2019...2020/01/01 · responsive emergency education services in al-hudaydah governorates 8 nov.:...

Responsive Emergency Education Services in Al-Hudaydah Governorates

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YEM-18/3420/SA1/Education/NGO/10310

Responsive Education Emergency Services in Al-Hudydah Governorates, Al-Garrahi district

Funded by:

Ahlam M. Ahmed

November, 2019

Project Manager

This report was done and analyzed by:

Dr. Hala J. Al-Jobory.

Team members 1. Hilal Hameed (Supervisor) 2. Mohammed Obad (Engineer) 3. Abu Bakr Al-Falahi (Survey

Team member) 4. Nasser Al-Nahari (S.T.M) 5. Ahmed Zaid Mamari (S.T.M) 6. Khaled Al-Othmani (Program

Manager) 7. Dr. Ahmed Al-Wadeiy (Quality

manager) 8. Dr. Abdurrahman Abdulaziz

(Consultive)

Ahlam M. Ahmed


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Table of contents

Excusive summary 4

Findings 4

Overview 6

Objectives of assessment 9

Methodology 9

Assessment tool 7 Sampling and methods 10

Results and discussion 10

Data analysis 10

Recommendations 21

References 23

Annexes 24

Abbreviations

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

Project Card


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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 14-17 November, 2019 in Al-

Garrahi district, Al-Hudydah governorates in Yemen. In order to achieve the objectives of this

rapid needs 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

- Poverty, marginalization, underestimation of the value of education, early marriage for

girls, and lack of awareness about the importance of education, teachers' absences,

shortages of textbooks, poor quality teachers are having a negative impact on the

quality of education within the governorate, are all the reasons behind the dropping out

of students of schools.

- There are insufficient school places available to accommodate all school age children in

66% of the monitored schools in the government. Schools are therefore reporting

chronic overcrowding.

- Most of the schools are partially damaged in terms of presence of cracks in buildings,

collapse of the fence and water drains of the bathrooms, falling of the wooden roofs

apart in the popular buildings as a result of termites and high humidity which affect the

metal doors and windows causing rust, resulting in falling of windows and some doors.

Many schools were constructed long time ago, making their destruction predictable.

- The field documentation showed that 77 classrooms are unfit for study because of the

above reasons, in addition to the need of 203 classrooms for urgent rehabilitation


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furthermore the students of 24 classes studying in alternative places and students of 58

classes studying in the open, and therefore, the urgent intervention is needed to

prevent more dropping out and to improve the education quality.

- The entire need of classrooms is 92, Khawla Bint Al-Azwar school was the most in need

(10), followed by Fatima Al-Zahra’a, Al-Hussein, Ammar Bin Yasser, Al-Nahdah and

Belquess as these schools are characterized by high student density and all host a

number of IDPs, especially Balqees School. And for accuracy, all schools visited had

enough space to build alternative classes.

- In many schools, a large number of students are sitting on the floor, especially Khawla

Bint Al-Azwar, Fatima Al-Zahra, Al-Nahdah, Ammar Bin Yasser, and Al-Hussein Bin

Salama, making the urgent provision of new desks a priority.

- The overall number of students is about 6,675 who are sitting on the floor in all sample

schools which means a number of 2,225 new desks are needed to cover the student in

the sense of 3 students per desk along with maintenance of 1,030 old desks.

- The community contribution was evident in the school of Ammar bin Yasser which is a

building of a benefactor but unfortunately it was not completed and desks-free and yet

characterized by overcrowding making this school a perfect candidate for emergency

intervention by providing new desks.

- The secondary schools in this district are numbered on the fingers, and to date, it has

not received any interventions to ensure their continuity and service to students in the

same region and surrounding areas.

- It was easy to notice the need for maintenance of 225 boards, and provision of another

226.

- The most required restoration process is the painting of 294 classrooms, repairing 365

windows and providing 58 new ones, in addition to the provision of 5 new doors and

repairing of 192 others. The schools most in need of all the reforms are Al-Nahdah and

Ammar bin Yasser.


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Nov.: 2019

- All but five of the schools do not have access to water and students rely on bringing

water from homes, the school canteen, or from the nearest nearby farm. The degree of

hardship in obtaining water varies depending on the distance between the nearest

water point and the school where the distance in all schools ranged from 1 - 2000 m.

- The number of bathrooms in schools reached 104 schools, all of which are mostly out of

service due to the destruction of water systems, the absence of reservoirs and lack of

water. All these reasons are the way to the spread of epidemics such as cholera because

of lack of hygiene and students spend their need in open places close to where they are.

- 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 404 formal

and volunteer male teachers and 233 formal and volunteer female teachers were

recorded.

- Although Khawla Bint Al-Azwar school has received training in post-war psychosocial

support for three days, teachers have not received any training of any kind during the

past four years, and it should be noted that there is a need to intervene and carry out

some types of training for teachers, especially education in emergency , Class

management ,learning strategies and teaching aid that would have a significant impact

in improving the educational process and thus improving the learning environment.

- All schools assessed have no procedures in place to deal with any kind of emergency.

- All schools reported a lack of the extracurricular and recreational activities.

Overview

The Education Cluster estimates that 4.7 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.


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Nov.: 2019

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.

Affected population

Conflict-affected children are especially at risk. Military operations along the west coast

seriously obstructed access to education. Altogether, an estimated 300,000 children are out of

school in districts with high levels of conflict, including Al-Hudaydah, Sa’ada, Al Dhale’e, Al

Bayda and Hajjah.

In Al-Hudaydah, one-third of schools are closed due to fighting. In the worst affected areas of

Al-Hudaydah, only one in three students can continue attending school, and less than one

quarter of teachers are present in school. Approximately 1.1 million IDP children need

education support. These children are often affected by the loss of family income, loss of civil

documentation, overcrowded schools, and general hardships caused by displacement. These

children often need access to TLSs and alternative learning opportunities.

TRENDS ANALYSIS AND KEY CHANGES IN 2019

The number of children who need education assistance is increasing year-on-year, rising from

2.3 million in 2017 to 4.7 million in 2019. The vulnerability of school-age children has increased

significantly due to escalation of conflict, severe deterioration of the economic situation and

increased displacement.


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Nov.: 2019

Related protection need

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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Nov.: 2019

About the Targeted governorates and district

Al-Hudydah governorate

Al-Hudydah governorate is about 230 km from Sana’a. The governorate sits among a number of

other governorates: Haja governorate to the north, Al-Mahwit and Sana'a governorates’ to the

east, Taiz governorate to the south, and the Red Sea to the west. It has a total area of 13,500

km2.

Al-Garrahi district (location) and (population)

Al -Garrahi district is located in the southwest of Al-Hudydah governorate. The district sits

among a number of other districts and governorates: Zabeed district to the north, Wusab As-

Safil and Jabal Rass districts to the east, Altohayta district to the west, Haiss district to the

south. Al- Garrahi city is the center of the district. As of 2019, the district has a population of

136,114 inhabitants. The district has a total area of 585 km2.

Objectives of the assessment

After the escalation of the Yemeni crisis which has been erupted into armed conflict, an

education needs assessment is needed to assess the impact of conflict on education and to

understand people's education needs in such circumstances.

1. Identify the education problems, reasons for student drop-out and low-enrollment in

schools.

2. Assess the education needs in the targeted districts.

3. Prepare a suitable mechanism based on the needs and improving the available services.

Methodology

Assessment Tool

As part of development of this project, NFDHR undertook a needs assessment of education

opportunities and constraints in Al-Garrahi district, targeting schools with high populations


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accompanied with high need as nominated by the director of the Education Office in the

district. The assessment consisted of the following:

1. Key informant interviews (KIIs).

2. School manager questionnaires.

3. Director of Education Officer questionnaires.

Sampling and Method

As the assessment is confined to Al-Garrahi district, purposive sampling methods have been

used to select the schools. Thirty-one schools (out of seventy-two) were selected as the

assessment community. The 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 31 schools,

which form 43% of the total number of the districts’ schools. 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. For more details see (Annex I).

Results and Discussion

Data Analysis

Given the amount allocated for emergency intervention in this district, the simple and most

pressing needs in schools will be covered, hoping for more interventions in the near future.

Data collection method

Respondent groups Data collection tools provided

Key informant interviews

District education officials. Key informant community Assessment form.

Survey Schools /learning spaces by interviewing school administrators

School questionnaire

Observation School/ learning space facilities

School/learning space facilities School teachers and classrooms in formal and Non-formal schools.

Observation checklist Classroom observation form.


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Nov.: 2019

15,369 Enrolled students

7,286 Male

8,083 Female

1,089 Dropped out students

565 Male

524 Female

About students

Access and learning environment

During the war in Al-Hudydah, all schools had been closed and equipped partly by IDPs and

others by armed groups and the rest were damaged or in the fire line, this assessment

conducted after the fight had been stopped in the middle of Nov. 2019. It was found that the all

30 schools visited are functioning.

After evacuation of all remaining IDPs from schools to other public buildings, the reopening of

schools and returning of children to classrooms contributed broadly to recover the situation

and normalizing the life of people in Al-Hudydah in a relatively short time.

Enrollment of students in schools

The results of this survey revealed that the total number of students enrolled in the sampled

schools are 7,286 male and 8,083 female, with a gap of 565 and 524, male and female,

respectively due to the drop out of these students from the school as a result of poverty,

marginalization, underestimation of the value of education, early marriage for girls, and lack of

awareness about the importance of education.

Fig 1: Numbers of enrolled and dropped out students

Enrolled students

Dropped out students


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Nov.: 2019

The very same reasons prevented some parents from sending their children to school

represented by 850 male and 765 female in the sampled schools as they were recorded (not

attended students).

Displaced students

More households from adjacent districts are still fleeing their areas because of the continuation

of conflict. So 55% of the schools which recorded increasing number of enrolled children

attributed this increment to this recent displacement as mentioned in Fig.2. The total number

of displaced students 818, forming about 5% of the total number of students in the district.

About schools

Absorption capacity

According to the field observations, 66% of school management have been complaining of the

huge number of students registered. The issue here is that number of school rooms are limited

comparing with the increasing number of children at the age of schooling.

Fig 2: Numbers of displaced students and the top 5 schools received IDPs

818 Displaced students

353 Male

465 Female

Top 5 schools received

female IDPs

Top 5 schools received

male IDPs

Balqees

Ammar Bin Yasser

Khadija

Suleiman Khalil

Khawla Bint Al-Azwar

Ammar Bin Yasser

Al-Nahdah

Othman Bin Affan

Suleiman Khalil

Moa’ath Bin Jabal


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Nov.: 2019

The following figure shows

percentage of schools sampled which

experiencing limited absorption

capacity in compare with other

schools in the same sample. 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, different vulnerable

children groups (displaced students, marginalized students, disabled students..etc.) are

studying with other students in the same school.

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.

Degree of damage in schools

Following the survey in 31 schools in Al-Garrahi district, Al-Hudydah governorate, it was

found that among the all 31 school sampled, only 10% of them were not damaged,

while the rest of them ranged between totally damaged (3%), Partially damaged (76%),

and the rest (21%) of the schools are in need for rehabilitation.

Fig. 4, shows this situation in addition Fig.5, shows the number of functioning schools by

type. The partial damage of schools means the presence of cracks in buildings, collapse

of the fence and water drains of the bathrooms, falling of the wooden roofs apart in the

popular buildings as a result of termites and high humidity which affect the metal doors

and windows causing rust, resulting in falling of windows and some doors. Many schools

were constructed long time ago, making their destruction predictable.

Too crowded

Little crowded

Appropriate

66%

10%

24%

Fig 3: Absorption capacity of schools


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Schools’ facilities

Classrooms status

After the field visits, a number of 298 classrooms were detected with average number of (9-

10) classrooms per school. But the number of classrooms varies from a large school that

contains 19 classrooms and a small one that contains 3 classrooms. So the average number of

students in each classroom of the schools sample is 52 Students (this indicator measures the

average # of students in one classroom in one shift).

Most interviewed schools principals complained of the overcrowded classrooms in their

schools. They said that the number of students in primary classes may exceed seventy learners

per class.

It is so important mentioning that among all the visited schools, 298 classrooms still

functioning, 13 are totally damaged, 77 inappropriate for studying, 203 need rehabilitation,

students of 24 classrooms are studying in alternative places and 58 classrooms their students

studying in open (Fig.6). Reflecting the need for alternative classes because of the intensity of

3%

76%

21%

10%

N

ot

d

am

ag

ed

N

eed

re

ha

bilit

ati

on

Part

iall

y

da

mag

ed

T

ota

lly

da

mag

ed

Fig 4: Degree of damage in schools Fig 5: # of functioning schools by type

55%

42%

3%

76%

21%

10%

3%

Basic

Basic & secondary

Secondary


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Nov.: 2019

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.

Types of alternative classrooms used

As mentioned before, the students of 24 classrooms are studying in alternative places and 58

classrooms their students studying in open. A

very attractive condition to drop out of school as

well as the attack of the economic situation on

the people of the district, which makes it a good

justification for the refusal of parents to enroll

their children in schools. But the question here

is whether students really want to leave school

and farewell their future?!, albeit unknown,

better than nothing (poor kids, who can’t decide

anything). Fig. 7, gives an overview of alternative

places that are used instead of damaged

classrooms, or even lacked ones. Most of them

Totally damaged

298

13

77

203

24

58

Still Functioning

Inappropriate for studying

Need rehabilitation

Alternative Places

In open places

Fig 6: Classrooms status

14%

21%

42%

3% 3% 3% 3%

7%

Th

e s

tore

Sta

ircase

No

n

Mo

sq

ue

Ten

ts

Un

de

r tr

ees

La

bs

Ren

ted

bu

ild

ing

s

Fig 7: Types of alternative spaces


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Nov.: 2019

have no alternative places (42%), staircase is the resident places of students in 21% of schools,

14% using the store, 7% using tents, 3% can be found under trees, and being in mosque seems

the scenario of another 3% of schools, rented buildings are another alternative to 3% of

schools, finally, labs if any, is the alternative classrooms of the students.

Number of alternative classrooms needed

The number of the classrooms needed in visited schools is shown in the following Figure, but it

was worth mentioning that most in need schools for classrooms in a descending order are as

follow: Khawla Bint Al-Azwar, Fatima Al- Zahra’a, Belquees, Al-Nahdah, Abu Tharr, Zaid Bin Al-

Dethna, Al-Wadii……….etc (Annex II).

Fig 8: # of alternative classrooms needed in 10 schools (Part I)

1

3 3

4

5

3

10

4

2

6

0

2

4

6

8

10

12

SulimanKhalil

Al-Hossuin Arwa Zaid Al-Mosheki

Omar Bin Al-Khataab

Omar BinAbdul-aziz

khawla BintAl-Azwar

Othman Binaffan

30 nov. Abu Tharr


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Fig 8: # of alternative classrooms needed in 10 schools(Part II)

Classrooms furniture

One of the factors that can help resuming the education process in Al-Hudydah after wartime is

that school furniture. Most sample schools have been exposed to damage or loss especially in

case of desks, doors, and windows and a little experienced roof collapse (Annex II).

Fig 9: Types of classrooms furniture needed

8

3

7

5

4

8

2 2

6 6

0

1

2

3

4

5

6

7

8

9

Fatima Al-Zahra'a

Al- Fajer Al-Nahdah Khadeeja Hammza Blequees Khawla BaytAl-Kamel

Al-Wehda'a Zaib Bin Al-dethna

Al-Wadii


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Fig 10: Types of classrooms rehabilitation

Water

All schools, except 5 of them, 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. The distance between the schools and the nearest water

source ranging between 1m to 2000m.

1 2 3

Painting

Windows

Doors

294 365 58 192 5

Old windows maintenance

New windows provision

Old doors maintenance

New doors provision

Top schools in acute need

1. Al-Nahdah 2. Ammar Bin Yasser 3. Ali Sa’ad Al-Hakami 4. Al-Farooq 5. Arwa

1. Fatima Al-Zahra’a 2. Belquees 3. Ammar Bin Yasser 4. Hamza 5. Al-Wehdah 6. Abu Baker Al-Sedeeq 7. Al-Nahdah 8. 30 November

1. Ammar Bin Yasser 2. Arwa 3. Fatima Al-Zahra’a 4. Al-Nahdah 5. Al-Huseen 6. Abu Tharr 7. Al-Wehdah 8. Hamza 9. Suleiman Al-Khalil

Classrooms


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Nov.: 2019

Latrines/Toilets

There are 104

toilets in all

schools sample,

all of them are out-of-service, and

there are 7 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.11,

summarises the rehabilitation of

schools’ toilets needs.

Fig 11: Rehabilitation of schools’ toilets needs

Although all schools mentioned that there are a few children with disabilities among their

students, only one out of thirty-one schools (3%) have toilets and stairs that are suitable and

can be used by people with disabilities.

24 water tanks are needed

2 water sewers digging

25 pipes network is needed

84 water taps are needed

16 water basins are needed

36 basins’ pipes are needed

32 siphons are needed


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Nov.: 2019

Hygiene and sanitation

For promoting hygiene in schools, 19 schools were observed equipped with hand-washing

facilities that are accessible for students. WASH in schools projects funded by some NGOs

provide such water tanks and rehabilitation for latrines.

About teachers

Number of teachers

The total number of teachers recorded in schools

sample is 637 (404 males and 233 females). It is

noticed that males’ teachers of schools sample

are more than the female, which is as strange as

the opposite situation is always observed. Fig. 12,

Shows the numbers of both gender according to

their status (formals or volunteers) (Annex III).

Fig 12: Number of teachers by status and gender

In-service training and support

Teachers in all sample schools weren’t provided with any type of in-service training. Teachers

haven’t attended any training since the last four years, except for Khawla Bint al- Azwar school

which received training in post-war psychosocial support for three days. Such support

badly needed by recently recruited teachers. To conclude the discussion on training, teachers

prioritize d the following training needs:

1. Emergency education.

2. Teaching methods (specific and general).

3. Class management.

Female teachers

Male teachers

Formal

Formal

Volunteers

Volunteers

73 170 331 63


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Nov.: 2019

4. Characteristics of child growth (Cognitive development, Cognitive, psychological, social,

physical and emotional development).

5. Peace building, Conflict resolution within the classroom and community.

6. Teaching aids.

Recommendations

Access

There is no data to highlight if there is any schools that are closed, All school sampled and

visited are open and students are back to their seats.

The estimated statistical projections tells that there are more than 1,615 children (47% of them

are girls) are still out of school in sample schools. 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.

- Constructing extra classrooms to accommodate the increasing demand for education.

There is a need for at least extra 92 equipped classrooms in sample schools to alleviate

classroom over crowdedness and absorbing out of school children.

- 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.


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- Supporting marginalized and poor households with schooling conditional incentives (such as

food distribution, cash transfer).

- Supporting extracurricular, recreational and play activities in schools, and enhancing

students' involvement in students' councils and in varied volunteering work groups for

serving the school and local community.

- Supporting varied WASH (WATSAN rehabilitation and hygiene awareness raising activities )

in schools, and supporting provision and allocation of school gender-wise separated toilets

for both students and teachers.

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.

- 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:


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- 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).

References Education Cluster field monitoring reports 2018. Multi-Cluster Location Assessment (MCLA) 2018. OHCHR, November 2018. Yemen, HNO 2019.


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Annex I

No School Name Sub-

district Area

Degrees, Minutes, and Seconds Coordinates

Level Gender

1 Ammar Bin Yasser

Almoa'asela Taraqoh 14°09'30.4"N 43°20'14.4"E Basic Mixed

2 Arwa Almoa'asela Hai Alkahraba 14°07'34.1"N 43°23'16.0"E Basic/

Secondary Mixed

3 Hamza Almoa'asela Almarabeed 14°08'14.8"N 43°29'24.6"E Basic Mixed

4 Omar Bin Al-Khattab

Almoa'asela Almoa'amera 14°07'52.3"N 43°24'25.7"E Basic Boys

5 Zaid Almosheki Almoa'asela Bani Zaid 14°06'58.2"N 43°25'35.3"E Basic Mixed

6 Abu Baker Al-Sedeek

Almoa'asela Almahseem 14°09'33.5"N 43°25'29.5"E Basic Mixed

7 Moa’ath Bin Jabal

Almoa'asela Aljerbah 14°09'14.6"N 43°27'24.3"E Secondary Boys

8 Fatima Al-Zahra Almoa'asela Al Garrahi

Ala'ala 14°08'05.5"N 43°25'05.8"E

Basic/ Secondary

Girls

9 Khadeeja Bint Khwailled

Almoa'asela Almasaheeb 14°08'23.8"N 43°22'44.8"E Basic/

Secondary Girls

10 Khawla Bint Al-Azwar

Almoa'asela Harat Alhnod 14°08'14.4"N 43°23'34.4"E Basic/

Secondary Girls

11 Balquees Almoa'asela Alsha'ab 14°07'52.3"N 43°23'55.3"E Basic/

Secondary Girls

12 Al-Nahdah Almoa'asela Alnakheel 14°07'57.3"N 43°23'15.6"E Basic Boys

13 Sulieman Khalil Almoa'asela Sheab Albaten Basic/

Secondary Mixed

14 30 November Almoa'asela Alakda 14°03'57.6"N 43°22'56.3"E Basic Mixed

15 Khawla Bait Al-Kamel

Almoa'asela Algar 14°07'03.1"N 43°27'43.4"E Basic Mixed

16 Zaid Bin Al-Dathena

Almoa'asela Alghashwah 14°04'43.8"N 43°24'45.0"E Basic Mixed

17 Al-Fajer Almoa'asela Bait Sheryhid 14°06'33.9"N 43°24'00.5"E Basic Mixed

18 Al-Hussein Bin Salama

Almoa'asela Almaqateen 14°09'10.2"N 43°17'42.9"E Basic/

Secondary Mixed

19 Al-Wadii Almoa'asela Alwadi Basic Boys

20 Abu Tharr Al-Ghefari

Almoa'asela Algalada 14°03'29.7"N 43°28'58.1"E Basic Mixed

21 Al-Wehdah Almoa'asela Algar 14°06'35.4"N 43°27'53.7"E Basic Boys

22 Ahmed Al-Syad Almoa'asela Almezgagi 14°05'24.4"N 43°26'54.0"E Basic Mixed

23 Ali Sa’ad Al-Hakami

Almoa'asela Terbat

Alshagani 14°08'15.9"N 43°22'11.1"E

Basic/ Secondary

Mixed


25

Nov.: 2019

Annex I (Continue..)

No School Name Sub-

district Area

Degrees, Minutes, and Seconds Coordinates

Level Gender

24 Al-Farooq Almoa'asela Algrob 14°08'43.5"N 43°23'18.8"E Basic Mixed

25 Omar Bin Abdul Aziz

Almoa'asela Mahwa

Alnather 14°11'53.7"N 43°27'14.7"E Basic Mixed

26 Al-Qemma Al-Hadeetha

Almoa'asela Almadrogah 14°09'47.2"N 43°29'58.2"E Basic/

Secondary Mixed

27 Othman Bin affan Almoa'asela Mahwa

Almosharea 14°08'59.9"N 43°26'51.2"E Basic Boys

28 Al-forqan Almoa'asela Alabbadya

Alolia Not available Basic Mixed

29 Al-Mojahed Almoa'asela Kadaf

Alromah Not available Basic Mixed

30 Ahmed Al-Harbi Almoa'asela Bait Thanawi Not available Basic Mixed

31 Tariq Bin Ziad Almoa'asela Oaqbi 14°10'13.2"N 43°28'06.8"E Basic/

Secondary Mixed

Annex II

No School Name

School building S. furnture # of students sitting on the floor

# of C.R1 # of

latrine # of W.T

2 # of

H.W.F3 S.F

4 # of N.D.N

5 # of D.D

6

1 Ammar Bin Yasser

18 0 0 0 Yes 600 40 1150

2 Arwa 15 6 1 4 Yes 60 15 90

3 Hamza 9 0 0 3 Yes 150 100 100

4 Omar Bin Al-Khattab

6 3 0 3 Yes 36 28 80

5 Zaid Almosheki 8 0 0 0 No 88 10 253

6 Abu Baker Al-Sedeek

6 4 0 4 Yes 0 30 0

7 Moa’ath Bin Jabal

6 3 0 3 Yes 0 0 0

8 Fatima Al-Zahra 12 3 1 3 Yes 155 77 466

9 Khadeeja Bint Khwailled

11 3 1 3 Yes 80 0 192

10 Khawla Bint Al-Azwar

11 6 0 8 Yes 150 50 0


26

Nov.: 2019

Annex II (Continue..)

No School Name

School building S. furnture # of students sitting on the floor

# of C.R1 # of

latrine # of W.T

2 # of

H.W.F3 S.F

4 # of N.D.N

5 # of D.D

6

11 Balquees 11 2 1 1 Yes 200 70 300

12 Al-Nahdah 19 16 4 8 Yes 100 24 400

13 Sulieman Khalil 7 6 1 3 Yes 100 30 50

14 30 November 6 2 1 2 No 60 0 192

15 Khawla Bait Al-Kamel

8 3 0 0 Yes 150 30 200

16 Zaid Bin Al-Dathena

3 4 1 1 Yes 100 3 200

17 Al-Fajer 9 2 0 0 Yes 40 16 120

18 Al-Hussein Bin Salama

12 4 0 0 Yes 200 50 200

19 Al-Wadii 3 2 0 0 Yes 70 20 210

20 Abu Tharr Al-Ghefari

12 4 0 2 Yes 0 0 0

21 Al-Wehdah 8 2 0 0 Yes 400 50 350

22 Ahmed Al-Syad 6 2 0 0 Yes 60 3 165

23 Ali Sa’ad Al-Hakami

18 3 0 2 Yes 232 35 464

24 Al-Farooq 13 6 0 2 Yes 100 70 110

25 Omar Bin Abdul Aziz

3 4 0 0 Yes 100 5 160

26 Al-Qemma Al-Hadeetha

14 4 0 0 Yes 54 40 180

27 Othman Bin affan

12 2 0 1 No 45 200 612

28 Al-forqan 4 0 0 0 No 80 0 60

29 Al-Mojahed 6 2 0 0 Yes 0 15 0

30 Ahmed Al-Harbi 10 3 0 2 Yes 0 0 121

31 Tariq Bin Ziad 12 3 0 2 Yes 125 19 250

Total 298 104 11 57 - 3535 967 6675

1. C.R: Classrooms 2. W.T: Water Tanks 3. H.W.F: Hand-Washing Facilities 4. S.F: School Fence

5. N.D.N: New Desks Needed 6. D.D: Damaged Desks


27

Nov.: 2019

Annex III

No School Name # of formal teachers # of volunteer teachers

Male Female Total Male Female Total

1 Ammar Bin Yasser 20 0 20 0 0 0

2 Arwa 12 10 22 4 13 17

3 Hamza 8 0 8 1 2 3

4 Omar Bin Al-Khattab 11 0 11 5 0 5

5 Zaid Almosheki 6 0 6 1 1 2

6 Abu Baker Al-Sedeek 5 0 5 2 1 3

7 Moa’ath Bin Jabal 12 0 12 5 0 5

8 Fatima Al-Zahra 0 5 5 0 10 10

9 Khadeeja Bint Khwailled 11 4 15 0 20 20

10 Khawla Bint Al-Azwar 12 16 28 0 12 12

11 Balquees 16 25 41 0 21 21

12 Al-Nahdah 33 0 33 5 5 10

13 Sulieman Khalil 24 0 24 2 0 2

14 30 November 3 0 3 3 2 5

15 Khawla Bait Al-Kamel 4 0 4 5 4 9

16 Zaid Bin Al-Dathena 8 0 8 2 4 6

17 Al-Fajer 8 0 8 3 3 6

18 Al-Hussein Bin Salama 13 1 14 6 12 18

19 Al-Wadii 18 0 18 0 3 3

20 Abu Tharr Al-Ghefari 5 0 5 9 5 14

21 Al-Wehdah 7 0 7 6 0 6

22 Ahmed Al-Syad 7 0 7 1 0 1

23 Ali Sa’ad Al-Hakami 21 0 21 2 16 18

24 Al-Farooq 19 0 19 2 10 12

25 Omar Bin Abdul Aziz 5 0 5 2 1 3

26 Al-Qemma Al-Hadeetha 10 1 11 3 9 12

27 Othman Bin affan 16 0 16 0 4 4

28 Al-forqan 2 0 2 0 0 0

29 Al-Mojahed 5 0 5 0 3 3

30 Ahmed Al-Harbi 1 0 1 4 0 4

31 Tariq Bin Ziad 9 1 10 0 9 9

Total 331 63 394 73 170 243


28

Nov.: 2019

Annex IV

Fig 13: Ammar Bin Yasser school



29

Nov.: 2019


Fig 16: Hamza school


31

Nov.: 2019




31

Nov.: 2019

Fig 19: Fatima Al-Zahra school



32

Nov.: 2019


Fig 22: Al-Nahdah school


33

Nov.: 2019




34

Nov.: 2019

Fig 24: Khadija Bint Khwailled school

2019...2020/01/01 · responsive emergency education services in al-hudaydah governorates 8 nov.:...

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