COVID-19 response
Allocation: US$11 million
Years: 2021-2022
Grant agent: Islamic Development Bank
Key documents:
The US$11 million COVID-19 grant supports:
- Home-based learning through the development and broadcasting of TV and radio lessons
- Sanitizing and providing hygiene supplies to 7,000 schools
- Awareness campaigns to promote learning resources and to broadcast messages regarding the protection of students’ and teachers’ health, safety and wellbeing
- training of teachers, mentors and school administrators to bridge learning gaps
- Capacity building of the ministry of Education through a south-south exchange with Tunisian education administrators as well as technical assistance from Arab League's Educational, Cultural and Scientific Organization (ALECSO).
The GPE program builds on the earlier interventions supported by ECW.
In late March 2020, the UNICEF office in Yemen received a GPE grant of US$140,000 to support the Ministry of Education with preparing a national COVID-19 education response plan and 2 operational plans.
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.
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The objective of the Yemen Restoring Education and Learning Project is to maintain access to basic education, improve conditions for learning and strengthen education sector capacity in selected districts.
The program has the following components:
- Sustaining access and ensure learning. The objective is to provide children in the targeted schools access to adequate and safe learning spaces and to ensure that the minimum conditions for learning are in place at the basic education level. This objective will be achieved by:
- Supporting teachers;
- Providing school feeding;
- Distributing learning materials and school supplies;
- Improving school infrastructure through minor rehabilitation.
- Strengthening local capacity and system resilience by:
- Providing national alternative learning options to deliver remote learning to basic education school-age children in the targeted governorates when their schools close or learning is interrupted;
- Strengthening local capacity to reinforce
- Education management capacity at the Ministry of Education and targeted governorates and districts to effectively address key education challenges; and
- Primary schools’ capacity to implement and coordinate education activities in a more effective manner.
- Program support, management, evaluation and administration: The third component of the program covers support, management, evaluation and administration to ensure satisfactory program implementation.
The accelerated grant of US$6.48 million contributes to a subset of the activities mentioned above. It also supports two main project activities:
- Payment of rural female teachers. Ensuring the presence of female teachers in rural schools in Yemen is a key strategy to address gender issues within the education sector. The project therefore reinstated the payment of salaries for rural female teachers for the project duration of three years starting in September 2021.
The grant covers the salaries and training allowances of 2,252 (out of 2,300) rural female teachers for the school year 2021/2022. Eligible rural female teachers receive US$145 per month.
- Minor rehabilitation of school infrastructure. This includes rehabilitating water and sanitation facilities (water points, sewage system and gender-segregated latrines to encourage girls’ enrollment and attendance), minor classroom repairs, boundary walls, procurement of school furniture such as chairs and tables, setting up temporary learning spaces and similar interventions.
Grants
All amounts are in US dollars.
| Grant type | Years | Allocations | Utilization | Grant agent | |
| COVID-19 | 2021-2022 | 11,000,000 | 2,121,688 | IsDB | |
|---|---|---|---|---|---|
| Accelerated funding | 2021-2022 | 6,480,000 | 0 | WB | |
| 2013-2014 | 9,996,319 | 9,996,319 | UNICEF | Completion report | |
| Program implementation and multiplier | 2021-2025 | 47,400,000 | 90,149 | WB | |
| Program implementation | 2014-2022 | 72,600,000 | 62,541,541 | UNICEF | Progress report |
| 2009-2013 | 19,989,071 | 19,989,071 | WB | Completion report | |
| 2006-2007 | 10,000,000 | 10,000,000 | WB | ||
| 2004-2005 | 9,777,701 | 9,777,701 | WB | ||
| Program development | 2021-2022 | 200,000 | 0 | WB | |
| Total | 187,443,091 | 114,516,469 |
As part of its investment in civil society advocacy and social accountability efforts, GPE’s Education Out Loud fund is supporting the Yemeni Coalition for Education for All for the 2019-2021 period.
This builds on 11 years of Civil Society Education Fund (CSEF) support to national education coalitions for their engagement in education sector policy dialogue.
GPE had provided the Yemeni Coalition for Education for All with a grant from the CSEF to support its engagement in education sector policy dialogue and citizens’ voice in education quality, equity, and financing and sector reform.