline Baseline Baseline Baseline Baseline The sentences (n=540) (n=591) (n=591) (n=591) (n=591) (n=591) (n=591) (n=591) Male and female have an equal 3.52 0.68 1.11 0.34 0.19 n.a. 1.85 5.10 93.33 93.88 0 .5 100 100 right to receive education. If having son and daughter, I prefer my son going to school 77.41 88.01 6.67 2.23 0.19 n.a. 2.78 4.62 12.78 5.14 .4 1.2 100 100 to my daughter. If having son and daughter, I do my best to make both of my son 1.11 3.24 1.11 0.68 n.a. 5.00 5.80 92.41 90.27 .2 .8 100 100 and daughter to go to school. Females should stay home if 44.63 52.14 18.52 8.72 2.96 18.12 16.48 11.11 16.85 9.8 .6 1.0 100 100 get married. Basic skills of reading and writing are enough for girls’ 63.15 76.36 15.93 9.86 0.37 0.51 4.26 6.80 15.00 6.46 1.3 .5 100 100 education. I support an idea that females have professional careers in a 8.70 5.40 5.74 1.4 0.93 1.71 7.04 14.6 76.30 75.8 1.3 1.2 100 100 society. Having more children is 10.00 30.8 8.33 13.2 4.26 8.1 17.96 16.6 58.52 28.9 .9 2.4 100 100 happiness to females. A9-68 I believe that community participation is necessary to 2.78 1.70 0.56 0.2 3.89 n.a. 9.07 4.7 82.59 91.7 1.1 1.7 100 100 improve school education. Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.
Appendix 10
Appendix 10: List of Submitted Reports
Year Title of Report Timing of Submission Phase 1 Inception Report Approximately one month after starting the project in the (June-July 2005) First Project Progress Report (1) At the end of Phase 1 in the first year Year (Draft) (October 26, 2005) Phase 2 Baseline Survey Report Approximately 6 months after starting the project in the (November 2005) First Project Progress Report (1) Approximately 6 months after starting the project Year (November 2005) Project Progress Report (2) Approximately 12 months after starting the project (May 2006) Pilot Activity Progress Report (1) Approximately 12 months after starting the project (May 2006) Second Project Progress Report (3) Approximately 18 months after starting the project Year (November 2006) Project Progress Report (4) Approximately 24 months after starting of the project (March 2007) Third Project Progress Report (5) Approximately 36 months after starting of the project Year (September 2008) Girls’ Education Promotion Approximately 24 months after starting of the project Guideline in Taiz Governorate (August 2007) (Draft) Project Progress Report (6) Approximately 36 months after starting of the project (March 2008) Fourth Endline Survey Report Approximately 38 months after starting of the project Year (September 2008) Guidelines for the Whole School Approximately 42 months after starting of the project Improvement Initiative with a (November 2008) special focus on Increasing Girls’ Attendance in Rural Basic Education Schools in Taiz Governorate (Final) Project Completion Report At the end of the fourth year contract (November 2008)
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Appendix 11 Appendix 11: List of BRIDGE Awareness Materials
Materials 1 BRIDGE Newsletter Volume 1 to 6 (Arabic and English) 2 A Cassette on BRIDGE Awareness Messages including Taiz Radio Drama, Project Songs and Preachers Messages (Arabic) 3 Project Brochure English and Arabic 4 Pocket Size Message Calendar (2006. 2007 and 2008) 5 Notebooks with Amal Logo and Project Song Messages 6 Pens with Amal 7 Pencils with Project Key Message 8 Note pads with Amal and project key messages 9 Project bag made by women at BRIDGE sewing classes 10 Stickers with Amal and project messages 11 Paper file with Amal and project message 12 Girls Voice Brochures (Arabic) 13 Awareness Message Brochure (Arabic) 14 BRIDGE Flyer with Amal and Project Message 15 BRIDGE Desk Top Calender for 2008 16 BRIDGE Project DVD 17 BRIDGE Project Posters (3 designs) 18 BRIDGE Awareness Religious Message Book 19 BRIDGE Teacher Guides
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Girls’ Education is Religious Duty
BRIDGE Awareness Raising Message
Broadening Regional Initiative For Developing Girls’ Education (BRIDGE) Project in Taiz Governorate / Yemen
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BRIDGE Awareness Raising Message
Preface (Arabic Page 1)
JICA-BRIDGE Project in Taiz is pleased to share our awareness raising program, which has been developed over the past three years in the target districts. This religious awareness message has been conveyed to the target school communities by a joint team from JICA- BRIDGE Project, Girls’ Education and Community Participation Departments in the GEO of Taiz, led by Hashem Sharafaddin (JICA Office) and Abdulaziz Abdulghani (University of Taiz), and with the cooperation of DEOs in the target districts.
The team has been involved in informal, intensive meetings with FC and MC members as well as community leaders in the school communities in an effort to explore reasons behind the lack of girls’ enrollment and to raise awareness on the importance of girls’ education, particularly in schools where girls’ attendance is very low, compared to boys.
Because the team consists of male and female members, they were able to hold meetings with fathers and mothers separately. Such meetings helped mothers and fathers to express their views, obstacles and concerns about their daughters' education freely in a comfortable environment. At the end of each meeting the parents and community leaders drew an action plan to improve their daughters' access to school.
Based on discussions and debates over the last three years between the team members and communities, the team has developed and compiled this awareness message which has been reviewed and finalized at workshops with twenty preachers in cooperation with the Preaching and Guidance Office in Taiz.
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From the experiences of the project, we feel that raising awareness of the school community is crucial in improving girls’ access to school and decreasing the number of drop-outs to the lowest possible level. Furthermore, the importance of awareness raising is essential in changing the people's views and attitudes. In many areas they try to blame the educational authorities for lack of encouragement of girls’ attendance and lack of facilities at schools, without giving themselves any role or responsibility to change the status of their daughters’ education.
It is worth mentioning that this content has been presented to the communities during the three years of the project in different means such as brochures, leaflets, newsletters, cassettes, seminars and religious meetings.
The content is not limited to religious context but covers social and economical aspects with a focus on the impact of education on eradicating poverty at the family level and the country as a whole, as well as the role of illiteracy passing poverty from generation to generation. What is included in this booklet is a brief summary of the contents of the messages used in our awareness-raising programs.
We are very proud that Taiz governorate is the first in Yemen to implement such a comprehensive awareness-raising program at the community level; conducting meetings with parents and community leaders in their homes, as well as at schools and social gatherings in order to discuss and debate issues related to girls’ education.
Furthermore, this program has made a strong contribution in improving girls’ access to school. Girls’ enrollment ratio in the target schools have improved from 65% before the project intervention to 79% in the last year of project.
We are pleased to share these messages with other governorates so that they can add and implement this kind of program in their own communities.
Dr. Mahdi Ali Abdusselam Director of General Education Office in Taiz
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Girls’ Education is A Religious Duty
Women Before Islam (Arabic Page 2)
1– Inheritance:
Women were treated poorly before Islam. She didn't have the right to conduct business and sign contracts.
Woman didn't inherit from her father, brother or husband's wealth. When Islam came it canceled this tradition and allowed woman to do this. Islam obliged men to sponsor women and support them financially. 2- Unwanted:
She was not welcomed by her parents as a new baby. Parents before Islam preferred to have male babies rather than female.
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The Position of Women (Arabic Page 2)
in Islam Needless to say that a woman forms the foundation of the family and the cornerstone of the societal structure; she is the first half of the society and gives birth to the second half. She is the man's mother, his sister, his daughter and his origin.
This explains to us why women were among the first group to declare their Islamic faith and provide their support for it with their own wealth. Qura’an cites examples of women who were good believers.
(Allah cited examples of those who were believers: the wife of Pharaoh when she said, “My Lord! Build for me a home with thee in the garden, and deliver me from Pharaoh and his work, and deliver me from evil- doers” (Verse 11), and Mary, daughter of Imran, whose body was chaste but gave birth to a child. God said, “We breathed therein (Mary’s womb) a part of our Spirit”, and she put faith in the words of her Lord and his scriptures, and was of the obedient (Verse 12).
Khadigah, the Prophet's wife, was the first one to receive the Prophet, coming from the cave frightened and shaking as a result of receiving the first revelation from Heaven. So she stood beside him supporting, encouraging and motivating him, saying to him, ''Allah will not let you down as you are the most trustful, bearable and supportive to the truth and I hope you will be the Prophet of this nation”. Thus, she was the closest to his heart . Islam has honored women and fought against all customs and traditions that discriminate against them.
Qura’an criticizes the ancient Arabs very strongly for feeling upset when they had female babies. They wanted to hide themselves from the people for having female babies describing their predicament as unjust and unfair.
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(When if one of them receiveth tidings of the birth of a female, his face remaineth darkened, and he is wroth inwardly (Verse 58). He hideth himself from the folk because of the evil of that whereof he hath had tidings, (asking himself): Shall he keep it in contempt, or bury it beneath the dust? Verily evil is their judgment (Verse 59). )
The Prophet 's Attitude Towards Daughters (Arabic Page 3)
The Prophet himself had different attitude towards his daughters from the ordinary people of his time. His first four babies were girls. When his fourth daughter was born, nurses around told him ''You have a female baby ''. He replied, ''She is the rose I can smell.''
The Importance of Girls' Education (Arabic Page 3)
Education for a girl is the weapon by which she can protect herself from life’s crises. With knowledge a girl is highly valued. She can understand her religious duties and defend her rights. She can understand her duties towards her husband, her children and her parents. An educated woman can lead a happy life whereas an illiterate one leads a miserable life with no virtues or peace.
Who on earth makes education rights restricted to men only? Girl's education is a religious duty which the family needs to understand and pledge to fulfill without any discrimination against girls.
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Islam Cares for Women's Education (Arabic Page 3)
The women at the time of the Prophet were as enthusiastic to learn as men. When they knew that the Prophet Mohammed was giving classes for men they criticized him saying, ''Your time has been occupied by men. Why don't you devote one day to teach us?''. The Prophet responded positively without denying their rights to education. Thus, he allocated one day to teach them.
Who dares to deprive girls of education after the Prophet himself devoted one day of his time to teach women?
Don’t all Quranic verses and the Prophet's sayings, which call for education and encourage us to learn, addressing everyone without gender discrimination? (Professor of Islamic culture, Dr. Hamed Mahmod Ismail) Education for Women the Key to Success (Arabic Page 4)
Illiterate women can't be successful and efficient members of their community. For this reason we have to fight illiteracy. It is only thorough education a woman can be a successful and efficient member in her family and society. Therefore we have to encourage girls to study.
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An educated woman can: 1- Understand her rights and her husband's. 2– Raise and educate her children well. 3- Understand her religious duties and thus can be a good worshiper. 4- Maintain social and political roles as set up in Qura’an (The Believers, men and women, are protectors of one another; they enjoin what is just, and forbid what is evil.)
Girl's Education is a Social Necessity (Arabic Page 4)
Women need to be trained to be doctors, teachers, nurses, etc, because her community needs her. It is not a personal choice to study. In fact the community needs women to play roles in different aspects of life. She herself needs to earn money for a living. The Prophet addressed women in the following way:
“Allah has permitted you to go out to accomplish your daily tasks".
(Professor of Islamic culture, Dr. Hamed Mahmod Ismail)
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Women During the Prophet's Era (Arabic Page 4)
Women made a very significant contribution towards the first big events during the Prophet's era. For example: - They were members of the first coalition group who approached the Prophet and signed an agreement of support with him promising to defend and provide him with protection. - Another group of women formed a joint delegation with men who signed an agreement of support with the Prophet. - Women were members of a group of people who traveled to Ethiopia to escape punishment and torment of the blasphemous people in Mekkah two years after Islam’s appearance. - Another group of women traveled with the Prophet and some men from Mekkah to Madina to escape punishment, blockade and ill treatment exercised on them in Mekkah by the leaders of the tribes. - Women also participated in the battles with men in Islam including all the Prophet's wives.
These political events contributed a lot into the later political and social development of Islam. Women in the life of the prophet were not excluded to take part in battles, why do we prevent her from studying at school?
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Seeking Further Knowledge (Arabic Page 5) Acquiring as much knowledge as possible is encouraged by Islam. You cannot be a good Muslim without knowledge. Thus Quran explains the Prophet's task as an educator to the people, both men and women to enable them read Quran and comprehend its meanings not just reading without understanding it.
We are urged to think of its meaning and deduce the laws and wisdom hidden behind the lines. This can't be achieved with little knowledge. (It is He who has sent amongst the unlettered an apostle from among themselves, to rehearse to them his signs, to sanctify them, and to instruct them in Scripture and Wisdom, although they had been, before in manifest error) Al-Jumu‘a (The Congregation, Friday)
Allah shows us the importance of seeking deep knowledge by asking his
Prophet to pray and call him to help to acquire further knowledge. ("O my Lord! advance me in knowledge”.) Ta Ha (Ta-ha) 14
Depriving Girls of Education Is Unfair (Arabic Page 5)
Parents have big roles to play in pushing their daughters to attend school. Parents who encourage boys and prevent girls from their rights of education are surely considered as unjust and cruel. Such a practice is not in line with the rights which we are urged by Quran to provide for our children. Quran says, “Allah calls for justice and good deeds”. The Prophet asks us to be fair by saying, ''Fear Allah by treating your children equally." Discriminating against daughters was a practice which the Prophet fought against. Religiously speaking being fair and just to your daughters and sons is a must. The Prophet says ''He who has a daughter and never humiliates and discriminates against her will be rewarded with paradise by Allah.'' Therefore educating girls is the family's duty.
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Exemplary Educated Women (Arabic Page 5)
History is full of educated women who helped their societies and their impressive impact and glorious images still exist. For example:
1- Ms. Alshifa Aladwia: she was a teacher for girls in Mekka and she was a skillful writer. Two of the Prophet's wives were taught by her.
2- Ms. Aisha: she was the best ethnographer in her time. She was a good linguist and a poet. She was the best person in memorizing the Prophet's sayings. The Prophet commands us saying ''Take half of your religion from this woman'', pointing to his wife, Aisha.
3- Nafisat Al-Elm: she studied hard since she was young. She was not satisfied with her literacy level, so she enriched her knowledge by attending lectures given by the Imam Malik (one of the four greatest Islamic scholars). Then she traveled to Egypt to spread his preachings. She conducted lessons in her home for men and women equally.
4- Ms. Rabea’a Al-Adewiya: she was a very good worshiper and poet.
5- The ancient queen of Yemen named Balquis: she was the queen of Sheba, and she had vast knowledge which was praised in the Holy Quran.
6- Ms. Alkhansa: she was a great poet whose poems were admired by the Prophet.
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Literacy Level Not Enough (Arabic Page 6)
Prophet gave us a good example of increasing one's knowledge rather than being satisfied with literacy. His wife Ms. Hafsa was able to read and write. When she married the Prophet, he asked her teacher to continue educating her.
Ms. Om Aldrda, one of the Prophet's companions was noted for being ambitious in seeking further knowledge till she became a preacher for the women in her time.
She was a lecturer at the mosque in Damascus teaching people. She was so famous at that time that the King Abdulmalik Ibn Marwan said, ‘‘I have to go to the mosque to obtain some of Om Aldrad's knowledge .''
Seeking knowledge is a religious requirement which both man and women are equally encouraged to do. An Arab proverb states, “Even if you devote all your life to seek knowledge, you obtain just a small part of it.” This means that knowledge is as wide as the ocean which you cannot obtain all of.
Oh, girls you should all learn from your example Ms. Nafisa who devoted her life for knowledge until she became a scholar. She used her house as a school to teach both men and women.
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Family Duty Towards Girl's Education (Arabic Page 7)
Parents have a religious and moral duty towards girl's education especially the mother who is considered to be the role model for her daughter. If a mother neglects her daughter's right to education, her daughter will behave similarly towards her future daughters. Thus an Arab poet says, ''Mother is a school. If she is prepared, you prepare a good nation''. The family’s good faith in education makes parents feed their children with love for education. Consequently, boys and girls grow up loving education and having curious minds.
All the instructions in the holy Quran which call for education are targeting both males and females inclusively. The Prophet says: ''Seeking knowledge is a religious duty for every Muslim man and woman''. Therefore, fathers and mothers shoulder a big responsibility to push and encourage their daughters to receive an education.
Parents who encourage boys and discourage daughters from attending the school breaks God's law which urge us to be just. The Prophet fought the discriminating view of the family towards daughters so he asked parents to treat boys and girls equally and in a just manner.
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Once a child came into the Prophet's reception room, his father kissed him on his forehead and seated him next to him. When his sister came into the room, her father didn't seat or kiss her. So the Prophet looked at the father and said, "You didn't treat them equally".
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References: ( Page 7)
Holy Qura'an Qura'an Interpretation, Sheikh Mohamed Sha'arawi Fath Al-Bari, Dr. Hamid Mahmoud Isma'eel Stories from The Lives of the Prophet's Female Companions, Dr.
Rafat Al-Basha Gqwqhir Al-Adab, Al- Sayyed Ahmed Al- Hashimi Yogalitonek Eth Yaqoloon, Dr. Mohammed Sa'eed Ramadan Daleel Assaeleen, Anes Isma'eel Abu Da'ood
Conclusion: ( Page 8)
During the field visits for raising awareness the team realized that the community people in the target districts have assumptions and attitudes which were taken for granted. Such attitudes hinder girls’ access to school, and thus the project took action and provided the appropriate response to eliminate these concerns. Here is a summary of the communities’ views and the project’s message:
Community's Project's Awareness Attitudes/Perceptions
Messages
1- Drop outs start from grades 3&4. There are drop outs among boys too. 2- We see boys and girls herding together. Why do they not study together? When a girl grows up, it is not 3- School is safer than the pastures. appropriate to study with 4- Our focus is on girls in basic education who boys in the same school. are young. 5- There is a difference between studying
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1-Ministry exempted fees. 2- We have to eradicate poverty by schooling our children instead of passing poverty down Families are poor. They to them. cannot afford school fees. 3- Ignorance and illiteracy are the sources of poverty. 4- Islam urges us to eradicate poverty by learning skills and crafts.
1- Why do only girls have to be exhausted with such heavy burdens? 2- Islam has urged us to be fair and just in We need daughters to herd, dealing with our children. farm and do chores. 3- Why don't parents distribute family tasks and duties among sons and daughters equally so that girls can have the chance to attend schools? 4- Islam considers learning as a religious duty for all Muslims males and females.
1- Religious speaking, education is a religious duty for all men and women. 2- Education is not only for getting jobs, it has more important benefits for a prosperous life and hereafter too. 3- There are thousands of female graduates who have If male graduates do not been already employed by public and private sectors. find jobs why should 4- Think of your situation, the BRIDGE project has girls go to school? looked for literacy and sewing trainers and qualified school teachers to hire them teach your daughters, sons and mothers but cannot find any from your areas.
1- Allah, has praised some women in the Holy Quran describing them as "True Muslims, believers and worshippers". How can our women be as such without allowing them to acquire enough knowledge? 2- Our daughters should follow the path of the prophet's It is enough for girls to wife Aisha, who was one of the greatest scholars in reach only basic literacy different fields including ethnography. The prophet level. commanded his companions to "take half of their religion from her". 3- Allah commands us all in Quran to seek more of the knowledge and not only a little dose. It is not enough for girls to reach only basic literacy level. 4- During the prophet's era many of the prophet's female companions were well noted as highly knowledgeable scholars.
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Appendix 12
Appendix 12: Related Documents on Hiring Contracted Teachers
Background Discussion on Contracted Teachers Year Description 2005 BRIDGE Team found that there were strong demands of hiring teachers at the targeted Oct schools and schools and DEOs strongly asserted that girls’ education could not be promoted without teachers. BRIDGE Team (JICA-GEO) found that there were many government teachers who were registered at schools but did not attend. Taiz GEO took actions to find these ghost teachers and stopped their salaries. Nov JICA Headquarter approved to hire teachers locally with the school funding if teachers meet the following criteria: • At least completed secondary education • Live in the local community or neighboring community • Hire female teachers if teachers have the same qualification. In Year 1, 145 teachers were contracted with schools (65 female). 2006 JICA’s Project Monitoring Mission agreed on Aide Memoire (see attached) with Ms. Fawzia April Noaman, Deputy Minister for Girls’ Education and Mr. Gendary, Deputy Minister for Project and Equipment. The Memoire included: • MOE will provide in-service trainings to the contracted teachers • MOE and GEO will give priority to the contracted teachers when the GEO hire new teachers from 2006/2007. Sept In Year 2, 185 teachers were contracted with schools (60 female). 3 contracted teachers were hired by the government in 2006/2007. Contracted teachers were not fully invited to the GEO training program. No one was paid. Some of them were allowed to observe. Some of them were refused to attend. 2007 In Year 3, 172 teachers were contracted with schools (58 female). Aug 5 teachers were hired by the government in 2007/2008. It was found negotiation at the governorate level was difficult. Taiz GEO decided to ask for the MOE’s support. Since the government training was not fully offered to the contracted teachers, BRIDGE project asked DEOs to organize a 2 day training for teachers. Sept JICA’s mid-term evaluation mission requested to the Government of Yemen in their report, “Yemeni Government shall ensure alternative means to sustain the contracted teachers who are being hired by the BRIDGE block grant. At the same time, GEO should ensure that the necessary training shall be provided to the locally hired teachers.” It also emphasized exploring alternative means of deployment of teachers in geographically remote communities. Dec Based on the JICA’s evaluation, Taiz GEO organized a workshop with MOE (General Education and Girls Educatoin) to discuss on how to hire contracted teachers by the government. At the meeting, Taiz GEO and MOE officials agreed on the following: • By the end of December: Make a list of teachers to be hired in the next year by Taiz GEO • In January: Submit the list of MOE • January to September: Follow up the employment process in the Ministry of Civil Service 2008 Taiz GEO visited MOE to discuss the issues on contracted teachers. Mr. Faisal Ahmed Ghale, March Director of Personnel Affairs, MOE, who were originally from Ministry of Civil Services, was assigned to follow up the hiring contracted teachers. List of all the 129 qualified teachers was prepared and submitted to MOE with their certificate documents.
A12-1 Year Description May Joint Coordination Committee (JCC) meeting discussed about contracted teachers. Meeting Minutes included the followings: • MOE and MOCS will employ all the remaining qualified JICA contract teachers, who have a secondary or higher education qualification. • All the contracted teachers should be employed in 2008 and deducted from the Taiz governorate payroll for 2008. MOE will compensate Taiz Governorate in order and add the same number of additional teachers to the payroll of the annual allocation of 2009. M/M was signed by Ms. Fawzia, Mr. Faithal, Dr. Mahdi and Mr. Sasaki with Minister’s approval. Aug JICA’s final evaluation mission found that male teachers without diploma could no be hired by the current government rule. JICA mission recommended the followings: • Roles and responsibilities of the School Committee, DEO, GEO, MOE and Taiz Governorate for hiring and sustaining local teachers should be discussed and defined from technical, managerial and financial aspects including decision making authority over the contracted teacher recruitment. Sept In 2008/2009, only 4 teachers were hired by the government. Nov Joint Coordination Committee (JCC) meeting discussed about contracted teachers. At the JCC, MOE promised to hire all the BRIDGE contracted teachers including male teacher without diploma or above degree in 2009. General Education Sector will be responsible for the hiring.
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Appendix 12
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Appendix 12
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Appendix 12
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Appendix 12
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Appendix 12
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Appendix 12
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Appendix 12
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Appendix 12
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Appendix 12
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Appendix 12 JICA Year 3 Contracted Teachers as of Oct 29, 2007
اﺳﻢ MOE From From District's اﺳﻢ اﻟﻤﺪرﺳﺔ اﺳﻢ اﻟﻤﺪرﺳﻴﻦ اﻟﻤﺘﻌﺎﻗﺪ ﻣﻌﻬﻢ اﻟﻤﺆهﻞ JICA# New School's Name Name of JICA Year 3 Contracted Teachers Gender Education اﻟﻤﺪﻳﺮﻳﺔ List # Y1 Y2 Name
9 Mawiiyah Al-Shahead Al-Thouliah Amani Udad Female BA Degree 1 10 Mawiiyah Al-Shahead Al-Thouliah Wadda Female BA Degree 2 ﻣﻘﺒﻨﺔ اﻟﺼﻼح ﺳﻠﻮى ﺳﻌﻴﺪ ﻣﺤﻤﺪ ﺑﻜﺎﻟﻮرﻳﻮس Maqbanah Al-Salah Salwa Saeed Mohammed Female Bachelor 3 1 51 40 اﻟﻤﺨﺎ ﻳﻮﻟﻴﻮ 7 ﻣﺤﺮم ﻗﺎﺋﺪ اﺑﺮاهﻴﻢ دﺑﻠﻮم Al-Mokah Saba Youleou Moharam Qaid Ibrahim Female Diploma 1 2 105 66 اﻟﻮازﻋﻴﺔ اﻟﺰهﺮاء وﻓﺎء ﻋﺒﺪ اﷲ ﻓﺎرع اﻟﻈﺮاﻓﻲ دﺑﻠﻮم ﻣﺘﻮﺳﻂ Al-Waziah Al-Zahra Wafa'a Abdullah Fara'a Aldhrafy Female Diploma 2 1 69 14 اﻟﻮازﻋﻴﺔ اﻟﺰهﺮاء ﺳﻤﻴﺔ ﻋﺒﺪ اﷲ ﻓﺎرع اﻟﻈﺮاﻓﻲ دﺑﻠﻮم ﻋﺎﻟﻲ Al-Waziah Al-Zahra Sumia Abdullah Fara'a Aldhrafy Female Diploma 3 1 70 15 ذﺑﺎب اﻟﺸﻌﺐ اﺷﺮاق ﻋﺒﺪ اﻟﺤﻔﻴﻆ ﻋﺒﺪ اﻟﺤﻤﻴﺪ دﺑﻠﻮم ﻋﺎﻟﻲ Dubab Al-Shab Eshraq Abdulhafeed Abdulhameed Female Diploma 4 1 125 98 ذﺑﺎب اﻟﺼﺤﻮﻩ روﻳﺪا أﺣﻤﺪ ﻋﻠﻲ دﺑﻠﻮم ﻋﺎﻟﻲ Dubab Al-Sahwa Roida Ahmad Ali Al-Zoraiqi Female Diploma 5 2 134 129 ﻣﻘﺒﻨﺔ اﻟﻮﺣﺪة / اﻟﻤﺼﻨﻊ ﻟﻤﻴﺲ ﻋﺒﺪاﻟﻐﻨﻲ ﻋﻠﻲ اﺣﻤﺪ ﺑﻜﺎﻟﻮرﻳﻮس Maqbanah Al-Wahda Lamis Abdulgani Ali Ahmad Female Diploma 6 2 48 27 ﻣﻘﺒﻨﺔ اﻟﺼﻼح ﻋﻔﺎف اﺣﻤﺪ ﻋﻠﻲ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Salah Afaf Ahmad Ali Female Diploma 7 2 53 41 ﻣﺎوﻳﺔ اﻟﻔﺎروق ﻓﺘﺤﻴﺔ ﻋﺒﺪ اﻟﺒﺎري ﺣﻤﻴﺪ ﻗﺎﺋﺪ دﺑﻠﻮم ﻣﻌﻠﻤﻴﻦ Mawiiyah Al-Farowk Fathia Abdulbari Hamid Qaid Female Diploma 8 1 8 13 ذﺑﺎب ﺟﺰﻳﺮة ﻣﻴﻮن اﺑﺘﺴﺎم ﻋﺒﺪاﻟﻘﻮي ﻗﺎﺳﻢ دﺑﻮﻟﻢ ﻋﻠﻮم Dubab Gazerat Mayown Ibtisam Abdulqawi Qasem Female Diploma 9 1 150 124 اﻟﻤﺨﺎ اﻻﺷﻌﺎع ﻳﺎﺳﻤﻴﻦ ﺳﻠﻴﻤﺎن ﻋﻠﻲ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Al-Esha'a Yasmin Solaiman Ali Female Secondary 1 2 116 90 اﻟﻮازﻋﻴﺔ اﻟﻮﺣﺪة رﻗﻴﺔ ﻣﺤﻤﺪ راﺷﺪ ﺣﻨﻘﻒ دﺑﻠﻮم ﻣﻌﻠﻤﻴﻦ Al-Waziah Al-Wahda Rawqia Mohammed Rashed Hankaf Female Secondary 2 1 81 21 ذﺑﺎب اﻟﺸﻌﺐ ﺳﺎﻟﻲ اﺑﺮاهﻴﻢ اﺣﻤﺪ دﺑﻠﻮم ﻋﺎﻟﻲ Dubab Al-Shab Sali Ibrahim Ahmad Female Secondary 3 2 126 99 ذﺑﺎب اﻟﻄﻤﻮح ﺑﻠﻘﻴﺲ ﻋﺒﺪاﻟﺴﻼم ﻏﺎﻧﻢ أﺣﻤﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Al-Twomoh Balqis Abdulsalam Ghanem Ahmed Female Secondary 4 1 160 105 ﻣﺎوﻳﺔ اﻟﺸﻬﻴﺪ اﻟﺜﻼﻳﺎء اروى ﻋﺒﺪﻩ ﺛﺎﺑﺖ اﻟﻨﺠﺎﺷﻲ ﺑﻜﺎﻟﻮرﻳﻮس Mawiiyah Al-Shahead Al-Thouliah Arwa Abdu Thabet Al-Nagashi Female Secondary 5 2 719 ﻣﺎوﻳﺔ ﻣﻌﺎذ ﺑﻦ ﺟﺒﻞ أروى ﻋﺒﺪاﻟﺴﻼم ﻋﻠﻲ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Mawiiyah Moad Bin Gabal Arwa Abdulsalam Ali Female Secondary 6 2 13 11 ﻣﺎوﻳﺔ اﻟﻔﺎروق ﻣﻴﻤﻮﻧﺔ ﻋﻠﻲ ﻣﺤﻤﺪ ﻗﺎﺋﺪ ﺛﺎﻧﻲ ﺛﺎﻧﻮي Mawiiyah Al-Farowk Maimona Ali Mohammed Qaid Female Secondary 7 2 9 12 4 Same Al Quds Iman Sharaf Ali Gaanem Female Secondary 8 ﺳﺎﻣﻊ اﻟﺴﻌﻴﺪ ﺑﺴﻤﺔ ﻋﻠﻲ ﺑﻦ ﻋﻠﻲ ﻗﺤﻄﺎن ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ 3Same Al-Sayd Basma Ali Bin Ali Female Secondary 9 56 ﺳﺎﻣﻊ اﻟﺴﻌﻴﺪ وﻓﺎء ﻣﺤﻤﺪ ﻗﺎﺋﺪ اﺳﻤﺎﻋﻴﻞ ﺑﻜﺎﻟﻮرﻳﻮس 3Same Al-Sayd Wafa Qaid Ismail Female Secondary 10 65 اﻟﻤﺨﺎ اﻟﺤﻤﺰة ﻓﺎﻃﻤﺔ ﺳﻠﻤﺎن ﻋﺎﻣﺮ ﻏﻮﺑﺰ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Al-Hamza Fatema Salman Amer Ghwbz Female Secondary 11 1 117 63 اﻟﻤﺨﺎ اﻟﺸﻬﻴﺪ اﻟﺰﺑﻴﺮي ﺳﻤﻴﺔ ﻣﺤﻤﺪ ﻳﺤﻴﻰ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Al-Shahead Al-Zoubair Sumia Mohammed Yahya Female Secondary 12 1 85 74 اﻟﻤﺨﺎ اﻟﺸﻬﻴﺪ اﻟﺰﺑﻴﺮي ﻧﺎﺻﺮة ﻣﺤﻤﺪ ﻋﻴﺎش ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Al-Shahead Al-Zoubair Nasira Mohammed Ayash Female Secondary 13 2 86 75 اﻟﻮازﻋﻴﺔ اﻟﻔﺎروق هﺪى ﻣﺤﻤﺪ ﻋﻠﻲ ﻋﺰﻳﻘﺔ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Waziah Al-Farwak Huda Mohammed Ali Female Secondary 14 1 76 18 اﻟﻮازﻋﻴﺔ اﻟﻮﺣﺪة ﻣﻠﻜﺔ ﻣﺮﺷﺪ ﻋﺒﺪ اﻟﺮب ﻣﺤﻤﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Waziah Al-Wahda Maleka Murshed Abdulrab Mohammed Female Secondary 15 1 80 20 ذﺑﺎب اﻟﺸﻌﺐ اﻣﺎﻧﻲ ﻋﺒﺪ اﻟﻌﺰﻳﺰ ﻳﺎﺳﻴﻦ ﺳﻠﻄﺎن ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Al-Shab Amani Abdulaziz Yaseen Sultan Female Secondary 16 1 127 97 ذﺑﺎب ﺑﺎب اﻟﻤﻨﺪب ﺻﻔﺎء ﺣﺴﻴﻦ ﺻﺎﻟﺢ زآﻲ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Bab Al-Mandab Safa'a Hussen Saleh Zaki Female Secondary 17 2 130 109 ذﺑﺎب اﻟﺼﺤﻮﻩ ﻋﻠﻲ اﺑﺮاهﻴﻢ ﻏﺎﻟﺐ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Al-Sahwa Ali Ibrahim Ghaleb Ahmad Female Secondary 18 3 138 125 ذﺑﺎب اﻟﺼﺤﻮﻩ اﻣﻞ ﻋﺒﺪاﷲ ﻣﺤﻤﺪ ﻗﺎﺋﺪ ﻣﺨﺮﻣﺔ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Al-Sahwa Amal Abdullah Mohammed Female Secondary 19 2 137 126 ذﺑﺎب اﻟﺼﺤﻮﻩ ﻓﺮﻳﺎل ﺳﻌﻴﺪ ﺻﺎﻟﺢ اﻟﻌﻨﺒﺮي ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Al-Sahwa Frial Said Saleh Al-Anbari Female Secondary 20 2 136 127 ذﺑﺎب اﻟﺼﺤﻮﻩ ﺻﺎﺑﺮﻳﻦ ﺧﺎﻟﺪ أﺣﻤﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Al-Sahwa Sabrin Khaled Ahmad Female Secondary 21 2 135 128 ﻣﻘﺒﻨﺔ اﻟﺼﻼح ﻧﺰﻳﻬﺔ ﻣﺤﻤﺪ ﻋﺒﺪ اﻟﺮﺣﻤﻦ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Salah Naziha Mohammed Abdulrahman Female Secondary 22 1 52 42 ﺳﺎﻣﻊ 7ﻳﻮﻟﻴﻮ ﻧﺎدﻳﺔ ﻋﻠﻲ ﺳﻌﺪ اﺣﻤﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Same Saba Yollyo Nadia Ali Said Ahmed Female Secondary 23 1 11 ﺳﺎﻣﻊ اﻟﻘﺪس هﺎﺟﺮ ﻋﺒﺪاﻟﻮهﺎب ﻋﻠﻲ ﻣﺤﻤﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Same Al-Quds Hager Abdulwahab Ali Mohammed Female Secondary 24 2 23 ﺳﺎﻣﻊ اﻟﻘﺪس هﺒﺔ ﺷﺎﺋﻒ ﻣﺤﻤﺪ ﻋﺒﺪاﻟﻮﻟﻲ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Same Al-Quds Hiba Shaif Mohammed Abdulwali Female Secondary 25 2 34 ذﺑﺎب ﺟﺰﻳﺮة ﻣﻴﻮن ﻋﺒﺪﻩ ﺣﻤﻮد أﺣﻤﺪ ﻣﺤﻤﺪ ﺑﻜﻠﻮرﻳﻮس Dubab Gazerat Mayown Abdu Hamoud Ahmed Male Bachelor 1 2 148 123 ﻣﻘﺒﻨﺔ اﻟﻮﺣﺪة / اﻟﻤﺼﻨﻊ ﻋﺜﻤﺎن ﺟﺒﺢ راوح ﺑﻜﺎﻟﻮرﻳﻮس Maqbanah Al-Wahda Othman Gabah Raweh Male Bachelor 2 1 47 26 ﻣﻘﺒﻨﺔ اﻟﺤﻴﺎة ﺗﻮﻓﻴﻖ ﻋﻠﻲ ﺳﻌﻴﺪ ﺑﻜﺎﻟﻮرﻳﻮس Maqbanah Al-Hayah Tawfiq Ali Said Male Bachelor 3 2 63 35 اﻟﻤﺨﺎ اﻟﺤﻤﺰة ﻓﺆاد اﺳﻤﺎﻋﻴﻞ ﻋﺒﺪاﷲ دﺑﻠﻮم Al-Mokah Al-Hamza Fuad Ismail Abdullah Male Diploma 1 2 118 62 اﻟﻤﺨﺎ ﻋﺎﺻﻢ ﺑﻦ ﺛﺎﺑﺖ ﻧﺎﺟﻲ ﻋﻠﻲ زﻳﺪ ﺻﺎﻟﺢ اﻟﻌﺎﻟﻢ دﺑﻠﻮم ﻋﺎﻟﻲ Al-Mokah Aseam Bin Thabeet Nagi Ali Zaid Saleh Alalem Male Diploma 2 2 87 69 اﻟﻤﺨﺎ ﻋﺎﺻﻢ ﺑﻦ ﺛﺎﺑﺖ ﻋﺒﺪﻩ اﺣﻤﺪ ﻣﻬﻴﻮب ﻋﻠﻴﻮﻩ دﺑﻠﻮم ﻋﺎﻟﻲ Al-Mokah Aseam Bin Thabeet Abduh Ahmed Mahyoob A'leeoa Male Diploma 3 2 88 70 اﻟﻤﺨﺎ ﻋﺎﺻﻢ ﺑﻦ ﺛﺎﺑﺖ ﻣﺤﻤﺪ ﺑﺠﺎش ﻋﻠﻲ دﺑﻠﻮم ﻋﺎﻟﻲ Al-Mokah Aseam Bin Thabeet Mohammed Bagash Ali Aldhea'a Male Diploma 4 2 89 71 اﻟﻤﺨﺎ ﺟﺎﺑﺮ ﺑﻦ ﻋﺒﺪ اﷲ ﻣﺤﻤﺪ ﻋﺒﺪاﷲ ﺳﻠﻴﻢ دﺑﻠﻮم ﻋﺎﻟﻲ Al-Mokah Gabair Bin Abdullah Mohammed AbdullahSalim Male Diploma 5 2 94 76 اﻟﻤﺨﺎ ﺟﺎﺑﺮ ﺑﻦ ﻋﺒﺪ اﷲ ﻋﻠﻲ ﻗﺎﺋﺪ أﺣﻤﺪ ﺣﺰام دﺑﻠﻮم Al-Mokah Gabair Bin Abdullah Ali Qaid Ahmad Hizam Male Diploma 6 3 93 78 اﻟﻤﺨﺎ اﻷرﺷﺎد ﻣﺎﺟﺪ ﻋﺒﺪاﻟﺮﺣﻤﻦ ﻋﻠﻲ دﺑﻠﻮم ﻣﺘﻮﺳﻂ Al-Mokah Al-Ershad Maged Abdulrahman Ali Male Diploma 7 2 97 81
1 Appendix 12 JICA Year 3 Contracted Teachers as of Oct 29, 2007
اﺳﻢ MOE From From District's اﺳﻢ اﻟﻤﺪرﺳﺔ اﺳﻢ اﻟﻤﺪرﺳﻴﻦ اﻟﻤﺘﻌﺎﻗﺪ ﻣﻌﻬﻢ اﻟﻤﺆهﻞ JICA# New School's Name Name of JICA Year 3 Contracted Teachers Gender Education اﻟﻤﺪﻳﺮﻳﺔ List # Y1 Y2 Name
اﻟﻤﺨﺎ اﻟﻨﺼﺮ ﻋﺒﺪ اﻟﺴﻼم ﺣﺎﻣﺪ ﺟﻮهﺮ دﺑﻠﻮم ﻣﺘﻮﺳﻂ Al-Mokah Al-Nasr Abdulsalam Hamed Gohr Male Diploma 8 1 106 84 اﻟﻤﺨﺎ اﻟﻨﺼﺮ ﻋﺒﺪ اﷲ اﺣﻤﺪ ﺳﻠﻴﻤﺎن دﺑﻠﻮم ﻣﺘﻮﺳﻂ Al-Mokah Al-Nasr Abdullah Ahmed Suleman Male Diploma 9 1 107 85 اﻟﻤﺨﺎ اﻟﻔﺘﺢ ﻣﺤﻤﺪ ﺳﻌﻴﺪ زﻳﺪ اﺣﻤﺪ دﺑﻠﻮم ﻣﺘﻮﺳﻂ Al-Mokah Al-Fath Mohammed Saeed Zaid Ahmed Male Diploma 10 1 110 86 اﻟﻤﺨﺎ اﻟﻔﺮج ﻋﻠﻲ ﻗﺎﺳﻢ ﻣﻬﻴﻮب دﺑﻠﻮم ﻣﺘﻮﺳﻂ Al-Mokah Al-Farg Ali Qasem Mahyob Male Diploma 11 2 122 92 اﻟﻤﺨﺎ اﻟﻔﺮج ﻋﺒﺪاﻟﺮﺣﻤﻦ اﺣﻤﺪ ﻳﺎﺳﻴﻦ دﺑﻠﻮم ﻋﺎﻟﻲ Al-Mokah Al-Farg Abdulahman hamed Ahmed Male Diploma 12 2 121 93 اﻟﻮازﻋﻴﺔ اﻟﻨﺠﺎح ﺻﺪام ﻋﻠﻲ اﺣﻤﺪ دروش دﺑﻠﻮم ﺣﺎﺳﻮب Al-Waziah Al-Nagah Sadam Ali Ahmed Darweesh Male Diploma 13 1 75 19 اﻟﻮازﻋﻴﺔ اﻟﻔﻘﻴﺪ أﺣﻤﺪ ﺳﻴﻒ ﻣﺮوان اﻟﺨﻴﺒﺔ ﻋﻠﻲ دﺑﻠﻮم Al-Waziah Al-Fakead Ahmed Saif Marwan Alkhaiba Ali Male Diploma 14 2 73 24 اﻟﻮازﻋﻴﺔ اﻟﻨﺠﺎح اﺣﻤﺪ ﻣﻘﺒﻞ دروش دﺑﻠﻮم ﻋﺎﻟﻲ Al-Waziah Al-Nagah Ahmed Muqbel Droash Male Diploma 15 1 74 25 ذﺑﺎب اﻻﻣﻞ ﻧﺒﻴﻞ ﻣﺴﻌﻮد اﺳﻤﺎﻋﻴﻞ دﺑﻠﻮم ﻣﺘﻮﺳﻂ Dubab Al-Amal Nabil Masud Ismail Male Diploma 16 2 169 94 ذﺑﺎب اﻟﻔﺘﺢ اﺣﻤﺪ ﻋﻮض ﻋﻠﻲ اﻟﺮاﻋﻲ دﺑﻠﻮم ﻣﺘﻮﺳﻂ Dubab Al-Fath Ahmed Awdh Ali Alra'ay Male Diploma 17 1 139 100 ذﺑﺎب آﻌﺐ ﺑﻦ ﻣﺎﻟﻚ ﻣﺤﻤﺪ ﺛﺎﺑﺖ اﺣﻤﺪ ﺻﺎﺋﻎ دﺑﻠﻮم ﻋﺎﻟﻲ Dubab Kub Bin Malek Mohammed Thabet Ahmed Saegh Male Diploma 18 1 144 101 ذﺑﺎب آﻌﺐ ﺑﻦ ﻣﺎﻟﻚ ﻣﺤﻤﻮد ﻣﺤﻤﺪ ﻋﻠﻲ ﻣﺤﻤﺪ ﻗﺎﺳﻢ دﺑﻠﻮم ﻋﺎﻟﻲ Dubab Kub Bin Malek Mahmoud Mohammed Ali Mohammed Male Diploma 19 1 145 102 ذﺑﺎب آﻌﺐ ﺑﻦ ﻣﺎﻟﻚ ﻣﺤﻤﺪ ﺑﻦ ﻣﺤﻤﺪ ﻋﺴﻴﻠﻮ دﺑﻠﻮم ﻋﺎﻟﻲ Dubab Kub Bin Malek Mohammed Bin Mohammed Osailo Male Diploma 20 2 146 103 ذﺑﺎب ﺳﻌﺪ ﺑﻦ ﻋﺒﺎدﻩ ﻓﻀﻞ ﺻﺎﻟﺢ ﻋﺒﺪﻩ دﺑﻠﻮم ﻣﻌﻠﻤﻴﻦ Dubab Sud Bin Obada Fadl Saleh Abdu Male Diploma 21 2 133 107 ذﺑﺎب ﺑﺎب اﻟﻤﻨﺪب ﻣﺎﻟﻚ ﺳﺎﻟﻢ ﻋﻴﺴﻰ دﺑﻠﻮم Dubab Bab Al-Mandab Malek Salem Isa Male Diploma 22 2 131 108 ذﺑﺎب اﻟﻮﺣﺪة ﻋﺒﺪﻩ ﻋﻠﻲ ﻋﻮض ﻋﻠﻲ ﺟﻌﺸﻢ دﺑﻠﻮم ﻋﺎﻟﻲ Dubab Al-Wahdah Abduh Ali Aowadh Ali Male Diploma 23 1 161 116 ذﺑﺎب ﻋﻤﺮ ﺑﻦ ﻋﺒﺪ اﻟﻌﺰﻳﺰ ﻃﻪ ﻋﺒﺪاﷲ ﻋﻠﻲ ﺑﺼﻮ دﺑﻠﻮم ﻣﻌﻠﻤﻴﻦ Dubab Amr Bin Abdualaziz Taha Abdullah Ali Balso Male Diploma 24 2 153 120 ذﺑﺎب ﻋﻤﺮ ﺑﻦ ﻋﺒﺪ اﻟﻌﺰﻳﺰ ﻋﻤﺮ ﻋﻠﻲ ﻋﺒﺪ اﷲ ﻋﺴﻴﻠﻮ دﺑﻠﻮم ﻣﻌﻠﻤﻴﻦ Dubab Amr Bin Abdualaziz Omar Ali Abdullah Osailo Male Diploma 25 1 152 121 ﻣﻘﺒﻨﺔ اﻟﺜﻮرة اﺣﻤﺪ ﻣﺤﻤﺪ ﻋﺒﺪﻩ ﺑﻜﺎﻟﻮرﻳﻮس Maqbanah Al-Thawra Ahmad Mohammed Abdu Male Diploma 26 2 56 28 ﻣﻘﺒﻨﺔ اﻟﺜﻮرة اﺣﻤﺪ ﺳﻌﻴﺪ ﻋﺒﺪﻩ ﺑﻜﺎﻟﻮرﻳﻮس Maqbanah Al-Thawra Ahmad Said Abdu Male Diploma 27 2 57 29 ﻣﻘﺒﻨﺔ اﻟﺜﻮرة اﺣﻤﺪ ﺣﺴﺎن ﻏﺎﻟﺐ دﺑﻠﻮم Maqbanah Al-Thawra Ahmad Hasan Galeb Male Diploma 28 2 54 30 ﻣﻘﺒﻨﺔ اﻟﺜﻮرة ﻧﺎﺟﻲ ﻣﻘﺒﻞ ﻋﺒﺪﻩ دﺑﻠﻮم Maqbanah Al-Thawra Nagi Moqbel Abdu Male Diploma 29 2 55 31 ﻣﻘﺒﻨﺔ اﻟﺤﻴﺎة ﻋﺒﺪاﷲ ﺳﺮﺣﺎن ﻗﺎﺋﺪ دﺑﻠﻮم Maqbanah Al-Hayah Abdullah Sarhan Qaud Male Diploma 30 2 62 36 ﻣﻘﺒﻨﺔ اﻟﺘﻮﺣﻴﺪ ﺻﺎدق ﻓﺎﺋﺪ ﻳﺤﻲ دﺑﻠﻮم ﻋﺎﻟﻲ Maqbanah Al-Tawhead Sadeq Faid Yahya Ali Male Diploma 31 2 30 54 ﻣﻘﺒﻨﺔ اﻟﺘﻮﺣﻴﺪ ﻓﺎﺋﺪ ﻣﺤﻤﺪ ﺣﺰام دﺑﻠﻮم ﻋﺎﻟﻲ Maqbanah Al-Tawhead Kaid Mohammed Hizam Male Diploma 32 1 27 55 ﻣﻘﺒﻨﺔ اﻟﺸﻬﻴﺪ اﻟﻠﻘﻴﺔ ﻳﺤﻴﻰ ﻋﺒﺪﻩ ﺳﺎﻟﻢ راﺟﺢ دﺑﻠﻮم ﻣﺘﻮﺳﻂ Maqbanah Al-Shahead Alokia Yahya Abduh Salem Rageh Male Diploma 33 1 22 61 اﻟﻤﺨﺎ اﻟﺤﻤﺰة ﻋﺒﺪة زﻳﺎد ﺳﺎﻟﻢ أﺣﻤﺪ ﻣﻄﺮ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Al-Hamza Abdu Ziad Salem Male Secondary 1 2 119 64 اﻟﻤﺨﺎ ﻳﻮﻟﻴﻮ 7 ﻋﺒﺪ اﻟﻤﻠﻚ ﻋﻠﻲ ﻗﺎﺋﺪ ﺟﻤﺎل دﺑﻠﻮم Al-Mokah Saba Youleou Abdulmalek Ali Qaeed Gamal Male Secondary 2 1 103 67 اﻟﻤﺨﺎ ﻳﻮﻟﻴﻮ 7 ﻋﺒﺪ اﻟﺮﺣﻤﻦ زﻳﺪ ﻋﻠﻲ دﺑﻠﻮم Al-Mokah Saba Youleou Abdulrahman Zaid Ali Male Secondary 3 1 102 68 اﻟﻤﺨﺎ اﻟﻨﺼﺮ ﻧﺎدر ﺷﺪاد ﺣﻤﻴﺪ ﺛﺎﺑﺖ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Al-Nasr Nader Shaddad Hamid Thabet Male Secondary 4 3 108 82 اﻟﻤﺨﺎ اﻟﻮﺣﺪة ﻓﻴﺼﻞ ﻣﺤﻤﺪ ﺳﻌﻴﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Al-Wahda Faisal Mohammed Said Male Secondary 5 2 115 87 اﻟﻮازﻋﻴﺔ اﻟﻔﻮز ﺻﺪام ﻋﻠﻲ ﺑﻦ ﻋﻠﻲ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Waziah Al-Fawz Sadam Ali Bin Ali Male Secondary 6 2 78 23 ذﺑﺎب اﻟﻴﻘﻈﺔ أﺣﻤﺪ ﻣﺤﻤﺪ ﺣﺴﻦ ﻗﻨﺎف ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Al-Yakadah Ahmad Mohammed Hasan Qanaf Male Secondary 7 2 166 111 ذﺑﺎب اﻟﻮﺣﺪة ﺳﺎﻣﻲ ﻋﻠﻲ ﻋﻤﻴﺮة ﻗﺎﺳﻢ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Al-Wahdah Sami Ali Omaira Qasem Male Secondary 8 2 163 113 ذﺑﺎب اﻟﻮﺣﺪة اﻟﺸﻴﺦ ﺳﻌﻴﺪ ﻋﺒﺪاﷲ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Al-Wahdah Alshaik Said Abdullah Male Secondary 9 2 162 114 ذﺑﺎب اﻟﻮﺣﺪة ﻋﺒﺪاﷲ ﻣﺤﻤﺪ ﻣﺤﻤﺪ ﻗﺎﺋﺪ دﺑﻠﻮم ﻋﺎﻟﻲ Dubab Al-Wahdah Abdullah Mohammed Mohammed Male Secondary 10 2 164 115 ذﺑﺎب ﻋﻤﺮ ﺑﻦ ﻋﺒﺪ اﻟﻌﺰﻳﺰ ﺳﻌﻴﺪ اﺣﻤﺪ ﻣﺤﻤﺪ ﺻﺎﻟﺢ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Amr Bin Abdualaziz Said Ahmad Mohammed Saleh Male Secondary 11 2 156 117 ذﺑﺎب ﻋﻤﺮ ﺑﻦ ﻋﺒﺪ اﻟﻌﺰﻳﺰ ﻣﺤﻤﺪ ﺳﻌﻴﺪ زﻳﺪ ﻣﻴﻄﻲ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Amr Bin Abdualaziz Mohammed Said Zaid Liti Male Secondary 12 2 155 118 ذﺑﺎب ﻋﻤﺮ ﺑﻦ ﻋﺒﺪ اﻟﻌﺰﻳﺰ ﻋﻠﻲ أﺣﻤﺪ ﻋﻤﺮ ﻋﺴﻴﻠﻮ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Amr Bin Abdualaziz Ali Ahmad Omar Osailo Male Secondary 13 2 154 119 ﻣﻘﺒﻨﺔ اﻟﺤﻴﺎة ﻳﻮﺳﻒ ﻋﺒﺪاﻟﻜﺮﻳﻢ ﺑﺠﺎش ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Hayah Yosef Abdulkarim Bagash Male Secondary 14 2 61 37 ﻣﻘﺒﻨﺔ اﻟﺤﻴﺎة ﻋﺒﺪﻩ ﻣﺤﻤﺪ ﻣﻘﺒﻞ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Hayah Abdu Mohammed Moqbel Male Secondary 15 2 60 38 ﻣﻘﺒﻨﺔ اﻟﺤﻴﺎة ﻧﺒﻴﻞ ﻋﺒﺪاﷲ اﺣﻤﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Hayah Nabil Abdullah Ahmad Male Secondary 16 2 59 39 ﻣﻘﺒﻨﺔ اﻟﺠﺎﺑﺮي ﻣﺤﻤﺪ ﻋﺒﺪ اﷲ ﻣﺤﻤﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Gabiri Mohammed Abdullah Mohammed Male Secondary 17 1 46 43 ﻣﻘﺒﻨﺔ اﻟﺘﻮﺣﻴﺪ زﻋﻴﻢ ﻋﺎﺑﺪ ﻋﺒﺪﻩ ﻋﻮض ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Tawhead Zaim Abed Abdu Awadh Male Secondary 18 3 28 53 ﻣﺎوﻳﺔ اﻟﺸﻬﻴﺪ اﻟﺜﻼﻳﺎء ﻋﻤﺎر ﻣﺤﻤﺪ ﻗﺎﺋﺪ ﻣﺪهﺶ ﺟﺎﻣﻌﻲ 3Mawiiyah Al-Shahead Al-Thouliah Ammar Mohammed Qaid Male Secondary 19 818 اﻟﻤﺨﺎ ﻳﻮﻟﻴﻮ 7 ﻓﻴﺼﻞ ﻋﺒﺪ اﻟﻨﻮر ﻋﻠﻲ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Saba Youleou Fesal Abdulnoor Ali Male Secondary 20 1 101 65 اﻟﻤﺨﺎ اﻟﺸﻬﻴﺪ اﻟﺰﺑﻴﺮي ﻋﺒﺪ اﻟﺮﺣﻤﻦ اﺣﻤﺪ ﻋﺒﺎس ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Al-Shahead Al-Zoubair Abdulrahman Ahmed Abas Male Secondary 21 1 83 72
2 Appendix 12 JICA Year 3 Contracted Teachers as of Oct 29, 2007
اﺳﻢ MOE From From District's اﺳﻢ اﻟﻤﺪرﺳﺔ اﺳﻢ اﻟﻤﺪرﺳﻴﻦ اﻟﻤﺘﻌﺎﻗﺪ ﻣﻌﻬﻢ اﻟﻤﺆهﻞ JICA# New School's Name Name of JICA Year 3 Contracted Teachers Gender Education اﻟﻤﺪﻳﺮﻳﺔ List # Y1 Y2 Name
اﻟﻤﺨﺎ اﻟﺸﻬﻴﺪ اﻟﺰﺑﻴﺮي ﻧﺎﺻﺮ ﺧﺎﻟﺪ زﻳﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Al-Shahead Al-Zoubair Naser Khaled Zaid Male Secondary 22 1 84 73 اﻟﻤﺨﺎ ﺟﺎﺑﺮ ﺑﻦ ﻋﺒﺪ اﷲ ﻋﺒﺪاﻟﻨﻮر ﻋﻠﻲ ﻋﺒﺪاﻟﺠﻠﻴﻞ اﻟﺰﻏﺒﺮي ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Gabair Bin Abdullah Abdulnor Ali Abdulgalil Male Secondary 23 3 92 77 اﻟﻤﺨﺎ ﺟﺎﺑﺮ ﺑﻦ ﻋﺒﺪ اﷲ ﻋﺒﺪاﻟﻌﺰﻳﺰ ﻋﺒﺪﻩ ﻣﺤﻤﺪ ﻋﻤﺎري ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Gabair Bin Abdullah Abdulaziz Abdu Mohammed Male Secondary 24 3 91 79 اﻟﻤﺨﺎ ﺳﻌﻴﺪ ﺑﻦ ﺟﺒﻴﺮ ﺻﺪﻳﻖ ﻋﻠﻲ ﺳﻌﻴﺪ ﻣﺤﻤﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Saed Bin Gobair Sedeq Ali Saeed Mohammed Male Secondary 25 1 99 80 اﻟﻤﺨﺎ اﻟﻨﺼﺮ ﻣﺼﻄﻔﻰ ﻋﺒﺪﻩ ﻣﺤﻤﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Al-Nasr Mustafa Abduh Mohammed Suleman Male Secondary 26 1 109 83 اﻟﻤﺨﺎ اﻟﻮﺣﺪة ﻗﺎﺋﺪ ﻣﺤﻤﺪ ﻋﻠﻲ اﻟﻤﺪاح ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Al-Wahda Qaid Mohammed Ali Ali Almadah Male Secondary 27 3 114 88 اﻟﻤﺨﺎ اﻟﻮﺣﺪة ﻋﺎدل ﻣﻔﻀﻞ ﻋﺒﺪ اﻟﻌﻠﻴﻢ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Al-Wahda Adeel Mufadal Abdulalim Alnehary Male Secondary 28 1 113 89 اﻟﻤﺨﺎ اﻟﻔﺮج ﻋﺜﻤﺎن ﺳﻴﻒ ﻋﻠﻲ اﻟﺼﻌﻴﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Al-Farg Othman Saif Ali Ali Male Secondary 29 1 123 91 اﻟﻮازﻋﻴﺔ اﻟﺰهﺮاء ﻣﺤﻤﺪ ﺳﻴﻒ اﺣﻤﺪ ﻣﺤﻤﻮد اﻟﻈﺮاﻓﻲ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Waziah Al-Zahra Mohammed Saif Ahmed Mahmoud Male Secondary 30 1 67 16 اﻟﻮازﻋﻴﺔ اﻟﻔﻘﻴﺪ أﺣﻤﺪ ﺳﻴﻒ ﻳﺤﻴﻰ ﻣﺤﻤﺪ اﻟﺨﻴﺒﺔ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Waziah Al-Fakead Ahmed Saif Yahya Mohammed Al-Khaiba Male Secondary 31 2 72 17 اﻟﻮازﻋﻴﺔ اﻟﻮﺣﺪة ﺧﻠﻴﻞ ﺷﺎهﺮ ﺳﻴﻒ اﺣﻤﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Waziah Al-Wahda Khalil Shaher Saif Ahmed Male Secondary 32 1 82 22 ذﺑﺎب اﻻﻣﻞ ﻧﺠﻴﺐ ﻣﺤﻤﺪ اﺣﻤﺪ ﻋﻮض ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Al-Amal Nagib Mohammed Ahmad Grf Male Secondary 33 2 171 95 ذﺑﺎب اﻻﻣﻞ اﺑﻮﺑﻜﺮ ﺳﺎﻟﻢ ﺣﺴﻦ ﺳﺎﻟﻢ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Al-Amal AbuBakr Salem Hasan Salem Male Secondary 34 2 170 96 ذﺑﺎب ﺳﻌﺪ ﺑﻦ ﻋﺒﺎدﻩ ﻣﺴﺘﺸﺎر ﻋﺒﺪﻩ اﺣﻤﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Sud Bin Obada Mostashar Abdu Ahmad Male Secondary 35 2 132 106 ذﺑﺎب اﻟﻴﻘﻈﺔ ﻃﺎﻟﺐ ﻧﺎﺟﻲ ﻣﺤﻤﺪ هﻨﺪي ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Al-Yakadah Taleb Nagi Mohammed Heindy Male Secondary 36 1 167 110 ذﺑﺎب اﻟﻴﻘﻈﺔ ﺣﻤﺪي زﻳﺪ أﺣﻤﺪ ﺳﻌﻴﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Al-Yakadah Hamdi Zaid Ahmad Said Male Secondary 37 2 165 112 ذﺑﺎب ﺟﺰﻳﺮة ﻣﻴﻮن ﻋﺒﺪﻩ أﻧﻴﺲ ﻋﺒﺪﻩ ﺑﺪران ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Gazerat Mayown Abdu Anis Abdu Badran Male Secondary 38 2 151 122 ذﺑﺎب اﻟﺪوش رﺿﻮان اﺑﺮاهﻴﻢ ﺻﺎﻟﺢ ﻗﺴﻠﻮق ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Al-Dawsh Radhoan Ibrahim Saleh Qasloq Male Secondary 39 1 143 130 ﻣﻘﺒﻨﺔ اﻹﺷﻌﺎع آﺎﻣﻞ اﺣﻤﺪ ﻋﺒﺪاﻟﺠﺒﺎر ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Esha'a Kamel Ahmad Abdulgabar Male Secondary 40 2 66 32 ﻣﻘﺒﻨﺔ اﻹﺷﻌﺎع ﺧﺎﻟﺪ ﻋﺒﺪاﷲ ﻋﺒﺪاﻟﻮاﺣﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Esha'a Khaled Abdullah Abdulwahd Male Secondary 41 2 65 33 ﻣﻘﺒﻨﺔ اﻹﺷﻌﺎع اﺣﻤﺪ ﻣﺤﻤﺪ ﺑﺠﺎش ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Esha'a Ahmed Mohammed Bagash Male Secondary 42 1 64 34 ﻣﻘﺒﻨﺔ اﻟﺠﺎﺑﺮي ﻣﺤﻤﺪ هﺎﺋﻞ ﻣﺤﻤﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Gabiri Mohammed Hael Mohammed Male Secondary 43 1 45 44 ﻣﻘﺒﻨﺔ ﻋﺒﺪ اﷲ ﺑﻦ رواﺣﻪ ﺻﺎدق ﻣﺤﻤﺪ أﺣﻤﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Abdullah Bin Rawaha Sadeq Mohammed Ahmad Male Secondary 44 3 41 45 ﻣﻘﺒﻨﺔ ﻋﺒﺪ اﷲ ﺑﻦ رواﺣﻪ ﻋﺎدل ﺷﻤﻼن ﺣﺴﻦ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Abdullah Bin Rawaha Adel Shamlan Hasan Male Secondary 45 3 1 40 46 ﻣﻘﺒﻨﺔ ﻋﺒﺪ اﷲ ﺑﻦ رواﺣﻪ ﻣﺤﻤﺪ اﻣﻴﻦ ﻣﺤﻤﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Abdullah Bin Rawaha Mohammed Amin Mohammed Male Secondary 46 1 39 47 ﻣﻘﺒﻨﺔ ﻋﺒﺪ اﷲ ﺑﻦ رواﺣﻪ ﺷﺎﺟﻊ ﻣﺤﻤﺪ ﻗﺎﺳﻢ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Abdullah Bin Rawaha Shaga'a Mohammed Qaseem Male Secondary 47 1 37 48 ﻣﻘﺒﻨﺔ ﻋﺒﺪ اﷲ ﺑﻦ رواﺣﻪ ﻣﺤﻤﺪ ﻣﺤﻤﺪ ﻣﺤﺴﻦ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Abdullah Bin Rawaha Mohammed Mohammed Mohsen Male Secondary 48 2 36 49 ﻣﻘﺒﻨﺔ ﻋﺒﺪ اﷲ ﺑﻦ رواﺣﻪ ﻣﺤﻤﺪ ﺣﻤﻴﺪ ﺣﺎﻣﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Abdullah Bin Rawaha Mohammed Hameed Hamed Male Secondary 49 1 38 50 ﻣﻘﺒﻨﺔ اﻟﻤﺠﺪ ﺳﻤﻴﺮ ﻋﺒﺪ اﻟﻮﻟﻰ ﻣﻘﺒﻞ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Magd Samer Abdulwaly Muqbel Male Secondary 50 2 32 51 ﻣﻘﺒﻨﺔ اﻟﺘﻮﺣﻴﺪ ﻋﻠﻲ ﺣﺎﻣﺪ ﻋﺒﺪ اﷲ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Tawhead Ali Hamed Abdullah Male Secondary 51 1 29 52 ﻣﻘﺒﻨﺔ اﻟﺸﻬﻴﺪ اﻟﻠﻘﻴﺔ ﺑﺴﺎم ﻋﺒﺪ اﻟﺮﺣﻤﻦ ﻓﺎرس ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Shahead Alokia Basam Abdulrahman Fares Male Secondary 52 1 26 56 ﻣﻘﺒﻨﺔ اﻟﺸﻬﻴﺪ اﻟﻠﻘﻴﺔ اﻟﺠﺒﺮي ﻗﺎﺳﻢ هﺎﻳﻞ ﻣﺤﻤﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Shahead Alokia Algabry Qassem Haeel Mohammed Male Secondary 53 1 25 57 ﻣﻘﺒﻨﺔ اﻟﺸﻬﻴﺪ اﻟﻠﻘﻴﺔ ﺟﻤﺎل ﺻﺎدق ﻋﺒﺪ اﻟﻘﺎدر ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Shahead Alokia Gamal Sadik Abdulqader Male Secondary 54 1 24 58 ﻣﻘﺒﻨﺔ اﻟﺸﻬﻴﺪ اﻟﻠﻘﻴﺔ ﻣﻨﻴﺮ ﺑﺪري ﻋﺒﺪ اﻟﻐﻔﺎر ﻋﻠﻲ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Shahead Alokia Muneer Badry Abdulghfar Ali Male Secondary 55 1 23 59 ﻣﻘﺒﻨﺔ اﻟﺸﻬﻴﺪ اﻟﻠﻘﻴﺔ ﻣﺮوان ﺑﺪري ﻋﺒﺪ اﻟﻐﻔﺎر ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Shahead Alokia Marwan Badry Abdulghafar Male Secondary 56 2 21 60 ذﺑﺎب اﻟﻄﻤﻮح زﻳﺪ ﻋﻠﻲ ﻋﺒﺪاﷲ اﻟﺪرﻳﻦ دﺑﻠﻮم ﻣﻌﻠﻤﻴﻦ Dubab Al-Twomoh Zaid Ali Abdullah Aldurain Male Diploma 2 157 104 ﺳﺎﻣﻊ 7ﻳﻮﻟﻴﻮ ﺣﻔﻴﻈﺔ اﺣﻤﺪ ﺷﺮف ﻋﻘﻼن ﺛﺎﻧﻲ ﺛﺎﻧﻮي Same Saba Yollyo Hafida Ahmed Sharaf Aqlan Female G11 21 ﻣﺎوﻳﺔ اﺳﻴﺪ ﺑﻦ ﺣﻀﻴﺮ ﻧﺒﻴﻠﺔ ﺣﺴﻦ ﺻﺎﻟﺢ اﻟﺠﻤﻴﻠﻲ ﺑﻜﺎﻟﻮرﻳﻮس Mawiiyah O'asead Bin Hoadir Nabilah Hassan Saleh Algumily Female Bachelor 71 ﻣﺎوﻳﺔ ﺑﻬﺎء اﻟﺪﻳﻦ ﻧﺪاء ﻣﺤﻤﻮد اﺣﻤﺪ ﺛﺎﻧﻲ ﺛﺎﻧﻮي Mawiiyah Baha Al Dean Nida Mahmoud Ahmed Female G11 1 10 ﻣﺎوﻳﺔ ﻋﻤﺮ اﻟﻤﺨﺘﺎر ﺳﺎرة ﻋﺒﺪ اﷲ ﻋﺒﺪﻩ ﻧﺎﺟﻲ اول ﺛﺎﻧﻮي Mawiiyah Omar Al-Mokhtar Sarah Abdullah Abduh Nagi Female G11 1 11 ﻣﺎوﻳﺔ ﻋﻤﺮ اﻟﻤﺨﺘﺎر هﺎﺟﺮ ﻋﺒﺪ اﷲ ﻋﺒﺪﻩ ﻧﺎﺟﻲ اول ﺛﺎﻧﻮي Mawiiyah Omar Al-Mokhtar Hager Abdullah Abduh Nagi Female G11 1 12 ﻣﺎوﻳﺔ اﻟﺘﻮﺣﻴﺪ ﻋﺒﻴﺮ ﺣﺴﻦ ﻋﺒﺎد ﺛﺎﻧﻲ ﺛﺎﻧﻮي Mawiiyah Al Tawhead Abeer Hassan Obadi Female G11 1 14 ﻣﺎوﻳﺔ اﻟﺘﻮﺣﻴﺪ آﺮﻳﻤﺔ ﻧﺎﺟﻲ ﺻﺎﻟﺢ اﻟﺤﻤﺮي اﻟﺘﺎﺳﻊ اﺳﺎﺳﻲ Mawiiyah Al Tawhead Kareema Nagi Saleh Al Hamri Female G9 2 15 ﻣﺎوﻳﺔ اﻟﺘﻮﺣﻴﺪ ﻧﺠﺎة ﻋﻠﻲ ﺳﻌﻴﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Mawiiyah Al Tawhead Nogat Ali Saeed Female G11 1 16 ﻣﺎوﻳﺔ اﻟﺘﻮﺣﻴﺪ ﻣﺸﻴﺮة ﻋﻠﻲ دﺑﻮان ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Mawiiyah Al Tawhead Moshira Ali Dhabwan Female G11 2 17 ﻣﺎوﻳﺔ اﻟﺸﻬﻴﺪ اﻟﺜﻼﻳﺎء ﻟﻄﻴﻔﺔ ﺣﻤﻮد دﺑﻮان ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Mawiiyah Al-Shahead Al-Thouliah Latifa Hamud Dabwan Female Secondary 3 20 ﻣﻘﺒﻨﺔ اﻟﻤﺠﺪ ﺣﻤﻴﺪ اﺣﻤﺪ ﻋﺒﺪﻩ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Magd Hameed Ahmed Abduh Male G11 2 31
3 Appendix 12 JICA Year 3 Contracted Teachers as of Oct 29, 2007
اﺳﻢ MOE From From District's اﺳﻢ اﻟﻤﺪرﺳﺔ اﺳﻢ اﻟﻤﺪرﺳﻴﻦ اﻟﻤﺘﻌﺎﻗﺪ ﻣﻌﻬﻢ اﻟﻤﺆهﻞ JICA# New School's Name Name of JICA Year 3 Contracted Teachers Gender Education اﻟﻤﺪﻳﺮﻳﺔ List # Y1 Y2 Name
ﻣﻘﺒﻨﺔ اﻟﻤﺠﺪ ﻋﺒﺪة أﺣﻤﺪ ﺣﺴﻦ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Magd Abdu Ahmad Hassan Male G11 2 33 ﻣﻘﺒﻨﺔ اﻟﻤﺠﺪ ﺻﺎدق أﺣﻤﺪ ﻏﺎﻟﺐ ﺛﺎﻧﻲ ﺛﺎﻧﻮي Maqbanah Al-Magd Sadeq Ahmad Ghaleb Male G11 3 34 ﻣﻘﺒﻨﺔ اﻟﻤﺠﺪ هﺎﺷﻢ ﻋﺒﺪﻩ ﻏﺎﻟﺐ أول ﺛﻨﻮي Maqbanah Al-Magd Hashem Abdu Ghaleb Male G10 3 35 ﻣﻘﺒﻨﺔ اﻟﺠﺎﺑﺮي اﺣﻤﺪ ﺳﻴﻒ ﻋﻠﻲ ﻗﺤﻄﺎن اﻋﺪادﻳﺔ Maqbanah Al-Gabiri Ahmed Saif Ali Qahtan Male G9 1 42 ﻣﻘﺒﻨﺔ اﻟﺠﺎﺑﺮي ﻧﺠﻴﺐ ﻋﻠﻲ ﻋﺒﺪ اﻟﻮهﺎب ﻣﻬﻴﻮب اﻋﺪادﻳﺔ Maqbanah Al-Gabiri Nageeb Ali Abdulwahab Mahiob Male G9 1 43 ﻣﻘﺒﻨﺔ اﻟﺠﺎﺑﺮي ﻋﺒﺪ اﻟﻌﻠﻴﻢ زاﻳﺪ اﺣﻤﺪ اﻋﺪادﻳﺔ Maqbanah Al-Gabiri Abdulalim Zaid Ahmad Male G9 1 44 ﻣﻘﺒﻨﺔ اﻟﻮﺣﺪة / اﻟﻤﺼﻨﻊ اﻟﻬﺎم ﺳﻌﻴﺪ ﻳﺎﺳﻴﻦ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Wahda Elham Said Yasin Female Secondary 2 49 ﻣﻘﺒﻨﺔ اﻟﻮﺣﺪة / اﻟﻤﺼﻨﻊ راوﻳﺔ ﻗﺎﺋﺪ ﻏﺎﻟﺐ زﻳﺎط ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Maqbanah Al-Wahda Rawia Qaed Ghaleb Zeyat Female Secondary 2 50 ﻣﻘﺒﻨﺔ اﻟﺜﻮرة هﺎﺋﻞ ﺳﻌﻴﺪ راﺟﺢ ﺛﺎﻧﻲ ﺛﺎﻧﻮي Maqbanah Al-Thawra Hael Said Rageh Male G11 2 58 اﻟﻮازﻋﻴﺔ اﻟﺰهﺮاء ﻣﻨﺎل ﺣﺴﻦ ﻣﺮﺷﺪ ﻣﺤﻤﺪ اﻟﻈﺮاﻓﻲ اﻋﺪادﻳﺔ Al-Waziah Al-Zahra Manal Hassan Murshed Mohammed Female G9 1 68 اﻟﻮازﻋﻴﺔ اﻟﺰهﺮاء ﺳﺒﺎء ﻋﺒﺪ اﷲ ﻣﺤﻤﺪ ﻋﻠﻲ اﻟﻈﺮاﻓﻲ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Waziah Al-Zahra Saba'a Abdullah Mohammed Ali Female Secondary 1 71 اﻟﻮازﻋﻴﺔ ﻏﻴﻞ ﺑﻦ ﻋﻠﻲ اﺣﻤﺪ ﻋﺒﺪاﻟﻮﻟﻲ ﻣﺎرش ﺛﺎﻧﻲ ﺛﺎﻧﻮي Al-Waziah Gail Bani Ali Ahmad Abdulwali Maresh Male G11 1 77 اﻟﻮازﻋﻴﺔ اﻟﻔﻮز ﻳﺤﻴﻰ أﺣﻤﺪ راﺷﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Waziah Al-Fawz Yahya Ahmad Rashed Male G11 2 79 اﻟﻤﺨﺎ ﻋﺎﺻﻢ ﺑﻦ ﺛﺎﺑﺖ هﻨﺎء ﻋﺒﺪاﷲ ﺳﻌﻴﺪ ﻣﻬﻴﻮب ﺛﺎﻧﻲ ﺛﺎﻧﻮي Al-Mokah Aseam Bin Thabeet Hana Abdullah Said Mahyob Female G11 3 1 90 اﻟﻤﺨﺎ اﻷرﺷﺎد ﻣﺤﻤﺪ ﻋﺒﺪ اﻟﻘﻮي اﺑﺮاهﻴﻢ ﻋﺒﺪ اﻟﻨﻮر اﻋﺪادﻳﺔ Al-Mokah Al-Ershad Mohammed Abdulqawy Ibrahim Abdulnoor Male G9 1 95 اﻟﻤﺨﺎ اﻷرﺷﺎد ﻋﺒﺪ اﻟﻨﻮر درهﻢ ﻋﺒﺪ اﻟﻘﻮي ﺑﺠﺎش اﻋﺪادﻳﺔ Al-Mokah Al-Ershad Abdulnoor Derhem Abdulqawy Bagash Male G9 1 96 اﻟﻤﺨﺎ اﻷرﺷﺎد ﻣﺎزن ﻓﻴﺼﻞ ﺟﺤﺰر اول ﺛﺎﻧﻮي Al-Mokah Al-Ershad Mazen Faisal Gahzar Male G10 2 98 اﻟﻤﺨﺎ ﺳﻌﻴﺪ ﺑﻦ ﺟﺒﻴﺮ ﺧﺎﻟﺪ ﻋﻠﻲ ﺣﺴﻦ ﺣﻤﺮان ﺛﺎﻧﻲ ﺛﺎﻧﻮي Al-Mokah Saed Bin Gobair Khaled Ali Hasan Humran Male G11 3 100 اﻟﻤﺨﺎ ﻳﻮﻟﻴﻮ 7 ﻋﻠﻲ ﻣﺤﻤﺪ ﺳﻠﻴﻤﺎن اﻟﺒﺮق ﺛﺎﻧﻲ ﺛﺎﻧﻮي Al-Mokah Saba Youleou Ali Mohammed Solaiman Al-Barq Male G11 2 104 اﻟﻤﺨﺎ اﻟﻔﺘﺢ رﺿﻮان ﺳﻌﻴﺪ ﻓﺎرع دﺑﻠﻮم ﻣﺘﻮﺳﻂ Al-Mokah Al-Fath Radhoan Saeed Fara'a Male Diploma 1 111 اﻟﻤﺨﺎ اﻟﻔﺘﺢ ﻋﻠﻲ ﻋﺒﺪ اﷲ ﺣﺴﻦ ﻋﻤﺎري ﺛﺎﻧﻲ ﺛﺎﻧﻮي Al-Mokah Al-Fath Ali Abdullah Hassan A'mary Male G11 1 112 اﻟﻤﺨﺎ اﻟﺤﻤﺰة اﻧﻴﺴﺔ ﻣﺤﻤﺪ ﻗﺎﺳﻢ ﻋﻠﻲ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Al-Mokah Al-Hamza Anisa Mohammed Qaseem Ali Female G11 1 120 ذﺑﺎب اﻟﺸﻌﺐ ﻧﺠﻮد ﺳﻌﻴﺪ اﺣﻤﺪ ﺑﺸﺎرة دﺑﻠﻮم ﻋﺎﻟﻲ Dubab Al-Shab Nogud Saeed Ahmed Bshara Female Diploma 1 124 ذﺑﺎب ﺑﺎب اﻟﻤﻨﺪب ﻓﻬﻴﻤﺔ ﺳﺎﻟﻢ ﺻﺎﻟﺢ ﻋﻄﻴﺔ دﺑﻠﻮم ﻋﺎﻟﻲ Dubab Bab Al-Mandab Fahima Salem Saleh Female Diploma 1 128 ذﺑﺎب ﺑﺎب اﻟﻤﻨﺪب اﺳﻤﺎء ﻋﺒﺪ اﷲ ﻣﺤﻤﺪ ﻗﺎﺋﺪ دﺑﻠﻮم ﻋﺎﻟﻲ Dubab Bab Al-Mandab Asma'a Abdullah Qaeed Female Diploma 1 129 ذﺑﺎب اﻟﻔﺘﺢ اﻗﺒﺎل ﻣﺤﺴﻦ ﻋﻠﻲ ﺳﻌﻴﺪ اﻟﻄﺒﻮزي دﺑﻠﻮم ﻣﺘﻮﺳﻂ Dubab Al-Fath Eqbal Muhssen Sa'd Tabuzi Female Diploma 1 140 ذﺑﺎب اﻟﻔﺘﺢ ﻣﺎﺟﺪة ﻣﺤﺴﻦ ﻋﻠﻲ ﺳﻌﻴﺪ اﻟﻄﺒﻮزي ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Al-Fath Mageda Muhssen Sa'd Tabuzi Female Secondary 1 141 ذﺑﺎب اﻟﺪوش ﻋﺒﺪﻩ ﻋﺒﺪ اﷲ ﺳﺎﻟﻢ اﻟﻌﻴﺲ دﺑﻠﻮم ﻋﺎﻟﻲ Dubab Al-Dawsh Abduh Abdullah Salem La'is Male Diploma 1 142 ذﺑﺎب ﺟﺰﻳﺮة ﻣﻴﻮن اﻣﻴﺮ هﺎﻳﻞ ﻋﺒﺪ اﻟﺮب ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Gazerat Mayown Ameer Haeel Abdulrab Male Secondary 1 147 ذﺑﺎب ﺟﺰﻳﺮة ﻣﻴﻮن زﻳﻨﺔ ﻋﺒﺪ اﷲ ﻳﺤﻴﻰ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Gazerat Mayown Zaina Abdullah Yahya Female Secondary 1 149 ذﺑﺎب اﻟﻄﻤﻮح ﻣﺤﻤﺪ ﺳﻌﻴﺪ ﻣﺤﻤﺪ ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ Dubab Al-Twomoh Mohammed Said Mohammed Male G11 2 158 ذﺑﺎب اﻟﻄﻤﻮح ﻓﺘﺤﻴﺔ ﺻﺎﻟﺢ ﻣﺼﻠﺢ ﺛﺎﻧﻲ ﺛﺎﻧﻮي Dubab Al-Twomoh Fathia Saleh Mosleh Female G11 2 159 ذﺑﺎب اﻟﻴﻘﻈﺔ ﺻﺎﻟﺢ أﺣﻤﺪ أﺣﻤﺪ ﺧﻤﻮج اﻋﺪادﻳﺔ Dubab Al-Yakadah Saleh Ahmad Ahmad Khamog Male G9 3 1 168 ذﺑﺎب اﻻﻣﻞ ﺳﺤﺮ ﻋﻤﺮ أﺣﻤﺪ دﺑﻠﻮم Dubab Al-Amal Sahar Omar Ahmad Awad Female Diploma 2 172
Yellow Already hired by GEO White Included in the MOE list for 2008 hiring Gray unqualified (under Secondary)
4 Appendix 12
Number of Contracted Teachers by Year Summary of JICA-BRIDGE and Gender Contracted Teachers
Year 1 80 65
November 2008 Year 2 105 60 JICA-BRIDGE Project Year 3 114 58
0 50 100 150 200
Male Female
1 2
Year 3 BRIDGE Contract Teachers by Distribution of Year 3 teachers by District and by Gender (N=172) education (N=172)
Dhubab 18 31 Less than Secondary, 17, Bachelor, 10, 6% Al Makha 7 34 10% Al Waziiyah 7 9 Diploma, 48, 28% Maqbanah 7 39 Mawiiyah 13 1
Same 6
0 102030405060 Secondary, 97, 56% Female Male
3 4
Year 3 Teachers Educational Year 3 Teachers by Starting Year Background By District (N=172) (N=172)
Year 1&3, 3, 2% Dhubab 1 20 26 2 Repeaters From Year 3, 15, Al Makha 14 23 4 9%
Al Waziiyah 6 9 1
Maqbanah 5 7 28 6 From Year 1, 82, 47% Mawiiyah 3 1 6 4 From Year 2, 72, Same 1 5 42%
0 102030405060
Bachelor Diploma Secondary Less than Secondary
5 6
1 Appendix 12
Year 3 Teachers by Starting Year Year 3 Teachers by Starting Year and by District (N=172) (Male)
Year 3 Contract Teachers by starting Year (Male=114) Year 1 and Year 3, 2, 2%
Dhubab 20 27 1 1 Year 3, 11, 10%
Al Makha 22 12 6 1 Year 1, 47, 41%
Al W aziiyah 12 4 0
Maqbanah 19 22 4 1
Mawiiyah 7 5 2 0 Year 2, 54, 47% Same 2 2 2
0 102030405060
From Year 1 From Year 2 From Year 3 1&3 7 8
Year 3 Teachers by Starting Year (Female)
Year 3 Contract Teachers by starting Year (Female=58)
Year 1 and Year 3, 1, 2%
Year 3, 4, 7%
Year 1, 31, 53% Year 2, 22, 38%
9
2