Responsive Emergency Education Services in Nov. 2020

EDUCATION Rapid Needs Assessment Report - Taiz Governorate 1 November - 2020

Responsive Emergency Education Services in Taiz Governorate Nov. 2020

Table of contents

List of acronyms 3 Excusive summary 4 Key Findings 4 Situation overview 7 Affected population 8 Related protection needs 9 Underlying causes and key drivers 9 About targeted governorate 10 Taiz governorate 10 Methodology 10 Assessment tool 10 Sampling and method 10 The objectives of the assessment 11 Assessment limitations and constraints 12 Data quality 12 Results 13 About students 13 Access and learning environment 13 Enrollment of students in schools 13 Displaced students 14 Vulnerable students 14 About schools 15 School characteristics 15 Emergency preparedness 19 School facilities 19 Classrooms status 19 Number of classrooms needed 21 Classrooms’ furniture 21 Spaces for children 23 Solar energy system 23 Water 24

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Responsive Emergency Education Services in Taiz Governorate Nov. 2020

Latrines/Toilets 25 About teachers 27 Number of teachers 27 Recommendations 27 Quality of education 29 Community participation 30 References 31 Annex I 31 Annex II 32 Annex III 32

Project Card List of acronyms

FMC Father/Mother Council IDP Internally Displaced Person MDGs Millennium development goals MoE Ministry of Education NGO Non-Governmental Organizations PSS Psychosocial support services TLS Temporary learning spaces WASH Water, Sanitation and Hygiene

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Responsive Emergency Education Services in Taiz Governorate Nov. 2020

Excusive summary

Education is one of the most affected sectors in Yemen since the war escalated in 2015. For this reason, NFDHR found it crucial to conduct this rapid need assessment in order to identify the education priorities needs and to determine appropriate interventions for the most vulnerable groups. This rapid need assessment was conducted between 24-30 November, 2020 in Al Selw district, Taiz governorates in Yemen. In order to achieve the objectives of this rapid need assessment, NFDHR provided its team with training on data collection, data analysis and reporting by a professional consultant and specialist. This was done to ensure that all required information was gathered and included in the findings. Furthermore, NFDHR coordinated with local authorities, community leaders, other NGO actors and the Ministry of Education (MoE) in the targeted governorate in order to fulfill its objectives successfully.

Key findings

The data collected through this needs assessment found that the education sector has been negatively impacted, due to the overall lack of adequate support from the authorities, inadequate teaching and learning materials, limited incentives due to the non-payment of teacher salaries, inadequate teacher training; and insufficient rehabilitation of school infrastructure. The following are the main findings of the assessment:

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Responsive Emergency Education Services in Taiz Governorate Nov. 2020

indings F School status

9% In a good status 91% Partially damaged

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

Classrooms’ status The average number of students per classroom varied according to the school status 107 still functioning 88 need rehabilitation 2 studying in alternative places

many studying at home In Al Al Khair school, 4 classrooms are being built by the people effots Classrooms’ rehabilitation 10 schools in need for rehabilitation Alternative places Tents

Ordered by priority in open 1. Al Farooq school (18) 2. Saba’a school (16) 3. Ali bin Abi Taleb school (10) 4. Omar bin Al Khattab school (9) 92% Lack solar energy system Classrooms’ construction 4 schools in need for 86 new boards are classrooms construction 18% of targeted needed in 11 school schools lacks fence

27 old boards are Ordered by priority 1,020 of new desks are in need for

1. 22 May school (3) needed in 12 school repairing in 6 1. Othman bin Affan school (2) school 2. Asma’a school (2) 530 of old desks are 3. 5Al Khair primary school (1) in need for repairing in 11 schools

Responsive Emergency Education Services in Taiz Governorate Nov. 2020

Findings

86 Males

89 Females Enrolled Students 298 Displaced Students Total number in all 23 Males schools sampled 175 5,966 627 Females

Dropped-out Students 925 2,868 Males

35 Not attended Males 3,098 Students Disables Females 42 77 Students Females 104

53 Males 51

Females

School latrines

7 water tanks are 12 sewer networks required in 7 are needed in 12 Access to water schools schools 50% of schools do not have access to water and 22 bathrooms need to be lack water tanks constructed in 8 schools 5 0% of schools have access to water (not 6 septic tanks are drinking water). 7 bathrooms need to be needed in 6 rehabilitated in 3 schools schools

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Students sitting on the floor Findings 3,060 students

Top 4 schools

36% of schools are appropriate 450 Al Khair 300 In each of Saba’a, 22 May, Ali bin Abi 28% of schools are overcrowded Taleb, Mansoor Ahmed, 36% of schools are little crowded and Al Farooq

Situation overview

The Education Cluster estimates that 5.5 million children need education assistance, including 3.7 million in acute need. This includes roughly 2 million children who are out of school. Girls are more likely to lose out on education, with 36 per cent out of school compared to 24 per cent of boys. Support for teacher incentives is an urgent need for the upcoming school year. Approximately 10,000 schools in 11 governorates are seriously affected by the non-payment of teachers’ salaries, and 51 per cent of teachers have not received their salaries since October 2016. In addition, about one million children in southern governorates have lost two months of schooling due to teacher strikes following the devaluation of the rial and inflation in the last quarter of 2018. Education Cluster data confirms that an estimated 2000 schools are unfit for use due to the conflict. This includes 256 schools that have been destroyed by air strikes or shelling; 1,520 schools that have been damaged; and 167 schools that are sheltering IDPS. Support is needed to provide supplies and school meals to children as an incentive to keep children in school, as families may de-prioritize education in difficult economic times and send children to work.

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Affected population

The Taiz governorate is only 250km South of Sana’a, yet due to proximity of the front lines; it takes over 18 hours to reach by road from Sana’a. The ongoing conflict in Yemen, since March 2015, has led to the displacement of more than 3.6 million people (according to DTM's 2018 Area Assessment). DTM’s Rapid Displacement Tracking (RDT) tool collects and reports on numbers of households forced to flee on a daily basis, allowing for regular reporting of new displacements in terms of numbers, geography and needs. In the first eight months of 2020, conflict and natural disasters have resulted in new patterns of displacement, particularly in , , Al Dhale'e, Taizz, and Al Jawf governorates. From 01 January 2020 to 14 November 2020, IOM Yemen DTM estimates that 26,915 Households (161,490 Individuals) have experienced displacement at least once.

• Since the beginning of 2020, DTM also identified other 1,312 previously displaced households who left the displaced location and moved to either their place of origin or some other displaced location. Between 08 November 2020 and 14 November 2020, IOM Yemen DTM tracked 273 Households (1,638 individuals) displaced at least once. The highest number of displacements were seen in many Governorates including Taiz: Taizz (82 HH) – Salh (28 HH), Ash Shamayatayn (11 HH), Al Qahirah (9 HH) districts. Most displacements in the governorate originated from Taiz and Al Hudaydah.

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Related protection needs

Families may prioritize boys’ education over girls, and girls are therefore more likely to be out of school. Parents may have concerns about sending daughters to school due to security issues, a lack of female teachers or if the school is a long distance from home. A lack of separated toilets or WASH facilities is a major cause of girls dropping out of school. Girls who are out of school face a higher risk of early marriage and domestic violence. Boys face a higher risk of recruitment by armed groups. Given economic challenges, boys and girls are both at risk of being held back from school and sent to work. Conflict-affected children, including IDP children, are more likely to need psychosocial support services (PSS). Marginalised children, such as Muhamasheen and children with disabilities are more likely to be ignored when it comes to education.

Underlying causes and key drivers

Despite gains made in enrolment in the last decade, Yemen was not able to achieve education millennium development goals (MDGs). The quality of education and weak institutional capacity has deteriorated further, which is further straining the education system. The primary reasons for this decline are successive cycles of conflict, which have taken a severe toll on civilians, and the worsening economic crisis. These have resulted in significant losses in human, physical and economic capital, leading to drastic deterioration of public services, including education.

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About the Targeted governorates and district Taiz governorate

Taiz is the name of a city in South-West Yemen and of the country’s most populous governorate, with its 4.5 million inhabitants, 500,000 in the regional capital alone. Although it is still the theatre of fierce fighting, five months after the partial cease- fire signed in Stockholm in December 2019, no one seems to remember the existence of Taiz. It is located in the Yemeni Highlands, near the port city of Mocha on the , lying at an elevation of about 1,400m (4,600 ft) above sea level. It is the capital of Taiz Governorate.

Methodology Assessment Tool

The assessment design was based on an analogous practice conducted earlier by NFDHR. and by direct observations as well. Tools were reviewed with the support of lessons learned from last year’s assessment, then updated and endorsed with inputs by the MoE.

Sampling and Method

As the assessment is confined to Al Selw district. The same set of targeted schools were selected on the basis of the nomination of the director of the Education Office and local authority in the district as they are the most affected and therefore the neediest in the region. As a result, the sample is represented by 23 schools Annex I. We hope that the emergency intervention in these schools will improve the quality of the educational process and prevent more students from dropping out, if not returning the already dropped out students. but even 10

Responsive Emergency Education Services in Taiz Governorate Nov. 2020 though, more interventions are still required, which can be achieved with the availability of cash liquidity and the extension of the project period.

The objectives of the assessment

The following report has been developed by NFDHR to fill a knowledge gap and to understand the situation in the targeted schools. NFDHR conducted an assessment on the ground in Al Selw district at the school level with the support of a consultant in charge of providing technical expertise and facilitating the assessment. This practice was necessitated by the continued state of insecurity, and economic crisis that has been afflicting the country since conflict began in 2015. The objectives of the assessment were mainly to:

• Providing education actors and donors with the additional needs for targeted schools in order to reprogram and exploit the rest of the cash in the right way serving by this mean the humanitarian intervention in targeted schools. • support proposal development and advocacy documents to increase financing for the sector. • enable prioritization according to needs and risks. • and provide recommendations on most effective activities to resume education in a safe and sustained way, taking into account the possibility to link humanitarian and development responses.

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Assessment limitations and constraints

We relied very heavily in this evaluation on direct observation in the field more than the information we got from school principals for the following reasons:

Respondent Bias: The information collected has been validated as much as was feasibly possible. For different reasons, some respondents may have provided a response different to the actual situation. While assessment team was instructed to ‘be critical’, probe and validate as much information as possible by direct observation, some biased responses may have resulted in biased estimates. Sample frame: The sampling frame is derived from the MoE list of schools 2019. As a result, schools that are not on that list, therefore, suffer from an under- coverage bias. Education Quality: The assessment was not designed to capture the quality of education provided due to time limitations and it requires specially trained enumerators.

Data quality

A number of measures were put in place to address data recording, data entry and bridging missing data issues to ensure the reliability of the data and analysis: Direct observation: Assessment team was instructed to verify information provided by the school principal and district Education Directors through official records, direct observation and probing.

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Results About students Access and learning environment

It was found that the all 12 schools visited are functioning, in spite of hostilities escalated along old and new frontlines. Since January, clashes intensified in border areas of Marib, Sana’a and Al Jawf governorates with intermittent escalations in Al Hudaydah, , Ad Dhale’e, Al Bayda, Sa’ada and Taizz governorates. Since May, tensions between the Government of Yemen (GoY), and the Southern Transitional Council (STC) have flared up in , Abyan and Taizz (OCHA, situation report, 2020).

Enrollment of students in schools

The results of this survey revealed that the total number of students enrolled in the sampled schools is 5,966. Out of them 2,868 male students and 3,098 female students, with a gap of 298 and 627, male and female, respectively (Fig. 1). due to the drop- out of these students from the school as a result of poverty, marginalization, lack of sanitation, displacement, early marriage for girls, lots of work at home and in the field, lack of teachers, poor quality teachers, security risks, mixing, lack of desire to learn, and the most important reason is front joining for boys. The very same reasons prevented some parents from sending their children to school represented by 35 male and 42 females in the sampled schools as they were recorded (not attended students). It is worth mentioning that there are a

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Responsive Emergency Education Services in Taiz Governorate Nov. 2020 small number of marginalized students 84, were observed in most of the schools visited (Fig. 1).

Displaced students

The host community reached a number of 5,791 students which form about 97% of the total number of the students in all 12 school targeted, while more households from adjacent districts are still fleeing their areas because of the continuation of conflict, a number of 175 displaced students was recorded (they form 3% of the total number of students in all 12 school targeted) (Fig. 1).

Vulnerable students

It was found that different vulnerable children groups (displaced students, marginalized students, disabled students..etc.) are studying with other students in the same school. The number of marginalized students reached 84 students (1% of the total number of the targeted schools), 42 of them are males and another 42 are females. Disabled students are about 104 (53 males and 51 females) comprising 2% of the total number of the targeted schools (Fig. 1).

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

About schools School characteristics

Data on characteristics of targeted schools was collected at school level only, provided by head teachers and confirmed by assessment team through direct observation (for example the availability and functionality of WASH facilities, availability of school desks, learning materials ....etc). According to the field observations, 28% of the school management have been complaining of the huge number of students registered, 36% little crowded, and the other 36% are appropriate (Fig. 2). The issue here is that the number of school rooms are limited comparing with the increasing number of children at the age of schooling. Some of the school headmasters interviewed comments that how we can pay attention to those children outside school to get them back, while our schools barely accommodate the number of children already enrolled. In addition,

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Responsive Emergency Education Services in Taiz Governorate Nov. 2020 different vulnerable children groups (displaced students, marginalized students, disabled students.etc.) are studying with other students in the same school (making the building of semi-structured classrooms a priority to keep children in schools and prevent dropping-out). Following the survey in 12 targeted schools in Al Selw district, Taiz governorate, it was found that among the all school sampled, only 91% of them are in need for rehabilitation (Partially damaged), while the rest of them 9% are in good condition, some looked new (Fig. 3). The partial damage of schools means the partial destruction and presence of cracks in buildings, collapse of the fence, falling of the wooden roofs apart in the popular buildings as a result of termites resulting in falling of windows and some doors. Many schools were constructed long time ago, making their destruction predictable (Figs. 4-11).

Fig. 2: Schools’ Characteristics Fig. 3: Schools’ Status

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

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

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

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

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Emergency preparedness

It was observed that all schools have no written plan specifying established procedures of what can be done in case of emergency. The need for education in emergency courses for these schools is therefore of paramount importance.

Schools’ facilities

Since the conflict broke out in Yemen, the nation has been plagued by a myriad of security and economic challenges that have adversely affected education. However, the standard of the education sector was already extremely low even before the conflict.

Classrooms status

Most interviewed schools’ principals complained of the overcrowded classrooms in their schools. They said that the number of students in primary classes may exceed 70 learners per class and in some cases more than 100 student. It is unfortunate that all classrooms in Al Sharaf School do not contain any ceilings, windows, or any of the elements of education except walls and upright columns, which prompted students to drop out of school and study at home. such an environment is not an education., rather, constant challenges for children who did not have to face such unfair conditions (rehabilitation of these classrooms in this school is urgent).

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After the field visits, a number of 107 classrooms were detected. But the number of classrooms varies from a large school that contains 11 classrooms (Al Farooq school) and a small one that contains only 2 classrooms (Asma’a school). It is so important mentioning that among all the visited schools, 107 classrooms still functioning but in need for rehabilitation, 9 inappropriate for studying, students of 8 classrooms are studying in alternative places and 7 classrooms their students studying in open (Fig. 12). Reflecting the need for alternative classes because of the intensity of students in some schools as they receive the IDPs and the fact that most of them sit on the floor, the dropout within these schools is not surprising at all.

Fig. 12: Classrooms status

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Number of alternative classrooms needed

The entire need of classrooms is 8, 22 May school (3), Othman bin Affan and Asma’a schools (2) each, followed by Al Khair school (1) (Fig. 13) (Annex II). For accuracy, all schools visited had enough space to build alternative classes.

Fig. 13: Number of classrooms needed

Classrooms’ furniture

One of the factors that can help resuming the education process in Taiz after wartime and during the ongoing displacement is the school furniture. Most sampled schools have been exposed to damage or loss especially in case of desks, doors, windows and a little experienced roof collapse (Annex II). The overall number of students is about 3,060 who are sitting on the floor in all sampled schools which means a number of 1,020 new desks are needed to cover the student in the sense of 3 students per desk along with maintenance of 530 old desks. It is very important to know that there are many interventions

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Responsive Emergency Education Services in Taiz Governorate Nov. 2020 that leave a great impact on the educational process, and yet it does not cost much. What embodies this idea is the repair of old school desks. It was easy to notice the need for maintenance of 27 boards, and provision of another 86 (Fig. 14-17). The schools most in need of all the reforms are Al Methaq, Mohammed Hael, Al Salam, 26 September, Khalid bin Al Waleed, Khawla bint Al Azwar and Al Nahdah schools.

Fig. 14: Classrooms’ furniture needed Fig. 15: New desks is needed in Al Sharaf school

22 Fig. 16: Repairing old desks is needed in 22 Fig. 17: New boards are needed in Al Sharaf May school school

Responsive Emergency Education Services in Taiz Governorate Nov. 2020

Spaces for children

It was clear that 84% of the monitored schools have available places for children to play, and 16% lack the space (Fig. 18). The school yard of 4% of the monitored schools needs leveling. While 9% of the schools need building of the school’s fence.

Fig. 18: Spaces for children

Solar energy system 3

After the field visit to the targeted schools, it was clear that 92% lacked the solar energy system needed to operate the fans in the classroom in order to reduce the temperature there and help students in focusing and educational achievement, and therefore the intervention to supply these schools with the solar system is considered one of the most important interventions that It should not be ignored. (Fig. 19).

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Fig. 19: Presence and absence of solar energy system

Water

Six schools (50%) out of 12, have no regular access to a source of water within premises, students prefer to bring water from homes or buy some from school canteen, and others get their water from the nearest farm. All these schools need water networks, albeit in a simple form, in addition to clean tanks dedicated for drinking water, at least so that students can buy food instead of buying water. Students of the other 6 (50%) schools which have access to water mentioned that they do not use available water for drinking. They thought it is not clean as it is collected in large water tanks, which have not been cleaned for long time, so they prefer to bring water from homes. (providing clean drinking water is one of the most needed intervention can be made ever).

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Latrines/Toilets

There are 25 toilets in 5 (45%) schools sampled, all of them are out-of- service, and there are 7 (55%) schools that do not have any bathrooms. The reasons for not using the bathrooms are the lack of a drainage network, the absence of water tanks and the lack of water, which is the most important. Students when eliminating their need in the exposed places this causes the spread of many epidemics in the region, including cholera. Rehabilitation of bathrooms is one of the most crucial needs and can’t wait at all (Fig. 20-23). Moreover, both boys and girls commented that there are latrines in their schools but they do not use them because they are not clean and smell nasty. Rehabilitation of latrines is one of the most crucial needs and can’t wait at all. It is worth noting that Al Emam Ali bin Abi Talib school lacks bathrooms, and its students use random bathrooms outside the school fence, which have zinc ceilings, and therefore this school needs bathrooms or at least the rehabilitation of the random bathrooms adjacent to the wall from the outside so that students can use them comfortably.

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Fig. 20: Leakage of sewage in 22 May school Fig. 21: Damaged sewer system in 22 May school

Fig. 22: Random latrines in Al Emam Ali school Fig. 23: Random latrines in Al Emam Ali school

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About teachers Number of teachers Rapid assessment of the status of teachers showed that the number of male teachers is greater than the number of females, contrary to what is known which the predominance of the female element in education in particular. A total of 192 formal and volunteer male teachers and 101 formal and volunteer female teachers were recorded. The need of teachers was recorded as 20 males and 79 females (Annex III).

Recommendations

After the direct observations, there was no data to highlight if there are any schools that are closed, all school sampled and visited are open and students are back to their seats. Education stakeholders (education authorities, local community, and L/I NGOs) should synergize efforts to tackle this gap with integrated approaches that might include a consistent set of some of the following suggested interventions: - Supporting children of vulnerable households with schooling requirement such

as providing them with school bags, uniforms, and feeding. - Rehabilitation of partially damaged schools or constructing extra classrooms to accommodate the increasing demand for education. There is a need for at least extra 8 equipped classrooms in sample schools to alleviate classroom over crowdedness and absorbing out of school children. 4 schools are in need for rehabilitation namely: Al Farooq (18), Saba’a (16), Ali bin Abi Taleb (10) and Omar bin Al khattab (9). While that most in need schools for classrooms

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in order of priority as follows: 22 May (3), Othman bin Affan (2), Asma’a (2), and Al Khair (1). - To address above mentioned awareness-related drop-out reasons there is huge needs to developing education-related public awareness programs on the importance of schooling, implications of early marriage of girls, and negative impact of using physical humiliating punishment at schools (strong educational media campaign, and working with local communities should all be deployed) to tackle absenteeism and improve enrolment rates. - Working to re-integrate marginalized communities with the whole society through improving basic services in those communities, and raising their awareness about their human rights and roles as citizens. - Supporting marginalized and poor households with schooling conditional incentives (such as food distribution, cash transfer). - Repairing the damaged desks in the targeted schools, starting with Saba’a, Mansoor Ahmed, Omar bin Al Khattab, and Al Khair, to cover the needs of those schools and re-use the classrooms in which these desks are kept as stores (to hit two birds in one stone). - Providing the listed school in Annex II with new school desks to cover their entire need. - Providing the listed school in Annex II with new white boards to cover their entire need. - Provide the listed schools in Annex II with solar energy system to reduce the temperature inside the crowded classrooms and help students in focusing and educational achievement. 28

Responsive Emergency Education Services in Taiz Governorate Nov. 2020

- Supporting varied WASH rehabilitation and hygiene awareness raising activities in schools, and supporting provision and allocation of school gender- wise separated toilets for both students and teachers. - Constructing 22 latrines in the 8 schools and urgent rehabilitation of 7 school’s latrines. Other latrines according to the needs mentioned in the Annex II, in addition to providing water networks and tanks for drinking water, as students in these hot regions consume double amounts of water that exceeds what per individual consumes in temperate and cold regions.

- It is our duty to announce, as a matter of credibility and convey the facts, about the need for 7 July school for a fence to prevent the water flow to the school, the finishing of the 4 classrooms built by the people of the area in Al

Khair school.

Quality of education

At local level, education partners can contribute to improve quality education through adopting some of the following recommended interventions: - Supporting education authority in timely textbook provision. - Prioritizing the fundamentals of a good quality primary education (the first 1- 3 grades) as it is the most crucial for setting the solid foundations for a good education for life. - Enhancing the quality of teachers, guidance personnel and principals by providing them with flexible systematic in-service training programs, and activating professional development meetings for each group of them.

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- Strengthening resource availability (libraries, labs, teaching and learning materials). - Training teachers to make them able to deliver emergency related topics such as peace building education; violence prevention; health, nutrition and hygiene promotion.

Community participation

Schools, parents, and local community should work together to promote the well-being, and learning of all students. When schools actively involve parents and engage community resources, they are able to respond more effectively to the educational needs of students. Partners can support community participation through the following: - Setting up FMCs and activating their roles in schools as stated in the - Enhancing community involvement (through supporting community initiatives and supporting frameworks for education partnership). - The situation in Taiz is not simple. Awareness-raising regarding roles and responsibilities will be an essential part of community participation. There will need to be relevant training for staff involved with Mothers’ and Fathers’ Councils, and though Local Council roles are still unclear, their members should be included in training/awareness-raising activities as much as possible, so their capacity is built for involvement in all new education projects and infrastructure. If Community Participation Units are established in all governorates with coordinators at district level, they could work more closely with school social workers and women’s groups at village level. 30

Responsive Emergency Education Services in Taiz Governorate Nov. 2020

References

Education Cluster field monitoring reports 2018. Multi-Cluster Location Assessment (MCLA) 2018. OHCHR, November 2018. Yemen, HNO 2019. DTM, 2019 IOM Yemen (2020) OCHA, situation report, 2020

Annex I

No School Name Sub-district Level Gender

1 Othman bin Affan Al Selw Basic Mixed 2 Saba’a Al Selw Basic/ Secondary Mixed 3 22 May Al Selw Basic/ Secondary Mixed 4 7 July Al Selw Basic Mixed 5 Ali bin Abi Taleb Al Selw Basic/ Secondary Mixed 6 Al Khair primary Al Selw Basic Mixed 7 Mansoor Ahmed Saif Al Selw Basic/ Secondary Mixed 8 Al Sharaf Al Selw Basic Mixed 9 Asma’a Al Selw Basic Female 10 Omar bin Al Khattab Al Selw Basic/ Secondary Mixed 11 Al Farooq Al Selw Basic/ Secondary Mixed 12 Haedar Abdo Ahmed Al Selw Basic Mixed

Annex II

School building Others S. furniture # of students No School Name # of Solar # of # of sitting on the # of C.R1 S.F4 S.Y5 latrine system N.D.N4 D.D5 floor

Othman bin 1 2 3 - - 1 80 40 240 Affan 2 Saba’a 0 2 - - 1 100 80 300

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3 22 May 3 0 - - 1 100 40 300 Con6 1 4 7 July 0 2 - 40 10 120 . 5 Ali bin Abi Taleb 0 3 - Lev7. 1 100 40 300

6 Al Khair primary 1 3 - - 0 150 60 450 Mansoor 1 7 0 0 - - 100 80 300 Ahmed Saif 8 Al Sharaf 0 3 - - 1 80 30 240

9 Asma’a 2 3 - - 1 70 20 210 Omar bin Al 1 10 0 3 - - 70 50 210 Khattab 11 Al Farooq 0 0 Con. - 1 100 80 300 Haedar Abdo 1 12 0 0 - - 30 0 90 Ahmed Total 8 22 - - 11 1,020 530 3,060

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

Annex III

# of formal # of volunteer # of teachers No School Name teachers teachers needed Male Female Male Female Male Female 1 Othman bin Affan 4 1 3 4 4 3 2 Saba’a 22 4 2 9 2 9 3 22 May 17 1 2 8 2 8 4 7 July 3 0 0 7 0 7 5 Ali bin Abi Taleb 32 4 1 5 0 5 6 Al Khair primary 9 0 1 5 1 5 7 Mansoor Ahmed Saif 16 1 0 12 0 12 8 Al Sharaf 8 1 7 1 7 1 9 Asma’a 0 2 0 6 0 6 10 Omar bin Al Khattab 28 0 3 7 1 7 11 Al Farooq 29 1 1 12 1 12 12 Haedar Abdo Ahmed 2 0 2 10 2 4 Total 170 15 22 86 20 79

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