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Report on Rapid Assessment for Schools Taiz
Report on Rapid Assessment 12-14/ 12/2011
Taiz
Background Due to the current civil unrest in Yemen and Taiz in particular, children and schools have been largely affected.
The previous and current school semesters since February until now have been hampered due to the following
reasons : The study period was cut short. Some schools have been closed as they were occupied or used as barracks by armed forces
or armed groups. Some schools couldn’t operate for the whole period as they were located in conflict areas. Teachers’ strike and involvement of students in demonstrations.
Children have been suffering from severe distress as they have experienced or witnessed violent actions . Hence, the importance of conducting this rapid assessment came into place to assess the impact on
schools and children .
Objectives :
- Overall: To rapidly assess the current situation in schools, including its impact to teachers and students in Taiz given
the current civil unrest/conflict situation.
- Specific: 1 .To update/further validate the situation in schools and students.
2 .To plan for relevant interventions in CP/Education. 3 .To contribute to evidence based advocacy.
Geographical scope: 100 public schools have been chosen in highly affected districts (Al-Mudhafer, Al-Qaherah, Salah (Taiz city) and Al-Taezeyah (Taiz outskirt). (List of schools is attached.)
Steps of the process Data collection Team was identified consisting of 10 people ( 5 from Education &MOSAL and 5 from NGOs) One day orientation workshop on the mechanism and tools of RA and programme was held on 11
December 2011. The data collectors started the assessment covering 100 schools in 4 highly affected districts in Taiz. from 12
to 14 December. Data was entered and analyzed and the report written.
Tools used: Questionnaire of two sections : education & child protection This questionnaire is filled through interviewing 100 head masters/ deputy , 100 teachers, 87 social worker and 100 children.
Key findings :
Reasons of Absence / Drop out:
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Report on Rapid Assessment for Schools Taiz
“leaving to work” has been ranked as the highest reason ( 38%) for boys to be absent or dropped out from schools ,followed by early marriage for girls covering 33% then deteriorating security situation ( 25% for boys & 29% for girls) among both boys and girls. This result explains increasing number of working children in Taiz due to the bad economic condition .Early marriage continues to be a problem for girls to leave school and discontinue education.
Since the civil unrest started, as reported by respondents, 48 out of 100 schools has been affected..
The affected schools have reported about : 14 incidents of looting /theft 12 incidents of shelling 12 schools were occupied by armed forces or armed groups. 11 incidents of damaging some school facilities. 10 incidents of intimidation 6 incidents included direct attack on individuals 3 school buildings were tactically used. 3 schools were subject to Arson 1 school was aerially bombardment.
Theft/looting have been reported as the highest incidents followed by shelling . and occupation of buildings by armed forces or armed groups. Some of these incidents mentioned and others have resulted
in closing of 32 schools for number of days varying from 1- 60 days as the table below :
31-60 days8-30 days1-7 days61610
- The schools reported that during the last ten months, 4 children were killed and 23 injured, 2 staff was killed and 6 injured. 20 people from the school community killed and 18 injured.
- 17 schools reported that they witnessed violent actions during the last month (November) .Attacks on schools were the highest as it was 13 incidents.
24 schools reported about having children either in the school or the nearby areas participating in violent actions through joining gangs then pillage followed by attacking schools. Such violent actions might have been encouraged due to the current civil unrest.
WASH
- Availability of Latrines in schools : 36 schools have latrines, 24 schools don’t have enough latrines, 23 stated that these latrines are not working and 17 schools have no latrines.
- Availability of water for washing in schools : 30 schools have water for washing, 35 don’t have enough while 35 have none
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Report on Rapid Assessment for Schools Taiz
While the majority of respondents (62) said that they do not use physical discipline to students, 34 respondents mentioned that sometimes they use physical discipline to students. Given that the questions were asked to teachers, might suggest that physical discipline is commonly used among them.
Different perception between teachers and children themselves regarding the level of distress amongst children. Many children responded that they, during the last week ,were happy, (38 children) and energetic (44 children) all the time whereas only 4 teachers responded that children were happy and 10 teachers responded that they were energetic.
Other observations:- The assessors reported about bad school environments ( for some schools), poor infrastructure including
shortage of furniture ( chairs for students)- Most social workers in the schools are not qualified to do the required job. They are not aware of what they are
supposed to be doing.
Challenges:- Some respondents were afraid to answer some questions especially about the perpetrators of the attack and
some might have been biased as they responded according to their affiliation to one party or another.- Some respondents felt shocked to answer questions on sexual violence as Taiz community is conservative and
they don’t think that such an incident is there or should be addressed in public. This shows as no respondents were aware of reported cases of sexual violence; 73 respondents mentioned that children and adolescents would not seek help if he/she suffers from sexual violence;77 respondents were not aware of any place/services existing for victims of sexual violence.
- It was difficult to get students data from some schools especially the ones related to last year. Some schools have no records for that .So that the data was obtained from marks record or from district office .The data somehow were reported contradictory between teacher and head master.
Recommendations:- Implementing effective programmes for working children to be back to school.- Working to reduce Child marriage cases.- Repairing those schools which have been damaged.- Working with authorities to improve infrastructure and provide chairs for students.- Awareness and close follow up for families not to allow and encourage children to participate in conflicts.- Working with the concerned authorities to put an end of children and schools being affected by the conflict by
pushing all parties to respect the rights of children and protect them in accordance of national laws and international humanitarian and human rights laws.
- Targeting children who participate in violent actions through peer education or other relevant programmes.- Improving records/data at school level.
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Report on Rapid Assessment for Schools Taiz
- Working with authorities to have and apply criteria for choosing social workers in schools. Training and follow up for their work.
- Providing psycho social support for affected children through school and community based Child Friendly Spaces and identification of vulnerable children for further response and referrals.
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Report on Rapid Assessment for Schools Taiz
Annex.01
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Report on Rapid Assessment for Schools Taiz
12-14/12/2011
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Report on Rapid Assessment for Schools Taiz
1.1 Number & location
Total No.schools Al-Mudhafer Al-Qaherah Salah Al-Taezeyah
100 29 25 23 23
1.2 Types of schools
Basic Basic/secondary Secondary42 57 1
/356
Al-Mudhafer Al-Qaherah Salah Al-Taezeyah0
5
10
15
20
25
30
35
29
2523 23
Figure 1: No.schools per district
Basic Basic/secondary Secondary0
10
20
30
40
50
60
42
57
1
Figure 2:Types of schools
1. Background information about target schools :
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Report on Rapid Assessment for Schools Taiz
1.3 Schools based on sex:
Males Females Mixed14 13 73
1.4 Schools based on Shifts
Morning/Afternoon Morning Afternoon66 33 1
1.5 Number of Regular Students
Al-TaezeyahSalahAl-QaherahAl-MudhaferYear
/357
Figure 1: Schools based on shifts
Morning/Afternoon Morning Afternoon0
10
20
30
40
50
60
70 66
33
1
Figure 4: Schools based on shifts
Males Females Mixed0
10
20
30
40
50
60
70
80
14 13
73
Figure 3: Schools based on sex
2. Students’ data
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Report on Rapid Assessment for Schools Taiz
22,42528,76837,43243,788201023,97830,17936,06944,5452011
1.6 Transferred students a. No. schools accommodating children from other schools/governorates
No.schools (accommodating children from other schools )
Al-Mudhafer Al-Qaherah Salah Al-Taezeyah
69 21 18 15 15
b. No. Transferred Students
Al-TaezeyahSalahAl-QaherahAl-MudhaferTotal No.students
1381,0391,7604053,342
/358
Al-Mudhafer Al-Qaherah Salah Al-Taezeyah0
5
10
15
20
25
21
18
15 15
Figure 6:No.schools accommodating transferred students per district
Al-Mudhafer Al-Qaherah Salah Al-Taezeyah0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
45,000
50,00043,788
37,432
28,768
22,425
44,545
36,069
30,179
23,978
Figure5:No.schools in each district
20102011
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Report on Rapid Assessment for Schools Taiz
Reason
Sex
ExpensesIllnes
sGoing
to work
Early marriag
e
Lack of separate toilets for boys
and girls
Others
Negligence of family
Shortage of classrooms
Deteriorating security situation
Males 29 17 38 1 1 9 2 25Females 25 22 15 33 2 0 1 29
2.3 Absence / Drop out reasons:
/359
Al-Mudhafer Al-Qaherah Salah Al-Taezeyah0
200
400
600
800
1000
1200
1400
1600
1800
2000
405
1,760
1,039
138
Figure 7:No.transfered Students per district
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Report on Rapid Assessment for Schools Taiz
2. Teachers’ data
2.1 Number of teachers District
Year Al-Mudhafer Al-Qaherah Salah Al-Taezeyah
2010 2,026 1,998 1,550 8222011 2,222 2,776 2,072 936
3. Security situation of schools
3.1 School situation during the past 10 months:
a. Number of affected and non-affected schools
Non-affectedAffectedTotal No.schools5248100
/3510
Al-Mudhafer Al-Qaherah Salah Al-Taezeyah0
500
1,000
1,500
2,000
2,500
3,000
2,026 1,998
1,550
822
2,222
2,776
2,072
936
Figure 9:No.teachers per district
20102011
Expenses
Illness
leaving to
work
Early m
arriag
e
Lack o
f separa
te toilet
s for boys a
nd g...
Neglige
nce of fa
mily
Shortage
of class
rooms
Deterio
rating S
ecurity
situation
0
5
10
15
20
25
30
35
40
29
17
38
1 1
9
2
252522
15
33
2 0 1
29
Figure 8: Absence/drop out reasons for students
MalesFemales
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Report on Rapid Assessment for Schools Taiz
b. Number of affected schools per district
Al-Mudhafer Al-Qaherah Salah Al-Taezeyah18 16 3 11
3.2 Level of the effect /damage
Limited damage, can easily be repaired
Occupied or looted but usable
Damaged, but can be repaired
looted and thus not usable
No damage but students were pushed to participate in demonstrations by other school students
34 16 10 1 1
/3511
Al-Mudhafer Al-Qaherah Salah Al-Taezeyah0
2
4
6
8
10
12
14
16
18
2018
16
3
11
Figure 11: No.affected schools per district
Affected Non-Affected46
47
48
49
50
51
52
53
48
52
Figure 10:No.affected schools
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Report on Rapid Assessment for Schools Taiz
/3512
Limite
d damage
, c...
Occupied
or lo...
Damage
d, but ...
looted an
d th...
No damage
but students w
ere push...
0
5
10
15
20
25
30
35
40
34
16
10
1 1
Figure 12: level of the effect/damage
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Report on Rapid Assessment for Schools Taiz
3.3 Perpetrators:
Non-state armed groups
unknown Yemeni Armed Forces
Both parties ( state and non state)
Republican Guards
Demonstrators First Armored
Not mentioned
17 11 5 5 4 2 1 4
4.4 Number of Perpetrators
Two Three more than three Not known1 2 32 13
/3513
Two Three more than three Not known0
5
10
15
20
25
30
35
1 2
32
13
Figure 14: Number of preparators
Non-state
armed gr
oups
unknown
Yemen
i Arm
ed Force
s
Both parties
( state
and non st.
..
Republica
n Guards
demonstr
ators
First A
rmored
Not men
tioned
0
2
4
6
8
10
12
14
16
18 17
11
5 54
21
4
Figure 13: preparators
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Report on Rapid Assessment for Schools Taiz
4.5 Type of the attackAerial bombardment
ArsonTactical use of buildings
Direct attack on ‘individuals’
Intimidation on individuals
Other damage to facilities
Occupation of buildings
ShellingTheft/looting
13361011121214
4.6 Closed schools due to the attack
a. General number of closed schools
Not closedClosed6832
/3514
Not closed Closed0
10
20
30
40
50
60
70
80
68
32
Figure 16:No.closed schools
Theft/lo
oting
Shelling
Occupati
on of buildings
Other dam
age to
facili
ties
Intimidation on in
dividuals
Direct a
ttack on ‘in
dividuals
’
Tactical
use of b
uildings Arso
n
Aerial b
ombardmen
t02468
10121416
1412 12
1110
6
3 31
Figure 15:Type of the attack
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Report on Rapid Assessment for Schools Taiz
b.Number of closed schools per district
Al-Mudhafer Al-Qaherah Al-Taezeyah Salah18 10 4 0
4.7 Period of closure
31-60 days8-30 days1-7 days61610
/3515
1-7 days 8-30 days 31-60 days0
2
4
6
8
10
12
14
16
18
10
16
6
Figure 18:Period of closure
Al-Mudhafer Al-Qaherah Al-Taezyah Salah0
2
4
6
8
10
12
14
16
18
2018
10
4
0
Figure 17: No.closed schools per district
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Report on Rapid Assessment for Schools Taiz
4.8 Human impact during the past 10 months:
OthersStaffChildren2024killed18623Injured
4. WASH facilities in the school
5.1 .Availability of latrines
NoYes but not workingYes But not enoughYes17232436
/3516
Yes Yes But Not enough Yes but not working No.0
5
10
15
20
25
30
35
4036
24 23
17
Figure 20: Availability of latrines
Children Staff Others 0
5
10
15
20
25
42
20
23
6
18
Figure 19: Number of causalities
killedInjured
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Report on Rapid Assessment for Schools Taiz
5.2 Availability of drinking water
5.3 Availability of water for washing
Yes Yes but not enough No30 35 35
/3517
Yes Yes but not enough No27
28
29
30
31
32
33
34
35
36
30
35 35
Figure 22: Availability of water for washing
Yes Yes but not enough No0
10
20
30
40
50
60
70
80
1711
72
Figure 21: Availability of drinking water
Yes Yes but not enough No17 11 72
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Report on Rapid Assessment for Schools Taiz
5.4 Hygiene education
NoYes but not enoughYes381052
5. Community participation
6.1 Availability of active community education committee/PTA
Very active Somewhat active Limited activity Existing but not active
Not existing
10 31 21 24 14
/3518
Very active Somewhat active Limited activity Existing but not active
Not existing0
5
10
15
20
25
30
35
10
31
2124
14
Figure 24: Community participation
Yes Yes but not enough No0
10
20
30
40
50
60
52
10
38
Figure 23;Hygiene education
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Report on Rapid Assessment for Schools Taiz
Causes and level of risk of death and/or injury to children
7.1 Main violent risks that have or could lead to death or injury of children since the civil unrest
Political violence
Attack on schools Criminal acts Civil violence Sexual violence
52 40 8 10 1
Types and levels of violence towards children in the schools and community
7.2 Incidents of violence (deaths, injuries and attacks on schools) affecting students or teachers during the past month (November).
/3519
No Yes0
10
20
30
40
50
60
70
80
90 83
17
Figure 26:No.Incidents during Nov2011
Political violence Attack on schools
Criminal acts Civil violence Sexual violence0
10
20
30
40
50
6052
40
8 10
1
Figure 25:Main violent risks for children during the civil unrest
7 .Child protection component
NoYes8317
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Report on Rapid Assessment for Schools Taiz
7.3 Types of incidents
Intimidation
Civil violencePolitical violenceAttack on schools
12513
7.4 Presence of causalities
NoYes125
/3520
Yes No0
2
4
6
8
10
12
14
5
12
Figure 28: Presence of causalities
Attack on schools Political violence Civil violence Intimidation0
2
4
6
8
10
12
14 13
5
21
Figure 27:Types of incidents during Nov 2011
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Report on Rapid Assessment for Schools Taiz
7.5 Number of Causalities (children and teachers) during the last month (November)
Existence of active participation of children in acts of violence
7.6
a. Presences of children in the school area who have been or are committing acts of violence
NoYes7624
/3521
Yes No0
10
20
30
40
50
60
70
80
24
76
Figure 29: Presence of children in the school area committing violence
7-104-61-3121Children002Teachers
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Report on Rapid Assessment for Schools Taiz
b.Types of violence committed by the children
Recruitment of other children
Civil violence
Attack on civilians
Attack on schoolspillageGang activities
223678
c. Number of children participating in violent acts
>107-104-61-311454
/3522
1-3 4-6 7-10 >100
2
4
6
8
10
12
14
16
45
14
1
Figure 31:Number of children participating in violent acts
Gang activiti
es pilla
ge
Attack on sch
ools and/or co
mmunity infr..
.
Attack on civ
ilians
Civil vio
lence
Recruitm
ent o
f other
children
0123456789 8
76
32 2
Figure 30:Types of violence committed by children
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Report on Rapid Assessment for Schools Taiz
Specific risks of sexual violence for children
7.7 Reports of children and teachers of your schools being victim of sexual violence during the last month ?
NoYes1000
Common community practices in response to sexual violence against children
7.8
a. If a child or an adolescent suffers from sexual violence, would s/he normally seek help in?
Yes No27 73
/3523
Yes No0
10
20
30
40
50
60
70
80
27
73
Figure 33: Would child seek help if he/she suffers from sexual violence
Yes No0
20
40
60
80
100
120
0
100
Figure 32: Reports on sexual violence for children or teachers during the last month
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Report on Rapid Assessment for Schools Taiz
b.To whom the child would seek help in case of sexual violence
Police officer
Religious leaders
Doctor /Health worker
TeachersFriendsFatherSocial worker
Mother
11256101112
C. Do you know a place where people of this community can get help if they have suffered sexual violence ?
Yes No23 77
/3524
Yes No0
10
20
30
40
50
60
70
80
90
23
77
Figure 35:Do you know a place where people in case of sexual violence
Mother
Social w
orker
Father
Frien
ds
Teachers
Doctor /
Health worke
r
Religious le
aders
Police officer
0
2
4
6
8
10
12
1412
1110
65
21 1
Figure 34: To whom the child would seek help in case of sexual violence
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Report on Rapid Assessment for Schools Taiz
d.Place that can help in case of sexual violence
Sources of stress
7.9 - For children:
a.The biggest sources of fear and worry reported by children since the emergency
- For adults /3525
Security
situation
Political
violen
ce
Economic c
onditionsMed
ia
Family
problems
Physical
punishment
Sexual v
iolence
0102030405060708090
10087
8 3 3 2 1 1
Figure 37:The biggest sources of fear &worry for children since the emergency
Police office
The school
Akel(re
sponsible o
f the n
eibourhood)
The family
Psychiat
rist
Child rig
hts committee
Family
care A
ss.
Sanato
rium
0
2
4
6
8
10
1210
43
2 21 1 1
Figure 36:Place that can help in case of sexual violence
Police office
The school
Akel(responsible of the neibourhood)
The family
Psychiatrist
Child rights committee
Family care Ass.
Sanatorium
10 4 3 2 2 1 1 1
Security situation
Political violence
Economic conditions Media Family
problemsPhysical
punishmentSexual
violence87 8 3 3 2 1 1
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b.The main sources of stress for adults
Children and parents' coping mechanism
7.10 /3526
Security
situation
Economic c
onditions
Concerns a
bout chil...
Concerns a
bout the f
ut...0
10
20
30
40
50
60
70
8071
16
8 7
Figure 38: Main sources of stress for adults
Concerns about the future
Concerns about children
Economic conditions
Security situation
781671
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- For children:
a.The most common ways that children deal with their worries and problems since the emergency
Acc
ept t
he
situ
atio
n
Self-
conf
iden
ce
Psyc
ho
supp
ort
Part
icip
atin
g in
scho
ol
activ
ities
Try
to so
lve
the
prob
lem
Cry
ing
Not
goi
ng to
sc
hool
Ask
ing
for
help
Aw
aren
ess
Mov
ing
to
safe
pla
ces
Kee
p qu
iet
236677912151638
/3527
Keep quiet
Moving t
o safe
places
Awareness
Asking f
or help
Not going to
school
Crying
Try to
solve
the p
roblem
Particip
ating in sch
ool activiti
es
Psycho su
pport
Self-c
onfidence
Accept th
e situ
ation
05
10152025303540 38
16 1512
9 7 7 6 63 2
Figure 39: common ways that children deal with their worries since the emergency
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b.What could be done to help children better cope with their worries and problems in the emergency
/3528
Awareness
Get him
reliev
ed
Availab
ility of Se
curity
Financia
l and m
oral su
pport
Trainings
and ac
tivities
Contacting w
ith th
e fam
ily
Moving t
o safe p
laces
Cooperation
Not going to
school
Faith in
Allah
Continue studyin
g0
5
10
15
20
2520
17 1613 13
9 85
2 2 1
Figure 40: What could be done to help children better cope with their worries and problems in the emergency
Continue
studying
Not going to
school
Faith in Allah
Cooperation
Moving to safe
places
Contacting w
ith the fam
ily
Trainings and
activities
Financial and m
oral support
Availability of
Security
Get him
relieved
Aw
areness
1225891313161720
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Report on Rapid Assessment for Schools Taiz
- For teachers: c. The most common ways that teachers have been coping with their worries and problems
since the emergency
Being absent
from school
Financial support
Faith in Allah
Moving to
safe places
Aw
areness
Talking to
others
Get relived
Trainings
Accept the
situation
Ask for help
356791012131722
/3529
Ask for h
elp
Accept th
e situ
ation
trainings
Keep quiet
Talkin
g to others
Awareness
Moving t
o safe
places
Faith in
Allah
Financia
l support
Being a
bsent fr
om school
0
5
10
15
20
25 22
17
13 1210 9
7 6 53
Figure 41: common ways that teachers have been coping with their worries and prob-lems since the emergency
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d. What could be done to help you and your other teachers to better cope with worries and problems since the emergency?
/3530
Availab
ility o
f security
Awareness
Solving t
he problem
Materia
l and m
oral su
pport
Talkin
g to others
cooperation
Schools t
o be away
from co
nflicts
Accept th
e situ
ation
Giving h
olidays
Relying A
llah
Continue schools
0
5
10
15
20
25
2018 17
129 8
6 5 53 3
Figure 42:What could be done to help teachers to better cope with worries and prob-lems since the emergency
Continue
schools
Relying A
llah
Giving
holidays
Accept the
situation
Schools to be aw
ay from
conflicts
cooperation
Talking to
others
Material and
moral support
Solving the problem
Aw
areness
Availability of
security
335568912171820
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e. Who (people or groups in the community) can help provide children with support to deal with their worries and problem ?
/3531
Community Family School Government Sheikh of the area
Businessmen Religious leaders
05
101520253035404550
4438 37
52 2 2
Figure 43 : Who can help provide children wih support to deal with their worries
Sheikh of the areaBusinessmenReligious
leadersGovernmentSchoolFamilyCommunity
2225373844
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Levels of distress, including through behaviors
7.11
Questions to ask children:
- "Were you happy yesterday"- ‘Did you feel energetic yesterday”- “Did you feel calm yesterday”
All the time Most of the time rarely No Refused to
answer"Were you happy yesterday" 38 27 27 4 4
Did you feel energetic yesterday 44 26 20 6 4
Did you feel calm yesterday 47 14 30 5 4
/3532
All the time Most of the time
rarely NO Refused to answer
0
5
10
15
20
25
30
35
40
45
50
38
27 27
4 4
44
26
20
64
47
14
30
5 4
Figure 44: Level of distress for children
"Were you happy yesterday"
Did you feel energetic yes-terday
Did you feel calm yesterday
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Report on Rapid Assessment for Schools Taiz
7.12
Questions to ask teachers’ about children's wellbeing
a. How many of your students seemed happy last month”? b. How many of your students seem energetic last month?
NobodyA lotFewAll3019464Students seemed happy
11195910Students seemed energetic
NoYes955
/3533
No Yes0
10
20
30
40
50
60
70
80
90
100 95
5
Figure 46:Any incidents children in your classroom hurting other children this week
All few A lot Nobody0
10
20
30
40
50
60
70
4
46
19
30
10
59
19
11
Figure 45: Children wellbeing
Students seemed happy
Students seemed energetic
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d. Number of hurting incidents
1-3 4-6 7-101 3 1
e. How often did you use physical discipline in your school during the past month?
Always A lot Few None1 3 34 62
/3534
Always A lot Few None0
10
20
30
40
50
60
70
1 3
34
62
Figure 48; Use of physical discipline
1-3 4-6 7-100
0.5
1
1.5
2
2.5
3
3.5
1
3
1
Figure 47: Number of hurting incidents
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Annex.02
List of schools
1) Al-Qaherah1 7th July2 Al-Nahdha3 Bakather4 Al-Sedeeq5 Al-Aml6 Belal Ben Rabah7 Omar Al-Mukhtar -Males8 Omar Al-Mukhtar -Females9 Khadeja10 Al-Noor11 Al-Sha'ab12 Al-Wahda -Males13 Al-Wahda-Females14 Zaid Al-Moshkie15 Abdullah Ben Al-Mubarak16 Arwa17 Al-Hamza18 Moa'ath Ben Gabal19 Al-Saleh20 AL-Somod21 Al-Taqwa22 Thanaweyat Taiz23 Naser24 Mohamed Al-Durrah25 Institute for disabled people
2) Salah26 Al-Kwait27 Al-Khansa'a28 30th November29 Al-Farouq30 Okba31 Asma'a32 22nd May33 Al-Thulaya34 Ammar Ben Yaser35 Omar Ben Abdulazez36 Al-Fawz37 Ali Abdulmughni38 Al-Luqya
/3535
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39 Taiz40 14th October41 Rahma42 Fatima Al-Zahra'a43 Salah Al-Deen44 Omar Ahmed Saif45 Ali Saif Al-Tayar46 Al-Nagah47 Aserwan48 Al-Khair
3) Al-Mudhafer49 Al-Salam50 Hayel Complex51 22nd May52 26th September53 Abdu Mohamed Rageh54 Al-Tholaya55 Al-Hakimi56 Seena57 Al-Yarmouk58 Al-Wahda59 Ga’afer60 Al-Ihsan61 Institute for the disabled development62 Al-Methaq63 Ahmed Farag64 Aysha65 Al-Khair66 Ali Ben Abi Taleb67 Dar Al-Tawgeh68 Al-Shahed Al-Hagri69 Al-Zubeiry70 Ne’ema Rassam71 7th July72 Saba Al-Gadeeda73 Al-Thawra74 Khaled Ben Al-Waled75 Al-Saleh76 Al-Saeed77 14th October4) Al-Taezeyah78 14th October79 30th November80 7th July81 Okba Ben Nafe'e82 Al-Tufail Ben Amr
/3536
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83 Tareq Ben Zeyad84 Khaled Ben Al-Waled85 Abdullah Ben Omr86 Khadeja87 Abu Obaida88 Al-Fakeed Al-No'man89 Al-Khalel90 Mohamed Al-Durrah91 Al-Noor92 Ga'afer Al-Tayar93 Al-Farouq94 Osama Ben Zyad95 Al-Khair96 Al-Nasr97 Mohamed Kasim98 Al-Kefah99 Fekri Al-Fatesh100 Al-Anwar
/3537