Programme Development Objectives

The Programme Development Objectives (PDOs) are to support the GoY to improve the equity in access and the learning environment of basic education in thirteen governorates, and strengthen institutional capacity at the MoE, the Governorate Education Offices (GEOs) and the District Education Offices (DEOs). The GPE Programme draws on and is aligned with the ten programmes outlined in the MTRF 2013-15 of the MoE (see following section). Annex 1 to the OM includes the GPE Programme results framework.


Given the length (four years) of the operation, improvements in some outcome indicators cannot be assessed before the closing date, but successful implementation of the GPE Programme will lay the groundwork to achieve the goals envisioned for 2016. The GPE Programme will have three components: (i) quality improvements; (ii) enrolment increase; and (iii) strengthening institutional capacity, including Programme management.

The PDO indicators are:

  • The Gender Parity Index in the thirteen-targeted governorates will have improved from 0.69 to 0.72;
  • The Grade 3 retention rate in the thirteen-targeted governorates will have increased from 77.8 to 81 percent in 2015;
  • The out-of-school rate in the thirteen-targeted governorates will have decreased from 28 to 26.6 percent in 2015;
  • The system for learning assessments at basic education level will be set up and piloted and will have included all the basic requirements (curriculum and teacher training developed for early grade reading and math and teacher application); and
  • Institutional capacity will be strengthened at all levels of the education sector.

Mid-term results framework (MTRF) 2013-2015

The MTRF forms the basis for the GPE Yemen Programme – the funds channeled through UNICEF by GPE are to support the implementation of key components of the MTRF, rather than a stand-alone project. The MTRF 2013-2015 is a medium-term education plan prepared by Yemen’s MoE in the course of achieving long-term strategic aim of providing pre-school, basic, and secondary education as well as literacy and better adult education for all. The MTRF sets out the following five priorities for education in Yemen, further broken down into ten distinct programmes as shown in Table 1:

  • Priority 1- Improving the quality of public education through developing the belief and practice that the learner is the centre of the teaching and learning process, and enabling a teaching environment which is based in the learning outcomes for students;
  • Priority 2 - Closing the gap of social and gender disparities through an equitable education system able to give equal opportunities at the start to every child, so they could compete fairly in the labor market of tomorrow;
  • Priority 3 - Strengthening capacities of the MoE, GEOs and DEOs, to boost their capabilities in providing efficient and high quality educational services;
  • Priority 4 -Pre-school education; and
  • Priority 5 –Literacy and adult education.

The MTRF targets a number of outcomes for basic, secondary, preschool, and adult literacy education across MTRF priorities, which will be achieved through implementation of ten programs, as per the table 1 below:

Table 1: Summary of MTRF components, outcomes and programmes
PriorityTargeted Outcomes for School Year 2015-2016
 (baseline of 2010-2011)
Programmes to achieve the targeted outcomes in each component
Priority 1- Improving the quality of public education through developing the belief and practice that the learner is the centre of the teaching and learning process, and enabling a teaching environment which is based in the learning outcomes for students
  1. Decrease the failure rate in basic education for both males and females from 9.4 percent to 7 percent, and decrease failure rate for females from 7.7 percent to 5.2 percent.
  2. Decrease the failure rate in secondary education for males 11.3 percent to 8.8 percent and females from 8.6 percent to 6.1 percent.
  3. Raise the school completion rate to sixth grade from 53.3 percent to 62 percent.
  4. Early Grade oral Reading Fluency and Comprehension in grade 3 is increased from 6 (baseline) to 20 words in one minute.
  5. The students’ performance in both math and science (grade 1-6 of basic education) improve by in academic year 2015-2016 compared to a sample national exam conducted in academic year 2012-2013.

Programme 1: Strengthen school-based development:
The programme is to strengthen school-based management by increasing stakeholders’ involvement in planning, implementation and monitoring and evaluation, as well as seek to foster community participation and transparency and efficiency of use of education resources.
Programme 2: Improve education curricula
The aim is to revise and upgrade curricula up to Grade 9 as well as to develop teaching aid material and standards to measure student’s performance. Standards of student's educational performance from early stage in the educational cycle will help teachers for class planning and improved pedagogy. A “Curriculum Document” will be developed that will serve to identify learning objectives and guide preparation of appropriate textbooks and educational materials for effective teaching and learning. Creative evaluation techniques will be promoted to enrich the educational process and enable the MoE to use better information to plan and achieve results.
Programme 3: Develop better performance of teachers, and school administration staff, including principals and supervisors.
The aim is to improve the quality of teaching by providing training in different areas. Emphasis will be given to training of school principals and supervisors in pedagogical practices. Teachers will be trained on how to teach reading and numeracy in early grades.
Programme 4: Improve management of human resources at the MoE to improve the use of human resources.
This programme integrates several reforms targeting strengthening of the management of human resources led by MoE, as well as through policy reforms in coordination with teacher training colleges to ensure adequate performance at basic education. This programme also targets teacher selection and posting, and will seek to establish incentives to reduce teacher absenteeism.
Priority 2 -Closing the social and gender gap disparities through an equitable education system able to give equal opportunities at the start to every child, so they could compete fairly in the labour market of tomorrow;
  1. Increase the net enrolment rate (NER) in basic education from 78.8 percent to 82.7 percent and in secondary education from 23.2 percent to 26.5 percent
  2. Increase the gross enrolment rate in basic education from 86.1 percent to 89.3 percent, and secondary education from 35 percent to 39.9 percent.
  3. Increase the Net Intake Rate (NIR) in the first grade of basic education for both males and females from 59.5 percent to 65 percent.
  4. Decrease the gender gap in net enrolment in basic education from 0.81 to 0.84, and from 0.71 to 0.80 in secondary education
  5. Educational services have been provided for out-of school children, children with special needs, children having difficulties in accessing educational services.
Programme 6: Improving School Facilities and Infrastructure.
This programme aims at enhancing school facilities and infrastructure by providing classrooms and other spaces including latrines, furniture and required equipment for accommodating enrolled students. This requires development of a number of policies such as: coordination of the selection process for school sites and buildings among all development partners; development of school capacities in the fields of maintenance and renovation; and accommodation for students with special needs as well as those in displacement camps, with needed school buildings, furniture or equipment.
Priority 3- Strengthening capacities of the Ministry of Education, governorate and district offices (GEO's and DEO’s), to boost their capabilities in providing efficient and high quality educationalservices
  1. Harmonize and synchronize development partners’ programmes with the MoE’s plans and strategies
  2. Set up an operational outline that will facilitate and smoothen coordination between the MoE and other related ministries, and between the central level and decentralized units with local communities
  3. Develop an educational information system that is steady, and reliable to be utilized in decision-making, planning, and monitoring and evaluation.
  4. Upgrade and improve the organizational structure of the MoE and develop effective human resources.
Programme 7: Improve administration and coordination of education players to provide efficient educational services.
This programme includes building institutional capacity to better administrate and coordinate the delivery of educational services. It aims at strengthening the role of MoE in various aspects of planning, implementation, monitoring and evaluation. Furthermore, it seeks to improve harmonization of development partners to better align with MoE priorities and plans as well as its coordination with other concerned ministries. This will be achieved by implementing strategies and policies that assist in unifying efforts of all partners involved in developing annual MoE action plans and implementing programmes and activities. Among the requirements at this stage is establishing a framework for monitoring and evaluation. This will be done by an improved joint annual review (JAR), as well as reinforcement and nationwide application and use of an Education Management Information System (EMIS) in decision–making processes.
Programme 8: Restructuring of the MoE and capacity building for its cabinet, governorates and district offices according to modern management tools and methodologies.
This programme will support restructuring of the MoE including capacity building for the cabinet members, governorates, and district officials. The MoE will be restructured according to modern management concept tools and processes, in order to increase efficiency in the provision of different educational services
Priority 4. Preschool Education
  1. Increase enrolment rate for preschool education from 0.5 percent into 0.8 percent
Programme 9: Developing the pre-school education.
This programme aims at pre-school education expansion and improvement, through better programs, and improved kindergarten environment.
Priority 5. Literacy and Adult Education
  1. Increase enrolment rate in literacy programmes by additional 5 percent
  2. Better female access into basic training programs
Programme 10: Literacy and adult education.
The programme aims to reduce the number of illiterate adults and to increase parents’ awareness about the importance of education. It is expected to achieve results through the following strategies: Expansion of literacy program; diversification of training provided in both basic training centres and women’s training centers; improvement of the learning environment through the further development of literacy curriculums;

To be eligible for the GPE education grant, the GoY represented by MoE and the LEG agreed on the need to update the MTRF 2013-2015. The updated sectoral plan was approved in March 2013 in consultation with all Development Partners, making it the plan to which all education resources shall be directed, both from the government budget and by donors. The LEG has been actively contributing to the MTRF updating process through technical support using its own experts, or by contracting local and international experts to work on the technical, fiduciary, planning, legal, and procurement issues.

The MTRF updating process involved:

  • Updating the key objectives in terms of gender equality, equity and completion of basic education;
  • Strengthening the focus on quality and education outcomes; and
  • Accounting for the impact of 2011 crises and conflicts.

Components and sub-components of the GPE Programme

  1. The GPE programme will support the implementation of key MTRF components.
  2. PDOs’ and MTRF’s targets are to be achieved through the following three components and 13 sub-components whose description follows and its Programme structure is illustrated in Figure 1 below:
  • Component 1 – Improving the Quality of Basic Education. ;
  • Component 2 – Promoting Equitable Access to Quality Basic Education ;
  • Component 3 – Strengthening Institutional Capacity .

Component 1 – Improving the Quality of Basic Education and Enhancing Teacher Performance

  1. The objective of this component is to raise education outcomes in the target governorates and provide the elaboration of new qualitative standards and inputs that can be used and scaled-up nation-wide in the future (beyond 2016). This Component comprises 4 sub-components detailed below
  2. The expected outcomes of this component is to increase retention rates in grade 3 in the 13 targeted governorates by 3.2 per cent, from 77.8percent in 2011/2012 to 81 percent in 2016/2017.
  3. It is also expected that the component will have wider structural effects on the basic education system, beyond the targeted governorates, by supporting the development of standards and qualitative inputs (curriculum, development of new textbooks).
    • Links of Component One with MTRF: This component represents the first MTRF priority and will support the following MTRF programmes:
    • Programme one: school-based development and community involvement;
    • Programme two: curriculum development (textbooks, aids and evaluation methods) according to learning standards;
    • Programme three: improve teachers’ performance, school administration and inspection;
    • Programme four: improve management of human resources; and
    • Programme nine: developing the pre-school education level.

Sub-Component 1.1: School-based Development (advanced schools) in 420 schools

This sub-component supports Programme 1 of MTRF, which has the objective of extending training on school-based development and the sub-component will be able to cover 420 schools to contribute to this MTRF objective.

The sub-component will assist MoE in strengthening the role of schools and local communities in planning, to respond to local education issues, implementation, monitoring, evaluation, and auditing. It will support a school-based management approach that has been piloted with support from different donors for several years with positive results, and includes three integrated interventions, viz., (i) Build and develop capacity of “advanced schools” through the training of school staff and parents, as well as staff from governorates and districts on planning and monitoring and evaluation (M&E). This is so that the school will be able to prepare the school annual plan, highlighting disbursement aspects based on needs, priorities and problems facing each school, supported with participation from the parent council; (ii) provide schools with an operational budget so that they will be able to implement the school plan (each of the 420 schools will get US$1,500 per year transferred directly to the school account); and, (iii) provide educational inputs including school libraries, computer and science labs.

This intervention can be considered as an extension of the original pilot, over a large number of governorates, and a first step towards preparing Yemen for a nation-wide scaling up of the approach. The Programme will work very closely with the district education offices to make sure that a financially realistic and sustainable nation-wide extension can be designed for the future.

Sub-Component 1.2: Curriculum Development

This sub-component directly supports programme 2 of MTRF, which aims for the elaboration of a comprehensive “curricula document” and the reviewing of textbooks for basic and secondary education. The sub-component will support the following interventions: (i) develop curricula, textbooks and teachers manuals for math, science for students in Grades 3 to 6, Arabic language for students in Grades 4 to 6, and civic/national education for students from Grades 3 to 6; and (ii) print a selected sample of the textbooks, activity books and teacher manuals for developed subjects. All the curricula, textbooks and teachers manuals will be gender-sensitive, conflict-sensitive and will include peace-building concepts. The outcomes of the National Dialogue Conference, Transparency, Human Rights and Environment Conversation will be also included.

Sub-Component1.3:Improve performance by teachers, school management and inspectors

This sub-component will support MTRF programmes 3 (teacher performance), 9 (development of pre-school education) and some inspection/supervision components of programme 4 (improve management and efficiency of human resources).

The sub-component will support MoE’s efforts to improve teaching practices through the following interventions: (i) design competencies needed for teachers of kindergarten and basic education (grades 4-9) and to be the basis for future training, and with a training module focusing on the skills needed for teaching multi-grades in small schools in remote areas; (ii) assess the needs and prepare training kits to qualify teachers for Grades 4 to 6 in subject areas; (iii) train 37,250 teachers, supervisors and school heads on active learning to enhance teacher’s performance in class, and make them able to use various methodological approaches according to student needs; (iv) train 7,000 governorate inspectors and contribute to running costs for supervision field visits to follow up and support teachers and inspectors in the 13 targeted governorates; (v) design and carry out evaluations of learning outcomes, focused on the 420 advanced schools identified in sub-component 1.1; and, (vi) annual monitoring and evaluation for teachers in improving student achievements through implementation of the National Assessment System. It will also support the use of Early Grade Reading Assessment (EGRA), Early Grade Math’s Assessment (EGMA), and Teachers Early Grade Reading Assessment (TEGRA) in assessing student and teacher performance in both reading and math’s.

The sub-component will be carefully coordinated with external resources from the Basic Education Development Program (BEDP) and the Secondary Education Development and Girls Access Project (SEDGAP) . In addition, the inspection and supervision budgets need to be brought together with the national Budget in order to develop a comprehensive vision of inspection norms and corresponding recurrent budgets. The consolidation of a comprehensive (multi) annual sub-sector wide planning tool, covering the period 2014-2017, will incorporate these budgets.

Sub-Component 1.4: Support pre-school education

This sub-component directly supports MTRF programme 9 (development of pre-school education). The sub-component will support MoE’s efforts to improve teaching practices in pre-school education, as well as the following interventions: (i) provide and equip 200 early childhood development (ECD) classes in targeted governorates with supplies and learning materials; (ii) improve teachers skills to enable them to impart knowledge and skills in a child-centred manner; (iii) advocacy and awareness raising of communities on the value of early child education; and (iv) train pre-school heads and teachers on inclusive learning approaches.

Component 2 – Promoting Equitable Access to Quality Basic Education

The objective of this component is to contribute to the promotion of equitable access to quality education through interventions targeting both supply and demand for basic education, with specific focus on girls’ education. The activities will contribute to the infrastructure investments planned in MTRF with the construction of 600 new classrooms; this represents 8.3 percent of the total planned construction of 7,232 new classrooms by 2017. An additional 420 schools will be renovated, upgraded to advanced schools (cf. component 1) and provided with furniture and equipment for special needs in urban advanced schools. The component will also contribute to the retention of girls in education through the contracting and qualifying of additional female teachers, raising awareness through advocacy campaigns and distributing school kits in areas of low girl enrolment. The component will also work on a campaign to provide education for out-of-school children, with a set of measures aimed at (re) enrolling 30,000 pupils and providing non-formal education for an additional 18,000. Finally the component will support the development of a new national Literacy and Adult Education Strategy and focus support to 250 basic women’s training centers.
This component includes 5 sub-components detailed below.

The key expected outcomes of this component are:

  • Increase of the NER Gender Parity Index in the 13-Targeted Governorates from 0.69 to 0.72; and
  • Decrease the average out-of-school rate in the 13 targeted Governorates from 28 percent in 2011 to 26.6 percent in 2018

Links of Component Two with the MTRF: Bridging the gender gap in education to achieve justice and fairness through education represents the second priority of MTRF 2013-2015. The GPE Component Two will support the following MTRF programmes:

  • Programme one: strengthen school-based developmen
  • Programme three: develop performance of teachers, and school administration staff
  • Programme five: increase social demand for education
  • Programme six: provide infrastructure and develop school environment
  • Programme ten: literacy and adult education

Sub-Component 2.1: Improving School Physical Environment

This sub-component supports directly MTRF programme 6. The objective of this sub-component is to contribute to the MTRF objectives of promoting equitable access to quality of education by improving the physical learning environment in targeted areas of the 13 governorates. The contribution will involve building 600 new classrooms with walls, toilets, and management rooms (this will cover 8.3 percent of MTRF’s infrastructure objectives); and by rehabilitating 420 cluster schools and converting them to advanced schools; and by providing learning materials and science and computer labs, to these 420 schools. The activities will be planned through the MTRF (multi) annual operational plan, in order to support overall infrastructure coordination. This will also allow for efficiency gains, by comparing unit costs across different funding modalities.

Sub-Component 2.2: Encourage equitable access (Upgrade of Social Demand for Education)

This sub-component supports directly MTRF programme 5 (increasing social demand for education) and programme 3 (develop better performance of teachers), and particularly the objective of motivating female teachers to settle down and teach in rural areas. The objective of this sub-component is to promote equitable learning opportunities and foster girls’ enrolment and retention in basic education by sustaining and expanding demand-side-interventions piloted under previous fast track initiatives (FTI) Programmes or other development partner projects. Two main activities will be implemented: (i) the hiring and support of 1,600 female contract teachers; and (ii) the distribution of school kits to 35,000 pupils annually over three years. The main outcome for this sub-component is to contribute to the improvement of the Gender Parity Index in the targeted governorates.

The main activities under this sub-component include: (a) continuation of the Rural Female Teacher Contracting programme; and (b) the distribution of school kits in areas with high girl dropout figures.

A. Rural Female Teacher Contracting (RFTC) scheme

This programme builds on the successful experience of previous FTI Programmes and other projects. Under FTI, 1,600 female teachers were contracted and qualified during the summer holidays (almost all of them were certified), and finally hired as public school teachers, complete with diploma. The scheme was provided in four of the proposed governorates for FTI interventions (Al Jawf, Shabwa, Dhamar, Al Hodeidah). Also other projects (BEDP I and UNICEF) implemented the same scheme.
According to the 2012 report (which was shared during the seventh joint annual review [JAR]), girls’ enrolment and retention rates were improved in the schools that benefitted from this scheme. The report also indicates that female teachers stay with the same school and are satisfied with their posts.

Regarding the implementation mechanism and timeline of the RFTC, the GPE Programme will cover targeted schools in the 13 governorates, for a total of 1,600 teachers. The selection mechanism and criteria will remain the same as in third phase of FTI (e.g. women eligible to apply should already live in the area and have graduated from secondary education). Also, their position is linked with the school to ensure sustainability.

The selection process has also been well managed – Fathers’ and Mothers’ Councils as well as supervisors first recommend potential candidates, and a committee is charged with interviewing the applicants together with staff from DEOs and GEOs.

After passing the initial interview, the selected women are trained for two to three months during the summer. Upon completion of the training, they are contracted (issued by the MoE) and are assigned to schools. Under BEDP I, the training was repeated for three years. However, the GPE Programme will provide training over two years, as is the case under FTI. The training period is for 60 working days and the contract for three years. Teachers take the final exam and those who pass the exam and meet all criteria (attendance based on unannounced visits by supervisors, etc.) can be hired as civil servants. Based on the regular progress report, contracts are renewed every school year.

The GPE Programme will support the institutionalization of the RFTC programme

B. Provide and distribute school kits in areas with high girls’ dropout.

This programme is also based on the successful experience of previous FTI Programmes. Under FTI Phase 3, about 900,000 school kits (student schoolbags) were distributed. Each schoolbag contains (a bag made of fabric, 4 notebooks, 12 pencils, 2 pens, ruler, and pencil sharper). According to the Achievement Report for the level of implementation of the 2010 and 2011 Annual Work Plan (shared during the seventh JAR 2012), girls’ education conditions were improved in the schools that benefitted from this scheme. The objective of schoolbag distribution is to encourage enrolment especially for the girls, through reducing the cost of education to the family.Because of the high rate of poverty in Yemen and the typically large size of Yemeni families, parents, especially in remote, rural areas are not able to cover the cost for four or six children concurrently. As a result, only some of their children attend school, while others are kept at home and in most cases these are the girls.

The Programme will distribute 35,000 schoolbags each year; the total schoolbags will be 105,000 during the three years of its currency. The distribution of the school kits will be through social workers and teachers in targeted schools, in coordination with Fathers’ and Mothers’ Councils to ensure appropriate distribution. This activity will contribute to the MTRF objective of increasing the coverage of school kits to basic schools nationwide, from 5.4% in 2011 to 6.5% by 2015 (MTRF, chapter 4, page 49). From a structural perspective, close attention will be paid to the financial sustainability of this activity and, in particular, the willingness and the possibility for the national Budget to take this expenditure on board over the long term. This will involve close dialogue with MoE and MoF and links with the objectives of BEDP 2 to evaluate such incentive schemes with the view to enhancing sustainability and institutionalization of these interventions.

Sub-Component 2.3: Promote access to school for out-of-school children

This sub-component supports MTRF programme 5 (increasing social demand for education) and programme 1 (strengthen school-based development).

According to the latest education survey of 2010-11, the number of children in the age group 6-14 years that is out of school is around 1.2 million, of whom 800,000 are girls. This is due to many reasons like distance to school, poor quality of education, lack of awareness, non -relevance of curriculum, poverty, need for child labour, etc. These factors in addition to early marriage, late entry to school, shortage of female teachers and lack of co-education, affect girls more severely and reduce their chances to enter school and complete basic education. The majority of these out-of-school girls are in rural areas.

This sub component will support expansion of those projects targeted at out of school children that have displayed some success, and also undertake a rapid evaluation of ongoing pilot projects. It will also be used to support the out of school children assessment in collaboration with UNICEF. The assessment aims to answer three basic questions: Who are the out-of-school children (OOSC) and where are they? Why are the OOSC out of school? And how can the OOSC be brought to school and stay there? The assessment will support the MoE in developing national policies on out of school children to guide the Basic Education Development Strategy and all interventions.

This sub component will also support innovative solutions to reach the most disadvantaged children and ensure that they learn, emphasizing the critical role of non-state actors who will be partners in the out of school initiative.
The GPE component will be part of the joint Global Initiative on OOSC launched by UNICEF and the UNESCO Institute for Statistics in 2010 to accelerate efforts towards the goal of universal primary education by 2015. The goal of the initiative is to achieve a breakthrough in reducing the number of out-of-school children. The conceptual and methodological framework developed by the OOSC initiative, will guide interventions supported by this component. This framework introduces a new approach for analyzing the problem of OOSC through Five Dimensions of Exclusion (FDE) that capture excluded children from pre-primary to lower secondary school age across a range of disparities and degrees of exposure to education. It also supports a more systematic linkage and leveraging between three main components:

  • Profiles of excluded children capturing the complexity of the problem of OOSC in terms of magnitude, inequalities and multiple disparities around the FDE;
  • Barriers and bottlenecks to clarify the dynamic and causal processes related to the FDE; and
  • Policies and strategies to address the FDE-related barriers and bottlenecks within education and beyond, especially as related to social protection systems.

In addition the sub-component will finance training of the country team who will be responsible for the assessment, as well as finance study visits to countries with well-known experiences and programmes for OOSC.

The activities for the sub-component start with an inception phase to carry out field surveys and collect data on OOSC in the 13 targeted governorates. Throughout the period of implementation, a national campaign will be carried out to raise awareness and carry out community-based activities to encourage the enrolment of OOSC. 600 teachers will be trained in methods to provide flexible education to OOSC. A scheme will be put in place to provide compensatory salaries to about 167 teachers over three years, with the objective of re-enrolling and catering for 30,000 pupils. In addition, an additional 83 teachers will be paid to provide non-formal education to 18,000 OOSC.

Annual visits by the inspection services will be carried out to the target schools, with commensurate budget to cover this. A final evaluation of the project will be carried out at the end and a national workshop shall be conducted to develop an OOSC strategy

Sub-component 2.4: Support Adults Literacy

This sub-component directly supports programme 10 of MTRF. The sub-component will address the need to support adult literacy programmes that have been successful so far. First, MoE will hire consultants to up-date it’s Literacy and Adult Education Strategy, as well as re-structure the institutional LAEO to be enable it to pioneer community driven initiatives so that Yemen completely eradicates illiteracy among adults. Activities will support modernization and development of tools and mechanisms related to the strategy of literacy and adult education, and the restructuring of literacy and adult education programmes to enable them to adopt community-based initiatives. The sub-component will develop a needs plan covering the 13 targeted governorates and its basic and women’s training centers, and support the training of 390 trainers and teachers and establishment of 250 of these centers.

Sub-component 2.5: Support education in emergency-affected areas by targeting (139) affected schools in 6 governorates (Abyan, Aden, Sa'ada, Lahj, Ma'areb, Sana’a)

This sub-component shall help to implement support programmes to assist in alleviating the crises impact on school managements, teachers and social workers within affected schools, as well as implement M&E programmes for affected schools, including training of specialists at the governorate, district and school levels. Follow up field-visits, reporting and analysis shall also be supported.

A total of 142 affected schools in 6 governorates (Abyan, Aden, Sa'ada, Lahj, Ma'areb, Sana’a) shall also be renovated under this sub-component. Additionally, it is planned to provide qualitative and quantitative needs such as supplies and learning aids (school library, sports equipment, sanitary materials, and cleaning materials) for these 142 affected schools.

About 568 parent-councils members in the affected schools shall also be formed and trained, along with social workers.

Support to education in emergency affected areas

This intervention will be implemented under a different modality, with UNICEF as Managing and Supervising Entity. The budget and activities are subject to a separate request under the new GPE Accelerated Support in Emergencies and early Recovery Situations Grant. This sub-component will contribute to cover the education gap in the emergency-affected areas through improving the conditions of children’s schooling. It will support teacher training and rehabilitation in 139 schools in six conflict-affected governorates, covering 50,000 school age boys and girls.
The emergency sub-component is linked directly with the MTRF priority areas of access (programme 6) and quality (programme 3).

Component 3 – Strengthening Institutional Capacity

The objective of this component is to support national capacity to effectively and efficiently manage resources to oversee the delivery of quality education services. This component includes three sub-components focusing on: (i) the deployment of EMIS; (ii) support to the supervision of schools at district levels in the 13 governorates; and (iii) supporting the preparation of a full sector-wide national development plan covering the period 2016-2030. In addition, component 3 includes a fourth sub-component (3.4) comprising the project management budget for the GPE Programme.

The key expected outcome of the component is the strengthening of institutional capacity at all levels of education sector, which will be monitored by UNICEF Yemen, the CA and the LEG during the JARs.

Links of Component Three with the MTRF: The third priority of the MTRF is to build the institutional capacity of MoE, the GEOs and DEOs to: (i) boost their capability to provide education services of good quality and efficiency; and (ii) create an accurate and reliable database that serves as a platform for decision making, planning, monitoring and evaluation. Component three will support the following MTRF programmes:

  • Programme four: improve management of human resources at the MoE
  • Programme seven: improve administration and coordination
  • Programme eight: Restructuring of the MoE and capacity building for its cabinet, GEOs and DEOs according to modern management tools and methodologies.

Targeted beneficiaries: The direct beneficiaries of Component Three are the officials of MoE, the GPE Unit within the MoE, the GEOs and DEOs. Indirectly, the entire education sector will benefit from capacity development of the GPE Programme.

Sub-Component 3.1: Education and Management Information System at local level, in Selected Governorates

BEDP has supported the development of EMIS software at the central level. The EMIS software at central level has been tested and it is expected that in 2013 three governorates will be connected to the central MoE with about 50 percent functionality of the software. Full functionality in the three governorates will be assured in 2015 and the rollout will be completed for half of all 21 governorates in 2016.
The full rollout to all governorates and to district levels will be carried out in subsequent years (2016-2017). BEDP 2 is allocating 2 million USD to this rollout. Sub-component 3.1 will contribute to this objective, by providing reinforced training for GEO and DEO staff in the targeted governorates, as well as procuring computers for 133 districts. The technical office of the MoE will oversee this component through the departments of the EMIS and planning at the MoE. Building capacity and equipping all education offices in targeted governorates and districts will enable them to plan make decisions and manage work based on more accurate data and information.

It is expected that this sub-component shall help to:

  • Finalize the establishment of EMIS at DEOs and GEOs by training 26 national trainers, 54 governorate specialists and 366 district specialists including the provision of needed supplies and computer sets in 133 districts;
  • Train planning teams targeting 52 specialists in the governorates and 406 at the district level; and
  • Train M&E teams targeting 52 specialists in the governorates and 406 at the district level

Sub-component 3.2: Quality Assurance and School Accreditation at the Local Level

The objective of this sub-component is to build the capacity of education offices in targeted governorates and districts to build and implement quality assurance and school accreditation to enhance quality at the school level. BEDP 2 and other development partners will support the establishment of a quality assurance and school accreditation directorate at governorate and district-level. The sub-component will support training on quality measurement and school accreditation teams in governorates and districts, on the basis of the accreditation and quality procedural manual that will be developed in 2015 through BEDP 2. The sub-component will also contribute to quality visits at the governorate and district levels. The organization and funding of these visits will be worked out in more detail, in order to fully support the decentralization policy in Yemen (support to GEO and DEO) and help MoE modernize its role, from implementation to policy oversight, but will include the training of at least 52 specialists in the governorates and 406 at the district level.
Quality field visits at governorate and district level will also be supported, including the analysis of reports and follow up documentation. Finally, the sub-component includes the development of a reference guide for school management.

Sub-Component 3.3: Development of a new education strategy for 2016-2030

The objective of this sub-component is to develop a National General Education and Literacy Programme Strategy (NGELS) for the period from 2016-2025. In 2015 the Higher Council for Education will develop the National Vision of the Education Sector in Yemen, with current support from the WB and future support through BEDP 2. Based on the National Education Vision for Yemen (NEVY), MoE will start to develop a strategy in 2014 for all levels of education under its responsibility: pre-basic education, basic and secondary education, and literacy programme. The sub-component will support this process. It is expected that the other Ministries in charge of education will also revise or update their strategies, in line with NEVY.

Sub-component 3.4: GPE Programme Management .

The purpose of this sub-component is to support and strengthen the MoE and its internal structures, including the GPE Unit, to discharge fiduciary responsibilities and report the project’s progress in a timely and effective fashion as required by the legal and binding agreement entered into between UNICEF and GoY. The component will finance MoE and GPE Unit’s GPE Programme-related operating costs, training activities to strengthen the capacity of MoE staff in fiduciary functions and project management, audit activities, remunerations of GPE Programme-related consultants working for the MoE and the GPE Unit, and workshops related to the review, monitoring and evaluation of Programme activities.