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Teachers Without Borders

UNICEF and Nokia Partner to Rebuild Schools in Iraq - ViewChange.org - 0 views

www.viewchange.org/...ner-to-rebuild-schools-in-iraq

nokia iraq schools unicef

shared by Teachers Without Borders on 19 Jul 12 - No Cached
  • Teachers Without Borders on 19 Jul 12
     
    UNICEF and Nokia Partner to Rebuild Schools in Iraq
Teachers Without Borders

UNGEI - News and Events - Partnering with the philanthropic community to promote educat... - 0 views

www.ungei.org/...index_2772.html

UNESCO education EFA MDGs

shared by Teachers Without Borders on 05 Mar 11 - No Cached
  • “Most countries in the very poor world cannot afford to provide free access to secondary education,” Prof. Sachs told UNICEF Radio. “Even the Millennium Development Goals fall short of what they need to be, because they only talk about primary education.”
  • In addition to financial support, schools need to provide young people with a quality education, including Internet access, to help develop a globally connected curriculum that meets students’ needs.
  • Teachers Without Borders on 05 Mar 11
     
    NEW YORK, USA, 1 March 2011 - The United Nations Economic and Social Council is meeting at UN Headquarters in New York this week on partnering with the philanthropic community to promote education for all children.  AUDIO: Listen now Participants hope to accelerate progress in achieving universal education by engaging supporters from the private sector and philanthropic community to help fund and promote global education initiatives.
Teachers Without Borders

43,000 Thai schools and hospitals pledge to uphold safety at national launch of United ... - 0 views

www.preventionweb.net/...v.php

Thailand emergency_education natural_disaster schools education

shared by Teachers Without Borders on 30 Mar 11 - No Cached
  • Bangkok – The Thai Government today launched the “One Million Safe Schools and Hospitals” initiative in Bangkok, with top government officials from the Prime Minister’s Office and the Ministries of Education, Public Health and Interior and partner agencies promising to make safety a priority at 43,004 schools and hospitals.
  • n recent years, Thailand has been experiencing intense disasters with increasing frequency. A series of flash floods in October and November 2010 – declared “one of the worst natural calamities” to hit the country – killed more than a hundred people, displaced thousands and affected six million in 38 provinces. Thousands of students were forced to evacuate their schools, with more than a thousand schools reportedly damaged.
  • “Our Government and partner agencies have pledged to spread awareness among 43,000 schools and hospitals to maintain or upgrade their safety standards.
  • ...1 more annotation...
  • “Young people and their education are critical to a country's future. The Thai Government promises to make sure its schools can function, even in a disaster, which is a powerful statement about its commitment to human development and resilience.”
  • Nicole Kallmeyer on 30 Mar 11
     
    Bangkok - The Thai Government today launched the "One Million Safe Schools and Hospitals" initiative in Bangkok, with top government officials from the Prime Minister's Office and the Ministries of Education, Public Health and Interior and partner agencies promising to make safety a priority at 43,004 schools and hospitals.
Teachers Without Borders

An update on the use of e-readers in Africa | A World Bank Blog on ICT use in Education - 0 views

blogs.worldbank.org/...ereaders-update

africa world_bank education ict e-readers e-books literacy worldreader reading

shared by Teachers Without Borders on 23 Mar 12 - No Cached
  • One result is that they deliberately decided to complement the delivery of the devices with extensive engagement with local stakeholder groups, did a lot of capacity building with teachers and trainers, and tried to help align what they were doing with what was happening in the formal education system.
  • hat said, there are very real concerns in some quarters that e-book initiatives from the 'West', however well-intentioned, are potentially an important tool contributing to a subtle form of, for lack of a better term, cultural imperialism. Worldreader is apparently working on a platform for African authors and publishers to be able to distribute their works electronically, so that it will be easier for students to read books from local authors, consistent with the learning goals of local school systems.  While not downplaying the difficulties of getting large educational publishers to make their content available digitally for use by students in Africa, this desire to help promote digital marketplaces for African reading materials is perhaps the most ambitious aspect to the Worldreader initiative.
  • When they went back and asked, "what if content was digitized and made available at $1/book?", many people suddenly got very interested. 
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  • A number of research efforts of various sorts are underway trying to help provide some tentative answers to this important question, based on Worldreader pilots.  Most notable has been the iRead pilot in Ghana (here's an executive summary of the first independent evaluation commissioned by USAID [pdf]), which used a set of pre- and post- literacy tests to three groups
  • Worldreader is encouraged by the results it is seeing so far -- the biggest effects are being seen around grades 4-5, a result that many of the literacy experts attending the Worldreader presentation did not find surprising, for a variety of reasons -- but they are not yet seeing the types of 'blockbuster results' it is hoping.
  • Worldreader does appear serious and diligent in its approach, however, and so I look forward to receiving updates on the research output that I expect will emerge over time, which it plans to make available on part of its web site dedicated to "learnings". (Parenthetical note: Preliminary results from the World Bank's e-book pilot in Nigeria are expected later this year; background here, here, and here.)
  • The first challenge in this regard is (as always) money. Here Worldreader is now starting to confront a phenomenon known to many who have worked in the ICT4D area for awhile.  Finding funding support for small pilot projects, while not always easy, can be done. Large national educational technology projects are being funded in various countries around the world.  But what about the in-between level, where you do things at a much larger scale so that you can learn about how best to scale when you do things at a really big, national level?  Few funders seem able to provide support at this level.  As a result, one approach being explored is a franchising model, combining both donor and local partner funding, and a prototype 'Worldreader-in-a-Box' solution for local implementing groups is being rolled out and tested.
  • The first stage of Worldreader activities in introducing e-books and e-readers into a few small communities in Africa has convinced the organization and its backers that what it is doing is worth doing.  We no longer need to convince ourselves "if" we should be doing this, they say.  Now the question is, "how?" 
Teachers Without Borders

UNESCO IITE | Publications | "Open Educational Resources in Brazil: State-of-the-Art, C... - 0 views

iite.unesco.org/...3214695

publications unesco resources brazil innovation OER

shared by Teachers Without Borders on 24 Jan 12 - No Cached
  • Teachers Without Borders on 24 Jan 12
     
    The book "Open Educational Resources in Brazil: State-of-the-Art, Challenges and Prospects for Development and Innovation"(author - Andreia Inamorato dos Santos)  has been out of print. This is the second IITE publication within the series of case studies summarizing best practices of OER development in non-English-speaking countries. The study contains an overview of the Brazilian educational landscape, national educational policy and the strategies of ICT use in education. The author describes existing open digital content repositories with due emphasis on the copyright situation and considers several examples of successful international OER projects which involved Brazilian partners. The book is destined for those who study OER initiatives and projects on a national scale as well as promotion of OER movement worldwide. 
Teachers Without Borders

allAfrica.com: East Africa: Uganda to Teach Swahili in Schools - 1 views

allafrica.com/...201201231247.html

uganda schools africa Swahili language curriculum reform

shared by Teachers Without Borders on 02 Feb 12 - No Cached
  • Teachers Without Borders on 02 Feb 12
     
    Uganda will introduce Kiswahili as a compulsory subject in primary and secondary schools this year as a way of integrating fully with the other EAC partner states. Uganda joins Rwanda in the list of regional countries seeking to boost their language use as they seek opportunities in the integrated EAC where English and Swahili are the main languages of communication.
Teachers Without Borders

UNICEF and partners help educate children displaced by conflict in DR Congo |... - 0 views

www.educationandtransition.org/...placed-by-conflict-in-dr-congo

DR Congo IDPs conflict Education Under Attack UNICEF Education Education in Emergencies

shared by Teachers Without Borders on 07 Jan 11 - No Cached
  • DR Congo, a vast country the size of Western Europe, has been mired in war and political unrest for decades. The United Nations has kept its largest peacekeeping mission here since 1999. It is also the world’s second poorest country, with 59 per cent of the population living below the international poverty line of $1.25 a day.
  • The gross enrolment rate for primary school in DR Congo – that is, the proportion of children of any age who are enrolled in primary school – decreased from almost 100 per cent 30 years ago to 64 per cent in 2005. Gross enrolment for girls today is at 58 per cent.
  • he programme is part of an initiative to place education in emergency and post-crisis transition countries on a viable path in order to achieve quality basic schooling for all children. “The school provides a protective environment,” UNICEF Goma Education Specialist Elena Locatelli said, noting that a few hours spent in the classroom each day also keeps children “occupied with activities that don’t let them think of the difficulties of their past.”
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  • By participating in group activities, children can express themselves and channel their trauma through song, poetry and dance. With this in mind, AVSI has been training teachers to nurture displaced and vulnerable children. The training has produced significant changes in the philosophy and practice of education in Walikale.
  • “In the past, we would whip the children,” said Mr. Zirhumana Muzirhu. “But thanks to the psycho-social training, teachers and schoolchildren are now friends, so we don’t use the whip anymore.” The education-in-emergencies programme is also rehabilitating schools and providing school supplies and recreation kits, so that students can participate in regular activities that are crucial to their physical, mental, psychological and social development. In addition, the programme has provided more than 130,000 children with education kits in conflict-ravaged North Kivu Province in recent years.
  • “I like going to school and hope to finish it, but I’m not sure if another war will break out and make me displaced again,” she said. “My biggest fear is, I don’t know if my children will finish school one day,” admitted her mother.
stephknox24

AFWW :: To Abolish War - 0 views

www.afww.org/ToAbolishWar.html

peace_education

shared by stephknox24 on 20 Jan 11 - No Cached
  • stephknox24 on 20 Jan 11
     
    The thesis of this essay is that the institution of war could be abolished through a combination of Constructive Programs and Obstructive Programs. Good works alone won't end war. To transform dominator, warring cultures into egalitarian and nonwarring ones, Constructive Programs are needed to prepare the way, to establish the groundwork for a new lifestyle. But alone they will not result in a paradigm shift to a Gene Roddenberry-style Star Trek future on earth in which there is gender and racial equality, poverty has been eliminated, and conflicts are resolved by the rule of law instead of through military force. Paradoxically, Constructive Programs unless paired with the force of Obstructive Programs can enable dominator cultures to remain firmly in place. Moreover, to bring about a major social transformation we will need leaders to unite men and women as full partners in shaping a massive cultural shift to a more egalitarian, just, and nonwarring future.
Teachers Without Borders

UNICEF - At a glance: Occupied Palestinian Territory - UNICEF provides support to Pales... - 0 views

www.unicef.org/...oPt_59933.html

children community education UNICEF palestinian territory Palestine Israel

shared by Teachers Without Borders on 06 Oct 11 - No Cached
  • DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment.
  • Country website Countries in this region All countries   UNICEF provides support to Palestinian students through rehabilitation and psychosocial sessions By Monica Awad DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment.
  • Despite these efforts, a newly added classroom was knocked down a few months later, right before the eyes of 15 students who were forcibly moved out just minutes before the walls caved in.
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  • Rana Najadeh, 12, recalled her horror as she bore witness to the destruction. “I got very scared when the soldiers came to demolish our class,” she said. “I rushed out to check on my six year old brother Suleiman, who was crying.” The demolition did not end there, however, as nine other residential structures were also destroyed that day, leaving 30 children and their families homeless. 
  • Thankfully, UNICEF and Islamic Relief Worldwide took action to address the tragic situation, by rehabilitating the school and providing a better environment for the students. In addition, UNICEF partnered with both the Young Men’s Christian Association (YMCA), and the European Commission’s Humanitarian Aid Department (ECHO), to help the traumatized children find relief from their fear and anger by providing psychosocial sessions through dance, drama, arts and play.
  • amic Relief Worldwide took action to address the tragic situation, by rehabilitating the school and providing a better environment for the students. In addition, UNICEF partnered with both the Young Men’s Christian Association (YMCA), and the European Commission’s Humanitarian Aid Department (ECHO), to help the traumatized children find relief from their fear and anger by providing psychosocial sessions through dance, drama, arts and play. “Sometimes for children it is simply the opportunity to play and have fun – be a child – in a safe environment,” said UNICEF Deputy Special Representative, Douglas G. Higgins. “In the end, the psychosocial project is important for children to have a sense of stability, normality and opportunity to reach their potential.” Dkaika children are not the first ones to receive help however, as UNICEF has worked with ECHO since 2003 to help Palestinian children and their families cope with the conflict and violence that affects their daily lives. The activities focus on children who live in areas exposed to frequent home and school demolitions, as well as young Bedouins and children with disabilities. “We must not fail Dkaika children,” said the Deputy Special Representative. ”Education is the cornerstone for peace and security and is at the heart of equity.” var emailarticleloc = location.href; emailarticleloc = emailarticleloc.replace("http://www.unicef.org",""); emailarticleloc = emailarticleloc.replace("http://unicef.org",""); var emailarticle = "Email this article Email this article UNICEFBLOG.addentry({ linkClassName: "bloglink", image: "", title: "UNICEF provides support to Palestinian students through rehabilitation and psychosocial sessions", blurb: "DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment. ", languageVariant: "ENG", transition: 'b', offsetLeft: "-150", offsetTop: "-440" }); .UNICEFBlog { background-color: #F3F3F3; color: #000000 !important; border: 1px solid #C3C3C3; height: 425px; width: 425px; } .UNICEFBlog h2, .UNICEFBlog h3, .UNICEFBlog p, .UNICEFBlog a, .UNICEFBlog li { margin: 0 !important; padding: 0 !important; line-height: 1.3 !important; font: 10px verdana,arial,helvetica,sans-serif !important;} .UNICEFBlog img { border: 0 !important; } .UNICEFBlog a { text-decoration: none; } .UNICEFBlog h2, .UNICEFBlog h3 { margin: 0 0 7px !important; } .UNICEFBlog .content { padding: 10px !important; padding-bottom: 20px !important; } .UNICEFBlog #closebtn { float: right; height: 18px; width: 18px; } .UNICEFBlog h2 { color: #DF5E32 !important; font-size: 15px !important; font-weight: bold !important; } .UNICEFBlog p { font-size: 10px !important; margin-top: 10px !important; } .UNICEFBlog strong { font-size: 10px !important; } .UNICEFBlog form { margin: 10px 0 3px !important; } .UNICEFBlogEmbed { margin: 8px 0 !important; padding: 10px 5px !important; } .UNICEFBlogEmbed { background: #ffffff none !important; border: 1px solid #0099FF !important; border-width: 4px 0 1px !important; } .UNICEFBlogEmbed h2, .UNICEFBlogEmbed h3, .UNICEFBlogEmbed p, .UNICEFBlogEmbed a, .UNICEFBlogEmbed li { margin: 0 !important; padding: 0 !important; line-height: 1.3 !important; font: 10px verdana,arial,helvetica,sans-serif !important;} .UNICEFBlogEmbed img { border: 0 !important; } .UNICEFBlogEmbed a { text-decoration: none; } .UNICEFBlogEmbed h2 { margin-bottom: 0 !important; } .UNICEFBlogEmbed h3 { margin: 0px !important; margin-top: 2px !important; } .UNICEFBlogEmbed h3 a { color: #0000ff !important; font-size: 12px !important; font-weight: bold !important; font-family: arial,sans-serif !important; } .UNICEFBlogEmbed a.img { float: left !important; margin: 0 7px 1px 0 !important; border: 0; } .UNICEFBlogEmbed a.img img { border: 1px solid #999999 !important; width: 100px; } .UNICEFBlogEmbed p { margin-top: 2px !important; } .UNICEFPush { clear: both; font-size: 1px; height: 1px; line-height: .1; } Blog This Article Blog this article Post this article to your blog. The story's headline, main picture and summary will be displayed on your page as in the preview below. Writing the rest of the blog post will be up to you! Click in the area below, then copy the code and paste it in your blog page: <div class='UNICEFBlogEmbed' dir='ltr'> <h2><a href='http://www.unicef.org'><img src='http://www.unicef.org/infobycountry/images/unicefSmallBlue.png' alt='UNICEF' /></a></h2> <h3><a href='http://www.unicef.org/infobycountry/oPt_59933.html'>UNICEF provides support to Palestinian students through rehabilitation and psychosocial sessions</a></h3> <p class='embed_teaser'>DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment. </p> <div class='UNICEFPush'> </div> </div> <style type='text/css'> .UNICEFBlog { background-color: #F3F3F3; color: #000000 !important; border: 1px solid #C3C3C3; height: 425px; width: 425px; } .UNICEFBlog h2, .UNICEFBlog h3, .UNICEFBlog p, .UNICEFBlog a, .UNICEFBlog li { margin: 0 !important; padding: 0 !important; line-height: 1.3 !important; font: 10px verdana,arial,helvetica,sans-serif !important;} .UNICEFBlog img { border: 0 !important; } .UNICEFBlog a { text-decoration: none; } .UNICEFBlog h2, .UNICEFBlog h3 { margin: 0 0 7px !important; } .UNICEFBlog .content { padding: 10px !important; padding-bottom: 20px !important; } .UNICEFBlog #closebtn { float: right; height: 18px; width: 18px; } .UNICEFBlog h2 { color: #DF5E32 !important; font-size: 15px !important; font-weight: bold !important; } .UNICEFBlog p { font-size: 10px !important; margin-top: 10px !important; } .UNICEFBlog strong { font-size: 10px !important; } .UNICEFBlog form { margin: 10px 0 3px !important; } .UNICEFBlogEmbed { margin: 8px 0 !important; padding: 10px 5px !important; } .UNICEFBlogEmbed { background: #ffffff none !important; border: 1px solid #0099FF !important; border-width: 4px 0 1px !important; } .UNICEFBlogEmbed h2, .UNICEFBlogEmbed h3, .UNICEFBlogEmbed p, .UNICEFBlogEmbed a, .UNICEFBlogEmbed li { margin: 0 !important; padding: 0 !important; line-height: 1.3 !important; font: 10px verdana,arial,helvetica,sans-serif !important;} .UNICEFBlogEmbed img { border: 0 !important; } .UNICEFBlogEmbed a { text-decoration: none; } .UNICEFBlogEmbed h2 { margin-bottom: 0 !important; } .UNICEFBlogEmbed h3 { margin: 0px !important; margin-top: 2px !important; } .UNICEFBlogEmbed h3 a { color: #0000ff !important; font-size: 12px !important; font-weight: bold !important; font-family: arial,sans-serif !important; } .UNICEFBlogEmbed a.img { float: left !important; margin: 0 7px 1px 0 !important; border: 0; } .UNICEFBlogEmbed a.img img { border: 1px solid #999999 !important; width: 100px; } .UNICEFBlogEmbed p { margin-top: 2px !important; } .UNICEFPush { clear: both; font-size: 1px; height: 1px; line-height: .1; } </style> Preview: http://www.un
stephknox24

Facilitating Reflection: A Manual for Leaders and Educators - 1 views

www.uvm.edu/...reflection_manual

peace_education reflection

shared by stephknox24 on 11 Apr 11 - Cached
  • stephknox24 on 11 Apr 11
     
    "Reflection" is a vital component of service-learning. This manual was designed for educators and leaders of service groups who have an interest and a commitment to provide reflection opportunities for students and community partners alike. College professors, K-12 teachers, community organization leaders, and leaders of service organizations have all found, "Facilitating Reflection: A Manual for Leaders and Educators," a useful supplement to their work. This manual was written during the summer of 1995. The primary author, Julie Reed, was interning at the Georgetown University Volunteer and Public Service Center at the time. I had asked her to pull together a compendium of reflection activities that would be useful for educators and leaders of service groups. None of the ideas represented in this manual are original. We borrowed examples from a variety of sources, which you will find in the "Acknowledgements" section at the end of the manual.
Teachers Without Borders

allAfrica.com: Rwanda: Wanted - 4,000 English Teachers - 0 views

allafrica.com/...201110241311.html

Rwanda english teachers Africa

shared by Teachers Without Borders on 31 Oct 11 - No Cached
  • Teachers Without Borders on 31 Oct 11
     
    The Ministry of Education will recruit 4,000 teachers to teach in the English language in secondary schools, as part of its strategy to put the country at the same level with its EAC partners of Kenya, Uganda and Tanzania in creating higher education and job opportunities. In an exclusive interview with The New Times, the State Minister-in-charge of Primary and Secondary Education, Dr Mathias Harebamungu, said the recruitment will be done in January 2012 to coincide with the new academic year.
Teachers Without Borders

At a glance: Haiti - www.unicef.org - Readability - 1 views

www.readability.com/...0lhdlfej

haiti unicef water sanitation schools education WASH

shared by Teachers Without Borders on 09 Feb 12 - No Cached
  • A staggering 5,000 schools were damaged or destroyed by the disaster – but even before that, sanitation in schools was often very poor, putting children at risk of waterborne diseases.
  • From 2010 and 2011, UNICEF responded with WASH improvements to 198 schools, including new latrines and hand washing stands. With partners, UNICEF has also reached schools with chlorine tabs, posters about cholera prevention and soap.
  • UNICEF is working with the Haitian government to create at a set of minimum standards for good sanitation and clean water in schools.
Teachers Without Borders

Netherlands provides US$10 million for UNICEF Education Programme in Zambia |... - 0 views

www.educationandtransition.org/...-education-programme-in-zambia

funding schools Zambia UNICEF education

shared by Teachers Without Borders on 25 Jan 12 - No Cached
  • LUSAKA, Zambia, 16 January 2012 (UNICEF) – The Government of the Netherlands is supporting the UNICEF education programme in Zambia with US$10 million (50 trillion Zambian kwacha) with a focus on the most vulnerable children in the country. “The overall goal of the programme is to contribute to the national targets of improving children’s access to equitable quality education, in line with the Millennium Development Goals and the Sixth National Development Plan. If we are to expect Zambia’s children and adolescents to be able to develop, learn, and participate in a protective and enabling environment, it is our duty and responsibility as a partner country to double our efforts in providing the required support to help us reap these desired results,,” said His Excellency Ambassador Harry Molenaar of the Royal Netherlands Embassy during a signing ceremony in Lusaka.
Teachers Without Borders

ReliefWeb » Document » UN agency calls for more support for its school feedin... - 0 views

www.reliefweb.int/...MUMA-86W29M

WFP school_feeding

shared by Teachers Without Borders on 02 Jul 10 - Cached
  • Nancy Walters, the chief of school feeding policy at WFP, told a New York forum on hunger that the programmes have many benefits beyond the immediate goal of ensuring children do not go hungry. They help children stay in class, reduce levels of diseases and other health problems, empower girls, lift education standards and free many youngsters from having to work.
  • Some 66 million schoolchildren in dozens of countries currently receive meals through the programmes, and Ms. Walters said WFP would continue to fund and implement them with the help of its current partners.
  • "We have seen the impact of fortified biscuits on anaemia levels in Bangladesh, for example. We know about the impacts in terms of gender, social protection, stability, income transfer, freed parental labour, combating child labour impacts and how school feeding can be a platform to local production, nutrition, hygiene and HIV information." She also emphasized their value to efforts to reach the social and economic targets known as the Millennium Development Goals (MDGs), which have a target date of 2015.
stephknox24

Africa Peace and Love Projects Intenational - 1 views

www.africanprojectsforpeace.org

peace_education

shared by stephknox24 on 27 Oct 10 - No Cached
  • stephknox24 on 27 Oct 10
     
    potential peace ed partner
Teachers Without Borders

YEMEN: Revenge killings keep children out of school | Yemen | Children | Education | Se... - 0 views

www.irinnews.org/Report.aspx

Education Under Attack Yemen school_safety education

shared by Teachers Without Borders on 02 Dec 10 - No Cached
  • Thousands of children in three of Yemen’s 21 governorates have stopped going to school for fear of being targeted by revenge killings, according to international NGO Partners-Yemen (PY)
  • PY has been getting children in schools that remain open to chant the slogan "To those who deprived me of my father; don't deprive me of my education", but thousands of children have stopped going to school for fear of crossing tribal boundaries.
  • "I haven't gone to school since 2005 when I was in grade six. I fear that armed tribesmen from Hamdan tribe may kill me,"
  • ...5 more annotations...
  • The three governorates have a high illiteracy rate: "Fifty-six percent of the male population and 70 percent of the female population… are illiterate," he said.
  • Revenge killings have led to the closure of several schools, especially in al-Jawf and Shabwa governorates. The situation is not quite so bad in Marib, said PY.
  • "As many as eight schools in Maraziq and Al Sayda areas have been closed for five years now," he said, adding that thousands of boys and girls had dropped out of education as a result.
  • more than a dozen schools in his governorate have been deserted for several years as a result of revenge killings.
  • Few students have moved to other safer areas to complete their education; most have stopped going to school since then," he said.
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