Education in Yemen
Yemen considers education vital to eliminating poverty and is focused on ensuring that all children have access to quality education. The country’s development plans consistently prioritize human development and the education of the labor force.
While access to basic education has improved, Yemen still faces significant challenges, including girls’ enrollment, retention and completion rates, teacher quality and instructional materials, and emergency or conflict afflicted areas.
The Medium-Term Results Framework 2013-2015 covered the period 2013-2015 and outlined 10 programs under 5 objectives. The country is in the process of developing a transitional sector plan through support from GPE and other development partners.
All amounts are in US dollars.
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Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Primary Gross Enrollment Rate (%)
Primary Completion Rate (%)
Lower Secondary Completion Rate (%)
Out-of-school Children Rate (%)
Public Expenditure on Education as Share of GDP (%)
Public Expenditure on Education as a Share of Public Expenditure (%)
Public Expenditure on Primary as a Share of Total Education Expenditure (%)
Student/Trained teacher ratio
Teachers Trained (%)
GPE in Yemen
The current GPE grant of US$72.6 million focuses on the following:
- Developing quality basic education through supporting school-based development, curriculum development, pre-school education, and improving teacher, school management, and inspector performance.
- Improving enrollment and equity through improving school physical environment, encouraging equitable access, promoting access for out-of-school children, and supporting adult literacy.
- Strengthening institutional capacities through deploying and managing the Education Management and Information System (EMIS), training on quality management and school accreditation teams, and developing a new education strategy for 2016-2025.
Since January 2015, Yemen has been facing a high level of violence and insecurity due to armed conflict. In view of this, the GPE grant was restructured to support most urgent needs of the education sector.
The latest restructuring includes a 1-year extension (2018-19) and the adjustment of annual targets for new classrooms and new labs, resulting in the reallocation of US$12.2 million.
Additional funding has been provided to support training and salaries of an additional 699 female teachers. The number of program beneficiaries has been increased to reach at least 427,444 children.
A new US$2.5 million component has been added to support the most immediate needs. This funding, combined with US$9.7 million in emergency funding during the first restructuring, brings the total allocated for education in emergencies in Yemen to US$12.2 million. Finally, the restructuring will support the development of a transitional education plan.
The local education group in Yemen, led by UNESCO and Save the Children as coordinating agencies, is playing an important role during the crisis in providing inputs on how best to restructure and use the GPE grant, and in helping partners who suspended operations in the country to remain involved in the dialogue. As a result, more partners have stayed engaged in responding to Yemen’s education crisis and are better placed to continue their work.
Source: Program document. March 2013, Reprogramming Document, March 2016
Despite the ongoing conflict, many activities were implemented across the various GPE-supported program components and the grant has contributed to the achievement of tangible results including:
- 1,634 specialists were trained in planning, implementation, monitoring and evaluation,
- 420 targeted schools in 13 governorates received development fund for the academic years 2015-2016 and 2016-2017. Funds are used to improve the learning environment, including teacher training, student participation in school management through student councils, provision of psychosocial support and equipment/materials,
- 5,790 members of parent councils were trained,
- 8,059 teachers (of which 2,022 were women) were trained on active learning methods,
- Curricula were revised for Arabic in grade 2, mathematics and science for grades 2 and 3,
- Training materials for supervisors were developed and 3,545 supervisors (of which 511 female) were trained in conducting school visits and using the tools developed,
- 5 visits were conducted in 2015-2017 to support teachers in the use of effective teaching methodologies,
- 81,140 copies of teachers’ manual were printed,
- 699 rural female teachers were contracted, trained and paid since March 2015, and another 1,600 since March 2015,
- 110,000 school kits were distributed in the most affected areas,
- The EMIS (Education Management Information System) software was updated and 412 specialists were trained on its use at central, governorate and district levels,
- School data for 2014-2015 and 2015-2016 was collected from all schools throughout the country and entered in the EMIS,
- 89 schools have been rehabilitated,
- 83,565 students benefitted from psychological support,
- 17,000 pieces of furniture for 170 schools were procured and delivered to replace items looted or damaged during conflicts and/or IDP use.
Source: GPE- Yemen Semi-Annual Report January – June 2017