タイズ州地域女子教育向上計画ab bin malik gazerat mayoon amr bin abdulaziz al-tomoh...

人間 JR

08-056

No.

イエメン共和国

教育省

タイズ州教育局

タイズ州

地域女子教育向上計画

プロジェクト事業完了報告書

（和文要約）

平成 20 年 11 月（2008 年）

独立行政法人国際協力機構

イエメン共和国

教育省

タイズ州教育局

タイズ州

地域女子教育向上計画

プロジェクト事業完了報告書

（和文要約）

平成 20 年 11 月（2008 年）

独立行政法人国際協力機構

学校委員会の会合（Asem Bin Thabit 校、Al-Makha 郡）

男性の契約教員と女子生徒（Al Shahead Alokial 校、Maqbanah 郡）

裁縫教室で作った BRIDGE バッグ

（Omar Al Moktar 校、Mawiiyah 郡） BRIDGE で増設した教室

（Ghail Bani 校、Al Waziyah 郡）

BRIDGE では地域住民が校舎建設を担う（Al Nagda 校、Same 郡）

BRIDGE で購入した飲用水タンク（Al Dowsh 校、Dhubab 郡）

契約教員と生徒（Al Qods 校、Same 郡）

生徒達（Baha Al Dean 校、Mawyiyah 郡）

オープン・デイイベントでの歌発表（Al-Waadah 校、Maqbanah 郡）

啓蒙ミーティング（Al Fawz 校、Al Waziyah 郡）

学校集会（Bab-Al Mandeb 校、Dhubab 郡）

BRIDGE 署名式（Al Makha 郡）

木造教室内部の様子女子生徒と先生

放課後、教室から出てくる女子生徒学校活動に向かう女性達

識字教室の様子（Mawiiyah 郡）裁縫教室の様子（Mawiiyah 郡）

タイズ州地域女子教育向上計画プロジェクト事業完了報告書（和文要約）

タイズ州地域女子教育向上計画プロジェクト事業完了報告書

（和文要約）

目次 1. プロジェクトの概要.................................................................................................................... 1

1.1 プロジェクト期間 ................................................................................................................. 1 1.2 プロジェクトの目的と目標 ................................................................................................. 1

1.3 対象地域 ................................................................................................................................. 1 1.4 裨益者 ..................................................................................................................................... 3 1.5 プロジェクト・デザイン・マトリックス (PDM) ............................................................ 3

1.6 プロジェクト運営実施体制 ................................................................................................. 3 1.7 活動計画と投入 ..................................................................................................................... 4

2. 達成事項と成果............................................................................................................................ 5

2.1 上位目標の達成状況 ............................................................................................................. 5 2.2 プロジェクト目標の達成状況 ............................................................................................. 5

2.3 成果の達成状況 ..................................................................................................................... 6

3. インパクト分析............................................................................................................................ 8

3.1 就学数の増加（男女共） ..................................................................................................... 8 3.2 学習環境の改善 ................................................................................................................... 10 3.3 学校－地域の協力関係の醸成 ............................................................................................11

3.4 女子教育の阻害要因についての認識の変化.................................................................... 12 3.5 学校による契約教員の雇用が、女子就学の鍵である.................................................... 14

4. 教訓と提言 ................................................................................................................................. 16

4.1 地方の中でもさらに後進地域を対象地域に含める........................................................ 16 4.2 学校へのアクセスと教育の質の両方を同時に勘案する................................................ 16

4.3 地元出身の教員を雇用する ............................................................................................... 16 4.4 「包括的な学校改善」は学校－地域関係を活性化する................................................ 17 4.5 イスラム教に基づく就学促進メッセージを、複数チャネルを通じて普及する ........ 17

4.6 「包括的な学校改善」事業におけるDEO、州教育局担当官の能力強化とは............ 18 4.7 省庁間の協力体制の確立 ................................................................................................... 18 4.8 BRIDGE対象範囲拡大に伴う提言 .................................................................................... 18

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付録

1. Project Design Matrix (PDM0 and PDM1) 2. Dispatch Schedule of Experts 3. Program of Counterpart Training in Japan 4. Plan of Operation 5. Work Flow 6. Provision of Equipment and Materials 7. Local Costs by the Japanese Side 8. Records of JCC Meetings 9. Impact Assessment Report 10. List of Submitted Reports 11. List of BRIDGE Awareness Materials 12. Related Documents on Hiring Contracted Teachers

図

図 1：タイズ州と対象郡 ........................................................................................................................... 2 図 2：BRIDGE 実施体制 ........................................................................................................................... 4 図 3：女子生徒比率（対男子生徒）の変化 ........................................................................................... 9 図 4：保護者の認識：娘にどこまで教育をうけさせるか.................................................................. 12

表

表 1：BRIDGE 対象郡と対象校 .............................................................................................................. 1 表 2：BRIDGE の想定する裨益者 .......................................................................................................... 3 表 3：プロジェクト目標の指標と達成状況 .......................................................................................... 5 表 4：就学者数の変化（2004→2007 年） ............................................................................................. 5 表 5：BRIDGE 成果指標と達成状況 ...................................................................................................... 6 表 6：インパクト分析における標本数（エンドライン調査）........................................................... 8 表 7：生徒の就学状況（パイロット 59 校） ........................................................................................ 9 表 8：生徒の就学状況（コントロール 25 校） .................................................................................. 10 表 9：女子生徒比率（対男子生徒）（対象郡） .................................................................................. 10 表 10：利用できる学校施設数（対象 59 校合計） ............................................................................ 11 表 11：地域・保護者についての校長の認識（サンプル数 59）...................................................... 11 表 12：女子就学の阻害要因 .................................................................................................................. 12 表 13：女子就学、地域参加についての認識 ...................................................................................... 13 表 14：BRIDGE 資金の支出先（3 ヵ年合計、活動別）.................................................................... 14 表 15：BRIDGE では何が効果的だったか？....................................................................................... 15

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略語 BEDP: Basic Education Development Project BEDS: Basic Education Development Strategy BRIDGE: Broadening Regional Initiatives for Developing Girls’ Education C/P: Counterpart Personnel（カウンターパート） CPU: Community Participation Unit（地域参加課） DEO: District Education Office（郡教育事務所） FC: Fathers’ Council（父会） GEO: Governorate Education Office（州教育局） GES: Girls’ Education Sector (Ministry Level)（教育省女子教育局） GEU: Girls’ Education Unit (Governorate Level)（州教育局女子教育課） GFO: Governorate Finance Office（州財政局） GTZ: Deutsche Gesellschaft für Technische Zusammenarbeit JICA: Japan International Cooperation Agency（国際協力機構）

MC: Mothers’ Council（母会）

MOE: Ministry of Education（教育省）

OJT: On-the-Job Training

SC: School Committee（学校委員会） SIP School Improvement Plan（学校改善計画） SY: School year S/W: Scope of Works UNICEF: United Nations Children’s Fund（ユニセフ） USAID: United States Agency for International Development WFP: World Food Program WSD Whole School Development（包括的な学校改善） YER: Yemeni Rial

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1. プロジェクトの概要国際協力機構 (JICA) は、2005 年 6 月から 2008 年 11 月にかけ、イエメン国において、

技術協力プロジェクト「タイズ州地域女子教育向上計画 (BRIDGE)」を実施してきた。主

たるカウンターパートは、教育省女子教育局、及びタイズ州教育局 (GEO) である。以下

その概要を示す。 1.1 プロジェクト期間

2005 年 6 月から 2008 年 11 月（42 ヶ月間）。 1.2 プロジェクトの目的と目標

プロジェクトの目的は、「タイズ州において女子教育促進に有効な地域住民・学校主体の

地方教育行政モデルが開発される」である。 1.3 対象地域

タイズ州の 6 郡 (Maawiyah, Same, Maqbanah, Al Makha, Waziiyah and Dhubab) を対象とし

た（6 郡内の 10 地区、59 校を対象）。対象校・郡の選定方法：次のクライテリアに拠る。 • 郡教育事務所担当者の意欲（全 23 郡によびかけ、意欲ある反応を見せた郡を選

別） • 女子就学の低い郡／地区 • 女子生徒の中退率が高い郡／地区 • 女子生徒数／女性教員の高い郡／地区

対象校およびタイズ州の地図を下に示す。

表 1：BRIDGE 対象郡と対象校

郡

（校数）

地区

（校数）校名

Al-Nagda Al-Eman Al-Forqan Same (6) Sarabeiat (6) Saba Yolyo Al-Sa'eed Al-Qods

Al-Shahead Al-Bahr Osaid Bin Hodair Mo'ath Bin Gabal Kamahera (4) Al-Hamza Akharak (2) Al-Farooq Al-Tawhead

Maawiyah (9)

Al-Awman (3)

Baha Al-Dean Omar Al-Mokhtar Al-Shahead Al-Thoulaih

Al-Shahead Alokia Al-Tawhead Al-Magd Al-Akhooz (5) Abdullah Bin Rawaha Al-Gabiri

Al-Wahda / Al-Masna Al-Salah Al-Esha'a

Maqbanah (10)

Al-Habaiba (5) Al-Thawra Al-Hayah

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郡地区校名

（校数）（校数）

Al-Zahra Al-Methaq Al-Fakead Ahmed Saif Al-Fawz Al-Nagah Al-Farooq

Al-Waziiyah (9)

Al-Daraifa (9)

Gail Bani Ali Al-Wahda Al-Shahead Ali Saif Al-Esha'a Al-Shahead Al-Zubairi Asem Bin Thabit Gabir Bin Abdullah Al-Ershad Sae'ed Bin Gobair Saba Yolyo Al-Nasr Al-Fath

Al-Makha (12)

Al-Gomah (12)

Al-Wahda Al-Hamza Al-Farag Al-Sha'ab Bab Al-Mandab Al-Amal Sa'ad Bin Obada Al-Sahwa Al-Fath Al-Dawsh Ka'ab Bin Malik Gazerat Mayoon Amr Bin Abdulaziz Al-Tomoh Al-Wahdah

Dhubab (13) Bany Al-Hakam (13)

Al-Yaqadah

図 1：タイズ州と対象郡

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1.4 裨益者

BRIDGE の裨益者には次が想定された。

表 2：BRIDGE の想定する裨益者

裨益者構成

直接裨益者 - 学齢期児童（対象地域に約 21,000 人と推計） - 州教育局、郡教育事務所の担当者（約 35 名）

- 校長と教員（校長 55 人、教員 555 名、契約教員 172 名）

間接裨益者 - 学齢期児童（タイズ州全体で約 40 万人と推定）

- 州教育局、DEO の職員（約 1700 名） - 州内の校長、教員（約 2 万人） - タイズ州住民（約 200 万人）

1.5 プロジェクト・デザイン・マトリックス (PDM)

BRIDGE の PDM には中間評価時に若干の改訂がなされた。改訂は指標の定義を中心と

したもので、実際に入手可能なものに改めるのがその主旨であった。付録 1 に PDM を収

録した。 1.6 プロジェクト運営実施体制

BRIDGEはタイズ州教育局に事務所を設置し、タイズを拠点に活動した。日本人専門家

チーム（付録 2 参照）は、複数名のイエメン人を雇用し、タイズ州教育局、および対象 6郡の郡教育事務所のC/P1と「BRIDGEモデル」を共同開発した。首都サヌアの教育省女子

教育局とは日常的に接触を維持し、BRIDGEの成果や方向性を恒常的に共有した。運営体

制の模式図を下に示す。

1 日本における BRIDGE の C/P 研修の概要を付録 3 に所収した。

3


Joint Coordinating Committee (JCC)

JICA Head Quarter/ Representative Office

Taiz GEO JICA Experts and local staff

District Education Offices (6 DEOs)

59 School Committees Fathers’ Councils Mothers’ Councils

Senior Consultant

BRIDGE Project Office in Taiz

Ministry of Education

図 2：BRIDGE 実施体制 1.7 活動計画と投入

1.7.1 活動計画 (Plan of Operation) に実績情報を付したものを、添付 4 にまた活動の流れ

を添付 5 としてそれぞれ収録した。当初、ガイドライン策定やPDMの改訂は活動として位

置づけられていなかったが、後ほど正規に活動として追記した。すべての活動は予定通り

完了している。 1.7.2 これらの活動は、次の 4 つに分類し、案件運営に役立てた。

• 分類 A：実施・引継ぎ体制の整備とインパクト分析（付録 9 参照）（通期） • 分類 B：学校改善活動の実施（通期） • 分類 C：啓発キャンペーン（付録 11 参照）（通期） • 分類 D：BRIDGE モデル／ガイドラインの周知と普及

1.7.3 その他供与機材、現地政府負担、JCC議事録、報告書リスト、及び契約教員に関す

る文書をそれぞれ添付 6、7、8、10、12 に収録した。

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2. 達成事項と成果 2.1 上位目標の達成状況

上位目標と指標、及びその達成状況は次の通りである。 • 上位目標「タイズ州における基礎教育への女子生徒のアクセスが向上する」 • 指標「タイズ州の G1–G9 における男子生徒 1 人に対する女子生徒の比率」 • 達成状況：タイズ州の女子生徒比率は 2003/4 には 0.79 であったが、2007/8 には

0.82 にまで改善した。 2.2 プロジェクト目標の達成状況

BRIDGE のプロジェクト目標は「タイズ州において女子教育促進に有効な地域住民・学

校主体の地方教育行政モデルが開発される」である。PDM に設定された指標とその達成状

況は、次表に示す通りである。

表 3：プロジェクト目標の指標と達成状況

プロジェクト目標「タイズ州において女子教育促進に有効な地域住民・学校主体の地方教育

行政モデルが開発される」

指標達成状況

（ア）女子教育促進の視点を

含む BRIDGE モデル実施にか

かるガイドラインが完成し、

関係者によって理解される。

3 部構成の「タイズ州女子教育促進のための学校改善計画策

定ガイドライン (Guidelines for the Whole School Improvement Initiative with a Special Focus on Increasing Girls)」が完成し

た。州教育局、DEO 関係者は同ガイドライン完成の当事者

として内容を熟知している。

（イ）州教育局が開発された

ガイドラインを用いて

BRIDGE を実施することがで

きる。

2007 年のドラフト版は、州教育局、DEO の主導により改訂

した。2008 年からは、同ガイドラインを用いて、州教育局

は州議会からの財源による BRIDGE を継続している。

（ウ）パイロット対象郡にお

ける G1－G9 の男子生徒 1 人

に対する女性生徒の比率が少

なくとも 0.78 を下回らない。

就学者数は次の通り。0.78 以上を達成した。

表 4：就学者数の変化（2004→2007 年）

女子男子合計女子/男子

ベースライン (2004) 6,080 9,312 15,392 0.65

エンドライン (2007) 9,307 11,958 21,265 0.78

（エ）男女ともに全生徒数が

減少しない。上記表の通り、全生徒数は増加した。

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2.3 成果の達成状況

BRIDGE には次の 4 つのプロジェクト成果が定められている。それぞれの指標とその達

成状況を次表に示す。

表 5：BRIDGE 成果指標と達成状況

指標達成状況

成果 1「タイズ州の地方教育行政能力が育成される」

（ア）州教育局及び郡教育事務所

行政官が BRIDGE 実施に係るそ

れぞれの役割と責任を理解する。

（イ）州教育局及び郡教育事務所

が BRIDGE 運営サイクルで必要

な手順を最低限実施できる。

• 州教育局、群教育事務所の行政官は BRIDGE 型の施

策における役割分担をよく理解している。 • 月次会合、合同学校訪問、オープン・デイの企画運

営、啓発イベントの実施等を通じ、州教育局、群教

育事務所の行政官の能力は向上した。 • 群教育事務所行政官については、BRIDGE の執行能

力を簡潔にまとめた「能力リスト」を準備し、それ

に沿った能力向上支援がなされた。 • 2008 年度から州 GEO は独自財源を用いた州

BRIDGE を開始する。

成果 2「基礎教育改善事業への地域住民参画が活性化される（対象：州教育局ならびにプロ

ジェクト対象郡の郡教育事務所）」

（ア）郡教育事務所による地域住

民参加の増加の評価

局所的に差はあるが、全般的には地域住民の学校改善の

参画は高まった（群教育事務所担当者の所見） • 地域住民たちは学校改善活動に責任をもって望むよ

うになった。 • 地域のリーダーたちが、校長による学校改善を支援

するような場面が多くなった。 • 地域のリーダー達が、女性の活動参加を働きかける

ようになった。 • 女性が学校改善活動に関する意思決定に関与するよ

うになった。

（イ）学校及び地域社会による地

域住民参加の促進の評価

• 13.3％→99％（学校に協力したいとする保護者の割

合、ベースライン時→エンドライン時） • 4％→92％（学校は住民のためのものだ、とする保護

者の割合） • 77%が反対→88%が賛成（「学校改善に地域参加は不

可欠である」）

（ウ）保護者及び地域住民による

教育の重要性の理解が増加する。

• 36%→54%（子供の担任と学校・教育について議論す

る保護者の割合） • 29%→39%（宿題を手伝う保護者の割合）

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指標達成状況

（エ）学校改善活動における女性

の参加が増加する。

• 36 の識字教室、19 の裁縫教室が開設された（3 年

次）。 • 母会メンバーによる討論会（オープンデイ）は女性

が学校の現状、改善について知る良い機会となっ

た。

成果 3：学校運営能力が育成される（対象：学校長）

（ア）校長が BRIDGE 実施に係

る役割と責任を理解する。

• 「ガイドライン」に BRIDGE における校長の役割を

明記し、また数次の研修を通じその周知を図った。 • 専門家チームの実施したインパクト分析によると、

全ての校長の運営能力が満足できるレベルに到達し

ているわけではない。校長全員の能力向上を達成す

るのは、BRIDGEに与えられた期間内には不可能であ

った。

（イ）校長が女子教育の重要性に

ついて理解を増す。

• 女子教育の重要性への理解については良好な変化が

訪れた。 • 81%が反対→97%が賛成「男子も女子も同等に教育を

受ける権利がある」 • 85%が反対→95％が賛成「息子、娘の両方がいた場

合、その両方を学校にやる」

成果 4：BRIDGE モデルを対象校・郡以外に普及するための活動が開始される

（ア）州教育局が対象郡以外に

BRIDGE の経験を共有するための

ワークショップを企画・実施する

プロセスに参加する。

• タイズ州教育局は 3 度にわたり BRIDGE を他郡に紹

介する会合を催した（2008 年 6 月、7 月、10 月）。 • 州教育局は、対象校を現行 59 校から 119 校に拡大し

て BRIDGE を継続する州予算を当局に要求中であ

る。

（イ）州教育局がニュースレター

の編集過程を理解し、その過程に

参加する。

• 合計で 6 号のニュースレターが発行された。州教育

局の BRIDGE 担当者は、4 号までは寄稿し、5 号から

は編集会議に参加した。6 号以降ニュースレターの発

行は州教育局に完全に移管された。

（ウ）対象郡の各郡教育事務所が

プロジェクト実施期間中に最低 1

回「オープンデー」を開催する。

• 3 年次には各郡で 1 回ずつ開催された。 • 合計で 26 の州教育事務所担当官、310 人の学校委員

会メンバー、500 名以上の地域住民が参席した。

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3. インパクト分析「インパクト分析」では、ベースライン調査（2005 年）とエンドライン調査（2008）年

で得られたデータを分析することにより、BRIDGE が対象校ならびに周辺地域にもたらし

た影響を精査した。サンプル数は設問によって異なるが、参考としてエンドライン調査に

おけるサンプル数は次表の通りである。

表 6：インパクト分析における標本数（エンドライン調査）

回答者数

サンプル数／学校

（目安）パイロット校コント

ロール校合計

学校調査 1 59 22 81

校長調査 1 59 22 81

教員調査 5 287 95 382

保護者調査 5 591 261 852

合計 996 400 1,396

（出所）エンドラインサーベイ (2008)、BRIDGE

両調査（ベースライン調査、エンドライン調査）の詳細は各報告書に委ねる。インパク

ト分析結果によると、BRIDGE の好影響は以下の点において顕著である（詳細は添付 9 参

照）。 • 就学数の増加（男女共に） • 学習環境の改善 • 学校－地域の協力関係の醸成 • 女子教育の阻害要因についての認識の変化 • 学校による契約教員の雇用が、女子就学の鍵であること

3.1 就学数の増加（男女共）

• 対象全校、全学年において、女子、男子両方の就学が増加した。1 年生、2 年生の

増加では男子が女子を上回る。 • 女子生徒の就学状況が格段に向上した。特に高学年における女子の就学維持が顕著

である。 • 改善の余地はいまだ残るものの進級率は上昇し、落第・中退率は減少した。

8


表 7：生徒の就学状況（パイロット 59 校）

女子生徒男子生徒

学年ﾍﾞｰｽﾗｲﾝ時

(04/05 年）

ｴﾝﾄﾞﾗｲﾝ時

(07/08 年) 残存率

増減

（％）

ﾍﾞｰｽﾗｲﾝ時

(04/05 年）


(07/08 年) 残存率

増減

（％）

1 年生 1,888 2,117 12.1 1,870 2,444 30.7

2 年生 1,507 1,745 15.8 1,599 1,972 23.3

3 年生 857 1,698 98.1 1,261 1,865 47.9

4 年生 622 1,287 68.2 106.9 1,341 1,519 81.2 13.3

5 年生 622 984 65.3 58.2 916 1,164 72.8 27.1

6 年生 336 627 73.2 86.6 749 918 72.8 22.6

7 年生 214 436 70.1 103.7 639 871 65.0 36.3

8 年生 143 294 47.3 105.6 457 676 73.8 47.9

9 年生 92 245 72.9 166.3 480 574 76.6 19.6

合計 6,281 9,433 50.2 9,312 12,003 28.9

（出所）ベースラインサーベイ (2005) とエンドラインサーベイ (2008)、BRIDGE

• 女子生徒比率（対男子生徒）は 0.65（2004 年）から 0.79 に改善した。男子入学者

の急増による 1、2 学年を除き、全学年において同比率は改善（増加）した。

Female Male Ratio

0.0

0.2

0.4

0.6

0.8

1.0

1.2

Grade1

Grade2

Grade3

Grade4

Grade5

Grade6

Grade7

Grade8

Grade9

2005 F/M 2007 F/M

（出所）ベースラインサーベイ（2005）とエンドラインサーベイ（2008）、BRIDGE

図 3：女子生徒比率（対男子生徒）の変化

• コントロール校では就学数が減少した学年も散見され、対象校の上記のような傾向

は特筆に価する。

9


表 8：生徒の就学状況（コントロール 25 校）

女子生徒男子生徒

学年ﾍﾞｰｽﾗｲﾝ時

(04/05 年）


(07/08 年) 残存率

増減

（％）

ﾍﾞｰｽﾗｲﾝ時

(04/05 年）


(07/08 年) 残存率

増減

（％）

1 年生 568 341 -40.0 380 434 14.2

2 年生 485 284 -41.4 368 305 -17.1

3 年生 237 296 24.9 290 223 -23.1

4 年生 229 282 49.6 23.1 238 242 63.6 1.7

5 年生 209 235 48.4 12.4 222 235 63.8 5.9

6 年生 173 165 69.6 -4.6 249 179 61.7 -28.1

7 年生 106 117 51.0 10.4 174 162 68.0 -6.9

8 年生 127 115 55.0 -9.4 154 121 54.5 -21.4

9 年生 105 103 59.5 -1.9 166 138 55.4 -16.9

合計 2,239 1,938 2,241 2,039


• 女子生徒比率（対男子生徒）の改善度合いは、郡により差がある。中でも

Maqbanah の変化率は小さいが、男子生徒の増加率が高いことによる。

表 9：女子生徒比率（対男子生徒）（対象郡）

Same Maawiyah Maqbanah Al Waziyah Al Makha Dhubab

2004/2005 0.54 0.43 0.41 0.84 0.43 0.84

2007/2008 0.77 0.65 0.45 0.93 0.73 1.06


3.2 学習環境の改善

• 学習環境が大幅に改善した（教室数 337→420、女子学級向け教室数 44→79、女子

トイレ 9→66 等：下表参照）。 • BRIDGE が直接助成する活動のほかにも、自発的な改善活動が実施された。例えば

地域住民が自発的に学校敷地の塀を建設する事例がいくつか報告されている。 • 施設の改善と同時に対象校は多くの契約教員を雇用した。施設と教員の両条件がそ

ろい、学年を拡充した学校も多い。1–9 学年揃った学校数は、BRIDGE 開始時には

13 校だったが、終了時には 20 校に増加した。 • BRIDGE 対処してきたのはニーズ全体の一部に限られる。今尚多くの学校で教室、

トイレ、飲み水、黒板等多くの施設の改修を要する。

10


表 10：利用できる学校施設数（対象 59 校合計）

施設ベースライン時

(04/05 年）

エンドライン時

(07/08 年)

教室 337 420

女子学級用教室 44 79

図書室 1 5

学校図書 0 310

実験室 2 2

職員室 11 25

校庭 11 20

男子トイレ 39 64

女子トイレ 9 66

飲用水 1 39

電気 2 1

塀 5 26

机椅子 2,844 5,118

黒板 310 377

教科書 2,061 912 （出所）ベースラインサーベイ（2005）とエンドラインサーベイ

（2008）、BRIDGE

3.3 学校－地域の協力関係の醸成

• 校長の多くは、学校経営能力が向上したとは認識していない。ベースライン時に比

較して顕著な変化は観察されなかった。 • その一方で、地域との関係は大きく向上したとみる校長が多数派である（下表）。

表 11：地域・保護者についての校長の認識（サンプル数 59）

校長の認識（BRIDGE 前と比較して）

悪くなった（％）

変らない（％）

良くなった（％）

ずっと良くなった（％）

地域の教育への理解・尊重 0 1.7 50.9 47.4

学校教育への保護者の協力 1.7 1.7 71.2 25.4

女子教育への保護者の協力 0 6.78 61.0 32.2


• 一方、保護者の学校・教育への感心は大きく高まった。宿題の面倒をみる、担任の

先生とより頻繁にコミュニケーションを図る等の変化がみられる。 • 子供を大学までやりたいとする保護者も多数派となった（下図）。

11


Parents' Openion

0.20.2 2 2.410.8

63.3

20.80.3

No education needed for girls Up to G3 grade Up to G6 grade Up to G9 grade

Secondary education University level education Other Missing

Parents’ Opinion


図 4：保護者の認識：娘にどこまで教育をうけさせるか

3.4 女子教育の阻害要因についての認識の変化

• 以前は「女子教員の不足」「女子学級用教室の不足」「交通手段の不足」「塀が無

い」「早婚」「親の貧困」「卒業後の職が無い」などの要因が女子就学の阻害要因と

して多く認識されていた。 • BRIDGE 終了時には、これらは阻害要因と認識されているものの、その度合いは薄

まった傾向にある。特に、「女子教員」「教室」の不足女子就学の阻害要因とする見

方は弱まった。 • 「父親・母親の教育の理解不足」が問題だとする校長・教員が多いのに対し、保護

者の意見はその反対である点が興味深い。

表 12：女子就学の阻害要因

校長教員保護者阻害要因

ﾍﾞｰｽﾗｲﾝｴﾝﾄﾞﾗｲﾝﾍﾞｰｽﾗｲﾝｴﾝﾄﾞﾗｲﾝﾍﾞｰｽﾗｲﾝｴﾝﾄﾞﾗｲﾝ

女性教員の不足 1.68 0.59 1.43 0.24 1.76 0.61

女子学級用教室の不足 1.72 0.51 1.54 0.50 1.75 0.61

父親の教育への無理解 0.68 1.20 0.98 1.01 0.71 0.33

母親の教育への無理解 0.72 0.83 0.82 0.85 0.71 0.24

交通手段の欠如 0.87 0.02 0.83 0.20 0.99 0.30

塀が無い 1.19 -0.37 0.94 -0.74 1.00 -0.31

女子トイレが無い 1.59 0.31 1.47 0.24 1.15 0.63

女児の家事負担が過多 1.45 0.81 1.06 0.63 0.84 0.17

早婚 1.30 0.76 1.15 0.83 1.03 0.76

12


校長教員保護者阻害要因

ﾍﾞｰｽﾗｲﾝｴﾝﾄﾞﾗｲﾝﾍﾞｰｽﾗｲﾝｴﾝﾄﾞﾗｲﾝﾍﾞｰｽﾗｲﾝｴﾝﾄﾞﾗｲﾝ

保護者の経済的貧困 1.60 0.49 1.41 0.78 1.57 0.94

授業が非実用的 -0.34 0.00 -0.22 -0.78 -0.40 -0.40

学校での教鞭使用 -0.66 -0.69 -0.56 -0.71 -0.42 -0.79

卒業後の就業機会の欠如 1.64 0.53 1.36 0.52 1.18 0.03

教科書不足 0.00 -0.71 0.24 -0.41 0.00 -0.30

通学距離が長すぎる 0.59 -0.31 0.66 -0.01 1.00 0.36 （出所）ベースラインサーベイ（2005）とエンドラインサーベイ（2008）、BRIDGE 「多いに賛成」を 2 点、「大いに反対」を－2 点として数値化。賛成する意見が多いほど、数値が大きくな

る。1 を超える欄を網掛けした。

• 保護者、校長共に女子就学、地域参加に関する認識が大幅に改善した。 • 特に校長の意識の変化が顕著である。「娘と息子両方いた場合、両方を学校にやる

ように最善を尽くす」、「男子も女子も等しく教育を受ける権利を持つ」「女性のキ

ャリア志向を支持する」「学校教育の改善のためには地域の協力が不可欠だ」に対

する校長の反応の変化が大きく、興味を惹く点である。

表 13：女子就学、地域参加についての認識

校長教員女子教育に関する認識

ﾍﾞｰｽﾗｲﾝｴﾝﾄﾞﾗｲﾝﾍﾞｰｽﾗｲﾝｴﾝﾄﾞﾗｲﾝ

男子も女子も等しく教育を受ける権利を持つ -1.51 1.95 1.80 1.91

娘と息子がいた場合、娘よりも息子を学校に

やる 1.06 -1.64 -1.33 -1.63

娘と息子両方いた場合、両方を学校にやるよ

うに最善を尽くす -1.49 1.92 1.86 1.79

結婚したら女性は家にいるべきだ 0.60 -0.64 -0.58 -0.82

女性は基本的な読み書きさえできればよい 1.36 -1.14 -1.08 -1.43

女性のキャリア志向を支持する -1.23 1.49 1.37 1.54

多くの子供を持つことは家族の幸せである -0.21 -0.61 1.07 0.00

学校教育の改善のためには地域の協力が不可

欠だ -1.28 1.80 1.68 1.85

（出所）ベースラインサーベイ（2005）とエンドラインサーベイ（2008）、BRIDGE 「多いに賛成」を 2 点、「大いに反対」を－2 点として数値化。賛成する意見が多いほど、数値が大きくな

る。

13


3.5 学校による契約教員の雇用が、女子就学の鍵である

• 契約教員の雇用は 3 ヵ年を通じて人気の高い施策であった。後者の建設・修理、がそ

の後に続く（次表）。

表 14：BRIDGE 資金の支出先（3 ヵ年合計、活動別）

（出所）JICA-BRIDGE チーム

• 教員の確保が僻地部における女子就学の促進の鍵であった。女性教員でなくともよ

い。地元出身の男性教員ならば、女子就学促進の要因となる。 • そのほか保護者の啓発、トイレ建設等が、女子就学促進に効果があったと認識され

ている。 • 学校委員会が自ら起案、実施する BRIDGE 方式は、学校による契約教員雇用をは

じめ、各種の学校改善活動を推進する、有効なやり方であった。

14


表 15：BRIDGE では何が効果的だったか？

校長教員保護者どの要因を改善するの

が、効果的か？ % N= 59 % N = 287 % N = 591

女性教員の不足 20.2% 35 21.9% 188 24.0% 352

女子学級用教室の不足 9.2% 16 15.0% 129 18.8% 275

父親の教育への無理解 17.9% 31 17.8% 153 15.1% 222

母親の教育への無理解 21.4% 37 15.6% 134 12.1% 178

交通手段の欠如 4.0% 7 3.5% 30 2.3% 34

塀が無い .6% 1 2.0% 17 4.2% 62

女子トイレが無い 10.4% 18 9.6% 82 10.2% 150

女児の家事負担が過多 2.3% 4 1.9% 16 0.5% 8

早婚 1.2% 2 1.6% 14 0.4% 6

保護者の経済的貧困 5.2% 9 2.9% 25 6.3% 93

授業が非実用的 1.7% 3 .7% 6 1.7% 25

学校での教鞭使用 2.9% 5 1.3% 11 0.6% 9

卒業後の就業機会の欠如 1.2% 2 3.5% 30 1.0% 14

教科書不足 1.2% 2 1.3% 11 2.5% 36

通学距離が長すぎる .6% 1 1.4% 12 0.3% 4

Total 100.0% 173 100.0% 858 100.0% 1,468 （出所）ベースラインサーベイ（2005）とエンドラインサーベイ（2008）、BRIDGE 複数回答。10%以上の欄を網掛けした。

15


4. 教訓と提言以下の点が有効、重要であることが明らかとなった。これらは BRIDGE を通じて得た教

訓である。 4.1 地方の中でもさらに後進地域を対象地域に含める

「包括的な学校改善 (WSD: Whole School Development)」を採用する BRIDGE 型施策にお

いては、立ち遅れている地方部における教育改善が可能である。学校委員会による計画を

助成することで、「見捨てられていた」地域に活力とやる気をもたらす。

BRIDGE 対象地区を視察した教育省担当者によれば「タイズ州に、これほどひどい状況

の学校がこんなに沢山残っているとは認識していなかった」。都市部と地方部、また一つの

郡内においても、学校間の格差は大変なものである。地方の小規模校は、創設以来間もな

くかつ資金源が限られているため、教員不足等の厳しい運営環境におかれる傾向がある。

BRIDGE では、一つの地区内の学校はすべて対象にし、原則として一律の金額を全校に助

成した。上記のような学校間の格差を考慮すると、幹線道路より大きく外れた僻地になる、

より状態の悪い学校を対象にするなどの対象校選定も一考の価値があろう。 4.2 学校へのアクセスと教育の質の両方を同時に勘案する

BRIDGE を通じて対象校での進級率は大幅に改善したが、更なる改善の余地がある。 BRIDGE では出席簿の導入、児童（女児）への接し方の改善など、学校における

教員の職務の質（教育の質）の改善を試み、好評であった。教育の質のさらなる向上には、校長の当事者意識と意欲が重要である。そうした

趣旨の喚起と周知に BRIDGE は努めてきた。継続した DEO によるフォローアッ

プが必要である。女子就学の周知徹底は、学校の近所の集落に限られる傾向がある。離れた集落に

契約教員がいる場合は、契約教員が周知機能を果たせるが、それ以外にはなかな

か有効な手立てがないのも現実である。留意すべき事項の一つである。 4.3 地元出身の教員を雇用する

学校は契約教員に「村外の女性より地元の男性」を選定することを望んでいる。こうし

た地元出身の教員雇用は有効である。毎日出勤することがたやすい。したがって毎日学校に出勤し、欠席が少ない。域

外から通勤してくる教員に比べて職場放棄の可能性がより小さい。男性教師であっても、地元住民の良く知る地元出身であれば保護者は安心して女

子児童を通学させることができる。正規教員であっても、外部の人材である場合、

男性教員は地域に受け入れられない場合も多い。

16


地元出身の教員は、保護者との信頼関係を築きやすい。地域在住であれば家庭訪

問などがたやすくでき、保護者や生徒達とのより濃いコミュニケーションが可能

となる。またそれを通じ、学校と地域社会をより強くつなげることもできる。特

に僻地の「遅れた」地域においては、外部から配置される正規教員は地域に受け

入れられるまでにより長い時間を要する。経済的負担が安価（通勤交通費がかからないですむ）。

留意点：契約教員から正規教員への配置換えは簡単ではない。BRIDGE プロジェクトで

は初年度から契約教員の正規化に向けて政府に対して勧告をしてきたが、実際には 172 名

の契約教員のうち、08 年度に採用されたのはわずか 4 名である。この背景には以下の理由

が挙げられる。教員ポストは非常に高い競争である。新規の教員ポストは限られており、また州

人事院が扱う事項である。 GEO や教育省は州人事院の采配に口出しできない立場にある。学校が契約教員を採用するという事例は、BRIDGE がはじめての試みである。一

方、現在の正規教員制度では、学校現場の教員ニーズを十分に反映するのが困難

である。 4.4 「包括的な学校改善」は学校－地域関係を活性化する

BRIDGE では「学校委員会」が組織されたが、組織化に加えて、活性化させることが重

要である。以下の点は、地域住民と学校関係者が協力して学校委員会を活性化させた（実

際に委員会を用いて学校改善活動を実施した）ことにより実現した成果であり、再掲に値

する。 • 学校委員会は、BRIDGE 資金を公正明大に管理する能力がある。 • 学校委員会は、地域と学校を結ぶ役割を果たす能力がある。 • 学校委員会は、「Plan-Do-See」による年間計画、具体的な活動計画の共有を通じ、

学校改善活動を実施することができる。 4.5 イスラム教に基づく就学促進メッセージを、複数チャネルを通じて普及

する

BRIDGE では、イスラム教に基づく就学促進メッセージを、複数チャネルを通じて普及

した。これは、保護者や校長の女子教育への理解を向上させるに大変に有効であった。郡

教育事務所の担当によれば「特に読み書きできない保護者に対して、視聴覚に訴えるパン

フレットとラジオドラマのカセットテープの効果は抜群だった。また、メッセージはイス

ラムのメッセージだ。誰もが耳を傾け、反対の余地はない」。こうした機材は、地元の説教

師も利用できる汎用性も持つ。また、地元のジャーナリストを対象とした、スタディツア

ーも大変に効果的であった。彼らにとっても普段接する機会のない教育後進地域の実態を

知る機会となり、またそれを報道する契機を提供できた。

17


4.6 「包括的な学校改善」事業におけるDEO、州教育局担当官の能力強化とは

州教育局、DEO の、学校を「監督」「管理」する能力ではなく「支援する能力」を伸ば

すことが重要である。ガイドラインにおける役割分担も、こうした配慮に即した記述され

ている。州教育局、DEO に対する研修の後には、実際の学校支援の現場を OJT の機会と

してとらえ、現場で働く州教育局、DEO を支援し勇気付けることも肝要である。 4.7 省庁間の協力体制の確立

BRIDGE では、学校の直接助成（送金）、契約教員の正規雇用化など、前例の無い試みが

いくつかなされた。これを制度化するためには、教育省内の関係部局間の調整、教育省の

中央と州の調整、ならびに中央・州の複数の省庁をまたいだ連絡・協力体制の確立が不可

欠である。例えば、タイズ州政府は BRIDGE の継続に乗りだしたが、これを軌道に乗せる

ためには、州教育局長のリーダーシップと、州議会の支援が引き続き不可欠である。同時

に教育省による、BRIDGE 運営経費（研修費、交通費）の州教育局への補助も大きな助け

となる。また契約教員の正規教員化には、州人事院の理解・協力がなくして実現しない。

さらに学校への直接助成（送金）の実現には、財務省や州財務局と協働して送金スキーム

を開発する必要がある。こうした省庁間の協力体制は端緒についたばかりであり、その確

立はこれからである。 4.8 BRIDGE対象範囲拡大に伴う提言

JICA 専門家チームよる現在の支援が終了後も、タイズ州政府、タイズ州教育局は、自己

財源にて BRIDGE を継続する意向を有している。タイズ州教育局は、BRIDGE を現行の 6郡・59 校に、対象校を追加することを検討中である。また、教育省も BRIDGE モデルによ

る施策を他州に普及する意向を有している。以下は、対象範囲が拡大しても、BRIDGE が

各所で成功を収められるよう重要事項としてイエメン側に対して提言したものである。（本

提言は、08 年 11 月に行なわれた JCC にて議論され、JCC ミニッツに討議の上の合意事項

が記載されている。詳細は、添付 8 を参照されたい。） (1) 学校向けの助成資金のみならず、研修やモニタリング費用も確保すること。JCCでは、

研修費については教育省が負担すること、モニタリング費用についてはGEO、DEO分

については州議会予算より確保すること、教育省分については教育省が確保すること

が合意された。

(2) 学校が直接助成金を受け取れる仕組みを確立すること：現行のイエメン政府の規定で

は、学校は政府資金を直接受け取ることができない。また使途も限定的である。これ

らを改める送金の仕組みが必要である。2008 年 11 月のBRIDGEプロジェクト終了時に

は、政府施策である学校運営資金の学校への直接送金は実現しておらず、2008 年度分

については郡会計局を通じて学校に供与される運びである。教育省は、財務省、内閣

と協議を続けており、2009 年度には国庫から学校口座（銀行または郵便局）への直接

送金を目指すとしている。そのため、JCCでは教育省が今後も引き続き、学校への直

18


19

接送金の優位性について、BRIDGEの事例をもとに財務省に働きかけていくことが確

認された。

(3) 契約教員の継続的確保と能力・資質の担保：

① BRIDGE で採用した契約教員の正規化に向けて：次期の BRIDGE を開始する以前

に、イエメン政府は契約教員を正規雇用するのが筋である。もしそれが非現実的で

あるならば、学校が直接契約教員（高卒以上の学歴を要件とする）と契約を交わせ

る仕組みを整備すべきである。JCC では、2009 年度には BRIDGE 契約教員として

残る 125 名のすべての契約教員を採用する。これには、高卒男性教員も含まれる。

タイズ州教育局が 2008 年度については学校資金を通じて採用を継続することが確

認された。

② BRIDGE の今後の拡大に向けた契約教員制度の見直し：契約教員の男女は問わない。

有能な人材を地元から登用することが有用。地元の人材を教員として活用するこ

とを可能にするには、現在の制度を勘案すると女子は高卒以上、男性はディプロ

マ以上と男子の要件を政府基準にあわせることが妥当である。

→BRIDGE 型施策の責任ある継続には、学校契約教員の正規登用の道、あるいは学校

契約教員の確保の道を探ることが不可欠である。 JCC 討議では、BRIDGE の次期フェーズで契約教員を採用する際には、事前に教育

省、人事院、財務省、州教育局、州人事事務局、州財務局の承認を得ることが必要で

あること、ただし、学校が誰を採用するかを決める権限を保持できるようにすること

の大切さが確認された。

(4) 助成金額の再検討：学校の規模に応じた助成金算定式を提案

(5) 他の類似した学校改善型の事業（世界銀行BEDPの「Whole School Development (WSD)」や、ユニセフ「Children Friendly School」等）との調和

(6) 郡付け視学官の学校支援、モニタリングへの動員：現行のBRIDGEでは郡教育事務所

の職員が主に学校支援、モニタリングに従事してきた。郡教育事務所には視学官も配

置されている。今後はその活用も検討に値する。

付録

付録１

Appendix 1 Project Design Matrix (PDM0) of Broadening Regional Initiative for Developing Girls’ Education (BRIDGE) in Taiz Governorate (Agreed on March 22 2005) Narrative Summary Objectively verifiable indicators Means of Verification Important Assumptions Super Goal Every girl and boy completes her/his basic education in Taiz Governorate in accordance with BEDS by 2015

1. Boys’ and girls’ enrollment rates from in G1 to G6 in Taiz Governorate （100%） 2. Boys' and girls’ enrolment rates from G1 to G9 in Taiz Governorate （90%）

Census issued by the Statistical office – school-aged population Enrollment number of students by Department of Statistics, GEO Statistical recalculated document by using above two information

Overall Goal Girls’ enrollment rate in Taiz Governorate is increased

Girls enrolment rate from G1 to G9 in the targeted areas Census issued by the Statistical office – school-aged population Enrollment number of students by Department of Statistics, GEO Statistical recalculated document by using above two information

Yemeni Governmental and Taiz government continue to promote and implement the BEDS strategy.

Program Purpose The effective model of regional educational administration based on community participating and school initiatives is established for improving girl’s access to educational opportunities in the targeted districts in Taiz Governorate

1. Guidelines for promising girls’ education in Taiz Governorate is made 2. Female students’ ratio against a male student in G6 in the targeted area

1. Girls Education Promotion Guideline is printed 2-1 Census issued by the Statistical office – school-aged population 2-2 Enrollment number of students by Department of Statistics, GEO 2-3 Statistical recalculated document by using above two information

Ministry of Education and Ministry of Finance continue to allocate the necessary budget for the implementation of BEDS strategy.

Output 1. Taiz Govern rate’s capacity on regional educational administration is enhanced 2. Community participation in basic education is activated in the targeted areas 3. School management capacity is enhanced in the targeted area

1-1 Number of training programs conducted for GEO & DEO officers 1-2 Number of the activities conducted among schools, DEO & GEO 1-3 Number of awareness raising activities for promoting girl’s education 2-1 Number of fathers’ & mothers’ councils established and their number of the activities conducted 2-2 The actual number of reports to DEOs done by facilitators 2-3 Number of reports to DEO done by facilitators 2-4 Parents’ and communities’ expectations for and awareness of their daughters’ and students’ education which are raised through their activities 3-1 Number of training for school administrators 3-2 Number of meetings conducted at the school level 3-3 Expectation of parents and community for schools 3-4 Number of reports on the schools’ activities to DEO done by school administrators

1-1 Number of training courses and trainees. Training reports 1-2 Program progress reports 1-3 Program progress reports, pamphlets for campaign 2-1 Number of fathers’ and mothers’ councils set up, the activities records, progress reports 2-2 Seminars conducted and the number of attendant 2-3 Activities conducted by the facilitators and its progress reports 2-4 Results of incentive survey? in terms of school education 3-1 Number of seminars conducted and the number of attendants 3-2 Number of meetings held, attendants, and Program progress reports 3-3 Results of expectation survey in terms of school management 3-4 Program activities and Program progress report

Allocated number of teachers to basic education school is not decreased but increase in accordance with the school age population

Trainees from GEO, DEO and schools or communities at technical courses or seminars continues to participate in the program

INPUT <Japanese Side> Human Resource Experts for the following fields: Regional educational administration Girls’ education/gender community participation Others Facilitator for community participation Monitoring Personnel Equipment and materials Vehicles for monitoring Others Counterparts’ Training in Japan 2-3 persons per year 8-10 person in total Budget Assistance for pilot projects Other program cost including training allowance for the 1st and 2nd year as necessary

Activities for Output 1: Capacity Development for Regional （Governorate & District） Educational Administration 1-1 Conduct workshops on the objectives and concepts of BEDS including the skills and knowledge of girls’ education promotion and community participation for relevant GEO/DEO

officers and local Board /Local Council member 1-2 Organize awareness raising activities for promoting girls’ education in whole Taiz Governorate 1-3 Conduct base-line survey on the situation of basic education 1-4 Establish cooperation network among targeted schools, communities, DEOs and GEO 1-5 Make an educational development plan in each targeted district based on the Governorate BEDS 1-6 Formulate operational guidelines for pilot projects （objective, criteria for activities, procedures, how to make proposal, etc） 1-7 Conduct training on how to monitor the progress of pilot project （to be proposed by both communities and schools） for DEO officers in the targeted areas 1-8 Monitor the pilot project 1-9 Conduct regular workshops on the pilot projects and share experiences, problems and lessons learnt through the pilot project at district and Governorate levels 1-10 Conduct the end-line survey 1-11 Formulate guidelines for promoting girl’s education in Taiz Governorate based on the results of Activities 1-8, 1-9, and 1-10 Activities for Output 2: Increasing Community People’s Active Participation in Promoting Girls’ Education 2-1 Conduct workshop on the outline of the Program and pilot project （to be proposed by community） for relevant GEO/DOE officers, school-related people, and community people 2-2 Select facilitators in the targeted communities 2-3 Establish fathers’ and mothers’ councils at the targeted schools if there is no such councils 2-4 Report the results of the baseline survey to the targeted school administrators and community people and give them some advices on the issues of basic education to be addressed. 2-5 Conduct workshops and training on the role/responsibility of and how to activate the fathers’ and mothers’ councils established for the members of the council 2-6 Conduct regular workshops on the importance of education, especially girls’ education for the member of the fathers’ and mothers’ council 2-7 Conduct meetings among the members of the fathers’ and mothers’ councils, community representatives, female and male students, and school related people, and facilitate them to identify their educational issues and development needs in the communities 2-8 Conduct meetings among the stakeholders motioned in Activity 2-7, and facilitate them to decide and make plans for their pilot projects （to be proposed by communities） based no the needs identified and DEO’s plans made in Activity 1-5 2-9 Facilitate relevant stakeholders to implement the pilot projects （proposed by communities） planned in Activity 2-8 2-10 Monitor and report regularly the progress of the pilot projects （proposed by communities） to relevant DOEs （by the facilitators selected in Activity 2-2） Activities for Output3: Capacity Development for Administrators in School Management 3-1 To Conduct training on school management, girls’ education promotion and so on for school administrators （headmasters/mistress and deputy headmasters/mistresses） 3-2 Establish school improvement committees within the targeted schools, of which members consist of school administrators （including teachers and inspectors）, representatives of male and female students, members of fathers’ ad mothers’ councils and DOE officers 3-3 Conduct meetings among the members of the school improvement committees established in Activities 3-2, and facilitate them to identify the needs to improve school management and educational quality at their schools 3-4 Conduct meetings among the members of the school improvement committees, and facilitate them to decide and make plans for their pilot projects （to be proposed by schools） based on the needs identified and DEO’s plans made in Activities 1-5 3-5 Facilitate relevant stakeholders to implement the pilot projects （proposed by schools） planned in Activity 3-4 3-6 Monitor and report regularly the progress of the pilot projects ‘proposed by schools） to relevant DOEs ‘by the representatives of the school improvement committee

<Yemeni Side> Human Resource Staff for Educational Sector （GEO, DEO） Facility Offices for Japanese experts Desks with chairs Telephone line Operational Cost Salaries for C/P staff Travel fees for monitoring including fuel Training allowance for the 3rd year Other expenditures

Precondition Educational administrators and officers, school staff, communities people local councils officers don’t oppose the program design and implementation

A1-1

A1-2

Modified Project Design Matrix after Mid-term Evaluation (PDM1) Project Title: Broadening Regional Initiative for Developing Girls’ Education（BRIDGE）in Taiz Governorate Updated: September 9, 2007 Project Period: June 2005 to November 2008 Target Areas: Mawiyah, Maqbanah, Al Makha, Dhubab, Same’ and Al Waziiyah (6 districts) Target Group: GEO, DEOs, schools and community

Narrative Summary Objectively verifiable indicators Means of Verification Important Assumptions Super Goal Every girl and boy completes her/his basic education in Taiz Governorate in accordance with BEDS by 2015

1. Completion rate in G9 in Taiz Governorate Completion rate by Department of Statistics, GEO

Overall Goal Girls’ access to basic education in Taiz Governorate is increased.

1. Female students’ ratio against a male student in G1-G9 in Taiz Governorate is increased.

Enrollment number of students by Department of Statistics, GEO

Yemeni governmental and Taiz government continue to promote and implement the BEDS strategy.

Project Purpose The effective model of regional educational administration based on community participating and school initiatives is developed for improving girl’s access to educational opportunities in the targeted districts in Taiz Governorate

1. Guidelines on implementing BRIDGE model, especially from perspective of promotion of girls’ education is in place and understood by key stakeholders.

2. GEO is capable of managing BRIDGE implementation by using the developed guideline.

3. Female students’ ratio against a male student in G1-G9 in the target districts is at least 0.78.

4. The total number of students (both boys and girls) does not decrease.

1-1 Assessment by GEO and MoE on contexts of the guideline, including a set of formats.

1-2 Analysis of studies (examples) on successful cases for promotion of girls’ education which will is included in the guideline.

2 Self assessment by GEO and assessment by Japanese experts. 3&4 Enrollment number of students by Department of Statistics, GEO

Ministry of Education and Ministry of Finance continue to allocate the necessary budget for BRIDGE. The BRIDGE model is disseminated in Taiz Governorate.

Output 1. Taiz Governorate’s capacity on regional educational administration is enhanced.

(Target: GEO and DEOs) 2. Community participation in basic education is activated in the targeted areas (Target:

School Committees, Fathers’ Councils and Mothers’ Councils) 3. School management capacity is enhanced in the targeted areas.(Target: Head

teachers) 4. Steps for disseminating the BRIDGE model beyond the pilot schools and the target

districts are initiated.

1-1 GEO and DEOs understand their roles and responsibilities in BRIDGE implementation. 1-2 GEO and DEOs can manage each steps minimally required in the BRIDGE

management cycle. 2-1 DEOs assess that community participation is increased. 2-2 Both school and community assess that community participation is increased. 2-3 Parents’ and communities’ understanding about the importance of education is

increased. 2-4 Women’s participation of school activities is increased. 3-1 Head teachers understand roles and responsibilities in BRIDGE implementation. 3-2 Understandings of head teachers on the importance of girls’ education is increased. 4-1 GEO participates in the process of planning and implementation of workshops to share

BRIDGE experiences among the target districts. 4-2 GEO understands the editing process of the news letter and involves in the process. 4-3 DEOs in each target district organize Open Day at least once during the Project

implementation period.

1-1&1-2 Self-assessment (self-assessment sheet) and assessment by the JICA Expert Team.

2-1 Evaluation criteria sheet developed by the Project. 2-2 Data complied by JICA-BRIDGE team and Focus group interviews 2-3 Data complied by JICA-BRIDGE team Focus group interviews 2-4 Focus group discussions and assessment by school head teachers/DEOs 3-1 Self-assessment and assessment by DEOs 3-2 Data and Focus group interviews 4-1 Activity records 4-2 Focus group interview and assessment by the JICA Expert Team. 4-3 Activity records

Trained GEO team remains as C/Ps.

Trainees from GEO, DEO and schools or communities at technical courses or seminars continues to participate in the project.

1-1 Hold an inception report seminar to introduce the initiation of BRIDGE Project 1-2 Organize awareness raising activities for promoting girls’ education in the whole Taiz Governorate 1-3 Hold monthly meetings between GEO and DEOs. 1-4 Formulate operational strategies. 1-5 Hold workshops how to prepare School Improvement Plan and end-of-year reports. 1-6 Monitor School Improvement Plan. 1-7 Conduct the end-line survey 1-8 Formulate and validate guidelines. 2-1 Formulate Fathers’ and Mothers’ Councils at the pilot schools if there is no such councils. 2-2 Hold community-based awareness activities. 3-1 Hold workshops on process of planning and implementation of School Implementation Plan. 3-2 Hold monthly meetings with School Committees, Fathers’ Committees and Mothers’ Committees to plan and monitor of activities. 4-1 Hold workshops to share experiences among pilot schools at the target districts. 4-2 Issue and distribute news letters to the districts in Taiz Governorate, MOE and other development partners twice a year. 4-3 Hold workshops to share BRIDGE experiences with the districts of Taiz Governorate, MOE and other development partners. 4-4 Hold workshops to share BRIDGE experiences with non-BRIDGE team members at GEO.

INPUT <Japanese Side> Human Resource Experts for the following fields: Regional educational administration Girls’ education/gender community participation Others Facilitator for community participation Monitoring Personnel Equipment and materials Vehicles for monitoring Others Counterparts’ Training in Japan 2-3 persons per year 8-10 person in total Budget Assistance for activities in School Improvement Plan. Other program cost including training allowance for the 1st and 2nd year as necessary

<Yemeni Side> Human Resource Staff for Educational Sector （GEO, DEO） Facility Offices for Japanese experts Desks with chairs Telephone line Operational Cost Salaries for C/P staff Travel fees for monitoring including fuel Training allowance for the 3rd year Other expenditures

Precondition Educational administrators and officers, school staff, communities people and local councils officers don’t oppose the implementation of the Project.

付録 2

Appendix 2: Dispatch Schedule of Experts

Areas of Expertise 氏名 F D F D F D F D F D F D

F: Field, D: Domestic

1 2 0.53 0.37 1.00 0.93 0.47 3.30

1 5

2 3 1.20 0.70 1.07 1.07 1.57 5.61

5

3 4 2.33 2.50 4.30 4.50 0.27 13.90# 0.27 0.27

2 7 6 2 8 3 2

4 5 3.53 3.43 5.50 6.00 1.90 20.36

1 5 5 5 9 4 7 9

5 2 2.07 1.67 3.60 3.60 0.00 10.94

66 3 0.93 0.47 0.00 0.00 0.43 1.83

6 9 1 7 4

7 4 2.60 4.17 6.50 7.23 3.87 24.370.23 0.23

3

8 5 0.00 0.00 0.00 0.70 1.33 2.030.43 0.43

8 7 8 8 3

9 6 0.90 0.901.00 1.00 2.00 2.00 0.93 6.93

Ramadan Eid Ramadan Eid Ramadan Eid Ramadan

1 2 0.00 0.17 0.00 0.00 0.00 0.175

3 3 0.00 0.00 0.03 0.00 0.03 0.061

3 3 0.00 0.23 0.50 0.00 0.17 0.907 5

Field Assignment (M/M) （Excluding Project Coodination→） 13.19 13.31 21.97 23.33 10.74 80.31

Project Coodination (M/M) 1.00 1.00 2.00 2.00 1.86 7.86Domestic Assignment (M/M) 0.00 0.40 0.53 0.00 0.20 1.13

Training Planning IIMs. TANIGAWA,

Ayako（PADECO) (32)

Dr. SAKURAI,Aiko

（PADECO)

22 19 20

(32)

(21)

13

(59)

(13)

(57)

28

(60)

(10)(1)

29

(57)

29

Year 3

(34)

(10)

(14)

(16)

(31)

(14)

(61)

(5)

(25)

2005 2006 2008 Year 22007 Year 1 Year 3 Year 4 MM18 19 20 3227 332117131 2 3 4 5 6 7 8 14 15 169 10 11 12 22 2623 24 25 28 29 1-1 1-238 39 40 41

10 11 124234 35 36 3730 31

6 7 8 9 1 2 3 4 5 6 7 8 2 39 10 11 12 106 2 3 4 510 11 12 1

Year 1-1 Year 1-2

7 87 8 94 51

◎Leader Dr. KURANAMI,Chiaki（PADECO)

◎GenderMs. SONODA,

Aya(PADECO)

◎Girls EducationMs.EmilyAllardyce

（PADECO）

◎Micro-planning/Community Participation

Mr. TANAKA,Shinichiro

（PADECO）

Deputy Leader/ TrainingPlanning/ Awareness

Raising

◎Deputy Leader/Regional Education

Admin.

Dr. OGAWA,Keiichi

(Kobe U.）

(15) (15)

16

(21)

6 22 9

(20)

Education Statistics/Impact Assessment I

Prof. KAWASHIMA,Tatsuo

（Kobe U.)

18

1

(62)

(30)

Project Coorinator/Impact Assement II

Mr. OGITA, Ms. SHIOTA,Ms. NAKANO*（PADECO)

22 21

(30) (30)

2830

(27)(30) (28)(30) (30)

◎Micro-planning/CommunityParticipation

Dr. OGAWA,Keiichi

(Kobe U.）

Education Statistics/Impact Assessment I

Prof. KAWASHIMA,Tatsuo

（Kobe U.)

(16)

MM2006年度 2007年度 2008年度

MM TotalMM

29 25

6 119 MM MMYear 4

20 29 2 9

(40) (40)

30

20

(8) (27)8

233124

(106) (34) (69)

14

(41)

(37)

(19)

12

(10)(19)

2211

23

(38)

7

31

(27)(32) (19)

(3)

5 23

(3)

(8)

Year 2

28

(65)

(18)

12

(51)

22

(13)

19

11

16 26

(28) (14)

23

(11) (28)

2331

(11)

22 5 20

20 5

30 29 14 22

(30)

25

(16)

17 5

10

7 20 19

14 24

(16)

29 25

25 5 27 15

(6)(5)

(78) (48) (50) (27)

25 26 17 6

(12)

(47)

(9)

(22)

(19)

(58) (53)

26

(30)22

7 14

29 22

2 26

21

(22) (53)

13 26

(14)

31 19

(8)

(8)

(7)

(13)

2816

222

(8)

1

3018

(10)(26)(11)

218

16 26 31 25

(14)

14

16 31

26

52014

25 26

12

(47) (32)

Upper: Expert Field AssignmentLower in red: Project Coodination Assignment

◎LeaderDr. KURANAMI,

Chiaki（PADECO)

* Year 1-1: Ogita, Year1-2, Shiota, Year 2-4

Nakano

15

1

31

28 17 24 27

22 23 27 29

10 23

16 2712

13

19 21

(16)

23 19 24 17

(31)

15

(42)

31 1417 292531 15

1818

(20) (14) (14) (11)

206

23 21

A2-1

付録 3

Yemen BRIDGE project: Counterpart Training in Japan　27 February - 9 March, 2007

Updated: 22 Feb. 2007

Attendant: Ms. Yoko Yokoe, Training Supervisor, JICE (English) 　 Translator: Mr. Shadi Hijazi, Graduate School of Business Management, Kobe Univ.

25-Feb Sun

26-Feb Mon

27-Feb Tue

9:30- Briefing JICA Tokyo 14:00 or 15:00 Visit JICA HeadquartersMeet with Ms. Hara (Head of HumanDevelopment Basic Education Team, Ms.Tokuda (in charge of BRIDGE Project)

Tokyo

28-Feb WedTokyo → Kobe　Check in @ JICA Hyogo

13:00-13:30

13:35-15:30

15:50-17:30

JICA Hyogo→Kobe Univ.Program Orientation(Attendant：Dr. Keiichi Ogawa, Ms. MihoArimura)Seminar"Girls' Education and EconomicDevelopment in Developing Countries"(Lecturer: Dr. Keiichi Ogawa）"International Aid Agencies - JICA andBasic Education Development"(Lecturer: Dr. Mikiko Nishimura)

GSICS,KobeUniversity,6F ConferenceRoom

1-Mar Thu

9:00-10:30

10:45-12:15

Seminar"Education and EconomicalEfficiency: EFA to EFA:FTI"(Lecturer: Dr. Keiichi Ogawa"Education System and LocalGovernment in Japan"（Lecturer: Dr. Kenshi Yamanouchi）

GSICS,Kobe University,6F ConferenceRoom

13:30-14:00　

14:15-15:45

　16:00-17:00

Meet with President of Kobe Univ.（Participants: MoE officials, Prof. Ohta[Deputy President of Kobe Univ],Dr.Ogawa,JICA Training Supervisor,Translater)Seminar"Education Policy and Planning"(Lecturer: Dr. Keiichi OgawaWorkshop"Lecture on Preparation of Annual WorkPlan (AWP) FY2008"(Lecturer: Dr. Keiichi Ogawa）


2-Mar Fri

9:30-11:30 Visit Kobe City Board of Education"Learning Activities and Approachof Kobe City"(Attendant from Kobe U.: Ms. MihoArimura)

Kobe City 13:30-15:00　

School Visit"Rokkosan Primary School"(Attendant from Kobe U.: Ms. MihoArimura）

Kobe City

3-Mar Sat

4-Mar Sun

9:00-12:00 Reading and Preparation ofMaterials

Kobe Univ. 13:30-17:00 Workshop"Primary Education Promotion Policyand Finance/Government System"(Lecturer: Dr. Mikiko Nishimura, Dr.Keiichi Ogawa, Others)

Kobe Univ.

5-Mar Mon

9:00-12:00 School Visit"Sumiyoshi Elementary Schoolattached to Kobe University""Sumiyoshi Jr. Secondary Schoolattached toKobe University"(Attendant from Kobe. U.: Dr.Keiichi Ogawa, Ms. Miho Arimura,Mr. Toyohiko Yogo)

Kobe City13:30-15:00

15:15-17:00

Seminar"International Organizations and Girls'Education"(Lecturer: Dr. Yuto Kitamura）"ICT and Girls' Education"(Lecturer: Ms. Yoshiko Koda)


6-Mar Tue

9:00-12:00 International Symposium"Education Public Policy and Girls'Education in Yemen"(Lecturer: Prof. Tatsuo Kawashima,Dr. Keiichi Ogawa, Dr. MikikoNishimura)

GSICS,Kobe University,6F ConferenceRoom

13:00-17:00 International Symposium"Education Public Policy and Girls'Education in Yemen"(Lecturer: Prof. Tatsuo Kawashima, Dr.Keiichi Ogawa, Dr. Mikiko Nishimura)


7-Mar Wed

9:00-10:00

10:45-12:30

Training Assessment at JICAHyogo（Attendant from Kobe Univ.: Dr.Keiichi Ogawa, Ms. Ohkata)Seminar"Community based Managementand ICT"

JICA HyogoGSICS６FConferenceroom

14:00

-17:00

Workshop"Preparation of AWP FY2008"(Lecturer: Dr. Keiichi Ogawa)

GSICS,6FConference Rm.

8-Mar Thu

9:00-11:00-

School Visit"Rokko Island Primary School""Minatogawa-Tamon PrimarySchool"(Attendant from Kobe U.: Ms. IzumiOhkata, Mr. Toyohiko Yogo)

Kobe City 13:30-14:4515：00-16：30

17:30-20：00

Preparation AWP presentationPresentation of AWP(Attendant: Ms. Izumi Ohkata)Farewell Party（Attendant: Ms. Miho Arimura, Mr.Toyohiko Yogo)）

GSICS,6FConferenceRoom　"Mozaic",Kobe City

9-Mar Fri

10-Mar Sat

Training Agency in charge: Kobe University

Participants: Dr. Mahdi Ali Abdulsalam (Director, Taiz Governorate Education Office)Ms. Fatheyah Al-Shawafi (General Director, Girls Education, Ministry ofEducation)Ms. Muna Nasser Ahmed Ajlan (Head of Educational Services Section, Girls'Education Department, Taiz Governorate Education Office)

Counterpart Training ScheduleDate A.M. P.M.

Depart Yemen

Arrive in Tokyo, Japan

Preparation for departure Depart Japan for Yemen

Reading and Preparation of Materials Reading and Preparation of Materials

Reading and Preparation of Materials Preparation for departure

Appendix 3

A3-1

付録 4

APPENDIX 4:Plan of Operation and Actual Schedule (June 05 to Nov. 08)

YearProject Year

Month 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11Tasks

1-1 PlanActual

2-1 PlanActual

2-2 PlanActual

2-3 PlanActual

2-4 PlanActual

2-5 PlanActual

2-6 PlanActual

2-7 PlanActual

2-8 PlanActual

2-9 PlanActual

2-10 PlanActual

2-11 PlanActual

2-12 PlanActual

2-13 PlanActual

2-14 PlanActual

2-15 PlanActual

2-16 PlanActual

2-17 PlanActual

3-1 PlanActual

3-2 PlanActual

3-3 PlanActual

3-4 PlanActual

3-5 PlanActual

4-1 PlanActual

4-2 PlanActual

4-3 PlanActual

4-4 PlanActual

4-5 PlanActual

5-1 PlanActual

5-2 PlanActual

5-3 PlanActual

5-4 PlanActual

5-5 PlanActual

5-6 PlanActual

6-1 PlanActual

6-2 PlanActual

6-3 PlanActual

6-4 PlanActual

6-5 PlanActual

6-6 PlanActual

Year 3 Year 4

Determine Pilot Schools and Communities That Will Implement Pilot Activities（TOR 8-9）

Establish Fathers’ and Mothers’ Councils and School Committees（TOR 8-10）

Year 1: Phase 1 Year 1: Phase 2

Draft Manuals for Planning of School Improvement Plans（TOR 8-11）

Develop Implementation Policy of Pilot Activities（TOR 8-12

Draft Manuals for Implementation of Pilot Activities（TOR 8-13）

Conduct Training on Planning of School Improvement Plans for Concerned Parties of DOE, Fathers’ Councils and Mothers’ Councils and School Committees (TOR 8-14)

Establish School Improvement Plans（TOR 8-15）

Conduct Baseline Survey（TOR 8-16）

Draft Girls’ Education Improvement Plan in Taiz Governorate（TOR 8-17）

Conduct Training on Implementation of School Pilot Activities for Concerned Parties of DOE, Fathers’ Councils, Mothers’ Councils and School Committees (TOR 8-18)

Draft Pilot Activity Proposals (TOR 8-19)

Review and Approve the Pilot Activity Proposals (TOR 8-20)

Implement Pilot Activities (TOR 8-21)

Hold Workshop (1) (TOR 8-22)

Revise Girls’ Education Improvement Plan in Taiz Governorate and Revise Implementation Policy of Pilot Activities (TOR 8-24)

Review and Advise on the Pilot Activity Report (TOR 8-23)

Plan and Implement Awareness-Raising Programs for Girls’ Education in Taiz Governorate (TOR 8-25)


Hold Technical Exchange Workshop (1) (TOR 8-27)





Hold Technical Exchange Workshop (2) (TOR 8-32)


Draft Guidelines for promoting girls’ education in Taiz Governorate (TOR 8-34)


Conduct End-line Survey (TOR 8-36)


Develop Guidelines for promoting girls’ education in Taiz Governorate (TOR 8-38)

Hold Workshop and Trainings for disseminating the BRIDGE model (TOR 8-39)


20082007

Review Existing National Development and Education Plans and Related Project Documents（TOR 8-5）

Understand Decision-making Processes on Basic Education and Budget Allocation System in the Government of Yemen（TOR 8-6）

Prepare for Implementation Plan(TOR 8-1)

Prepare Inception Report (IC/R) (TOR 8-2)

Hold IC/R Seminar (TOR 8-3)

Employ and Train Local Resource Persons (TOR 8-4)

TaskN

umber

Plan and Implement Awareness-Raising Programs for Girls’ Education in Taiz Governorate（TOR 8-8）

2005 2006

Establish Implementation Structure of Pilot Activities（TOR 8-7）

Year 2

A4-1

付録 5

Preparation forproject

implementation,general affairs,public relations,

evaluation

0

Pilot activity

Support for Girls’Education PromotionPlanning in Taiz

Awareness raisingactivities in the whole

Taiz Governorate

Report ▲IC/R ▲Pjct Progress Rpt 1 Pjct Progress Rpt 2▲ Pjct Progress Rpt 3▲ ▲Pjct Progress Rpt 4 ▲Pjct Progress Rpt 5 ▲Pjct Progress Rpt 6 Pjct Completion Rpt▲

Outcome Pilot Activity Progress Rpt 1▲ ▲Guideline Draht Girls’ Education Promotion Guideline▲

Appendix 5: Work Flow

10 116 7 8 92 3 4 510 11 12 16 7 8 92 3 4 510 11 12 16 7 8 92 3 4 510 11 12 16 7 8 9Year 2005 Year 2006 Year 2007 Year 2008

Heisei Period 17 (in Japan) Heisei Period 18 (in Japan) Heisei Period 19 (in Japan) Heisei Period 20 (in Japan)

Task2-2: Hold IC/R Seminar(TOR 8-3)

Task2-1: Prepare Inception Report(IC/R) (TOR 8-2)

Task2-7: Plan and ImplementAwareness Raising Programsfor Girls’ Education in TaizGovernorate（TOR 8-8）

Task2-6: Establish ImplementationStructure of Pilot Activities（TOR 8-7）

Task2-8: Determine Pilot Schoolsand Communities That Will Imple-ment Pilot Activities（TOR 8-9）

Task2-9: Establish Fathers’ andMothers’ Councils and SchoolCommittees（TOR 8-10）

Task2-10: Draft Manuals for Planning ofSchool Improvement Plans（TOR 8-11）

Task2-11: Develop ImplementationPolicy of Pilot Activities（TOR 8-12）

Task2-12: Draft Manuals for Imple-mentation of Pilot Activities（TOR 8-13）

Task2-13: Conduct Training onPlanning of School ImprovementPlans for Concerned Parties ofDOE, Fathers’ Councils andMothers’ Councils and SchoolCommittees (TOR 8-14)

Task2-14: Establish SchoolImprovement Plans（TOR 8-15）

Task2-4: Review Existing NationalDevelopment and Education Plansand Related Project Documents（TOR 8-5）

Task2-5: Understand Decision-making Processes on BasicEducation and Budget AllocationSystem in the Government ofYemen（TOR 8-6）

Task2-3: Employ and Train LocalResource Persons (TOR 8-4)

Task2-15: Conduct BaselineSurvey（TOR 8-16）

Task2-16: Draft Girls’ EducationImprovement Plan in TaizGovernorate（TOR 8-17）

Task2-17: Conduct Training onImplementation of School PilotActivities for Concerned Parties ofDOE, Fathers’ Councils, Mothers’Councils and School Committees(TOR 8-18)

Task3-1:Draft Pilot Activity Proposals (TOR 8-19)

Task3-2:Review and Approve the Pilot ActivityProposals (TOR 8-20)

Task3-5:Review andAdvise on the PilotActivity Report (TOR 8-23)

Task4-2: Plan and Implement Awareness Raising Programs for Girls’ Education inTaiz Governorate (TOR 8-25)

Task4-1: Revise Girls’ Education Improvement Plan in TaizGovernorate and Revise Implementation Policy of Pilot Activities (TOR8-24)

Task3-4: Hold Workshop (1) (TOR 8-22)

Task3-3:ImplementPilot Activities

(TOR 8-21)

Task5-1: Plan and Implement Awareness Raising Programs for Girls’ Education in TaizGovernorate (TOR 8-30)

Task5-2: Implement Pilot Activities(TOR 8-31)

Task5-5: Review andAdvise on the Pilot ActivityReport (TOR 8-34)

Task5-6: Draft Guidelines for promoting girls’ education in TaizGovernorate (TOR 8-35)

Task5-4: Hold Workshop (3)(TOR 8-33)

Task6-1: ConductEndline Survey (TOR 8-36)

Task6-3: Develop Guidelines for promotinggirls’ education in Taiz Governorate (TOR 8-

Task6-2: Plan and Implement AwarenessRaising Programs for Girls’ Education inTaiz Governorate (TOR 8-37)

Task6-4: Hold Workshop (4)(TOR 8-39)

Task1-1: Prepare for UpcomingTasks (TOR 8-1)

Task4-1: Revise Girls’ Education Improvement Plan in Taiz Governorate and ReviseImplementation Policy of Pilot Activities (TOR 8-24)

Task4-3: Implement Pilot Activities(TOR 8-26)

Task4-6: Review and Adviseon the Pilot Activity Report (TOR 8-28)

Task4-4: Hold Technical Exchange Workshop (1) (TOR 8-27)

Task4-5: Hold Workshop(2) (TOR 8-27)

FinalEvaluation

Mid-termEvaluation

Task5-3: Hold Technical ExchangeWorkshop (2) (TOR 8-32)

A5-1

付録 6

Appendix 6: Provision of Equipment and Materials

List of Equipment to be Provided to GEO Office of Taiz

No. Item Name Brand, Model Main Specification Quantity Conodition Transferor User

1 Shared Hard-DiskBuffalo Portable HDD5400 rpm HD-PH40U2/BST 1 Good GEO GEO

2 Wireless Lan D-Link WBR2-G54/P 1 Good GEO GEO3 Video camera Sony Handycam DCRHC90 1 Good GEO GEO

4 Mobile phone Nokia

001-15NOK2,NOKIA3105,NOKIA3125 3

2 Good, 1unstable GEO GEO

5 Mobile phone SIM card 3 Good GEO GEO6 Fax Canon B820 1 Good GEO GEO

7 ScannerCanon LDE20, FujitsuScan Snap 2 Good GEO GEO

8 PrinterCanon3200、Canon6300、CanonPixMD3000. 3 Good GEO GEO

9 Projector EPSON EMP-S1H 1 Good GEO GEO10 Chair Office chairs 16 Good GEO GEO11 Desk Office desks 8 Good GEO GEO

12Bookshelf/cabinet(including drawer type) 5 Good GEO GEO

13 SPSS (Computer Software)SPSS BASE WINDOWS13.0.1 Single Copy 1 Good GEO GEO

14WindowsXP, Office(Computer Software) 1 Good GEO GEO

15 Copy machineMinolta Digital PlainPaper Copier Di2011 Di2011 1 Good GEO GEO

16 Binding machine Hopu HP118 1 Good GEO GEO

17 TelevisionSanyo Dynamic FlatPlatinum CM21KF81P 1 Good GEO GEO

18 VCRSony DVD Player/VideoCasette Recorder SLV-D940D 1 Good GEO GEO

19 Computer LG710E

MB GiG 845(5 desk-top computers）/ MBGiG865（1desk-topcomputer） 6 Good GEO GEO

20 Car Toyata Prado Silver and White 1 Good GEO GEO21 Generator Kipor KDE 6500T3 Diesel generator 50Hz 1 Good GEO GEO22 Toner with drum Minolta MT Toner 106A MT Toner 106A 3 Good GEO GEO

23 Air-conditioner LGLG(2.25 Tons),LG(1Ton) 2 Good GEO GEO

24 Digital camera Panasonic DMC-FX30 1 Good GEO GEO25 Copy machine Canon NP6521 6 Good GEO DEOs26 Fax Canon B840 4 Good GEO DEOs27 Voltage Regulstor Sassen 2000VA - 110--220V 6 Good GEO DEOs28 cabinet 6 Good GEO DEOs29 cabinet (drawer type) 6 Good GEO DEOs

30 motorbikes and accesories Suzuki Petrol generator 65 Good, 1broken GEO DEOs

A6-1

付録 7

Appendix 7: Local Cost by the Japanese Side Unit: JPY

Expense Items FY2005 FY2006 FY2007 FY2008(Estimated Cost*1) Sub Total

Remuneration 6,390,622 9,116,696 8,835,290 7,423,688 31,766,296

Equipment Maintenance 246,603 387,942 576,386 311,812 1,522,743

Consumable goods 255,474 385,784 525,898 360,424 1,527,580

Travel Expenses 16,652 1,566,492 1,268,182 702,000 3,553,326

Communication 385,818 327,568 308,603 207,284 1,229,273

Material Development 5,526,235 2,144,036 2,082,093 1,660,050 11,412,414

Rental Materials 1,505,674 435,795 645,854 465,692 3,053,015

Human Resource Development 1,811,037 0 0 0 1,811,037

Training 4,831,917 4,267,876 7,644,104 4,487,507 21,231,404

Unclassified Expenses 9,877 0 0 40,000 49,877

Granted Equipment 745,000 0 745,000

Equipment 9,516,000 1,103,000 101,000 0 10,720,000

Report Development 0 0 0 255,400 255,400

Contract with Local NGO 18,771,000 17,864,000 17,078,000 1,948,000 55,661,000

Construction Cost 0 33,000 0 0 33,000

Total 49,266,909 37,632,189 39,810,410 17,861,857

144,571,365

＊１：　The cost in FY 2008 is subject to be changed after the closing account in November 2008

Grand Total

付録 8

Appendix 8

A8-1

Appendix 8

A8-7

A8-8A8-8

A8-9A8-9

A8-10A8-10

A8-11A8-11

A8-12A8-12

A8-13A8-13

Appendix 8

A8-14

LIST OF PARTICIPANTS YEMENI SIDE

Ministry of Education H.E./Prof. Abdulsalam Al-Gawfi Minister Dr. Abdullah Al-Hamidi Vice Minister Ms. Fawzia Noaman Deputy Minister, Girls’ Education (Chair) Mr. Mohamed Tawaf Deputy Minister, General Education Ms. Aman Al-Badany General Director, Girls' Education Mr. Abdulmageed Al Ghaberi General Director, Community Participation, Girls’

Education Mrs. Fatheyah Al-Shawafi General Director, Follow-up and Evaluation, Girls’

Education Mr. Mansour Muqbel* Head of Technical Office Mr. Abudulkarim Amer General Director, Accounting Affairs Mr. Faisal Ahmed Ghaleb General Director, Personnel Affairs Mr. Mohammed Khammash* Deputy Director, General Education Mr. Abdul-Wahab Al- Junaid* General Education Sector Mr. Abdullah Al-Mikhlafi* General Education Sector Mr. Yahya Al-Mutawakel* General Education Sector Mr. Ahmed Hamoud Al-Haji* General Education Sector Mr. Ibrahim Al-Misbahi* Girls’ Education Sector

Mr. Ahmed Hizam* Girls’ Education Sector Mr. Munawar Al-Sunaw* Girls’ Education Sector Mr. Mohammed Hamed* Girls’ Education Sector Ms. Wafa'a Al-Qadasi* Girls’ Education Sector Mr. Ali Al-Nagashi* Girls Education Sector Mr. Khalil Al-Hussaini* Coordination Unit, Technical office Governorate Education Office in Taiz Dr. Mahdi Ali Abdulsalam Director Ms. Afaf Maki Manager, Girls’ Education Department Mr. Abdullah Abodo Ismael Manager, Community Participation Department Ms. Khawla Hamood Wabel Head, Follow-up and Evaluation, Girls Education

Department

A8-17

UJAPANESE SIDE UJICA Yemen Office Mr. Kenichi Sasaki Resident Representative (Co-chairperson) Ms. Yoshie Hama Project Formulation Advisor Mr. Abduulah Al-Wa’ara Administrative & Technical Cooperation Assistant JICA-BRIDGE Team Dr. Keiichi Ogawa* Deputy Leader/ Regional Education

Administration Expert Dr. Aiko Sakurai Deputy Leader/ Training Planning and Awareness

Raising Expert Ms. Ayako Tanigawa Training Planning Expert Dr. Hamoud Al Seyani Senior Consultant Mr. Hashem Sharaf Deen Senior Officer Embassy of Japan (Observer) Mr. Matahiro Yamaguchi Counsellor/ Deputy Head of Mission Mr. Hiroki Haruta Second Secretary *: Participants in preparatory meeting for JCC held on November 9th

A8-18

Attachment: 1. Project Completion Report (Final Draft) 2. List of BRIDGE Contract Teachers (prepared by Taiz GEO)

A8-19

Appendix 8

A8-20

付録 9

Appendix 9

An Impact Analysis of the JICA Broadening Regional Initiative for Developing Girls’ Education (BRIDGE)

Project

A Comparative Analysis of Baseline and Endline Surveys

By

JICA BRIDGE Team November 2008

Table of Contents Preface Table of Contents .......................................................................................................................... A9-i List of Tables................................................................................................................................. A9-ii List of Figures.............................................................................................................................. A9-iii Abbreviations .............................................................................................................................. A9-iv 1. Objectives of the Assessment .................................................................................................. A9-1 2. Methodology............................................................................................................................. A9-1 3. Sample Size of the Research ................................................................................................... A9-1 4. Findings of the Analysis........................................................................................................... A9-2

4.1.1 Number of Enrollment ........................................................................................ A9-2 4.1.2 Number of Enrollment in Targeted Districts ....................................................... A9-6

4.2 Improvement of School Environment ...........................................................................A9-12 4.2.1 Number of Offered Grades................................................................................ A9-12 4.2.2 Improvement of School Facilities ..................................................................... A9-14 4.2.3 Opinions of Head Teacher Regarding the Condition of School Facilities ........ A9-14

4.3 Head teacher’s Perception Toward School Management ..............................................A9-17 4.3.1 Head teacher’s Role for School Management................................................... A9-17 4.3.2 Practice of School Management Activities ....................................................... A9-19 4.3.3 Head teacher’s Perception toward Community Participation ........................... A9-20

4.4 Parent’s Perception Toward Children’s Education ........................................................A9-20 4.4.1 Information about Parents’ Education Care at Home........................................ A9-20 4.4.2 Parent’s Perception Regarding School .............................................................. A9-21

4.5 Perception Changed regarding Girls’ Education ...........................................................A9-23 4.5.1 Head Teacher’s Perception................................................................................ A9-23 4.5.2 Teacher’s Perception ......................................................................................... A9-27 4.5.3 Parent’s Perception............................................................................................ A9-29 4.5.4 Comparison of the Head Teachers, Teachers and Parents’ Opinions ................ A9-32

4.6 Most Effective BRIDGE Activities for Girls’ Education ..............................................A9-36 4.6.1 Introduction of School Activities ...................................................................... A9-36 4.6.2 Most Effective Activities Identified by Head Teacher ...................................... A9-38 4.6.3 Most Effective Activities Identified by Teacher................................................ A9-39 4.6.4 Most Effective Activities Identified by Parents ................................................ A9-40

4.7 Relation between BRIDGE Finance and Number of Enrollment..................................A9-40 4.8 Regression Analysis ......................................................................................................A9-41

5. Limitation of the Study.......................................................................................................... A9-44 6. Conclusion .............................................................................................................................. A9-44 Reference .................................................................................................................................... A9-47 Annex: Detailed Tables on Impact Assessment ....................................................................... A9-48

A9-i

List of Tables Table 1 Sample size of the pilot and control school for endline survey................................. A9-2 Table 2 Number of female students enrolled in different grades ........................................... A9-2 Table 3 Numbers of male students enrolled in different grades............................................. A9-3 Table 4 Numbers of female students enrolled in different grades in control school.............. A9-5 Table 5 Numbers of male students enrolled in different grades in control school ................. A9-6 Table 6 Changes of F/M ratio by pilot district between baseline and endline ......................A9-11 Table 7 Numbers of Teachers and Classrooms in different Year ......................................... A9-12 Table 8 Available School Facilities and Equipments ........................................................... A9-14 Table 9 Opinions of head teacher regarding the condition of school................................... A9-15 Table 10 Head teacher’s role for school management ........................................................... A9-17 Table 11 Contribution of BRIDGE for Head Teacher to practice school management ......... A9-19 Table 12 Head teacher’s assessment about the situation of the community .......................... A9-20 Table 13 Parent’s Information about the Education Care at Home........................................ A9-20 Table 14 Parent’s Perception Regarding School .................................................................... A9-22 Table 15 Head Teacher's reasons for females not to come to schools.................................... A9-23 Table 16 Head Teacher’s Perception Regarding Girls’ Education ......................................... A9-26 Table 17 Teacher’s Reasons for Females not to come to schools .......................................... A9-27 Table 18 Parent’s reasons for females not to come to schools ............................................... A9-29 Table 19 Parent’s Perception Regarding Basic Rights........................................................... A9-31 Table 20 Summary of BRIDGE Funding Amount by Sources (2005-2007) ......................... A9-36 Table 21 BRIDGE Funding Amount (2005-2007) by School Activities and Sources ........... A9-37 Table 22 Number of school activities under BRIDGE project .............................................. A9-38 Table 23 Most and Least Effective BRIDGE Activities for Girls’ Education by Head

Teachers .................................................................................................................. A9-38 Table 24 Most and Least Effective BRIDGE Activities for Girls’ Education by Teachers.... A9-39 Table 25 Most Effective BRIDGE Activities for Girls’ Education by Parents ...................... A9-40 Table 26 Result of the Regression ......................................................................................... A9-42

A9-ii

List of Figures Figure 1 Trend of enrolled female students .............................................................................. A9-3 Figure 2 Percentage of growth for female students between 2004 and 2007 in each grade

within pilot schools .................................................................................................... A9-4 Figure 3 Percentage of growth for male students between 2004 and 2007 in each grade

within pilot schools .................................................................................................... A9-4 Figure 4 Female to male student ratio in each grade within pilot schools................................ A9-5 Figure 5 Change of students enrolled in different grades in selected district ........................... A9-6 Figure 6 Trend of enrolled female students .............................................................................. A9-7 Figure 7 Trend of enrolled male students ................................................................................. A9-8 Figure 8 Percentage of change of female students between baseline and endline.................... A9-9 Figure 9 Percentage of change of male students between baseline and endline..................... A9-10 Figure 10 Female male ratio in each Grade in Pilot Schools.................................................... A9-12 Figure 11 Change made by BRIDGE Project by offering new grades ..................................... A9-13 Figure 12 Parents’ Opinion about the necessity of Education for their daughter ..................... A9-32 Figure 13 Comparison of opinions on lack of separate classrooms ......................................... A9-33 Figure 14 Comparison of opinions on lack of separate classrooms ......................................... A9-33 Figure 15 Comparison of opinions on lack of fathers’ appreciation......................................... A9-34 Figure 16 Comparison of opinions on lack of mothers’ appreciation....................................... A9-34 Figure 17 Comparison of opinions on lack of school fences.................................................... A9-35 Figure 18 Comparison of opinions on lack of toilets for girls.................................................. A9-35 Figure 19 Comparison of opinions on too much work for girls ............................................... A9-36 Figure 20 Relation between BRIDGE finance and enrollment change in each school from

2004 to 2007 ............................................................................................................ A9-41

A9-iii

A9-iv

Abbreviations

BEDS: Basic Education Development Strategy BRIDGE: Broadening Regional Initiatives for Developing Girls’ Education C/P: Counterpart Personnel CPU: Community Participation Unit (Governorate Level) DEO: District Education Office FC: Fathers’ Council F/M ratio: Female to Male Student Ratio FY: Fiscal Year GEO: Governorate Education Office GES: Girls’ Education Sector (Ministry Level) GEU: Girls’ Education Unit (Governorate Level) GFO: Governorate Finance Office JICA: Japan International Cooperation Agency MC: Mothers’ Council MOCS: Ministry of Civil Service MOE: Ministry of Education MOF: Ministry of Finance SC: School Committee SIP: School Improvement Plan SY: School Year YER: Yemeni Rial

1. Objectives of the Assessment The main objectives of the impact assessment report are as follows:

• A first objective of the report is to measure the changes between baseline and endline in terms of number of girls’ student enrollment in pilot schools and control schools.

• The second objective of the report is to measure the changes occurred in pilot schools in

terms of school environment including facilities, teachers and various activities.

• The third objective is measure the extent the behavior and ways of thinking changed toward school and education among head teachers, teachers and parents in the project area during the last three years by measuring the change between endline questionnaire and baseline questionnaire.

• The fourth objective is to identify which activities are the most useful for girls’

education from the perspectives of head teacher, teachers and parents by comparing their responses.

• Last objective is, to measure the kind of appropriate approaches or activities most

effective to increase the number of female students. 2. Methodology For this comparison, BRIDGE Project has collected data from pilot schools and control schools in different period of time. At the project launching period in August 2005, the project has conducted the baseline survey and collected baseline information and enrollment data of the school year 2004/2005. On the other hand, at the project completion period in May and June of 2008, it has conducted the endline survey and collected endline information and enrollment data of the school year 2007/2008 from the same selected schools. The data were collected by using different questionnaires from schools, head teachers, teachers and parents and focus-group interviews with parents and students. The project used similar questionnaires for collecting data in both baseline and end line survey. This impact assessment is done based on the collected information from two surveys. 3. Sample Size of the Research The data used in this analysis come from the JICA BRIDGE project, Yemen. Around 1,428 respondents from 59 pilot schools of 9 sub-districts in 6 districts and approximately 25 control schools of two sub-districts in two districts of Taiz governorate were selected for the analysis. For pilot schools 1 sub-district namely Serbait was selected from the district Same; 3 sub-districts namely Kama'ehrah, Akharak and Al-Awman from the district Mawiyah; 2 sub-districts namely Al-Akhooz and Al-Habaiba from the district Maqbana; 1 sub-district namely Al-Dharifa from the district Al-Waziyah; 1 sub-district namely Al-Gom'ah from Al Makha and lastly, 1 sub-district namely Bany Al-Hakam from Dubab. One head teacher from each school was interviewed for both school survey and head teacher survey, five teachers from each school were interviewed for teacher survey and for parents’ survey both father and mothers were selected. Among parents, five fathers including two father’s council member and three non-council members and five mothers including two mother’s council members and three non-council members were selected for the survey.

A9-1

Table 1 Sample size of the pilot and control school for endline survey

Number of planned schools Number of actual respondents

Questionnaire respondents per school Pilot Control Total Pilot Control Total

School Survey 1 59 25 84 59 22 81

Head Teacher Survey 1 59 25 84 59 22 81

Teacher Survey 5 59 25 84 287 95 382

Parents Survey 5 59 25 84 591 261 852

Total 996 400 1,396

Source: JICA-BRIDGE Project Team.

4. Findings of the Analysis 4.1.1 Number of Enrollment

(1) Number of Enrollment in Pilot School

Table 2 and 3 indicate the increased female and male enrollment for all grades as a result of the project. First of all, from the tables, it is clear that both male and female student numbers were increased in the three years. In grade one and grade two enrollment rates for female increased 12.1 percent points and 15.8 percent points, while the enrollment rate for male increased 30.7 percent at grade one and 23.3 percent at grade two. Increase rate of the enrollment is higher for male students than female students at these grades. At other grades, the female enrollment increase rate is higher than one of male enrollment. It can be said that though the enrollment in last grade of basic education is less in comparison to grade one for both baseline and endline, enrollment rate in end line increased satisfactorily for all grades and both sexes as compared to that of baseline.

Table 2 Number of female students enrolled in different grades

Enrolled Female Students Baseline (2004) Endline (2007) Retention Rate (%) % Increased

Grade 1 1,888 2,117 12.1 Grade 2 1,507 1,745 15.8 Grade 3 857 1,698 98.1 Grade 4 622 1,287 68.2 106.9 Grade 5 622 984 65.3 58.2 Grade 6 336 627 73.2 86.6 Grade 7 214 436 70.1 103.7 Grade 8 143 294 47.3 105.6 Grade 9 92 245 72.9 166.3 Total 6,281 9,433 50.2

Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.

A9-2

Table 3 Numbers of male students enrolled in different grades

Enrolled Male Students Baseline (2004) Endline (2007) Retention Rate(%) % Increased

Grade 1 1,870 2,444 30.7 Grade 2 1,599 1,972 23.3 Grade 3 1,261 1,865 47.9 Grade 4 1,341 1,519 81.2 13.3 Grade 5 916 1,164 72.8 27.1 Grade 6 749 918 72.8 22.6 Grade 7 639 871 65.0 36.3 Grade 8 457 676 73.8 47.9 Grade 9 480 574 76.6 19.6

Total 9,312 12,003 28.9 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Figure 1 shows the trend of registered female and male students from grade 1 to grade 9.

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Figure 1 Trend of enrolled female students The following Figure 2 and 3 show the percentage of male and female students increased between baseline and endline. Female enrollment in upper grades in BRIDGE Project increased more than boys’ enrollment. There log of growth for female shows the continuous growth trends in higher grade. In 2005, the number of female students in grade one was 1,888 which grew up at 2,117 in 2007, at the same way number of female student at grade four was 622 in base line data which grew up 106.9% in 2007 endline data. The remarkable change has been found in grade nine where the number of student increased by 166.3 percentages from the baseline data. It is a clear indication of the success of the BRIDGE Project that girl students in higher grade has responded to the BRIDGE project activities and continued their study to complete grade nine. The focus-group interviews at the end line survey with students also stated that 83% students want to study up to university. Focus group interviews with students also informed that 91.7% parents encourage them to go to schools.

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Figure 2 Percentage of growth for female students between 2004 and 2007 in each grade within pilot schools

It should be noted that increasing retention rate is remaining issue as shown in Table 2 and 3 in addition to increasing enrollment of male and female students.

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Figure 3 Percentage of growth for male students between 2004 and 2007 in each grade within pilot schools

Female to male student ratio (F/M ratio) in total was improved from 0.67 in 2004 to 0.79 in 2007. Figure 4 shows the F/M ratio by grade. F/M ratio was improved in all grades except grade one and grade two. This situation is linked to the higher increase rate of male students at grade one and grade two. Eighteen schools out of the 59 BRIDGE pilot schools received the food program for girls’ students by WFP when the BRIDGE project was started. At these schools,

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number of female enrollment was higher than male at the baseline year. Since the BRIDGE project encouraged female students’ enrollment without excluding male students, higher male student increase were observed, and F/M ratio at grade one and grade two were slightly worsened.

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Figure 4 Female to male student ratio in each grade within pilot schools (2) Number of Enrollment in Control Schools

Table 4 and 5 show the number of male and female enrollment at the control schools collected by BRIDGE project. In both cases, percentage of enrollment changed irregularly, which means, in some cases it increased while others decreased. The female enrollment at endline in grade one, grade two, grade six, grade eight and grade nine are decreased from the baseline data. On the other hand, male enrollment at grade two, grade three, grade six, grade eight and grade nine are decreased instead of increased from the baseline data. Highest percentage of retention rate for female is found in grade six while highest percentage of male retention is found at grade seven. Comparing the enrollment trend between pilot schools and control schools, it could conclude that enrollment at pilot schools is improved in better way.

Table 4 Numbers of female students enrolled in different grades in control school

Grade Baseline Endline Retention Rate (%) % Changed Grade 1 568 341 -40.0 Grade 2 485 284 -41.4 Grade 3 237 296 24.9 Grade 4 229 282 49.6 23.1 Grade 5 209 235 48.4 12.4 Grade 6 173 165 69.6 -4.6 Grade 7 106 117 51.0 10.4 Grade 8 127 115 55.0 -9.4 Grade 9 105 103 59.5 -1.9 Total 2,239 1,938


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Table 5 Numbers of male students enrolled in different grades in control school

Grade Baseline Endline Retention Rate (%) % Changed Grade 1 380 434 14.2 Grade 2 368 305 -17.1 Grade 3 290 223 -23.1 Grade 4 238 242 63.6 1.7 Grade 5 222 235 63.8 5.9 Grade 6 249 179 61.7 -28.1 Grade 7 174 162 68.0 -6.9 Grade 8 154 121 54.5 -21.4 Grade 9 166 138 55.4 -16.9 Total 2,241 2,039

Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. 4.1.2 Number of Enrollment in Targeted Districts

Figure 5 shows male and female enrollment in baseline and endline by targeted districts of Taiz governorate. Female student enrollment for grade one is very high in Dubab for baseline while male enrollment at endline is very high at Maqbana district. Female student enrollment in Al Makha district increased slowly up to grade three but it decreased sharply from grade four at the endline. In almost all cases in both pictures, enrollment increased at the endline and the curve goes down slowly to the downwards up to grade nine compared to the baseline, which indicates the highest retention rate in all grades at the endline survey.

Same Mawiah

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Figure 5 Change of students enrolled in different grades in selected district (1) Trend of enrolled female students in each district

Following graphs in Figure 6 show that a greater number of female students enrolled in grade one in all districts except Al Waziyah and Dhubab at endline as compare to baseline. For Al

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Makha district, the enrollment goes up till grade three and the enrollment difference between baseline and endline is also high which shows a unique character among all districts.

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Figure 6 Trend of enrolled female students

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(2) Trend of enrolled male students in each district

Although BRIDGE has not worked for increasing male enrollment, fortunately, male student increased in all districts except Dhubab. Huge difference between baseline and endline has found in Maqbana district.

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Figure 7 Trend of enrolled male students

(3) Percentage of change of female students between baseline and endline in each district

The graphs below tell the high percentage of growth of female enrollment in Al Makha and Same district for upper grade. The growth is low in Dhubab and Al Waziyah district. In Al Makah district the enrollment for grade three, four and five are the highest among all.

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Figure 8 Percentage of change of female students between baseline and endline

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(4) Percentage of change of male students between baseline and endline in each district

The highest number of male students’ enrollment in Maqbana district in all grades is found in the graph below. There is an upward trend in upper grades at all districts except Dhubab and Makah.

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Figure 9 Percentage of change of male students between baseline and endline

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(5) Female male ratio in each Grade in Pilot Schools in each district

The table and figures below show the female male ratio for all selected districts. In all cases, the ratio goes up in the upper grade as compared to baseline. This trend indicates the comparatively low gap between female and male enrollment in upper grades.

Table 6 Changes of F/M ratio by pilot district between baseline and endline

Same Mawiyah Maqbanah Al Waziyah Al Makha Dhubab 2004 0.54 0.43 0.41 0.84 0.43 0.84 2007 0.77 0.65 0.45 0.93 0.73 1.06


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0 .000 .200 .400 .600 .801.001.201.401.601.802 .00

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Figure 10 Female male ratio in each Grade in Pilot Schools 4.2 Improvement of School Environment

Table 7 shows the changes made by BRIDGE project in case of teachers and classrooms. Total 192 number teachers increased within the period 2004/5 and 2007/8 among whom 154 are contract teachers and the rest are employed by government. In context of gender, percentage of female teachers raised in comparison to their counterpart. Especially, female contract teachers increased in highest proportion. On the other hand, 62 number classrooms increased within the project period.

Table 7 Numbers of Teachers and Classrooms in different Year

Number of Teachers Government Contract

Changes made by BRIDGE Project: Teachers, Classrooms Male Female Male Female Classrooms 2004/5 497 30 10 4 278 2007/8 (June 2008) 515 50 111 57 340 Difference: 18 20 101 53 62

Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. 4.2.1 Number of Offered Grades

The number of grades offered at the schools was increased after introduction of BRIDGE Project. In 2004, 13 schools out of 59 (22.0%) offered complete grades of basic education from grade 1 to grade 9, which raised to 20 schools in 2007. Figure 11 shows schools in the selected districts by offering new grades.

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Figure 11 Change made by BRIDGE Project by offering new grades

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4.2.2 Improvement of School Facilities

From Table 8, it is revealed that BRIDGE project has contributed significantly to increase school facilities in pilot schools. Total number of all school facilities has increased except textbooks. Numbers of classrooms has increased by 25 percent from baseline to endline while classrooms for female students almost doubled. Toilet for female students increased tremendously which plays an important role for increased female enrollment. Previously there was only one drinking water facility, while with the intervention of BRIDGE 39 drinking water facilities have been introduced. Quantity of other school facilities, including sport field, school fence, desks and chairs for students, blackboards, have also been raised during the endline of the project in compare to the baseline.

Table 8 Available School Facilities and Equipments

Numbers School Facilities Baseline (2004) Endline (2007)

Classrooms 337 420 Classrooms for female students 44 79 School library 1 5 Books in the library 0 310 Laboratory 2 2 Teachers room 11 25 Sport field 11 20 Toilet for male students 39 64 Toilet for female students 9 66 Drinking water 1 39 Electricity 2 1 School fence 5 26 Desks and chairs for students 2,844 5,118 Blackboards 310 377 Text books 2,061 912

Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. 4.2.3 Opinions of Head Teacher Regarding the Condition of School Facilities

To assess the opinion of head teachers, the answer sheet is normalized by weighted method. In this method, the frequency of answer is calculated in percentage. Based on the relative importance of each condition the five point scale is converted from high to low. The percentage of the each answer is then multiplied by each value of weight. In this calculation, “Very Bad” and “Bad” are negative answer and the intensity of “Very Bad” is high than “Bad”. In the same way, “Very Good” is more positive than “Good”. The “Fair” seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for “Very Bad”, “Bad”, “Fair”, “Good” and “Very Good” responses respectively. Then the percentage of frequency is multiplied by the corresponding given weight to get the score. The explanation is given based on the score. The minimum value of the score is -2 and maximum value is +2. Table 9, indicates the opinions of head teacher regarding the condition of school facilities and equipments. Data shows that condition of the most of the school facilities has been improved, such as, classrooms, classrooms for female students, teachers room, toilet for both male and female students, drinking water, school fence, desks and chairs for students, blackboards, etc. It is seen from Table in annex that 22 percent classrooms were in very bad condition and 20 percent in bad condition during baseline of the project, while only 1.69 percent was in very bad and 6.78 percent in bad condition during end line of the project. Data shows that 27 percent

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classrooms are found in very good condition and 49 percent in good condition through the intervention of BRIDGE Project. In case of classrooms for female students, most responses are missing, so the actual feature is not revealed. In case of toilet for female students, only 3.7 percent were in good condition during baseline, while in end line 29 percent found in good condition. Condition of desks and chairs for students and blackboards was also improved markedly. Data reveals that condition of only 9 percent desks and chairs for students found in very good condition during baseline, while it rose to 25 percent at the end of the project. Electricity still not provided by the BRIDGE Project. The normalize-weighted score summarized the results of the head teachers’ opinion.

Table 9 Opinions of head teacher regarding the condition of school

Total Normalize Weighted Score School

Facilities Baseline Endline Comments

Classrooms -0.25 0.93

There is a significant difference between baseline and endline. The score in the baseline is negative but the endline score is positive. BRIDGE has constructed a lots of class rooms in the selected schools. So a significant change has found between endline and baseline results. It changes from negative to positive. The baseline data in 2004 shows that the selected schools have 337 classrooms which rose to 420 in 2007. The value is very close to one and also got the highest score. Among the all indicators shown here indicates that head teachers are much more satisfied with the condition and facilities of the class rooms.

Classrooms for female students

-0.02 0.19

The score in baseline is negative which indicates that the condition of class rooms for female student were insufficient which changed to positive value indicating that head teachers are satisfied with the condition of class rooms for female student. BRIDGE has constructed and repaired a lots of class rooms for girls in the selected schools. Local community with the activities of BRIDGE project regularly cleans up class rooms. So a significant change has found between endline and baseline results.

School library 0.00 -0.15

Form baseline data it is seen that only one school has one library among the 56 schools. Most of the head teacher had no idea about the library and they did not say anything in response to this question. With the assistance of BRIDGE project five schools has built library among the 59 schools. At the endline survey it is seen that head teacher realized the necessity of school library and they gave their opinion to response to the question about school library though they are not satisfied with the present condition of the library.

Books in the library -0.04 -0.17

It seems that head teachers are not satisfied with the condition of the books in the library. The baseline data tells that only one school has one library among the 56 schools but it has no books. However, endline data shows 310 books in 5 libraries among 59 schools.

Laboratory -0.02 -0.09 BRIDGE supported only one school laboratory. Therefore, conditions of laboratory cannot be much improved.

Teachers room -0.02 0.19

BRIDGE has some activities to cleanup and to repair the teachers’ room in the selected schools. So a significant change has found between endline and baseline results. It has changed from negative to positive. In the baseline, no. of teachers’ room was 11 which climb up to 25 at the endline.

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Total Normalize Weighted Score School

Facilities Baseline Endline Comments

Sports field 0.04 -0.05 BRIDGE had no activities to upgrade sports field.

Toilet for male students

-0.02 0.41

BRIDGE has constructed toilets for male students in the selected schools. So a significant change has found between endline and baseline results. It changes from negative to positive value which indicates that at the time of baseline the condition of toilet for male students were bad but now head teachers are quite satisfied with the condition of the male toilets.

Toilet for female students

-0.02 0.61

BRIDGE has constructed lots of toilets for girls in the selected schools. So a significant change has found between endline and baseline results. Its change from negative to positive value indicates that at the time of baseline the condition of toilet for female students were bad but now head teachers are quite satisfied with the condition of the female toilets. The value at the endline also indicates that toilets for female are better than male toilets. BRIDGE has especial activities to regularly clean up and maintain and ensure sufficient water in the female toilets.

Drinking water 0.02 0.66

Schools could not use JICA funding for purchasing water. However, local contribution supported providing drinking water. With the activities of the BRIDGE project 39 schools have drinking water facilities. So a significant change has found between endline and baseline results.

Electricity 0.02 -0.05 BRIDGE has not done any activities to improve the electricity problem.

School fence 0.02 0.58

BRIDGE has no direct activity to construct school fence but it has indirectly supported to build, repair and maintain school fences while BRIDGE constructed classrooms. At the baseline result, only five schools has school fence which increased to 26 in the endline result.

Desks and chairs for students

0.11 0.68

With the activities of the BRIDGE Project, almost all selected schools improved or bought desks and chairs for students to ensure sufficient seating facilities for both male and female students. So a significant change has found between endline and baseline results. The score in endline improved more than the baseline which clearly indicates the improvement result.

Blackboards -0.20 0.75

BRIDGE has constructed or bought, repaired and maintained a lot of blackboards to ensure sufficient class room facilities and quality education. So a significant change has found between baseline and end line results. It changes from negative to positive. It has got the second highest score among the end line scores which indicates that head teachers are quite satisfied about the improvement of this facility done by the BRIDGE project during the last three years.

Textbooks 0.24 0.14 BRIDGE has not worked on Textbooks Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.

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4.3 Head teacher’s Perception Toward School Management

4.3.1 Head teacher’s Role for School Management

Recognizing that head teacher plays a vital role for school management, BRIDGE project developed a pilot training for selected districts’ head teachers in Year 2 and expanded the training to all the 59 head teachers in Year 3. However, the table below on head teacher’s views for better school management at the endline of the project does not show satisfactory changes in compare to the baseline result. According to the survey data, head teachers found active in improving school management in both the cases of baseline and end line of the project. The reason that much changes could not be made was that it takes more time for head teachers to change their behavior on school management, and that after having clearer ideas on head teachers’ roles and responsibilities, evaluation standard toward themselves became more severe. To assess the opinion of head teachers’ role, the answer sheet is normalized by weighted method. In this method, the frequency of answer is calculated in percentage. Based on the relative importance of each condition the five point scale is converted from high to low. The percentage of the each answer is then multiplied by each value of weight. In this calculation, “None” and “Seldom” are negative answer and the intensity of “None” is high than “Seldom”. In the same way, “Always” is more positive than “Often”. The “Some Time” seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for “None”, “Seldom”, “Some Time”, “Seldom” and “Always” responses respectively. Then the percentage of frequency is multiplied by the corresponding given weight to get the score. The explanation is given based on the score. The minimum value of the score is -2 and maximum vale is +2.

Table 10 Head teacher’s role for school management

Total Normalize Weighted ScoreInitiatives (View) of Head Teacher Baseline Endline

Comments

I set up an annual goal of school management and share it with school members.

1.55 0.83

The normalize weighted positive value in both baseline and endline indicates that head teacher set up an annual goal of school management and share it with school members though the result does not show any improvement during end line

When problems occur in school, I discuss with teachers about the causes and indicate solutions.

1.66 1.59

The normalize weighted positive value in both baseline and endline indicates that head teacher discuss with other teachers to solve any problem at school. But the result does not show any improvement during end line.

I talk with teachers who do not come to school everyday to improve their attendance.

1.75 1.88

The value at the endline is very close to the maximum score (two) and at the same time it is the highest score among the all other school management activities done by head teachers. This indicates that most of the head teacher in the selected school talks with other teachers when they face any problem at school.

I ask school members to clean up school facilities when school got dirty.

1.66 1.54

The indicators at baseline and endline both are positive which tells that head teacher ask other members of the school to clean up school facilities. However the result shows better condition during baseline.

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Total Normalize Weighted ScoreInitiatives (View) of Head Teacher Baseline Endline

Comments

I look for better school teachers. 1.72 1.07

The both value here are positive which indicates most of the head teacher works to hire better school teacher. But the result shows better condition during baseline.

I encourage teachers to be involved in school improvement.

1.64 1.46

The value indicates that most of the head teachers encourage teachers to be involved in school improvement. But the end line score does not indicate any improvement on this issue.

I discuss on school improvement with school inspectors.

1.60 1.19

Data at the baseline and endline indicates that most of the head teacher discuss on school improvement with school inspectors. But the decreased score at end line does not show good performance of head teacher in this regard.

I listen to parents on what kind of requests parents have on school education.

1.45 1.34

A good number of head teacher among the selected schools are aware to listen parents request on school education. However, the weighted score decreased for the end line.

I discuss with a community leader on how to make the community’s participation in school education.

1.17 0.75

Head teacher in both baseline and endline indicated that they are active to discuss with a community leader on how to make the community’s participation in school education. But the decreased score at end line does not show good performance of head teacher in this regard.

I request to District Education Office (DEO) to increase the number of female teachers

1.25 0.98

The data indicates that a good number of head teachers at selected school request District Education Office (DEO) to increase the number of female teachers at both baseline and endline. But the decreased score at end line does not show good performance of head teacher in this regard.

I request to DEO to increase school expenditure to improve school environment.

0.70 0.17

The value at the endline result for this indicator got the lowest score which indicate that only a few head teacher request DEO to increase school expenditure to improve school environment.

I share ideas and experiences on school management with other school Head Teachers.

0.70 0.73

The value at the endline increased from the baseline indicates that head teacher is comparatively better position than baseline in terms of sharing ideas and experiences on school management with other school Head Teachers. They have build up quite a good liaison among themselves to improve the girls’ enrollment.


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4.3.2 Practice of School Management Activities

All 59 school head teachers were asked to inform 3 school management activities that BRIDGE made them most helpful and least helpful to practice (Table 11). Since in each case 3 responses were collected the number of total respondent should be 177 in total but some head teacher had less than three opinions. So the number varies from the actual respondent number. The data was analyzed through multiple response option in SPSS. From the table it is seen that around 14.9% head teacher who discuss with a community leader on how to make the community's participation in school education, found BRIDGE most helpful to practice this. Following this 13.2% think BRIDGE most helpful to share ideas and experiences on school management with other school Head Teachers. According to 15.6% of head teachers BRIDGE was least helpful to request to DEO to increase school expenditure to improve school environment. This could be explained because schools have already received enough funding, so that there were no needs to request additional funding to DEOs. Following this, 12.1% think that BRIDGE did not help head teachers to look for better school teachers and to discuss on school improvement with school inspectors. From this table contribution of BRIDGE Project can be pointed out in case of school management activities.

Table 11 Contribution of BRIDGE for Head Teacher to practice school management

Most helpful Least helpful School Management Activities

N=59 Percent N=59 PercentI set up an annual goal of school management and share it with school members. 20 11.5% 16 9.2%

When problems occur in school, I discuss with teachers about the causes and indicate solutions. 17 9.8% 16 9.2%

I talk with teachers who do not come to school everyday to improve their attendance. 10 5.7% 15 8.7%

I ask school members to clean up school facilities when school got dirty. 7 4.0% 13 7.5%

I look for better school teachers. 8 4.6% 21 12.1% I encourage teachers to be involved in school improvement. ? (In Arabic Translation: "I encourage teachers to improve their level.")

17 9.8% 7 4.0%

I discuss on school improvement with school inspectors. 7 4.0% 21 12.1% I listen to parents on what kind of requests parents have on school education. 22 12.6% 6 3.5%

I discuss with a community leader on how to make the community's participation in school education. 26 14.9% 7 4.0%

I request to District Education Office (DEO) to increase the number of female teachers 14 8.0% 18 10.4%

I request to DEO to increase school expenditure to improve school environment. 3 1.7% 27 15.6%

I share ideas and experiences on school management with other school Head Teachers. 23 13.2% 6 3.5%

Total 174 100.0% 173 100.0%Source: Created by BRIDGE Project based on 2008 Endline Survey Note: a Dichotomy group tabulated at value 1.

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4.3.3 Head teacher’s Perception toward Community Participation

Table 12 illustrates head teacher’s assessment about the situation of the community changed by the BRIDGE Project. According to 47 percent of the head teacher, level of community aspiration to school education has got much better, and according to 51 percent, the situation got better. In case of degree of parent cooperation in terms of support for the school education and for girls’ education, most of head teacher gave opinion that the situation got better due to the activities of BRDGE Project.

Table 12 Head teacher’s assessment about the situation of the community

Head Teacher's assessment about the changed made by BRIDGE during the last three years

Got Worst (n=59)

Same (n=59)

Got better (n=59)

Got much better (n=59)

Level of community aspiration to school education 0 1.7 50.9 47.4 Degree of parent cooperation in terms of support for the school education 1.7 1.7 71.2 25.4

Degree of parent cooperation in terms of support for girls’ education 0 6.78 61.0 32.2

Source: Created by BRIDGE Project based on the 2008 Endline Survey. 4.4 Parent’s Perception Toward Children’s Education

4.4.1 Information about Parents’ Education Care at Home

To assess the opinion of parents, the answer sheet is normalized by weighted method. In this calculation, “None” and “Seldom” are negative answer and the intensity of “None” is high than “Seldom”. In the same way, “Always” is more positive than “Often”. The “Some Time” seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for “None”, “Seldom”, “Some Time”, “Seldom” and “Always” responses respectively. Table 13 shows parent’s information about the education care at home. Home environment is very important for children for successful learning. It is revealed from the table in annex that 45 percent family members during baseline never helped children to do their homework at home, while at the end line 25 percent always helped, 13 percent often helped, 23 percent sometime helped and 24 percent never helped. So, helping tendency of family members to children education has improved to some extent. Awareness to participate in school meetings has been raised moderately. At the baseline stage, 55 percent parents never attended the meeting, while at the end line of the BRIDGE project 31 percent parents always and 19 percent parents often participated the meetings. Similar kind of positive changes have also been found in other matters related to education care at home. The normalize-weighted score summarized the results of the parent’s opinion.

Table 13 Parent’s Information about the Education Care at Home

Total Normalize Weighted Score Initiatives (View) of

parents Baseline EndlineComments

How often do your family members help children to do their homework at home?

-0.43 0.02

BRIDGE has worked intensively on this issue to change the negative view of parents to the positive view by introducing awareness raising activities like parents’ awareness meeting and focus group discussion and invested 323,600 YR in the past three years to improve the situation. At the baseline, parents’ view was negative which changed to positive to take care of their children to do their home work at home.

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Total Normalize Weighted Score Initiatives (View) of

parents Baseline EndlineComments

How often do you participate in school meetings?

-0.73 0.30

BRIDGE has worked on the awareness raising activities like awareness meeting, focus group discussion and organizes school events to make a good link between parents and schools. The score indicates the view of parents has also improved from negative to positive.

How often do you talk with your children’s teachers regarding their education and school?

-0.21 0.43

The score indicates the view of parents to talk with their children’s teachers regarding their education and school has improved from negative to positive due to the awareness raising activities of BRIDGE.

My children’s teachers come to listen to me about my request to school.

-0.09 0.85

Among the four variables it has got the highest score which is very nearer to one indicate the huge change of parents view to make a close contact with the school teachers. This happens due to the awareness raising activities of BRIDGE. The score indicates the view of parents has improved a lot from negative to positive.

Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. 4.4.2 Parent’s Perception Regarding School

Table 14 illustrates parent’s perception regarding school. To assess the opinion of parents, the answer sheet is normalized by weighted method. In this calculation, ‘Fully Disagree’ and ‘Sometime Disagree’ are negative answer and the intensity of ‘Fully Disagree’ is high than ‘Sometime Disagree’. In the same way, ‘Fully Agree’ is more positive than ‘Somehow Agree’. The ‘Don't Know’ seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for ‘Fully Disagree’, ‘Sometime Disagree’, ‘Don't Know’, ‘Somehow Agree’ and ‘Fully Agree’ responses respectively. It is clearly evident from the table that parents’ perception regarding school has been enriched to a greater extent through the awareness raising program of BRIDGE Project. The data from the table clearly state that parents are now very conscious to the improvement of their children’s school. Even now they feel the ownership of the school situated at their own community which is a good achievement of BRIDGE Project. It is found from table in the Annex that 91 percent of the parents respect their children’s school teachers at the end line, while at the baseline 79 percent were not aware at all about this issue. According to 78 percent of the parents, now they are willing to help school, while 67 percent did not have any idea about this during baseline. BRIDGE awareness raising program has created consciousness among parents about their right on their children’s school. For instance, 93 percent of the parents at the end line think that schools should cooperate with communities and parents to improve school education and its management and 93 percent of the parents feel that school at their community is for their selves, while most of them did not have know anything about these matters during baseline.

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Table 14 Parent’s Perception Regarding School

Total Normalize Weighted Score

Baseline EndlineComments

I respect my children’s school teachers.

0.08 1.90

The data of normalize weighted score shows a huge change of parents views to respect school teacher. Among the indicators it has got the highest score which indicates that views of most of the parent in the project area has improved from the .earlier time when BRIDGE has done its baseline survey. The score tells us that there is good understanding between teachers and parents in the selected pilot schools due to all activities.

I am happy with school buildings. 0.85 1.63

Japan has built six new schools in the project area which makes a very good impression in the community. The community recognizes this positive change by positive responding towards the project.

I have problems with teachers’ using sticks to my children.

1.03 -0.83

BRIDGE has worked on the awareness raising activities like parents meeting, focus group discussion, and school events and disseminates lots of flyers, festoons, leaflets to accelerate the awareness raising activities. As a result parents’ and teachers’ view changed a lot. According to parents, previously teachers used stick to teach their children but now they agree that teachers do not use stick to their children for teaching. Parents are happy with the teachers’ realization that it is not good to bit a student for teaching. This is a violation of universal human right and also the violation of child right. The score has changed from the positive view to the negative views very significantly.

I am willing to help school. 0.07 1.77

The score indicates a huge change of parents view towards helping school. Previously a few parents were agreed to help schools which changed very significantly. Now, most of the parents are willing to help school for its improvement.

Schools should cooperate with communities and parents to improve school education and its management.

0.06 1.90

The normalize weighted score shows a huge change of parents views to cooperate schools with the community to improve school education and its management. Among the indicators it has got the highest score which indicates that perception of most of the parent in the project area has improved regarding this issue in compare to other issues. The value in the base line indicates that only a very few parents had positive view to cooperate with the school committees. The score also tells us that there is good understanding between school committees and parents in the selected pilot schools due to all BRIDGE activities.

School at my community is for ourselves

-0.01 1.89

This is the most significant change made by the BRIDGE project through its all activities. The data indicates that most of the parents now believe that school of their community is for themselves. They realize the ownership rights of the school. Now the community group can take initiative to improve their schools. They can make action plan to go forward towards girls’ education.


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4.5 Perception Changed regarding Girls’ Education 4.5.1 Head Teacher’s Perception

Table 15 illustrates head teacher’s perception about the reasons for females not to come to schools. To assess the opinion of head teachers, the answer sheet is normalized by weighted method. In this calculation, ‘Fully Disagree’ and ‘Sometime Disagree’ are negative answer and the intensity of ‘Fully Disagree’ is high than ‘Sometime Disagree’. In the same way, ‘Fully Agree’ is more positive than ‘Somehow Agree’. The ‘Don't Know’ seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for ‘Fully Disagree’, ‘Sometime Disagree’, ‘Don't Know’, ‘Somehow Agree’ and ‘Fully Agree’ responses respectively. According to the responses of head teachers during baseline main reasons for females absence in schools were – lack of female teacher, lack of separated classrooms for boys and girls, difficulty in transportation, lack of school fence, lack of decent toilets for girls, too much work at home for girls, early marriage, parents inability to afford girls’ education economically, unemployment and farness of school from house. It can be recognized from the data that obstacles for girls’ education were in general reduced and shifted from physical conditions of schools to awareness of parents. Lack of parents’ appreciation for girls’ education was increasingly perceived as obstacles for girls’ education. It is interesting that not useful lectures and use of sticks were not regarded as obstacles both at baseline and endline survey even though the Project emphasized the importance of making school environment friendly for girls by encouraging not using sticks at school. Obstacles that the BRIDGE project could not tackle including early marriage and economic conditions of families were also reduced. It might be thought that these reduction came from awareness raising activities that emphasized importance of taking actions for changes before complaining about the current life situation.

Table 15 Head Teacher's reasons for females not to come to schools

Total Normalize Weighted Score Considered

Matters Baseline EndlineComments

Lack of female teacher 1.68 0.59

BRIDGE has made contract with many teachers both male and female, but still there is a shortage of female teachers in the BRIDGE schools though the situation has been improving. The data indicates that still there is lack of female teacher. However, from head teacher’s opinion it is revealed that situation has been improved to some extent regarding shortage of female teacher. At the end line survey, some more head teachers than that of baseline believes that lack of female teacher is a matter for girls not to come to school. They believe male teacher also can teach a girls or in a girls schools.

Lack of separated classrooms for boys and girls

1.72 0.51

This indicates also positive change. It indicates that some head teachers are quite relax about the separated classrooms for boys and girls. They believe girls can study in the same classes with boys in the same schools. But still there are a number of head teachers who agree that there is shortage of separated classrooms for boys and girls.

Lack of fathers’ appreciation for girls’ education

0.68 1.20

Data shows that Head teacher thinks that fathers’ appreciation for girls’ education did not improve. Most of the head teacher believes that lack of fathers’ appreciation hinder girls not to go to school.

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Lack of mothers’ appreciation for girls’ education

0.72 0.83

The data proves that head teacher believes that lack of mother appreciation hinder girls not to go to school. Among the fathers and mothers’ appreciation to the girls to go to school, the father appreciation got highest at the endline which tells about the greater influence of father appreciation to encourage girls to go to school in the project area.

Difficulty in transportation 0.87 0.02 BRIDGE project has supported activities to transport

students by hiring bus and driver.

Lack of school fence 1.19 -0.37

BRIDGE has no direct activity to construct school fence but it has indirectly supported to build, repair and maintain school fences. At the baseline result, only five schools has school fence which increased to 26 in the endline result. In the endline result, negative sign indicates that majority of head teacher don’t believe that lack of school fence hinder girls not to got to school.

Lack of decent toilets for girls 1.59 0.31

BRIDGE has constructed a lot of toilets for girls in the selected schools. So a positive change has found at the endline results. Lower score the end line indicates that many of the head teachers agree on the statement that lack of decent toilets for girls is not a reason for female not to come to school. However BRIDGE has taken special activities to regularly clean up and maintain and ensure sufficient water in the female toilets at school.

Too much work at home for girls 1.45 0.81

This value in the endline tells us head teachers perception about the female student. Only a few head teacher believe that too much work obstruct girls not to go to school.

Early marriage 1.30 0.76 BRIDGE project has not worked on this issue. However, it shows that only a few head teacher believes that early marriage is a barrier for girls not to go to school.

Parents cannot afford girls’ education economically

1.60 0.49

Baseline data tells us financial incapability is a strong reason for female not to go to school. But government of Yemen abolished the school fees from 2007. So, at the end line, some of head teacher believe that financial support provide by the government is very helpful to increase girls’ education.

Not useful lectures for daughters

-0.34 0.00

The head teachers’ perception is neutral here. However, BRIDGE has worked on this issue by purchasing teaching materials to improve the quality of education in the selected schools.

Teachers’ use of stick at school -0.66 -0.69

The endline information from the head teachers shows that teachers’ use of stick at school is not a barrier for the girls to go to school.

No work after graduation 1.64 0.53

No work after graduation is not a barrier for the girls to go to school according to some head teacher at the end line. The lower score at end line indicates a positive change in this regard.

Lack of textbooks 0.00 -0.71

This activity is not done by BRIDGE Project. However, end line result shows us that there is no shortage of books at school.

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The school is so far from the house

0.59 -0.31

During the BRIDGE project embassy of Japan has supported to construct six new school buildings in the project area. Still there is a huge shortage of schools in the selected project area. Most of the area has no school and some school is very far from house. However the head teacher perception about the reasons for female not to come to schoPDM0ue to farness is negative in endline survey because only a few head teacher identified it is a problem. Most of the head teacher disagrees with this statement.

Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Table 16 depicts the head teacher’s view regarding girls’ education. To assess the opinion of head teachers, the answer sheet is normalized by weighted method. In this calculation, ‘Fully Disagree’ and ‘Sometime Disagree’ are negative answer and the intensity of ‘Fully Disagree’ is high than ‘Sometime Disagree’. In the same way, ‘Fully Agree’ is more positive than ‘Somehow Agree’. The ‘Don't Know’ seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for ‘Fully Disagree’, ‘Sometime Disagree’, ‘Don't Know’, ‘Somehow Agree’ and ‘Fully Agree’ responses respectively. The table shows the remarkable change of head teacher’s perception between the endline and baseline of the project to recognize the necessity of girls’ education. It is appreciable that head teachers awareness about gender balance in education has risen through the intervention of BRIDGE project. Data in table of Annex shows that while during baseline of the project only 9 percent of the head teachers thought that male and female have an equal right to receive education and 81 percent fully disagreed this, during end line almost all of them (97%) fully agree on this. During baseline 67 percent of them fully agreed about the preference of their son going to school to their daughter, while at the end of the project this percentage lowered to only 5%. Additionally, it was also asked to them if having son and daughter, whether they do best to make both of their son and daughter to go to schoPDM0uring baseline 85 percent fully disagreed this matter and only 11 percent fully agreed. In contrast, 95 percent respondents fully agreed on this issue at the end line. Females marriage was a hindrance to girls’ education since during baseline it is found that 40 percent of the head teachers fully agreed that females should stay home if get married. It is appreciable that BRIDGE has changed this conventional view as at the end line 48 percent of the respondents fully disagree this view. There is another interesting finding, 63 percent of the head teachers at end line fully disagree that basic skills of reading and writing are enough for females’ education, but contradictorily, 68 percent fully agreed on this during the baseline. Having more children was another obstruction to increase female enrollment. Because, 23 percent at the baseline fully agreed that having more children is happiness to females, while at the end line only 5 percent fully agreed on this matter.

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Table 16 Head Teacher’s Perception Regarding Girls’ Education



Male and female have an equal right to receive education

-1.51 1.95

A greater significant change have found between the end line and baseline results regarding head teacher’s perception that male and female have equal right on any issues. So they have equal right to go to school and learn. This information also inform us that people in the BRIDGE area realize and are aware about the rights of others, right of a girl student, right of parents and rights of a head teachers. Parents or a head teacher have no problem to send their girls to the schools. The result shows a huge achievement of the community awareness regarding girls’ right to go to school.

If having son and daughter, I prefer my son going to school to my daughter

1.06 -1.64

BRIDGE has worked on the awareness raising activities like parents meeting and focus group discussion. As a result head teachers think that a significant change has been found in the community. The perception changed from positive to negative which inform that parents or a head teacher are very aware about the right of children to go to school.. They ensure equal right to their sons and daughters to go to school. Most of the head teachers don’t agree with the statement that if having son and daughter, they prefer their son going to school to their daughter.

If having son and daughter, I do my best to make both of my son and daughter to go to school

-1.49 1.92

Head teachers’ perception about the girls’ education is also very much positive. Parents or a head teacher’s attitude has changed from negative to positives due to all BRIDGE activities done during the last three years. The majority of head teacher agree with the statement.

Females should stay home if get married

0.60 -0.64 The negative value at the endline state that maximum numbers of head teacher don’t agree with the statement.

Basic skills of reading and writing are enough for females' education

1.36 -1.14

There is a huge change found between endline and baseline in response to the question. The attitude of head teacher during baseline was almost completely opposite with the endline result. Most of the head teachers do not comply with the statement. It means head teacher thinks that girls need more reading and writing skills than basic skills.

I support an idea that females have professional careers in a society

-1.23 1.49

The head teacher perception about the female professional careers in the society also changed from negative to positive. Most of the head teachers now think that female can work if they like.

Having more children is happiness to females

-0.21 -0.61 At the baseline data, it was negative but at the endline it is more negative than baseline information. It represents that majority of the head teacher disagree with the statement.

I believe that community participation is necessary to improve school education

-1.28 1.80

A greater positive change is found regarding this statement. It tells us that most of the head teachers now believe that community participation is very necessary to improve the school education.


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4.5.2 Teacher’s Perception

Table 17 illustrates teacher’s perception about the reasons for females not to come to schools. To assess the opinion of teachers, the answer sheet is normalized by weighted method. In this calculation, ‘Fully Disagree’ and ‘Sometime Disagree’ are negative answer and the intensity of ‘Fully Disagree’ is high than ‘Sometime Disagree’. In the same way, ‘Fully Agree’ is more positive than ‘Somehow Agree’. The ‘Don't Know’ seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for ‘Fully Disagree’, ‘Sometime Disagree’, ‘Don't Know’, ‘Somehow Agree’ and ‘Fully Agree’ responses respectively. According to the responses of teachers during baseline main reasons for females absence in schools were – lack of female teacher, lack of separated classrooms for boys and girls, difficulty in transportation, lack of school fence, lack of decent toilets for girls, too much work at home for girls, early marriage, parents inability to afford girls’ education economically, unemployment and farness of school from house. It can be recognized that obstacles for girls’ education were in general reduced and shifted from physical conditions of schools to awareness of parents. Lack of parents’ appreciation for girls’ education was increasingly perceived as obstacles for girls’ education. It is interesting that not useful lectures and use of sticks were not regarded as obstacles both at baseline and endline survey. These are the same trend as ones of head teachers. However, from table in Annex, it is important to note that though 27 percent of the teacher fully disagree about lack of female teacher, still a larger portion of teacher (36%) fully agree with this. Around 50 percent of the teachers fully agreed with the opinion that there is lack of parents’ appreciation for girls’ education. Furthermore, 35 percent teachers fully agree transportation problem, 42 percent fully agree pressure of domestic work, 50 percent fully agree early marriage and 37 percent fully agree parents’ economic condition as the reasons for females’ absence in school. Moreover, despite 25 percent teachers fully disagree with lack of decent toilets for girls at end line, 34 percent fully agree with the problem.

Table 17 Teacher’s Reasons for Females not to come to schools




The data indicates that teachers’ impression is positive. At the endline survey lower number of teachers as compare to baseline survey believes that lack of female teacher is a matter for girls not to come to school. They believe male teacher also can teach a girls or in a girls schools. However, still a large number of teachers think that shortage of female teacher is a reason for females not to come to school.


1.54 0.50

This indicator has also positive value. The value indicate that lower number of teachers at the end line survey as compare to baseline survey believes that lack of separated classrooms for boys and girls teachers is a matter for girls not to come to school. They believe that girls can study in the same classes with boys in the same schools. However, still a large number of teachers identified this as a problem.


0.98 1.01 Most of the teachers at the end line believe that lack of father appreciation hinder girls not to go to school.

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0.82 0.85 Teacher believes that lack of mother appreciation hinder girls not to go to school.

Difficulty in transportation 0.83 0.20 BRIDGE project has supported activities to improve the

transportation system.


BRIDGE has no direct activity to construct school fence but it has indirectly supported to build, repair and maintain school fences. The negative score of end line indicate that majority of teachers have not identified lack of school fence as a problem.


BRIDGE has constructed lots of decent toilets for girls in the selected schools. The lower score at end line indicate that lower number of teachers as compared to baseline think shortage of decent toilets as a problem. The positive value at the endline indicates that many of the teachers agree on the statement that lack of decent toilets for girls is a reason for female not to come to school.

Too much work at home for girls 1.06 0.63

This value in the endline tells us teachers’ perception about the female student. The positive value at end line illustrates that larger number of teachers believe that too much work obstruct girls not to go to school.

Early marriage 1.15 0.83 BRIDGE project has not worked on this issue. End line score tells that still a larger number of teachers believe that early marriage is a barrier for girls not to go to school.


1.41 0.78

Baseline data tells us that financial incapability is a reason for female not to go to school, but government of Yemen abolished the school fees from 2007. So at the endline, some more teachers as compared to baseline believe that financial support provide by the government is very helpful to increase girls education.


-0.22 -0.78

Teachers’ perception is negative here. It means most of the teachers do not comply with this statement. BRIDGE has worked on this issue by purchasing teaching materials to improve the quality of education in the selected schools.

Teachers’ use of stick at school -0.56 -0.71

The endline information from the teachers shows that teachers’ use of stick at school is not a barrier for the girls not to go to school.

No work after graduation 1.36 0.52

No work after graduation is a barrier for the girls not to go to school according to the teachers’ information from the endline score.

Lack of textbooks 0.24 -0.41

This activity is not done by BRIDGE Project. However, most of the teachers at the end line disagree with this statement.

The school is so far from the house

0.66 -0.01

Embassy of Japan has constructed six new school buildings in the project area. Still there is a huge shortage of schools in the selected project area. Most of the area has no school and some school is very far from house. However the head teacher perception about the reasons for female not to come to schoPDM0ue to farness is negative in endline survey because only a few teachers identified it is a problem. Most of the teachers disagree with this statement.


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4.5.3 Parent’s Perception

Table 18 illustrates parent’s perception about the reasons for females not to come to schools. To assess the opinion of parent’s perception, the answer sheet is normalized by weighted method. In this calculation, ‘Fully Disagree’ and ‘Sometime Disagree’ are negative answer and the intensity of ‘Fully Disagree’ is high than ‘Sometime Disagree’. In the same way, ‘Fully Agree’ is more positive than ‘Somehow Agree’. The ‘Don't Know’ seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for ‘Fully Disagree’, ‘Sometime Disagree’, ‘Don't Know’, ‘Somehow Agree’ and ‘Fully Agree’ responses respectively. According to the responses of parents during baseline main reasons for females absence in schools were – lack of female teacher, lack of separated classrooms for boys and girls, difficulty in transportation, lack of school fence, lack of decent toilets for girls, too much work at home for girls, early marriage, parents inability to afford girls’ education economically, unemployment and farness of school from house. It can be recognized from the data that obstacles for girls’ education were reduced in all the perspectives. Even though the head teachers and teachers increasingly perceived lack of awareness of parents as obstacles, parents did not agree on that point. They believe their awareness was also improved.

Table 18 Parent’s reasons for females not to come to schools




The positive value indicates that most of the parents agree on the statement that lack of female teacher is one of the reasons for girls not to come to school.


1.75 0.61 The positive value both in baseline and endline indicates that lack of separated classrooms for boys and girls is one of the reasons for girls not to come to school.


0.71 0.33

The value in both baseline and endline are positive but endline score is lower than baseline which indicates that number of respondent at endline decreased to agree on the statement.


0.71 0.24

There is a little gap between endline and baseline. The score at the endline is less than baseline which indicates that number of respondent at end line decreased to agree on the statement.

Difficulty in transportation 0.99 0.30

Almost fifty percent parents at baseline believe that difficulty in transportation is one of the reasons for female not to come to school. The score of parents declining at the end line means number of parents decline to agree on the statement.


BRIDGE Project has not done any direct activities to repair or constrict school fence but they provide some financial support to repair or maintain school fence. At the end line most of the parents disagree with the statement because they think school fence might not a reason for female not to come to school.


The statement in both baseline and endline are positive which indicates that parents believe lack of decent toilet as one of the reasons that can hinder girls not to come to school. The score of parents declining at the end line means number of parents decline to agree on the statement.

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Too much work at home for girls

0.84 0.17 The score of endline is lower than baseline indicates that quite a fewer number of parents believe that too much work at home restrict girls not to go to school.

Early marriage 1.03 0.76

In the baseline, more than fifty percent parents believed that early marriage is a factor which limits girls not to go to school. However the number of respondent agreeing this decreased at the end line than that of baseline.


1.57 0.94

Earlier most of the parents thought and agreed on the statement that they cannot not send their girls to the school because of financial support. Government of Yemen has abolished the school fees up to grade six in 2007. The respondent in end line supporting the statement declined from the baseline. However, the positive score tells us that still a many parents believe investment to girls’ education as a burden for them. The parent of upper grade students still needs to pay the school fees. Parents of all grades needs to pay all other fees, like they need to buy pen, pencil, dress, transportation cost etc.


-0.40 -0.40 Most the parents have a good understanding about the statement that they do not agree on the statement.

Teachers’ use of stick at school

-0.42 -0.79 Most the parents have a good understanding not to agree the statement. It means they don’t believe using stick restrict girls not to go to schools.

No work after graduation 1.18 0.03 At the endline, lower number of parents than that of baseline

agreed on the statement. Lack of textbooks 0.00 -0.30 The result at the endline says quite a good number of parents

disagree with the statement. The school is so far from the house

1.00 0.36 A good number of parents agree with the statement and they believe that farness is a reason for girls not to go to school.

Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Table 19 depicts the parent’s view regarding basic rights related to girls’ education. To assess the opinion of parent’s perception regarding basic rights, the answer sheet is normalized by weighted method. In this calculation, ‘Fully Disagree’ and ‘Sometime Disagree’ are negative answer and the intensity of ‘Fully Disagree’ is high than ‘Sometime Disagree’. In the same way, ‘Fully Agree’ is more positive than ‘Somehow Agree’. The ‘Don't Know’ seems as neutral answer. The scale is formed by giving weight as -2, -1, 0 +1 and +2 for ‘Fully Disagree’, ‘Sometime Disagree’, ‘Don't Know’, ‘Somehow Agree’ and ‘Fully Agree’ responses respectively. Table 19 shows the change of parent’s perception between the end line and baseline of the project to recognize the necessity of girls’ education. But it is important to note that parents’ view regarding basic rights related to girls’ education changed a little since the data shows that the situation in baseline was also good though head teachers’ information during baseline on the same issue does not present so good result.

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Table 19 Parent’s Perception Regarding Basic Rights

Total Normalize Weighted Score Considered Matters

Baseline EndlineComments

Male and female have an equal right to receive education.

1.80 1.91

The number of respondent increased from the baseline means more parents agree on the statement. BRIDGE project has done a lot of awareness raising activities in the project area. Now parents realize the right of male and female to receive education.

If having son and daughter, I prefer my son going to school to my daughter.

-1.33 -1.63 The score tells us that most of the parents disagree on the statement. It means they believe both girls and boys have equal right to go to school.

If having son and daughter, I do my best to make both of my son and daughter to go to school.

1.86 1.79 Both baseline and endline score here are positive which indicate that a very good number of parents are agreed on the statement.

Females should stay home if get married. -0.58 -0.82

The weighted score tells that most of the parents do not agree the statement that female should stay at home. The number at the endline also shows that the number of respondent increased from the baseline as they realize the value of education.

Basic skills of reading and writing are enough for girls’ education.

-1.08 -1.43 The respondent on this issue is much higher than the baseline which indicates that most of the parents do not agree on the statement.

I support an idea that females have professional careers in a society.

1.37 1.54 The end line score here is positive and is higher than baseline which tells that increased numbers of parents agree on the issue stated here.

Having more children is happiness to females. 1.07 0.00

The result of endline is neutral but at the baseline almost more than fifty percent parents believed that having more children is happiness to females

I believe that community participation is necessary to improve school education.

1.68 1.85

The statement is both positive and high at endline which indicates that most of the parents agreed on the issue that community participation is necessary to improve school education.

Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. Figure 12 below shows the parents’ opinion about the necessity of education for daughters. It shows that 63.3 percent of parents want to give university degree education for their daughters, which is another evidence that parents have strong desire for their daughters’ education if conditions are allowed.

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Parents' Openion

0.20.2 2 2.410.8

63.3

20.80.3

No education needed for girls Up to G3 grade Up to G6 grade Up to G9 grade

Secondary education University level education Other Missing

Source: Created by BRIDGE Project based on the 2008 Endline Survey.

Figure 12 Parents’ Opinion about the necessity of Education for their daughter 4.5.4 Comparison of the Head Teachers, Teachers and Parents’ Opinions

This section compares opinions of head teachers, teachers and parents regarding obstacles for girls’ education in the selected topics. BRIDGE Project supported hiring teachers, building and repairing classrooms and toilets. Therefore, perception toward teacher, classrooms and toilets as obstacles for girls’ education were reduced among all. However, regarding parents’ awareness, even though the Project supported lots of awareness activities at school and community level, head teachers and teachers still think that lack of awareness of parents are the obstacles, and its’ tendency is getting stronger. On the contrary, parents themselves reduced their agreement toward lack of parents’ awareness as obstacles for girls’ education. There are different patterns of tendency observed.However, all of head teachers, teachers and parents reduced their degree of agreement on too much work at home for girls as an obstacle for girls’ education. From these, it is thought that awareness of parents has been raised by actually reducing girls’ work at home even though head teachers and teachers do not think that it is not enough. (1) Lack of female teacher

Figure 13 shows the opinion of head teachers, teachers and parents regarding the reasons of girls not to come to school. All the opinions, regarding the girls not to come to schools are positive. It indicates all respondent both in baseline and endline are agreed on the statement that lack of female teachers discourage girls not to come to school or vice versa, they don’t go to schools because of shortage of female teacher available in the selected schools. Among all, parents both in baseline and end line were the highest complying the statement. Parents scored 0.61 in end line and 1.76 in baseline. It is important to note that in case of all three respondents end line score is lower than that of baseline agreeing lack of female teacher as a reason of girls not to go to school, which is the achievement of BRIDGE.

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Lack of female teacher

0

0.5

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Head teacher Teacher Parents


Figure 13 Comparison of opinions on lack of separate classrooms (2) Lack of separated classrooms for boys and girls

The opinion regarding lack of separate classrooms for boys and girls are also positive both in baseline and endline among head teachers, teachers and parents (see Figure 14). In the graph, parents’ opinion has got the highest score, means most of the parents are agreed on the statement. On the whole, all three kind of respondents have got lower score in end line than that of baseline agreeing lack of separate classrooms for boys and girls as a reason of girls not to go to school, which is the achievement of BRIDGE.


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Figure 14 Comparison of opinions on lack of separate classrooms

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(3) Lack of fathers’ appreciation for girls’ education

Regarding lack of fathers’ appreciation the graph shows mixed opinions (see Figure 15). In the baseline, head teacher agreed on the statement and it shows nearer to 0.7 score but at the endline it got the score 1.2. End line data of head teacher expresses that lack of fathers appreciation is a strong reason for female not to go to school though parents’ data shows that the situation has slightly improved and teacher data shows that the situation remained unchanged.


0.000.200.400.600.801.001.201.40

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Figure 15 Comparison of opinions on lack of fathers’ appreciation (4) Lack of mothers’ appreciation for girls’ education

Regarding lack of mothers’ appreciation the graph shows mixed opinions (see Figure 16). In both baseline and end line both the head teacher and teacher agree the lacking of mothers’ appreciation as the hindrance of girls’ education while parents data shows that they still agree on this matter at the end line but the percentage of parents who support this statement has been decreased as compared to baseline data.


0.000.200.400.600.801.00

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Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey

Figure 16 Comparison of opinions on lack of mothers’ appreciation

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(5) Lack of school fence

During baseline many of the respondents agreed that lack of school fence was a reason for females not to go to school (see Figure 17). But at the end line most of the head teacher, teacher and parents do not think it as a problem of female education.

Lack of school fence

-1.00

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Figure 17 Comparison of opinions on lack of school fences (6) Lack of decent toilets for girls

From the figure 18 it is evident that according to most of head teacher, teacher and parents lack of decent toilets was a strong reason for females not to go to school. But the situation seems improved according to the opinion of all kind of respondents. As BRIDGE has supported to build a lot of female toilets in schools females are now encouraged to go to school.

Lack of decent toilets for girls

0.000.200.400.600.801.001.201.401.601.80

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. Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey Figure 18 Comparison of opinions on lack of toilets for girls

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(7) Too much work at home for girls

The graph shows that head teacher both in baseline and end line think that too much work at home for girls is a hindrance for girls’ education though a fewer percentage of parents at the end line think it as a problem (see Figure 19).

Too much work at home for girls

0.000.200.400.600.801.001.201.401.60

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Figure 19 Comparison of opinions on too much work for girls 4.6 Most Effective BRIDGE Activities for Girls’ Education

4.6.1 Introduction of School Activities

BRIDGE project provided funding to schools for implementing school improvement activities. The funding was provided by three different sources as shown in the table below.

Table 20 Summary of BRIDGE Funding Amount by Sources (2005-2007)

Source: Created by JICA-BRIDGE Project Team

In the three years from June 2005 to May 2008, the BRIDGE Project provided almost 108.9 million YER in total for the 59 schools in the six targeted districts in Taiz. The funding came from JICA,, Taiz Governorate and community donations, in which JICA funding is the largest. Taiz Governorate started to provided funding to schools in 2007. Local funding was not required but voluntary contribution was made in each year. In Year 1 and Year 2, 500,000 YER was given to each 59 schools from JICA. In Year 3, due to provision of the governorate funding of 320,000 YER (before taz) to each school, amount of JICA funding was adjusted. For example, schools that still needs to build classrooms receive more JICA funding from the targeted schools within the same district. This adjustment was made by DEOs. In Same district, Al Qods school received 70,000 YER, while Al Nagda school received 300,000YER from JICA.

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Table 21 summarizes school activities by allocation of funding. Various activities were financed under BRIDGE project. Among all activities, hiring contracting teachers is the most popular activities in the three years (42,466,827 YER), which is almost 40% of total funding, followed by constructing classrooms (16,872,561 YER), and repairing classrooms (13,325,371 YER). In Year 1, JICA funding allowed schools to spend money for school uniform, bags, school fee, school furniture, and water for the tank. However, from Year 2, school uniform, bags were not accepted by JICA because these items could be donated from the wealthy family. School fee were abolished in Year 2 by the Government of Yemen, so that school fee were not financed under the BRIDGE from Year 2. School furniture were provided by Taiz GEO from Year 2. Water for the tank was covered by local contribution from Year 2 by considering sustainability.

Table 21 BRIDGE Funding Amount (2005-2007) by School Activities and Sources

Source: Created by JICA-BRIDGE Project Team. According to Table 22, both in Year 1 and Year 2, the most popular activities at the pilot schools was contracting teachers followed by awareness meeting. In Year 3, awareness raising activities became the most popular activities. In Year 3, additional funding to schools was given by Taiz governorate, so that school acquired the ability to spend extra amount for that purpose in addition to the expenses for classrooms and teacher. Activities responsible to improve the quality of education, including purchasing blackboards, teaching materials, notice board, and school stationeries has also been augmented in high proportion during last year of the project. So it can be stated that the project has markedly contributed to improve school environment, the quality of education as well as to increase parents’ awareness toward children’s education.

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Table 22 Number of school activities under BRIDGE project

Percentage

School Activities Year 1 (2005/6)(n = 56) In 100%

Year 2 (2006/7) (n = 59) In 100%

Year 3 (2007/8)(n = 59) In 100%

Awareness meeting (with parents, etc.) 61.0 64.4 81.3 Cleaning activities 42.3 61.0 55.9 Constructing/repairing classrooms 42.3 40.6 59.3 Constructing/repairing toilets 38.9 23.7 27.1 Contracting with teachers 71.1 74.5 77.9 Health care activities (First aid purchase, health promotion education, etc) 6.7 10.1 30.5 Hiring literacy trainers 20.3 45.7 54.2 Hiring sewing trainers 11.8 18.6 33.9 Organizing school events (competition, award, fun gathering, school trip, etc.) 25.4 47.4 64.4 Purchasing blackboards 16.9 22.0 28.8 Purchasing school furniture, notice board, etc. 5.0 5.0 25.4 Purchasing school radio 32.2 32.2 28.8 Purchasing school stationeries (record notebooks, etc.) 10.1 18.6 67.8 Purchasing teaching materials 8.4 8.4 59.3 Purchasing water tanks/ pipes 40.6 20.3 22.0 Supplying water 54.2 54.2 49.1 Training for teachers 3.3 13.5 74.5 Transporting students 6.7 6.7 11.8 Meeting between head teacher and teachers 66.1 69.4 77.9

Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. 4.6.2 Most Effective Activities Identified by Head Teacher

Head teachers were asked to indicate 3 items to which BRIDGE was most effective and least effective to improve the situation of female absence in school (Table 23). Since in each case 3 responses were collected, this data was analyzed through multiple response option in SPSS. From the table it is evident that 21 percent head teachers found most effective to enhance mothers’ appreciation for girls' education and 20 percent found role of BRIDGE most effective to increase female teacher. BRIDGE also played an important role to enhance fathers’ appreciation for girls' education, to construct decent toilets for girls, to create separated classrooms for boys and girls, etc. On the other hand, according to 12% head teacher, BRIDGE was least effective to solve the transportation problem. BRIDGE also did not play any role to increase parents’ affordability for girls’ education, to lessen work load for girls at home, to provide employment opportunity after graduation, etc.

Table 23 Most and Least Effective BRIDGE Activities for Girls’ Education by Head Teachers

Percent of Cases The Reasons Most Effective N= 59 Least Effective N=50

Lack of female teacher 20.2% 35 6.4% 11 Lack of separated classrooms for boys and girls

9.2% 16 5.8% 10

Lack of fathers' appreciation for girls' education

17.9% 31 1.2% 2

Lack of mothers' appreciation for girls' education

21.4% 37 1.7% 3

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Percent of Cases The Reasons Most Effective N= 59 Least Effective N=50

Difficulty in transportation 4.0% 7 12.1% 21 Lack of school fence .6% 1 6.4% 11 Lack of decent toilets for girls 10.4% 18 4.0% 7 Too much work at home for girls (water gathering, caring for siblings, etc.)

2.3% 4 10.4% 18

Early marriage 1.2% 2 7.5% 13 Parents cannot afford girls' education economically

5.2% 9 11.6% 20

Not useful lectures for daughters 1.7% 3 6.9% 12 Teachers' use of stick at school 2.9% 5 4.0% 7 No work after graduation 1.2% 2 10.4% 18 Lack of textbooks 1.2% 2 5.2% 9 The school is so far from the house .6% 1 6.4% 11 Total 100.0% 173 100.0% 173

Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. a Dichotomy group tabulated at value 1. 4.6.3 Most Effective Activities Identified by Teacher

From Table 24, it is seen that teachers mostly found that BRIDGE is most effective to increase number of female teachers, enhance parents’ appreciation for girls’ education, construct separated classrooms for boys and girls and construct decent toilets for girls, though in case of parents appreciation the previous figure gives opposite information. According to 12 percent of the teacher, BRIDGE is least effective to reduce the difficulty in transportation. Moreover, BRIDGE does not have strong role to combat early marriage and to support in increasing parents’ affordability for girls’ education.

Table 24 Most and Least Effective BRIDGE Activities for Girls’ Education by Teachers

Percent of Cases a Most effective Most effective N = 287 Least effective N = 287Lack of female teacher 21.9% 188 4.2% 36 Lack of separated classrooms for boys and girls 15.0% 129 8.0% 68

Lack of fathers’ appreciation for girls’ education 17.8% 153 4.0% 34

Lack of mothers’ appreciation for girls’ education 15.6% 134 3.3% 28

Difficulty in transportation 3.5% 30 12.4% 105 Lack of school fence 2.0% 17 6.6% 56 Lack of decent toilets for girls 9.6% 82 6.1% 52 Too much work at home for girls (water gathering, caring for siblings, etc.) 1.9% 16 7.1% 60

Early marriage 1.6% 14 10.6% 90 Parents cannot afford girls’ education economically 2.9% 25 9.8% 83

Not useful lectures for daughters .7% 6 5.4% 46 Teachers’ use of stick at school 1.3% 11 2.1% 18 No work after graduation 3.5% 30 8.4% 71 Lack of textbooks 1.3% 11 6.0% 51 The school is so far from the house 1.4% 12 6.0% 51 Total 100.0% 858 100.0% 849

a Dichotomy group tabulated at value 1. Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.

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4.6.4 Most Effective Activities Identified by Parents

From Table 25, it is evident that 21 percent of the parents found BRIDGE most effective to increase female teacher and 16% found role of BRIDGE most effective to create separated classrooms for boys and girls. BRIDGE also played an important role to enhance fathers’ and mothers’ appreciation for girls' education and to construct decent toilets for girls.

Table 25 Most Effective BRIDGE Activities for Girls’ Education by Parents

Most effective to improve N = 591 Responses N=591(%)

Lack of female teacher 352 20.8% Lack of separated classrooms for boys and girls 275 16.2% Lack of fathers’ appreciation for girls’ education 222 13.1% Lack of mothers’ appreciation for girls’ education 178 10.5% Difficulty in transportation 34 2.0% Lack of school fence 62 3.7% Lack of decent toilets for girls 150 8.9% Too much work at home for girls (water gathering, caring for siblings, etc.) 8 .5%

Early marriage 6 .4% Parents cannot afford girls’ education economically 93 5.5% Not useful lectures for daughters 25 1.5% Teachers’ use of stick at school 9 .5% No work after graduation 14 .8% Lack of textbooks 36 2.1% The school is so far from the house 4 .2% Schools rehabilitation 24 1.4% Swing Machines 23 1.4% School broadcasting tools 46 2.7% Contracted with literacy teachers 43 2.5% Provide schools with water tank 39 2.3% Provide communication to school 10 .6% Provide school with water 10 .6% Maintained school windows 5 .3% Provide rewards and motivations for schools activities 9 .5% Uniforms 7 .4% School kits 4 .2% Cleaning toilets 4 .2% Provide school with stationary 2 .1% Total 1694 100.0%

Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. a Dichotomy group tabulated at value 1.

4.7 Relation between BRIDGE Finance and Number of Enrollment The scatter plot shows the relation between percentage change of enrollment and the amount of money spent in three years in the BRIDGE pilot schools. After data cleaning schools have been selected for this analysis. In the figure below, it is clear that female enrollment increased more than boys’ enrollment in selected schools. In Al Gabiri in Maqbana district, female enrollment increased 800 percent from year 2004 to 2007. In 2004, only six students were enrolled in Al Gabiri which rose to 63 in 2007 is the highest growth of female enrollment among all 59 schools. Al-Farooq School in Al Waziyah district has got the lowest increase in female enrollment between 2004 and 2007. In 2004, the number of female enrollment in Al Farooq School was only 73 which rose to 79 in 2007 at a rate of 8 percent enrollment growth which is the lowest among 59 schools.

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The highest financial investment was found in Al-Shahead Al-Thoulaih schools in Mawiyah which is 2,291,950 YR in three years and the lowest is in Bab Al-Mandab in Dubab district in three years is only 1,044,550. As both figures are shown in the same scale, it is clear that female enrollment increased more than boys in each schoPDM0uring the last three years started from 2004. From the first graph, it is evident that more funding school receives; more female enrollment is achieved as the curve shows the upward trend.

Enrollment change made by BRIDGE Project in each school: Female

B ab Al-Manda

M o a th B in Gaba lAl-Shahead

Al-MagdAl-Wahda

S aba Ouleo u

Al-Tawhead

Al-Nas r

S aed Bin Go ba ir

Al-Gabiri

1,0 0 0 ,0 0 0

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P ercentage o f Enro llem nt chaged fro m 2004 to 2007

Series1 Lo g . (Series 1)

Enrollment chage made by BRIDGE Project in each school: Male

Abdullah Bin Rawaha

Al-Ya ka da hAl-Wa hda

Abdullah Bin Rawaha

Al-Wa hda

Bab Al-Mandab

Om ar Al-M o khta r

Al-Nas r

Al-Es ha 'aAl-S a lah

Al-S hahead Alo kia

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1,600,000

1,800,000

2,000,000

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0 200 400 600 800

P ercentage o f enro llm ent chaged fro m 2004 to 2007

Source: JICA-BRIDGE Project (2008).

Figure 20 Relation between BRIDGE finance and enrollment change in each school from 2004 to 2007

4.8 Regression Analysis

The school committee of the BRIDGE Project made a plan with an aim to increase the girls’ enrollment at each selected school in the Taiz governorate since 2005/2006 to 2007/2008, which is the first objective of the project. They introduced school improvement plan according to the demand of the school and later they implemented those plan to improve the girls’ education. In order to measure the impact of the interventions of the BRIDGE Project in pilot schools, a multiple regression analysis is conducted using the enrollment data collected from the head teacher of the each school and collected by the BRIDGE project. The total number of female student enrolled in the pilot schools is selected as a dependent variable to develop an impact assessment model. The independent variables include the expenditure of each school activities, number of each school facilities and availabilities of school activities. Expenditure of each school activities and number of each school facilities are continuous variable and availabilities of school activities is dummy variable. Since those schools have almost no fund to perform any activities before the project implementation year, the total investment of last year is considered as the expenditure of each activities change from 2004 to 2007. Model: The general conceptual model to assess the impact is total number of female enrollment is a function of expenditure of each activities, number of each school facilities and availabilities of school activities, which can be expressed by the following formula:

Al Farooq Al Farooq

Yt = f (Et1 ...Et2, Ft1 ...Ft2, Ct1 ...Ct2,) where, Y t is the total number of female enrollment in 2007

Et1 ...Et2 is expenditure of each activities change from 2004 to 2007 Ft1 ...Ft2 is number of each school facilities in 2007 Ct1 ..Ct2 availabilities of school activities in 2007 Regression Result: The results of the multiple regression model estimated on a set of explanatory variable using the total number of female student enrolled in the selected pilot schools as the dependent variable are presented in table 26. Three sets of numbers are reported in this table, which are estimated parameter, standard error and their asymptotic t-statistics.

Table 26 Result of the Regression

Variables Coefficient Std. Err t-statistics Total finance for school administration activities -0.005 0.001 -4.76 Total finance for class room constriction 0.000 0.000 1.85 Total finance for class room repairing 0.000 0.000 -1.78 Total finance for toilet constriction 0.000 0.000 -4.21 Total finance for toilet repairing -0.001 0.000 -2.97 Total finance for contracting teacher 0.000 0.000 2.02* Total finance for hiring literacy trainer 0.000 0.000 1.68 Total finance for hiring sewing trainer 0.000 0.000 -5.62 Total finance for purchasing water tank and pipes 0.000 0.000 2.61** Total finance for transporting students 0.000 0.000 -0.51 Total finance for purchasing radio -0.003 0.001 -4.48 Total finance for organizing school events 0.000 0.000 0.93 Total finance for cleaning activities 0.006 0.002 2.78** Total finance for health care activities 0.001 0.000 3.22** Total finance for purchasing teaching materials 0.000 0.001 -0.28 Total finance for awareness meeting -0.002 0.000 -4.44 Total finance for supplying water 0.001 0.000 4.89*** Total finance for purchasing blackboards 0.000 0.001 -0.23 Total finance for teacher training 0.009 0.003 3** Total finance for purchasing school furniture -0.004 0.001 -4.49 Total finance for purchasing school stationery 0.009 0.003 3.07** Total finance for transporting chairs -0.001 0.000 -2.31 Total finance for purchasing school uniform -0.001 0.000 -5 Total finance for purchasing school bags 0.001 0.000 4.03*** Total finance for paying school fees -0.011 0.002 -4.92 Other administrative cost 0.001 0.000 2.34** Number of teachers in 2007 11.382 1.601 7.11*** Number of classrooms in 2007 10.850 4.342 2.5** Number of classroom for female students in 2007 -16.805 7.341 -2.29 Number of school library in 2007 38.105 42.281 0.9 Number of teachers room in 2007 -59.079 17.005 -3.47 Number of sport field in 2007 155.903 24.770 6.29*** Number of toilet for male students in 2007 -19.193 9.920 -1.93 Number of toilet for female students in 2007 50.473 7.596 6.64*** Number of drinking water facilities in 2007 -120.092 19.089 -6.29 Electricity facility in 2007 38.628 70.927 0.54 School fence in 2007 -82.188 29.717 -2.77 Number of desk and chairs for students in 2007 0.918 0.179 5.13***

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Variables Coefficient Std. Err t-statistics Number of blackboard in 2007 -2.071 3.702 -0.56 Number of text books in 2007 0.979 0.198 4.95*** Awareness meeting (with parents, etc.) in 2007 -41.174 30.908 -1.33 Cleaning activities in 2007 8.252 21.823 0.38 Constructing/repairing classrooms in 2007 33.603 19.940 1.69 Constructing/repairing toilets in 2007 70.215 18.584 3.78*** Contracting with teachers in 2007 -13.832 25.756 -0.54 Health care activities (First aid purchase, health promotion education, etc) in 2007 29.996 21.716 1.38 Hiring literacy trainers in 2007 -72.724 20.924 -3.48 Hiring sewing trainers in 2007 117.098 35.714 3.28** Organizing school events (competition, award, fun gathering, school trip, etc.) in 2007 132.812 21.401 6.21*** Transporting students in 2007 -7.808 50.199 -0.16 Meeting between head teacher and teachers in 2007 16.365 24.976 0.66 Training for teachers in 2007 17.615 16.996 1.04 constant 30.177 77.671 0.39

Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey. ***, ** and * indicates significant at 1%, 5% and 10% level respectively. From the result of the regression analysis shown in the table it is found that finance for contracting teacher is significantly positively correlated at 10 percent level with the female student enrollment. It indicates that ensuring more contract teacher increase the female enrollment. Total finance for purchasing water tank and pipes, cleaning activities and health care activities are significantly positively associated with the female student enrollment at 5 percent level of significance. Total finance for supplying water is significantly positively associated with the female student enrollment at 1 percent level of significance. Finance for teacher training and purchasing school stationery is also found significantly effective for enhancing female enrollment. Number of teaches is highly significantly correlated with female enrollment at 1 percent level. Teachers are one of the most contributing factors to enhance female enrollment in the project area. Number of classrooms in 2007 is positively significantly associated with female enrollment at 5 percent level of significance. Among the school facilities variables, number of sport field, number of toilet for female students, number of desk and chairs for students and number of text books are highly significantly correlated with female enrollment at 1 percent level. Among the school activities dummy variables, constructing/repairing toilets in 2007 is highly significantly correlated with female enrollment at 1 percent level. Hiring sewing trainers in 2007 and Organizing school events (competition, award, fun gathering, school trip, etc.) in 2007 is found highly significantly correlated with female enrollment at 5 percent and 1 percent level respectively.

5. Limitation of the Study The report has some limitations. The first limitation of this study is missing data, which affects the whole result and made some confusing relationship between endline results and baseline results. Second limitation of this study is contradictory data or wrong information inputted in the data set which misleads the actual situation. Third is time limitation. It is really difficult to show the impact based on the results within this short period. The fourth limitation is use of variables. In the baseline survey data, all teacher survey data could not be used for data analysis since most teacher data was not inputted according to the questionnaire. Due to unavailability of the teacher variable, only a few variables are used in this study, which may not reflect the actual picture of the outcome. For the financial analysis, the study has used a limited number of independent variables that does not reflect all actual pictures. The study intended to use more independent variables, but finally cannot use due to missing data or wrong information. Different grades and different areas have different problems and needs different strategy to improve that particular grade. In addition, since this study focus on only a few schools of Taiz governorate in Yemen more longitudinal data is required to know the true feature of the girl’s education. 6. Conclusion The impact analyses could be concluded as follows: BRIDGE helped to increase the number of both boys’s and girls’ attendance at the 59 schools: • Both female and male enrollment for all grades as a result of the project has increased.

Female students are benefited more since female enrollment in pilot schools are increased more than boys’ enrollment, especially at higher grades. It is important to note that in control schools percentage of enrollment in endline even decreased in some grades.

• Even though the enrollment of both boys and girls are increased, it should be noted that improving the retention rate is a remaing issue.

• Different enrollment trend has observed among districts. The highest percentage of growth of female enrollment has found at Al Makha. Low percentage of growth of female enrollment has found at Maqbnah and Dhubab. The highest percentage of growth of male enrollment has found at Maqbanah. However, each district has different pattern of increase of female and male enrollment. Low percentage of growth of female enrollment has found at Dhubab. It is difficult to find a common trend of enrollment changes among districts. Further analysis at school level is required.

BRIDGE helped to improve the school environment • BRIDGE project has contributed a lot to increase school facilities in pilot schools. Total

number of all school facilities has been increased. Numbers of classrooms has increased by 25% from baseline to endline while classrooms for female students almost doubled. Head teacher proves that condition of the most of the school facilities such as, classrooms, classrooms for female students, teachers’ room, toilet for both male and female students, drinking water, school fence, desks and chairs for students, blackboards, has been improved.

• Improvement of school facilities were occurred beyond BRIDGE support. For example, many school fences were built by district local council. It is one of examples that the BRIDGE project attracted other source of supports to school. Even though BRIDGE

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• In addition to improving school facilities, with hiring contracted teachers and building and repairing classrooms, schools could offer more grades. At the baseline, only 13 schools had offered from grade 1 to grade 9. At the endline, 20 schools could offer grade 1 to grade 9 for both boys and girls.

BRIDGE helped to build cooperative relationships between schools and communities • Head teachers agreed better communication with community leaders, sharing experiences

with other head teachers, and listening to parents on their requests were the most helpful contribution by the BRIDGE project.

• Forty-seven percent of head teachers agreed that level of community aspiration to school education got much better by the BRIDGE project.

• Views of parents regarding children’s education care at home have changed positively. Parents’ perception regarding school has been enriched to a greater extent, which could be explained by implementation of intensive awareness raising program of BRIDGE Project. Parents are now very conscious to the improvement of their children’s school. Even now they feel the ownership of the school situated at their own community which is a good achievement of BRIDGE Project.

• Data on head teacher’s views for better school management at the endline of the project does not show satisfactory changes in compare to the baseline result. In most cases baseline and end line conditions are similar. Since capacity development program for all the head teachers on school management were started from the second year, it was not enough time for head teachers to change their perception toward their management skills.

Perception toward girls’ education was dramatically changed • All respondents both in baseline and endline agreed on the statements that lack of female

teachers, lack of separated classrooms for boys and girls, and lack of decent toilets for girls mainly discouraged girls not to come to school. However, in case of all three respondents, head teacher, teacher and parents, endline score got lower than those of baseline agreeing lack of female teacher, separate classrooms and decent toilets as obstacles of girls not to go to school. It could mention that these changes among respondents are the achievement of BRIDGE Project because BRIDGE supported these areas intensively.

• Different perception was observed regarding awareness of fathers and mothers toward education between head teachers, teachers and parents. Endline data of head teacher expressed that lack of fathers appreciation was a strong reason for female not to go to school though parents’ data showed that the situation slightly improved and teacher data shows that the situation remained unchanged. In both baseline and endline both the head teacher and teacher agree the lacking of mothers’ appreciation as the hindrance of girls’ education while parents data showed that they still agreed on this matter at the end line but the percentage of parents who supported this statement has been decreased as compared to baseline data. Even though head teacher and teachers still feel that lack of parents’ appreciation toward education is one of obstacles for girls’ education, all the respondents decreased their support toward a statement saying “too much work at home for girls”, which indicated that due to intensive awareness programs by BRIDGE, in reality parents try to reduce their daughters’ work load at home for education.

• There are not much change observed regarding use of sticks and not useful lectures for daughters between baseline and endline. In both surveys, they did not think that these were obstacles for girls’ education.

A9-45

A9-46

Most Effective BRIDGE Activities was found as hiriging female teachers • The results of the multiple regression model estimated on a set of explanatory variable using

the total number of female student enrolled in the selected pilot schools as the dependent variable are presented in table 28. Three sets of numbers are reported in this table, which are estimated parameter, standard error and their asymptotic t-statistics.

• From the result of the regression analysis shown in the table it is found that finance for contracting teacher is significantly positively correlated at 10% level with the female student enrollment. It indicates that ensuring more contract teacher increase the female enrollment. Total finance for purchasing water tank and pipes, cleaning activities and health care activities are significantly positively associated with the female student enrollment at 5% level of significance. Total finance for supplying water is significantly positively associated with the female student enrollment at 1% level of significance. Finance for teacher training and purchasing school stationery is also found significantly effective for enhancing female enrollment.

• Number of teaches is highly significantly correlated with female enrollment at 1% level. Teachers are one of the most contributing factors to enhance female enrollment in the project area. Number of classrooms in 2007 is positively significantly associated with female enrollment at 5% level of significance. Among the school facilities variables, number of sport field, number of toilet for female students, number of desk and chairs for students and number of text books are highly significantly correlated with female enrollment at 1% level. Among the school activities dummy variables, constructing/repairing toilets in 2007 is highly significantly correlated with female enrollment at 1% level. Hiring sewing trainers in 2007 and Organizing school events (competition, award, fun gathering, school trip, etc.) in 2007 is found highly significantly correlated with female enrollment at 5% and 1% level respectively

• All head teachers, teachers and parents agreed that BRIDGE contributed the most to improve shortage of female teacher. Head teachers and teachers agreed that lack of fathers and mothers appreciation were highly improved due to BRIDGE project. On the contrary, parents agreed that BRIDGE contributed to improve shortage of separated classrooms and improve fathers’ appreciation toward education.

• Even though head teachers and teachers perceived lack of fathers and mothers appreciation toward education are obstacles for girls’ education, it is sure that the BRIDGE project helped to raise awareness and appreciation of parents toward education.

It is evident that without the support of head teachers, teachers and parents schools could not be a place for students to enjoy their studying and their school life. School improvement requires not only improvement of school facilities and introducing school activities, but also strengthening head teachers’ management capacity, improving teaching, and promoting community participation. From the findings of this report, it could conclude that BRIDGE project contributed whole school improvement as mentioned above as well as increasing enrolment of both boys and girls even though the regression analysis could not find significant relationships between female enrolment and each activity.

Reference

Gershberg, A and Winkler, D. (2003). Education Decentralization in Africa: A Review of Recent Policy and Practice (Draft Paper). World Bank: Washington, D.C

Human Development Report (2007/2008). Human Development Report 2007/2008, Fighting

Climate Change: Human Solidarity in a divided world, United Nations Development Program, New York, USA

Japan International Cooperation Agency (JICA) (2005a). Inception Report for JICA Technical

Cooperation Program for Broadening Regional Initiative, for Developing Girls’ Education (BRIDGE) in Taiz Governorate, JICA, Tokyo.

Jewett, J. R. (1907). The American Historical Review, Vol. 13, No. 1, pp. 128-129 , Published by:

American Historical Association

Kulpoo, D. (1998). The Quality of Education: Some Policy Suggestions Based on a Survey of

Schools in Mauritius. Paris: International Institute for Educational Planning.

Ministry of Education. (2008). Annual Progress Report 2007 on BEDS Implementation. The Forth Annual Review of the Implementation of The National Basic Education Development Strategy (Educational Forum), Yemen.

Ogawa, K. (2004). “Achieving Education for All in Yemen: Assessment of Current Status”.

Journal of International Cooperation Studies Vol. 12, pp.69-89.

Rose, P. (2003). Communities, Gender and Education: Evidence from Sub-Saharan Africa, Background paper for 2003 UNESCO Global Monitoring Report. UNESCO: Paris.

Sakurai, A. (2007). Application of the Whole School Development Approach on Rural Basic Education Schools in Yemen: Strengthening Partnerships among Schools, Communities and Local Education Offices, Graduate School of International Cooperation Studies, Kobe University, Japan.

Shamsuzzoha, M. (2008). “An Analysis of the Relationship between Education Inputs and

Student Achievement in Uganda”, Ogawa, K. (Ed.), Human Resources Development and Public/Private Role in West Asia and East Africa, Kobe University, Japan.

United Nations Development Program (2008). Human Development Report 2007/2008, Fighting Climate change: Human solidarity in a divided world, UNDP: New York.

United Nations Educational, Scientific and Cultural Organization (UNESCO), including the

Education for All 2000 Assessment. World Development Report (2008). World Development Report 2008: Agriculture for

Development, World Bank, USA.

A9-47

Annex: Detailed Tables on Impact Assessment

Table 1 Female Enrollment Comparison by Taiz Governorate District Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Al Qahira 1711 1611 1581 1728 1590 1541 1683 1600 1693 Sa'leh 1648 1586 1318 1345 1331 1287 1171 1068 1249 Al Modaffer 2386 2087 2084 2236 2160 1941 2083 2076 1879 Al Taizziya 4770 3555 3479 3333 2798 2453 1087 1855 1461 Sabir Almawadim 2721 2064 2932 1840 1663 1369 1117 892 812

Mashra'a 499 365 428 368 420 338 370 328 251 Mawiiya 2730 1947 1655 1543 1229 885 647 431 275 Khadeer 1963 1728 1631 1572 1219 1110 941 836 632 Same' 981 698 756 761 629 560 373 342 270 Al Selow 1163 944 954 845 894 798 658 556 476 Hayfan 1561 1206 1186 1233 1073 933 877 849 685 Al Misrakh 1793 1435 1391 1330 1244 1090 942 801 732 Jabal Habashi 2639 1958 1950 1954 1708 1469 1201 1011 992 Al Mawasit 2320 1905 2017 2035 1936 1698 1440 1276 1346 Al Ma'fir 2432 1900 2033 2067 1627 1361 1057 752 667 Al Shammaitain 2768 2446 2426 2390 2389 2060 1505 1667 1490 Maqbanah 3120 2304 2275 2170 1587 1261 1027 737 581 Al Rawnah 2911 2138 2128 2178 1891 1726 1578 1410 1282 Al Salam 2320 1645 1833 2049 1897 1737 1685 1542 1490 Al Makha 1726 1506 1154 908 443 385 259 210 149 Mawza' 715 708 819 539 194 179 131 105 86 Al Waziiya 1035 683 642 604 295 248 216 125 96 Dhubab 429 370 322 229 144 113 63 53 39 Total 46341 36789 36994 35257 30361 26542 22111 20522 18633

A9-48

Source: Taiz Governorate Education Office (2007).

Table 2 Male Enrollment Comparison by Taiz Governorate District Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Al Qahira 1671 1334 1671 1821 1759 1832 1934 1876 2145 Sa'leh 1736 1520 1365 1492 1445 1387 1212 1163 1479 Al Modaffer 2366 1986 1926 2040 1882 1497 1522 1289 1858 Al Taizziya 5498 4472 4419 4535 4179 3820 3331 2761 2530 Sabir Almawadim 3049 2394 2388 2421 2290 2063 2023 1757 1761

Mashra'a 495 407 395 444 452 394 438 406 378 Mawiiya 3173 2510 2320 2212 2065 1774 1489 1245 1066 Khadeer 2287 2069 1967 1836 1707 1612 1383 1315 1096 Same' 1193 908 906 958 787 727 631 550 494 Al Selow 1194 980 1037 1006 920 880 808 682 704 Hayfan 1628 1285 1334 1374 1297 1220 1209 1061 903 Al Misrakh 1848 1552 1582 1651 1497 1431 1342 1143 1269 Jabal Habashi 2970 2492 2347 2480 2323 2184 2017 1737 1666 Al Mawasit 2486 1961 2164 2370 2152 1957 1875 1662 1528 Al Ma'fir 2605 2153 2253 2342 2079 1864 1649 1329 1057 Al Shammaitain 3079 2595 2876 2838 2652 2456 2376 2096 1698 Maqbanah 4512 3675 3316 3283 3040 2687 2231 1830 1543 Al Rawnah 3324 2620 2650 2681 2413 2259 2163 1824 1900 Al Salam 2573 2020 1931 2126 2062 1990 1861 1741 1614 Al Makha 1442 1243 962 922 632 558 425 381 310 Mawza' 839 627 538 471 314 292 253 168 183 Al Waziiya 828 567 534 479 346 352 277 186 192 Dhubab 390 322 270 236 140 119 67 65 75 Total 51186 41692 41151 42018 38433 35355 32516 28267 27449

A9-49

Source: Taiz Governorate Education Office (2007).

Table 3 Female Enrollment Comparison by District at BRIDGE Project District Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Same:Baseline 161 192 139 91 69 54 45 16 8Same:Endline 208 195 169 167 143 108 77 47 45Mawiyah:Baseline 226 238 162 97 77 49 36 21 13Mawyah:Endline 309 289 270 217 168 131 84 60 41Maqbanah:Baseline 269 160 123 129 69 56 46 36 19Maqbanah:Endline 402 300 267 195 127 73 79 51 47Al-Waziyah:Baseline 338 195 106 102 76 45 26 23 12Al-Waziyah:Endline 308 226 207 155 135 72 66 39 21Al-Makha:Baseline 339 337 80 62 39 47 18 9 6Al-Makha:Endline 439 431 451 294 180 77 27 18 31Dhubab:Baseline 555 385 247 141 91 85 43 38 34Dhubab:Endline 442 295 334 250 195 148 85 61 51


A9-50 Table 4 Male Enrollment Comparison by District at BRIDGE Project

District Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Same:Baseline 218 166 171 177 123 126 128 79 63Same:Endline 224 224 197 192 155 155 96 82 107Mawiyah:Baseline 328 246 236 255 224 195 137 120 170Mawyah:Endline 362 337 305 249 230 180 211 208 178Maqbanah:Baseline 429 350 257 253 234 158 132 94 78Maqbanah:Endline 715 491 512 371 263 225 220 180 125Al-Waziyah:Baseline 194 169 114 240 73 46 62 39 40Al-Waziyah:Endline 298 165 176 149 103 100 104 79 38Al-Makha:Baseline 284 341 247 250 146 111 96 65 57Al-Makha:Endline 454 412 372 296 213 126 129 79 65Dhubab:Baseline 417 327 236 166 116 113 84 60 72Dhubab:Endline 391 343 294 262 182 123 111 39 61


Table 5 Female Enrollment by School at Endline Id District Id School Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Al-Nagdah 100 84 64 70 70 58 45 30 22 543 Al-Eman 28 49 37 42 26 20 12 13 15 242 Al-Fourqan 21 35 19 26 22 5 12 4 8 152 7-Jul 27 17 31 13 11 5 0 0 0 104 Al-Saeed 13 10 10 11 14 20 8 0 0 86 Al-Qouds 19 8 5 0 0 0 0 0 32

Same

Total 208 195 169 167 143 108 77 47 45 1159 Al-Shaheed Al-Bahr 55 43 30 33 30 25 24 10 20 270 Osaid Bin Khodair 26 36 28 28 17 19 10 12 0 176 Moaad Bin Jabal 25 13 17 21 15 6 0 0 97 Al-Hamzah 17 15 24 14 8 5 0 83 Al-Farouq 42 38 40 21 14 18 2 3 178 Al-Tawheed 47 48 61 27 19 18 16 17 4 257 Bha'a Al-Deen 43 43 34 35 28 16 11 11 13 234 Omar Al-Mokhtar 16 11 15 12 21 6 7 2 4 94 Al-Shaheed Al-Tholaya 55 40 30 16 25 6 8 0 0 180

Mawiyah

Total 309 289 270 217 168 131 84 60 41 1569 Al-Shaheed Al-Loqayah 20 12 52 18 12 6 3 7 130 Al-Tawheed 59 44 50 6 1 6 0 0 166 Al-Majd 20 30 21 7 2 1 0 0 0 81 Abdullah Bin Rwahah 18 7 11 3 4 1 0 0 0 44 Al-Jabri 10 12 17 3 3 2 0 0 0 47

321 75 78 37 54 52 37 38 28 24 423 Al-Salah 100 74 41 67 50 27 29 20 16 424 Al-Eshaa'a 24 6 8 5 0 1 0 0 0 44 Al-Thawrah 26 11 11 2 2 2 0 0 0 54 Al-Hayah 50 26 19 30 2 1 0 0 0 128

Maqbanah

Total 402 300 267 195 127 73 79 51 47 1541

A9-51

A9-52

Id District Id School Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Al-Zahra 75 65 57 37 37 19 22 17 21 350 Al-Methaq 0 0 0 0 0 0 0 0 0 0 Al-Faqeed Ahmed Saif 0 0 0 0 0 0 0 0 0 0 Al-Fawz 58 64 63 39 45 23 14 6 0 312 Al-Najah 29 20 11 13 4 6 0 0 0 83 Al-Farouq 17 10 12 15 10 5 7 4 0 80 Ghail Bin Ali 33 12 14 13 2 3 0 0 77 Al-Wehdah 49 29 27 20 22 10 14 12 0 183 Al-Shaheed Ali Saif 47 26 23 18 17 7 6 0 144

Al-Waziyah

Total 308 226 207 155 135 72 66 39 21 1229 Al-Eshaa'a 63 66 97 73 47 16 8 13 383 Al-Shaheed Al-Zoubair 37 53 51 22 18 27 12 6 15 241 Aasem Bin Thabet 15 19 52 76 30 10 4 6 3 215 Jaber Bin Abdullah 25 60 72 60 27 5 3 6 0 258 Al-Ershad 64 72 49 24 7 0 0 0 0 216 Saeed Bin Joubair 58 22 7 7 6 0 0 0 100 7-Jul 23 11 14 3 11 0 0 0 0 62 Al-Nassr 47 31 24 11 16 6 0 0 0 135 Al-Fath 22 36 17 11 13 0 0 0 0 99 Al-Wehdah 23 19 25 6 11 7 0 0 0 91 Al-Homrah 32 25 24 0 0 0 0 0 0 81 Al-Faraj 30 17 19 1 0 0 0 0 0 67

Al-Makha

Total 439 431 451 294 180 77 27 18 31 1948 Al-Shaab 56 41 53 43 42 51 32 28 33 379 Bab Al-Mandab 44 34 26 28 18 22 11 7 8 198 Al-Amal 44 15 25 19 23 21 10 15 4 176 Saad Bin Obadah 29 16 17 14 8 8 7 7 2 108 Al-Sahwah 47 25 34 36 14 10 7 4 4 181 Al-Fath 40 50 34 30 30 10 18 0 0 212 Al-Doush 52 34 17 17 8 3 0 0 0 131 Kab Bin Malek 21 13 17 16 8 10 0 0 85 Jazeerat Meyoun 8 4 11 5 7 5 0 0 0 40 Omar Bin Abdul Azez 39 18 24 22 11 0 0 0 114 Al-Demouh 20 17 15 15 7 8 0 0 0 82 Al-Wehdah 13 18 15 12 0 0 0 0 58 Al-Yaqadah 29 10 46 5 7 0 0 0 0 97

Dhubab

Total 442 295 334 250 195 148 85 61 51 1861 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.

Table 6 Male Enrollment by School at Endline Id District Id School Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Al-Nagdah 100 96 85 80 57 75 50 42 68 Al-Eman 31 45 55 40 32 22 23 22 17 Al-Fourqan 35 40 37 32 41 37 17 18 22 7-Jul 27 21 20 14 6 0 0 0 Al-Saeed 14 12 14 15 11 15 6 0 0 Al-Qouds 17 10 6 5 0 0 0 0 0

Same

Total 224 224 197 192 155 155 96 82 107 Al-Shaheed Al-Bahr 68 53 46 47 33 38 53 94 104 Osaid Bin Khodair 30 40 29 25 25 12 18 12 0 Moaad Bin Jabal 25 22 20 7 12 5 5 0 0 Al-Hamzah 17 21 21 13 20 14 16 12 0 Al-Farouq 35 32 46 50 40 26 34 26 32 Al-Tawheed 57 68 51 47 36 29 25 17 8 Bha'a Al-Deen 52 42 38 24 35 25 19 35 19 Omar Al-Mokhtar 23 21 23 7 12 16 15 12 15 Al-Shaheed Al-Tholaya 55 38 31 29 17 15 26 0 0

Mawiyah

Total 362 337 305 249 230 180 211 208 178 Al-Shaheed Al-Loqayah 48 40 33 44 25 26 34 46 22 Al-Tawheed 85 69 63 24 31 12 25 0 0 Al-Majd 72 42 43 28 30 16 0 0 0 Abdullah Bin Rwahah 45 50 54 20 23 22 17 13 0 Al-Jabri 30 32 40 10 10 10 0 0 0

321 122 96 94 84 65 52 63 52 47 Al-Salah 185 65 75 100 57 71 81 69 56 Al-Eshaa'a 29 23 22 11 1 3 0 0 0 Al-Thawrah 48 59 69 18 5 6 0 0 0 Al-Hayah 51 15 19 32 16 7 0 0 0

Maqbanah

Total 715 491 512 371 263 225 220 180 125

A9-53

A9-54

Id District Id School Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Al-Zahra 0 0 0 0 0 0 0 0 0 Al-Methaq 0 0 0 0 0 0 31 31 38 Al-Faqeed Ahmed Saif 94 34 44 34 22 23 0 0 0 Al-Fawz 34 21 34 22 23 21 19 13 0 Al-Najah 33 23 11 12 5 0 0 0 Al-Farouq 18 15 15 15 14 10 8 8 0 Ghail Bin Ali 33 24 21 14 11 4 12 0 0 Al-Wehdah 52 25 33 34 18 20 19 15 0 Al-Shaheed Ali Saif 34 23 18 18 15 17 15 12 0

Al-Waziyah

Total 298 165 176 149 103 100 104 79 38 Al-Eshaa'a 114 50 66 42 26 28 43 35 32 Al-Shaheed Al-Zoubair 56 79 46 50 51 26 35 24 28 Aasem Bin Thabet 27 36 29 45 40 21 19 8 5 Jaber Bin Abdullah 48 40 41 31 21 15 12 12 0 Al-Ershad 33 58 43 28 6 0 0 0 Saeed Bin Joubair 46 19 17 19 7 4 0 0 0 7-Jul 22 18 14 24 16 11 0 0 0 Al-Nassr 21 27 34 12 21 10 20 0 0 Al-Fath 19 17 15 7 8 0 0 0 0 Al-Wehdah 15 19 7 14 12 5 0 0 0 Al-Homrah 36 33 40 0 11 0 0 0 0 Al-Faraj 17 16 20 24 0 0 0 0 0

Al-Makha

Total 454 412 372 296 213 126 129 79 65 Al-Shaab 66 58 45 46 32 32 30 17 33 Bab Al-Mandab 43 26 19 24 19 18 30 12 Al-Amal 51 39 24 27 17 15 16 12 11 Saad Bin Obadah 18 18 21 10 7 6 6 5 3 Al-Sahwah 37 33 21 11 8 6 8 5 2 Al-Fath 45 45 45 37 38 13 14 0 0 Al-Doush 23 25 25 21 14 6 0 0 0 Kab Bin Malek 19 13 3 15 7 5 7 0 0 Jazeerat Meyoun 10 8 8 11 5 0 0 0 Omar Bin Abdul Azez 25 31 29 27 5 4 0 0 0 Al-Demouh 25 21 20 17 15 12 0 0 0 Al-Wehdah 10 12 15 10 11 0 0 0 0 Al-Yaqadah 19 14 19 6 4 6 0 0 0

Dhubab

Total 391 343 294 262 182 123 111 39 61 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.

Table 7 Female Enrollment by School at Baseline Id District Id School Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Al-Nagda 79 95 76 55 51 25 36 11 6 Al-Eman 26 34 23 14 7 10 5 5 Al-Fowrkan 34 41 13 13 5 7 4 2 Saba-Youlyou 15 13 8 3 1 2

Same

Al-Sayd 7 9 19 6 5 10 Al-Shahead Al-Bahr-Kamahera 41 28 26 19 10 13 18 17 6 O'asead Bin Hoadir- Kamahera 32 44 25 10 13 Moath Bin Gabal-Kamahera 10 13 11 7 6 Al-Hamza-Kamahera 9 15 11 7 1 5 Al-Farowk-Akharak 26 13 20 4 2 6 1 2 Al-Tawhead-Akharak 58 26 27 21 23 9 Al-Awman -Baha Al-Dean 31 39 22 14 15 9 14 1 7 Omar Al-Mokhtar-Al-Awman 9 43 11 8 1 2 3 1

Mawiyah

Al-Awman-Al-Shahead Al-Thoulaih 10 17 9 7 6 5 Al-Shahead Alokia - Al-Akhooz 11 15 7 9 6 6 2 Al-Tawhead-Al-Akhooz 13 11 4 6 1 1 Al-Magd- Al-Akhooz 12 5 1 2 2 2 Abdullah Bin Rawaha-Al-Akhooz 6 4 1 7 3 2 Al-Gabiri-Al-Akhooz 2 4 Al-Habaiba-Al-Wahda / Al-Masna 85 52 52 40 30 25 29 18 15 Al-Salah-Al-Habaiba 136 64 58 58 26 19 15 18 4

Maqbana

Al-Esha'a-Al-Habaiba 4 5 7 1 1 Al-Fawz-Al-Daraifa 164 99 58 55 53 25 26 16 12 Al-Nagah-Al-Daraifa 40 20 21 11 12 9 Al-Farwak-Al-Daraifa 39 15 10 11 4 5 7 Gail Bani Ali-Al-Daraifa 41 23 6 7

Al Waziyah

Al-Wahda-Al-Daraifa 54 38 11 18 7 6

A9-55

Id District Id School Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9AL-Gomah-Al-Esha'a 65 56 10 8 11 17 13 6 4 Al-Shahead Al-Zoubair-AL-Gomah 59 40 36 35 15 21 4 1 1 Aseam Bin Thabeet-AL-Gomah 95 64 14 8 6 2 1 2 1 Gabair Bin Abdullah- AL-Gomah 53 57 3 7 4 5 Al-Ershad-AL-Gomah 22 23 4 2 3 1 Saed Bin Gobair-AL-Gomah 6 7 1 2 1 Saba Youleou-AL-Gomah 24 28 Al-Nasr-AL-Gomah 10 12 5 Al-Fath-AL-Gomah 1 37

Makha

AL-Gomah-Al-Wahda 4 13 7 Bany Al-Hakam-Al-Shab 55 36 70 28 30 32 24 20 18 Bab Al-Mandab-Bany Al-Hakam 62 29 52 19 11 8 8 8 8 Al-Amal-Bany Al-Hakam 50 42 21 15 12 8 2 2 Sud Bin Obada-Bany Al-Hakam 48 17 6 5 6 3 7 8 4 Al-Sahwa-Bany Al-Hakam 20 37 21 12 4 4 2 2 2 Al-Fath-Bany Al-Hakam 60 40 22 21 7 10 Al-Dawsh-Bany Al-Hakam 30 25 6 5 5 2 Kub Bin Malek-Bany Al-Hakam 18 21 5 8 2 5 Gazerat Mayown-Bany Al-Hakam 20 10 10 11 10 13 Amr Bin Abdualaziz-Bany Al-Hakam 53 14 14 6 4 Al-Twomoh-Bany Al-Hakam 84 25 14 7 Al-Wahdah-Bany Al-Hakam 18 20 4 Al-Yakadah-Bany Al-Hakam 37 69 6

Dhubab

1888 1507 857 622 421 336 214 143 92

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Table 8 Male Enrollment by School at Baseline Id District Id School Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Al-Nagda 90 80 64 88 57 67 84 39 41 Al-Eman 51 23 39 33 29 19 19 17 Al-Fowrkan 42 32 41 39 27 25 25 23 22 Saba-Youlyou 15 20 11 10 6 7

Same

Al-Sayd 20 11 16 7 4 8 Al-Shahead Al-Bahr-Kamahera 66 33 30 52 53 43 76 60 112 O'asead Bin Hoadir- Kamahera 22 32 22 20 28 18 Moath Bin Gabal-Kamahera 17 14 7 16 8 Al-Hamza-Kamahera 10 28 26 17 11 25 Al-Farowk-Akharak 71 37 37 43 32 31 18 27 30 Al-Tawhead-Akharak 71 42 34 55 38 28 Al-Awman -Baha Al-Dean 41 30 46 29 39 26 34 29 28 Omar Al-Mokhtar-Al-Awman 5 13 11 15 5 13 9 4

Mawiyah

Al-Awman-Al-Shahead Al-Thoulaih 25 17 23 8 10 11 Al-Shahead Alokia - Al-Akhooz 42 31 21 21 27 17 17 7 10 Al-Tawhead-Al-Akhooz 37 24 21 17 18 9 Al-Magd- Al-Akhooz 47 40 26 25 25 16 Abdullah Bin Rawaha-Al-Akhooz 20 24 16 10 9 8 Al-Gabiri-Al-Akhooz 20 14 10 4 4 4 Al-Habaiba-Al-Wahda / Al-Masna 100 100 75 84 66 45 49 34 21 Al-Salah-Al-Habaiba 148 105 79 86 80 55 66 53 47

Maqbana

Al-Esha'a-Al-Habaiba 15 12 9 6 5 4 Al-Methak-Al-Daraifa 37 35 40 Al-Fakead Ahmed Saif-Al-Daraifa 70 62 43 166 Al-Fawz-Al-Daraifa 40 31 25 25 26 15 17 Al-Nagah-Al-Daraifa 15 14 12 6 13 7

Al Waziyah

Al-Farwak-Al-Daraifa 17 23 10 8 13 9 8 4

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A9-58

Id District Id School Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Gail Bani Ali-Al-Daraifa 19 17 12 15 Al-Wahda-Al-Daraifa 33 22 12 20 21 15 AL-Gomah-Al-Esha'a 37 49 51 46 53 33 47 26 24 Al-Shahead Al-Zoubair-AL-Gomah 54 68 61 86 50 40 35 26 26 Aseam Bin Thabeet-AL-Gomah 57 60 34 32 18 13 14 13 7 Gabair Bin Abdullah- AL-Gomah 44 27 27 31 10 11 Al-Ershad-AL-Gomah 17 21 11 14 5 6 Saed Bin Gobair-AL-Gomah 23 13 12 5 10 8 Saba Youleou-AL-Gomah 23 44 19 19

Makha

Al-Nasr-AL-Gomah 17 34 23 10 Al-Fath-AL-Gomah 6 8 6 7 AL-Gomah-Al-Wahda 6 17 3 Bany Al-Hakam-Al-Shab 50 54 71 32 32 44 31 24 30 Bab Al-Mandab-Bany Al-Hakam 18 36 21 27 12 10 16 7 16 Al-Amal-Bany Al-Hakam 40 33 27 24 15 8 23 14 10 Sud Bin Obada-Bany Al-Hakam 32 7 6 8 5 8 8 8 3 Al-Sahwa-Bany Al-Hakam 25 8 11 10 5 7 6 7 13 Al-Fath-Bany Al-Hakam 44 59 25 18 15 11 Al-Dawsh-Bany Al-Hakam 26 24 10 14 10 8 Kub Bin Malek-Bany Al-Hakam 14 14 11 12 12 7 Gazerat Mayown-Bany Al-Hakam 13 5 9 3 4 10 Amr Bin Abdualaziz-Bany Al-Hakam 27 11 13 6 6 Al-Twomoh-Bany Al-Hakam 80 26 22 11 Al-Wahdah-Bany Al-Hakam 22 25 1

Dhubab

Al-Yakadah-Bany Al-Hakam 26 25 10 Total 1870 1599 1261 1341 916 749 639 457 480


Table 9 Changed Made by BRIDGE Project by Offering New Grades Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 District(# of

total School) Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Same 2004(5) 5 5 5 5 5 5 5 5 5 5 5 5 3 3 3 2 2 2

Same 2007(6) 6 6 6 6 6 6 6 6 5 5 5 5 4 4 3 3 3 3

Mawiyah 2004(9) 9 9 9 9 9 9 9 9 9 9 8 8 5 5 5 5 4 4

Mawiyah 2007 (9) 9 9 9 9 9 9 9 9 9 9 9 9 9 9 7 7 5 5

Makbanah 2004(10) 8 8 8 8 8 7 8 7 8 7 8 4 3 3 3 2 2 1

Makbanah 2007(10) 10 10 10 10 10 10 10 10 10 10 10 10 5 4 4 3 3 3

Al Waziya 2004(9) 9 6 6 6 6 6 6 6 6 6 5 5 3 3 2 2 2 2

Al Waziya 2007(9) 9 7 7 7 7 7 7 7 7 7 7 7 6 6 5 5 1 1

Al Makha 2004(12) 10 10 10 10 10 10 9 7 6 6 6 6 3 3 3 3 0 0

Al Makha 2007 12 12 12 12 12 12 11 11 11 10 9 9 6 5 5 5 3 3

Dubab 2004(13) 13 13 12 12 12 12 12 12 10 10 9 9 5 5 5 5 4 4

Dubab 2007 13 13 13 13 13 13 13 13 13 13 12 12 7 7 5 5 5 5

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A9-60

Table 10 Head Teachers Information about the condition of School Facilities and Equipments

Condition of School Facilities and Equipment (Percentage) Very Bad Bad Fair Good Very Good Missing value Total

School FacilitiesBaseline (n = 54)

Endline (n = 59)

Baseline (n = 54)

Endline (n = 59)

Baseline (n = 54)

Endline (n = 59)

Baseline (n = 54)

Endline (n = 59)

Baseline (n = 54)

Endline (n = 59)

Baseline (n = 54)

Endline (n = 59)

Baseline (n = 54)

Endline (n = 59)

Classrooms 22.2 1.6 20.3 6.7 18.5 15.3 24.0 49.1 12.9 27.1 2 0 100 100 Classrooms for female students 3.7 1.6 1.8 10.1 1.8 5.0 3.7 18.6 1.8 6.7 87

57.6

100 100

School library 1.8 5.0 n.a. 10.1 n.a. 1.6 n.a. 5.0 1.8 n.a. 96.2 77.9 100 100 Books in the library 1.8 6.7 n.a. 8.4 n.a. 1.6 n.a. 5.0 n.a. n.a. 98.1 77.9 100 100

Laboratory 1.8 3.3 n.a. 6.7 n.a. n.a. 1.8 1.6 n.a. 1.6 96.2 86.4 100 100 Teachers room 5.5 3.3 1.8 6.7 3.7 10.1 3.7 18.6 3.7 6.7 81.4 54.2 100 100 Sport field 1.8 6.7 1.8 13.5 7.4 11.8 9.2 11.8 n.a. 5.0 79.6 50.8 100 100 Toilet for male students 5.5 3.3 1.8 6.7 9.2 11.8 7.4 23.7 1.8 15.2 74 38.9 100 100

Toilet for female students 1.8 3.3 1.8 1.6 3.7 11.8 3.7 28.8 n.a. 20.3 88.8 33.8 100 100

Drinking water 1.8 3.3 n.a. 1.6 n.a. 15.2 1.8 20.3 1.8 27.1 94.4 32.2 100 100 Electricity 1.8 10.1 n.a. 3.3 n.a. n.a. 1.8 1.6 1.8 8.4 94.4 76.2 100 100 School fence 3.7 6.7 1.8 3.3 n.a. 3.3 3.7 13.5 3.7 30.5 87 42.3 100 100 Desks and chairs for students 9.2 3.3 9.2 3.3 24.0 22.0 20.3 27.1 9.2 25.4 27.7 18.6 100 100

Blackboards 14.8 n.a. 24.0 1.6 20.3 25.4 18.5 52.5 7.4 11.8 14.8 8.4 100 100 Text books 3.3 3.7 11.8 11.1 30.5 16.6 22.0 5.5 5.0 62.9 27.1 100 100


Table 11 Head Teacher's Role about School Management None Seldom Some time Often Always Missing Value Total

Initiatives(View) of Head Teacher Baseline(n=53)

End line (n=59)

Baseline(n=53)

End line (n=59)

Baseline(n=53)

Endline (n=59)

Baseline(n=53)

Endline (n=59)

Baseline(n=53)

Endline (n=59)

Baseline(n=53)

Endline (n=59)

Baseline (n=53)

Endline (n=59)

a) I set up an annual goal of school management and share it with school members.

n.a. 1.69 5.66 13.56 5.66 23.73 16.98 18.64 71.70 40.68 0 1.6 100 100

b) When problems occur in school, I discuss with teachers about the causes and indicate solutions.

n.a. n.a. n.a. n.a. 7.55 11.86 18.87 13.56 73.58 72.88 0 1.6 100 100

c) I talk with teachers who do not come to school everyday to improve their attendance.

1.89 n.a. 1.89 n.a. 1.89 1.69 7.55 1.69 86.79 93.22 0 3.3 100 100

d) I ask school members to clean up school facilities when school got dirty.

n.a. 1.69 n.a. n.a. 7.55 8.47 15.09 15.25 75.47 71.19 1.8 3.3 100 100

e) I look for better school teachers. n.a. 8.47 1.89 3.39 1.89 16.95 18.87 11.86 77.36 57.63 0 1.6 100 100 f) I encourage teachers to be involved in school improvement. (In Arabic Translation: “I encourage teachers to improve their level.”)

n.a. 1.69 n.a. 3.39 5.66 10.17 20.75 13.56 71.70 69.49 1.8 1.6 100 100

g) I discuss on school improvement with school inspectors.

n.a. n.a. 1.89 5.08 3.77 18.64 26.42 22.03 67.92 50.85 0 3.3 100 100

h) I listen to parents on what kind of requests parents have on school education.

3.77 1.69 1.89 n.a. 7.55 13.56 15.09 28.81 69.81 54.24 1.8 1.6 100 100

i) I discuss with a community leader on how to make the community’s participation in school education.

n.a. 5.08 9.43 11.86 15.09 22.03 24.53 18.64 50.94 38.98 0 3.3 100 100

j) I request to District Education Office (DEO) to increase the number of female teachers

9.43 13.56 3.77 6.78 5.66 6.78 11.32 10.17 67.92 61.02 1.8 1.6 100 100

k) I request to DEO to increase school expenditure to improve school environment.

16.98 32.20 3.77 5.08 16.98 8.47 16.98 18.64 45.28 33.90 0 1.6 100 100

l) I share ideas and experiences on school management with other school Head Teachers.

7.55 1.69 9.43 15.25 22.64 28.81 26.42 13.56 33.96 38.98 0 1.6 100 100

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Table 12 Parent’s Information about Education Care at Home None Seldom Some time Often Always Missing Total

Baseline (n=540)

Endline(n=591) Baseline Endline

(n=591) Baseline Endline(n=591) Baseline Endline


(n=591) Baseline Endline (n=591)

How often do your family members (parents and/or brothers and sisters) help children to do their homework at home?

45.00 24.5 2.59 13.4 19.63 22.8 8.70 13.5 20.56 25.2 3.5 .5 100 100

How often do you participate in school meetings? 55.37 18.8 3.33 12.4 12.41 18.4 8.89 18.6 16.30 30.6 3.7 1.2 100 100

How often do you talk with your children’s teachers regarding their education and school?

38.89 14.0 5.00 11.7 17.22 20.6 8.33 24.2 26.85 29.3 3.7 .2 100 100

My children’s teachers come to listen to me about my request to school.

39.07 14.2 6.48 4.7 11.11 8.6 3.70 25.5 35.93 46.4 3.7 .5 100 100


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Table 13 Parent’s Perception Regarding School

Fully Disagree Sometime Disagree Don't Know Somehow Agree Fully Agree Missing Total Baseline

(n=540) Endline (n=591) Baseline Endline




I respect my children’s school teachers.

0.37 n.a. 6.67 0.51 78.89 0.85 6.11 7.28 4.44 91.37 3.5 0 100 100

I am happy with school buildings. 2.0 17.59 3.74 26.67 0.17 2.04 17.86 50.37 76.19 3.3 0.5 100 100

I have problems with teachers’ using sticks to my children.

0.19 59.22 22.96 9.90 7.41 1.19 4.63 13.82 60.93 15.87 3.9 0.8 100 100

I am willing to help school. 0.56 0.17 14.81 0.17 67.04 0.85 3.33 20.34 10.00 78.46 4.3 1.0 100 100

Schools should cooperate with communities and parents to improve school education and its management.

0.19 0.509 7.04 0.34 79.81 0.34 5.37 6.112 3.89 92.7 3.7 0.3 100 100

School at my community is for ourselves.

0.74 8.15 1.188 81.48 0.509 1.30 6.621 3.89 91.68 4.4 .3 100 100

A9-63 Source: Created by BRIDGE Project based on the 2005 Baseline and 2008 Endline Survey.

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Table 14 Head Teacher's Reasons for Females not to Come to School

Fully Disagree Somehow Disagree Don’t know Somehow Agree Fully Agree Missing Value Total Considered Matters Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline Lack of female teacher 1.89 20.34 3.77 6.78 n.a. n.a. 13.21 28.81 81.13 38.98 0 5.1 100 100


1.89 18.64 5.66 15.25 n.a. 3.39 3.77 22.03 88.68 40.68 0 0 100 100


15.09 6.78 15.09 3.39 1.89 3.39 18.87 35.59 47.17 50.85 1.8 0 100 100


13.21 15.25 16.98 5.08 1.89 n.a. 16.98 37.29 49.06 40.68 1.8 1.7 100 100

Difficulty in transportation 13.21 27.12 9.43 16.95 1.89 3.39 24.53 28.81 49.06 22.03 1.8 1.7 100 100

Lack of school fence 11.32 40.68 5.66 15.25 n.a. n.a. 11.32 25.42 67.92 16.95 3.8 1.7 100 100 Lack of decent toilets for girls 5.66 23.73 3.77 10.17 n.a. 1.69 3.77 37.29 84.91 25.42 1.9 1.7 100 100

Too much work at home for girls (water gathering, caring for siblings, etc.)

5.66 11.86 5.66 11.86 n.a. n.a. 11.32 32.20 75.47 42.37 1.9 1.7 100 100

Early marriage 5.66 10.17 7.55 15.25 1.89 n.a. 16.98 33.90 66.04 38.98 1.9 1.7 100 100 Parents cannot afford girls’ education economically

5.66 11.86 1.89 18.64 3.39 7.55 33.90 83.02 28.81 1.9 3.3 100 100

Not useful lectures for daughters 26.42 32.08 3.77 n.a. 20.75 15.09 1.9 0 100 100

Teachers’ use of stick at school 37.74 42.37 32.08 25.42 n.a. n.a. 15.09 23.73 13.21 8.47 1.9 0 100 100

No work after graduation 1.89 13.56 5.66 15.25 n.a. 8.47 7.55 30.51 83.02 32.20 1.9 0 100 100

Lack of textbooks n.a. 45.76 n.a. 20.34 n.a. n.a. n.a. 27.12 n.a. 6.78 0 100 100 The school is so far from the house 20.75 33.90 9.43 22.03 1.69 22.64 25.42 43.40 16.95 3.8 0 100 100


Table 15 Head Teacher’s Perception Regarding Girls’ Education

Fully Disagree Somehow Disagree Don’t know Somehow Agree Fully Agree Missing Value Total Considered Matters Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline Baseline Endline a) Male and female have an equal right to receive education

81.13 n.a. 7.55 n.a. n.a. n.a. n.a. 1.69 9.43 96.61 1.9 1.7 100 100

b) If having son and daughter, I prefer my son going to school to my daughter

18.87 83.05 3.77 8.47 n.a. n.a. 7.55 n.a. 69.81 5.08 0 3.4 100 100

c) If having son and daughter, I do my best to make both of my son and daughter to go to school

84.91 n.a. 1.89 n.a. n.a. 1.69 n.a. 1.69 11.32 94.92 1.9 1.7 100 100

d) Females should stay home if get married

18.87 47.46 7.55 15.25 3.77 5.08 26.42 11.86 39.62 16.95 3.8 3.4 100 100

e) Basic skills of reading and writing are enough for females' education

5.66 62.71 7.55 16.95 n.a. n.a. 18.87 5.08 67.92 11.86 0 3.4 100 100

f) I support an idea that females have professional careers in a society

73.58 n.a. 9.43 5.08 n.a. 3.39 n.a. 25.42 16.98 64.41 0 1.7 100 100

g) Having more children is happiness to females

33.96 27.12 18.87 27.12 3.77 22.03 20.75 10.17 22.64 5.08 0 8.5 100 100

h) I believe that community participation is necessary to improve school education

77.36 n.a. 5.66 3.39 n.a. n.a. 1.89 6.78 15.09 88.14 0 1.7 100 100

A9-65


Table 16 Teacher's Reasons for Females not to Come to School Fully Disagree Somehow Disagree Don’t know Somehow Agree Fully Agree Missing Value Total

Baseline (n=200)

Endline (n=287)

Baseline(n=200)

Endline (n=287)

Baseline(n=200)

Endline (n=287)

Baseline(n=200)

Endline (n=287)

Baseline(n=200)

Endline (n=287)

Baseline(n=200)

Endline (n=287)

Baseline(n=200)

Endline (n=287)

a) Lack of female teacher 6.0 27.27 7.0 13.99 .5 1.75 10.5 21.33 75.5 35.66 .5 .3 100 100

b) Lack of separated classrooms for boys and girls

4.0 18.8 6.5 13.9 n.a. 2.4 11.0. 23.3 78.5 39.0 0 2.4 100 100

c) Lack of fathers’ appreciation for girls’ education

8.0 10.1 10.5 7.19 6.5 2.4 23.5 28.42 50.5 49.8 1.0 3.1 100 100

d) Lack of mothers’ appreciation for girls’ education

10.0 11.43 12.0 9.64 6.5 3.21 27.5 33.57 43.0 42.14 1.0 2.4 100 100

e) Difficulty in transportation 18.5 26.52 8.0 15.41 1.0 4.66 16.5 18.28 55.5 35.13 .5 2.8 100 100

f) Lack of school fence 15.0 50.72 10.5 16.19 1.5 3.24 8.5 15.83 63.0 14.03 1.5 3.1 100 100

g) Lack of decent toilets for girls 6.0 25.4 6.5 15.00 1.0 2.14 7.5 22.14 79.0 33.8 0 2.4 100 100

h) Too much work at home for girls (water gathering, caring for siblings, etc.)

8.5 14.3 9.0 15.36 7.5 5.00 15.5 23.21 58.0 41.79 1.5 2.4 100 100

i) Early marriage 6.5 15.30 12.0 8.51 3.0 3.55 16.0 22.70 62.0 49.65 .5 1.7 100 100 j) Parents cannot afford girls’ education economically

8.0 10.43 3.0 11.15 .5 5.40 15.5 35.61 72.0 37.41 1.0 3.1 100 100

k) Not useful lectures for daughters 26.5 51.62 27.5 15.16 5.5 6.14 17.0 13.72 21.0 13.36 2.5 3.5 100 100

l) Teachers’ use of stick at school 41.5 45.68 22.5 20.50 2.5 4.68 12.0 17.27 19.0 11.87 2.5 3.1 100 100

m) No work after graduation 5.0 19.22 8.0 12.10 1.5 3.20 12.5 28.47 70.5 37.01 2.5 2.1 100 100

n) Lack of textbooks 26.5 34.41 15.0 25.81 n.a. 2.51 23.0 20.43 34.5 16.85 1.0 2.8 100 100 o) The school is so far from the house 17.5 31.58 11.0 17.19 3.5 2.11 20.0 19.30 46.0 29.82 2.0 .7 100 100

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Table 17 Parent’s Reasons for Females not to Come to School Fully Disagree Sometime Disagree Don't Know Somehow Agree Fully Agree Missing Total

The reasons Baseline (n=540)

Endline (n=591) Baseline Endline




Lack of female teacher 4.63 26.6 0.56 5.1 0.74 .2 2.22 11.7 91.67 53.6 .2 2.9 100 100 Lack of separated classrooms for boys and girls

4.81 26.2 0.93 4.4 0.56 .2 1.85 15.2 91.85 51.3 0 2.7 100 100


24.26 33.5 7.59 4.1 0.37 .3 8.33 15.9 59.26 44.0 .2 2.2 100 100


24.63 32.7 6.85 5.1 0.56 1.2 8.70 23.0 59.26 35.7 0 2.4 100 100

Difficulty in transportation 15.37 28.9 9.81 8.5 0.56 2.4 7.96 16.8 65.74 39.6 .6 3.9 100 100

Lack of school fence 15.56 45.5 9.26 8.0 0.37 2.4 9.07 15.4 65.74 26.1 0 2.7 100 100 Lack of decent toilets for girls 13.70 25.7 6.85 4.6 0.93 .5 7.59 12.7 70.93 53.3 0 3.2 100 100

Too much work at home for girls (water gathering, caring for siblings, etc.)

17.78 29.9 9.07 12.0 0.37 3.4 16.48 18.0 56.11 35.2 .2 1.9 100 100

Early marriage 14.26 15.9 7.59 6.6 1.85 9.8 13.52 17.4 62.59 48.6 .2 1.7 100 100 Parents cannot afford girls’ education economically

8.33 14.4 1.30 5.6 0.37 2.4 3.15 22.5 85.74 53.0 1.1 2.2 100 100

Not useful lectures for daughters 32.59 43.0 13.89 10.0 27.96 4.9 10.56 17.6 14.44 19.0 .6 5.6 100 100

Teachers’ use of stick at school 33.70 54.3 25.56 12.4 4.07 1.7 20.37 14.2 15.19 13.9 1.1 3.6 100 100

No work after graduation 15.19 34.9 2.41 8.1 3.89 3.7 5.74 17.4 72.41 31.8 .4 4.1 100 100

Lack of textbooks 40.9 10.8 5.9 14.9 24.0 3.4 100 100 The school is so far from the house 17.59 25.2 6.67 13.9 0.19 1.379 8.15 15.86 66.67 42.1 .7 1.9 100 100

A9-67


Table 18 Parent’s Perception Regarding Basic Rights

Fully Disagree Sometime Disagree Don't Know Somehow Agree Fully Agree Missing Total

The sentences Baseline (n=540)

Endline (n=591) Baseline Endline

(n=591) Baseline Endline (n=591) Baseline Endline

(n=591) Baseline Endline (n=591) Baseline Endline


Male and female have an equal right to receive education. 3.52 0.68 1.11 0.34 0.19 n.a. 1.85 5.10 93.33 93.88 0 .5 100 100

If having son and daughter, I prefer my son going to school to my daughter.

77.41 88.01 6.67 2.23 0.19 n.a. 2.78 4.62 12.78 5.14 .4 1.2 100 100

If having son and daughter, I do my best to make both of my son and daughter to go to school.

1.11 3.24 1.11 0.68 n.a. 5.00 5.80 92.41 90.27 .2 .8 100 100

Females should stay home if get married. 44.63 52.14 18.52 8.72 2.96 18.12 16.48 11.11 16.85 9.8 .6 1.0 100 100

Basic skills of reading and writing are enough for girls’ education.

63.15 76.36 15.93 9.86 0.37 0.51 4.26 6.80 15.00 6.46 1.3 .5 100 100

I support an idea that females have professional careers in a society.

8.70 5.40 5.74 1.4 0.93 1.71 7.04 14.6 76.30 75.8 1.3 1.2 100 100

Having more children is happiness to females. 10.00 30.8 8.33 13.2 4.26 8.1 17.96 16.6 58.52 28.9 .9 2.4 100 100

I believe that community participation is necessary to improve school education.

2.78 1.70 0.56 0.2 3.89 n.a. 9.07 4.7 82.59 91.7 1.1 1.7 100 100

A9-68


付録 10

Appendix 10: List of Submitted Reports

Year Title of Report Timing of Submission Inception Report Approximately one month after starting the project

(June-July 2005) Phase 1 in the First Year

Project Progress Report (1) (Draft)

At the end of Phase 1 in the first year (October 26, 2005)

Baseline Survey Report Approximately 6 months after starting the project (November 2005)

Phase 2 in the First Year

Project Progress Report (1) Approximately 6 months after starting the project (November 2005)

Project Progress Report (2) Approximately 12 months after starting the project (May 2006)

Pilot Activity Progress Report (1) Approximately 12 months after starting the project (May 2006)

Second Year

Project Progress Report (3) Approximately 18 months after starting the project (November 2006)

Project Progress Report (4) Approximately 24 months after starting of the project (March 2007)

Third Year

Project Progress Report (5)

Approximately 36 months after starting of the project (September 2008)

Girls’ Education Promotion Guideline in Taiz Governorate (Draft)

Approximately 24 months after starting of the project (August 2007)

Project Progress Report (6)

Approximately 36 months after starting of the project (March 2008)

Fourth Year

Endline Survey Report Approximately 38 months after starting of the project (September 2008)

Guidelines for the Whole School Improvement Initiative with a special focus on Increasing Girls’ Attendance in Rural Basic Education Schools in Taiz Governorate (Final)

Approximately 42 months after starting of the project (November 2008)

Project Completion Report

At the end of the fourth year contract (November 2008)

A10-1

付録 11

Appendix 11: List of BRIDGE Awareness Materials

Materials

1 BRIDGE Newsletter Volume 1 to 6 (Arabic and English)

2 A Cassette on BRIDGE Awareness Messages including Taiz Radio Drama, Project Songs and Preachers Messages (Arabic)

3 Project Brochure English and Arabic

4 Pocket Size Message Calendar (2006. 2007 and 2008)

5 Notebooks with Amal Logo and Project Song Messages

6 Pens with Amal

7 Pencils with Project Key Message

8 Note pads with Amal and project key messages

9 Project bag made by women at BRIDGE sewing classes

10 Stickers with Amal and project messages

11 Paper file with Amal and project message

12 Girls Voice Brochures (Arabic)

13 Awareness Message Brochure (Arabic)

14 BRIDGE Flyer with Amal and Project Message

15 BRIDGE Desk Top Calender for 2008

16 BRIDGE Project DVD

17 BRIDGE Project Posters (3 designs)

18 BRIDGE Awareness Religious Message Book

19 BRIDGE Teacher Guides

A11-1

BRIDGE Awareness Raising Message

Girls’ Education is Religious Duty

Broadening Regional Initiative For Developing Girls’ Education

(BRIDGE) Project in Taiz Governorate / Yemen

2A11-

BRIDGE Awareness Raising Message

Preface (Arabic Page 1) JICA-BRIDGE Project in Taiz is pleased to share our awareness raising program, which has been developed over the past three years in the target districts. This religious awareness message has been conveyed to the target school communities by a joint team from JICA-BRIDGE Project, Girls’ Education and Community Participation Departments in the GEO of Taiz, led by Hashem Sharafaddin (JICA Office) and Abdulaziz Abdulghani (University of Taiz), and with the cooperation of DEOs in the target districts. The team has been involved in informal, intensive meetings with FC and MC members as well as community leaders in the school communities in an effort to explore reasons behind the lack of girls’ enrollment and to raise awareness on the importance of girls’ education, particularly in schools where girls’ attendance is very low, compared to boys. Because the team consists of male and female members, they were able to hold meetings with fathers and mothers separately. Such meetings helped mothers and fathers to express their views, obstacles and concerns about their daughters' education freely in a comfortable environment. At the end of each meeting the parents and community leaders drew an action plan to improve their daughters' access to school. Based on discussions and debates over the last three years between the team members and communities, the team has developed and compiled this awareness message which has been reviewed and finalized at workshops with twenty preachers in cooperation with the Preaching and Guidance Office in Taiz.

3A11-

From the experiences of the project, we feel that raising awareness of the school community is crucial in improving girls’ access to school and decreasing the number of drop-outs to the lowest possible level. Furthermore, the importance of awareness raising is essential in changing the people's views and attitudes. In many areas they try to blame the educational authorities for lack of encouragement of girls’ attendance and lack of facilities at schools, without giving themselves any role or responsibility to change the status of their daughters’ education. It is worth mentioning that this content has been presented to the communities during the three years of the project in different means such as brochures, leaflets, newsletters, cassettes, seminars and religious meetings. The content is not limited to religious context but covers social and economical aspects with a focus on the impact of education on eradicating poverty at the family level and the country as a whole, as well as the role of illiteracy passing poverty from generation to generation. What is included in this booklet is a brief summary of the contents of the messages used in our awareness-raising programs. We are very proud that Taiz governorate is the first in Yemen to implement such a comprehensive awareness-raising program at the community level; conducting meetings with parents and community leaders in their homes, as well as at schools and social gatherings in order to discuss and debate issues related to girls’ education. Furthermore, this program has made a strong contribution in improving girls’ access to school. Girls’ enrollment ratio in the target schools have improved from 65% before the project intervention to 79% in the last year of project. We are pleased to share these messages with other governorates so that they can add and implement this kind of program in their own communities. Dr. Mahdi Ali Abdusselam Director of General Education Office in Taiz

4A11-

Women Before Islam (Arabic Page 2)

Girls’ Education is A Religious Duty

Parents before Islam preferred to have male babies rather than female.

Women were treated poorly before Islam. She didn't have the right to conduct business and sign contracts. Woman didn't inherit from her father, brother or husband's wealth. When Islam came it canceled this tradition and allowed woman to do this. Islam obliged men to sponsor women and support them financially.

2- Unwanted:

She was not welcomed by her parents as a new baby.

1– Inheritance:

5A11-

The Position of Women (Arabic Page 2) in Islam

Needless to say that a woman forms the foundation of the family and the cornerstone of the societal structure; she is the first half of the society and gives birth to the second half. She is the man's mother, his sister, his daughter and his origin.

This explains to us why women were among the first group to declare their Islamic faith and provide their support for it with their own wealth. Qura’an cites examples of women who were good believers.

(Allah cited examples of those who were believers: the wife of Pharaoh when she said, “My Lord! Build for me a home with thee in the garden, and deliver me from Pharaoh and his work, and deliver me from evil-doers” (Verse 11), and Mary, daughter of Imran, whose body was chaste but gave birth to a child. God said, “We breathed therein (Mary’s womb) a part of our Spirit”, and she put faith in the words of her Lord and his scriptures, and was of the obedient (Verse 12). Khadigah, the Prophet's wife, was the first one to receive the Prophet, coming from the cave frightened and shaking as a result of receiving the first revelation from Heaven. So she stood beside him supporting, encouraging and motivating him, saying to him, ''Allah will not let you down as you are the most trustful, bearable and supportive to the truth and I hope you will be the Prophet of this nation”.

Thus, she was the closest to his heart . Islam has honored women and fought against all customs and traditions that discriminate against them. Qura’an criticizes the ancient Arabs very strongly for feeling upset when they had female babies. They wanted to hide themselves from the people for having female babies describing their predicament as unjust and unfair.

6A11-

Who on earth makes education rights restricted to men only? Girl's education is a religious duty which the family needs to understand and pledge to fulfill without any discrimination against girls.

(When if one of them receiveth tidings of the birth of a female, his face remaineth darkened, and he is wroth inwardly (Verse 58). He hideth himself from the folk because of the evil of that whereof he hath had tidings, (asking himself): Shall he keep it in contempt, or bury it beneath the dust? Verily evil is their judgment (Verse 59). )

The Prophet 's Attitude Towards Daughters (Arabic Page 3)

The Prophet himself had different attitude towards his daughters from the ordinary people of his time. His first four babies were girls. When his fourth daughter was born, nurses around told him ''You have a female baby ''. He replied, ''She is the rose I can smell.''

The Importance of Girls' Education (Arabic Page 3)

Education for a girl is the weapon by which she can protect herself from life’s crises. With knowledge a girl is highly valued. She can understand her religious duties and defend her rights. She can understand her duties towards her husband, her children and her parents. An educated woman can lead a happy life whereas an illiterate one leads a miserable life with no virtues or peace.

7A11-

Illiterate women can't be successful and efficient members of their community. For this reason we have to fight illiteracy. It is only thorough education a woman can be a successful and efficient member in her family and society. Therefore we have to encourage girls to study.

The women at the time of the Prophet were as enthusiastic to learn as men. When they knew that the Prophet Mohammed was giving classes for men they criticized him saying, ''Your time has been occupied by men. Why don't you devote one day to teach us?''. The Prophet responded positively without denying their rights to education. Thus, he allocated one day to teach them. Who dares to deprive girls of education after the Prophet himself devoted one day of his time to teach women?

Don’t all Quranic verses and the Prophet's sayings, which call for education and encourage us to learn, addressing everyone without gender discrimination? (Professor of Islamic culture, Dr. Hamed Mahmod Ismail)

Islam Cares for Women's

Education (Arabic Page 3)

Education for Women the Key to Success (Arabic Page 4)

8A11-

(Professor of Islamic culture, Dr. Hamed Mahmod Ismail)

(The Believers, men and women, are protectors of one another; they enjoin what is just, and forbid what is evil.)

Girl's Education is a Social Necessity (Arabic Page 4)

Women need to be trained to be doctors, teachers, nurses, etc, because her community needs her. It is not a personal choice to study. In fact the community needs women to play roles in different aspects of life. She herself needs to earn money for a living. The Prophet addressed women in the following way:

“Allah has permitted you to go out to accomplish your daily tasks".

1- Understand her rights and her husband's.

2– Raise and educate her children well.

3- Understand her religious duties and thus can be a good worshiper.

4- Maintain social and political roles as set up in Qura’an

An educated woman can:

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Women in the life of the prophet were not excluded to take part in battles, why do we prevent her from studying at school?

- Another group of women formed a joint delegation with men who signed an agreement of support with the Prophet. - Women were members of a group of people who traveled to Ethiopia to

escape punishment and torment of the blasphemous people in Mekkah two years after Islam’s appearance. - Another group of women traveled with the Prophet and some men from Mekkah to Madina to escape punishment, blockade and ill treatment exercised on them in Mekkah by the leaders of the tribes. - Women also participated in the battles with men in Islam including all the Prophet's wives.

These political events contributed a lot into the later political and social development of Islam.

Women During the Prophet's Era

(Arabic Page 4)

Women made a very significant contribution towards the first big events during the Prophet's era. For example: - They were members of the first coalition group who approached the

Prophet and signed an agreement of support with him promising to defend and provide him with protection.

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Religiously speaking being fair and just to your daughters and sons is a must. The Prophet says ''He who has a daughter and never humiliates and discriminates against her will be rewarded with paradise by Allah.'' Therefore educating girls is the family's duty.

Discriminating against daughters was a practice which the Prophet fought against.

Allah shows us the importance of seeking deep knowledge by asking his

Prophet to pray and call him to help to acquire further knowledge. ("O my Lord! advance me in knowledge”.) Ta Ha (Ta-ha) 14

Parents have big roles to play in pushing their daughters to attend school. Parents who encourage boys and prevent girls from their rights of education are surely considered as unjust and cruel. Such a practice is not in line with the rights which we are urged by Quran to provide for our children. Quran says, “Allah calls for justice and good deeds”. The Prophet asks us to be fair by saying, ''Fear Allah by treating your children equally."

Depriving Girls of Education Is Unfair (Arabic Page 5)

Seeking Further Knowledge (Arabic Page 5)

Acquiring as much knowledge as possible is encouraged by Islam. You cannot be a good Muslim without knowledge. Thus Quran explains the Prophet's task as an educator to the people, both men and women to enable them read Quran and comprehend its meanings not just reading without understanding it.

We are urged to think of its meaning and deduce the laws and wisdom hidden behind the lines. This can't be achieved with little knowledge. (It is He who has sent amongst the unlettered an apostle from among themselves, to rehearse to them his signs, to sanctify them, and to instruct them in Scripture and Wisdom, although they had been, before in manifest error) Al-Jumu‘a (The Congregation, Friday)

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Exemplary Educated Women (Arabic Page 5)

History is full of educated women who helped their societies and their impressive impact and glorious images still exist. For example: 1- Ms. Alshifa Aladwia: she was a teacher for girls in Mekka and she was a skillful writer. Two of the Prophet's wives were taught by her. 2- Ms. Aisha: she was the best ethnographer in her time. She was a good linguist and a poet. She was the best person in memorizing the Prophet's sayings. The Prophet commands us saying ''Take half of your religion from this woman'', pointing to his wife, Aisha. 3- Nafisat Al-Elm: she studied hard since she was young. She was not satisfied with her literacy level, so she enriched her knowledge by attending lectures given by the Imam Malik (one of the four greatest Islamic scholars). Then she traveled to Egypt to spread his preachings. She conducted lessons in her home for men and women equally. 4- Ms. Rabea’a Al-Adewiya: she was a very good worshiper and poet. 5- The ancient queen of Yemen named Balquis: she was the queen of Sheba, and she had vast knowledge which was praised in the Holy Quran. 6- Ms. Alkhansa: she was a great poet whose poems were admired by the Prophet.

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Literacy Level Not Enough (Arabic Page 6)

Prophet gave us a good example of increasing one's knowledge rather than being satisfied with literacy. His wife Ms. Hafsa was able to read and write. When she married the Prophet, he asked her teacher to continue educating her. Ms. Om Aldrda, one of the Prophet's companions was noted for being ambitious in seeking further knowledge till she became a preacher for the women in her time. She was a lecturer at the mosque in Damascus teaching people. She was so famous at that time that the King Abdulmalik Ibn Marwan said, ‘‘I have to go to the mosque to obtain some of Om Aldrad's knowledge .''

Seeking knowledge is a religious requirement which both man and women are equally encouraged to do. An Arab proverb states, “Even if you devote all your life to seek knowledge, you obtain just a small part of it.” This means that knowledge is as wide as the ocean which you cannot obtain all of.

Oh, girls you should all learn from your example Ms. Nafisa who devoted her life for knowledge until she became a scholar. She used her house as a school to teach both men and women.

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Family Duty Towards Girl's

Education (Arabic Page 7)

Parents have a religious and moral duty towards girl's education especially the mother who is considered to be the role model for her daughter. If a mother neglects her daughter's right to education, her daughter will behave similarly towards her future daughters. Thus an Arab poet says, ''Mother is a school. If she is prepared, you prepare a good nation''. The family’s good faith in education makes parents feed their children with love for education. Consequently, boys and girls grow up loving education and having curious minds.

All the instructions in the holy Quran which call for education are targeting both males and females inclusively. The Prophet says: ''Seeking knowledge is a religious duty for every Muslim man and woman''. Therefore, fathers and mothers shoulder a big responsibility to push and encourage their daughters to receive an education.

Parents who encourage boys and discourage daughters from attending the school breaks God's law which urge us to be just. The Prophet fought the discriminating view of the family towards daughters so he asked parents to treat boys and girls equally and in a just manner.

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Once a child came into the Prophet's reception room, his father kissed him on his forehead and seated him next to him. When his sister came into the room, her father didn't seat or kiss her. So the Prophet looked at the father and said, "You didn't treat them equally".

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References: ( Page 7)

Holy Qura'an Qura'an Interpretation, Sheikh Mohamed Sha'arawi Fath Al-Bari, Dr. Hamid Mahmoud Isma'eel Stories from The Lives of the Prophet's Female Companions, Dr.

Rafat Al-Basha Gqwqhir Al-Adab, Al- Sayyed Ahmed Al- Hashimi Yogalitonek Eth Yaqoloon, Dr. Mohammed Sa'eed Ramadan Daleel Assaeleen, Anes Isma'eel Abu Da'ood

Conclusion: ( Page 8) During the field visits for raising awareness the team realized that the community people in the target districts have assumptions and attitudes which were taken for granted. Such attitudes hinder girls’ access to school, and thus the project took action and provided the appropriate response to eliminate these concerns. Here is a summary of the communities’ views and the project’s message: Community's

Attitudes/Perceptions Project's

Awareness Messages

1- Drop outs start from grades 3&4. There are drop outs among boys too. 2- We see boys and girls herding together. Why do they not study together? 3- School is safer than the pastures. 4- Our focus is on girls in basic education who are young. 5- There is a difference between stud

When a girl grows up, it is not appropriate to study with boys in the same school.

ying

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Families are poor. They cannot afford school fees.

We need daughters to herd, farm and do chores.

If male graduates do not find jobs why should girls go to school?

It is enough for girls to reach only basic literacy level.

1-Ministry exempted fees. 2- We have to eradicate poverty by schooling our children instead of passing poverty down to them. 3- Ignorance and illiteracy are the sources of poverty. 4- Islam urges us to eradicate poverty by learning skills and crafts.

1- Why do only girls have to be exhausted with such heavy burdens? 2- Islam has urged us to be fair and just in dealing with our children. 3- Why don't parents distribute family tasks and duties among sons and daughters equally so that girls can have the chance to attend schools? 4- Islam considers learning as a religious duty for all Muslims males and females.

1- Religious speaking, education is a religious duty for all men and women. 2- Education is not only for getting jobs, it has more important benefits for a prosperous life and hereafter too. 3- There are thousands of female graduates who have been already employed by public and private sectors. 4- Think of your situation, the BRIDGE project has looked for literacy and sewing trainers and qualified school teachers to hire them teach your daughters, sons and mothers but cannot find any from your areas.

1- Allah, has praised some women in the Holy Quran describing them as "True Muslims, believers and worshippers". How can our women be as such without allowing them to acquire enough knowledge? 2- Our daughters should follow the path of the prophet's wife Aisha, who was one of the greatest scholars in different fields including ethnography. The prophet commanded his companions to "take half of their religion from her". 3- Allah commands us all in Quran to seek more of the knowledge and not only a little dose. It is not enough for girls to reach only basic literacy level. 4- During the prophet's era many of the prophet's female companions were well noted as highly knowledgeable scholars.

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付録 12

Appendix 12: Related Documents on Hiring Contracted Teachers Background Discussion on Contracted Teachers Year Description 2005 Oct

BRIDGE Team found that there were strong demands of hiring teachers at the targeted schools and schools and DEOs strongly asserted that girls’ education could not be promoted without teachers.

BRIDGE Team (JICA-GEO) found that there were many government teachers who were registered at schools but did not attend. Taiz GEO took actions to find these ghost teachers and stopped their salaries.

Nov JICA Headquarter approved to hire teachers locally with the school funding if teachers meet the following criteria: • At least completed secondary education • Live in the local community or neighboring community • Hire female teachers if teachers have the same qualification.

In Year 1, 145 teachers were contracted with schools (65 female). 2006 April

JICA’s Project Monitoring Mission agreed on Aide Memoire (see attached) with Ms. Fawzia Noaman, Deputy Minister for Girls’ Education and Mr. Gendary, Deputy Minister for Project and Equipment. The Memoire included: • MOE will provide in-service trainings to the contracted teachers • MOE and GEO will give priority to the contracted teachers when the GEO hire new

teachers from 2006/2007. Sept In Year 2, 185 teachers were contracted with schools (60 female). 3 contracted teachers were hired by the government in 2006/2007. Contracted teachers were not fully invited to the GEO training program. No one was paid.

Some of them were allowed to observe. Some of them were refused to attend. 2007 Aug

In Year 3, 172 teachers were contracted with schools (58 female).

5 teachers were hired by the government in 2007/2008. It was found negotiation at the governorate level was difficult. Taiz GEO decided to ask for the MOE’s support.

Since the government training was not fully offered to the contracted teachers, BRIDGE project asked DEOs to organize a 2 day training for teachers.

Sept JICA’s mid-term evaluation mission requested to the Government of Yemen in their report, “Yemeni Government shall ensure alternative means to sustain the contracted teachers who are being hired by the BRIDGE block grant. At the same time, GEO should ensure that the necessary training shall be provided to the locally hired teachers.” It also emphasized exploring alternative means of deployment of teachers in geographically remote communities.

Dec Based on the JICA’s evaluation, Taiz GEO organized a workshop with MOE (General Education and Girls Educatoin) to discuss on how to hire contracted teachers by the government. At the meeting, Taiz GEO and MOE officials agreed on the following: • By the end of December: Make a list of teachers to be hired in the next year by Taiz

GEO • In January: Submit the list of MOE • January to September: Follow up the employment process in the Ministry of Civil

Service 2008 March

Taiz GEO visited MOE to discuss the issues on contracted teachers. Mr. Faisal Ahmed Ghale, Director of Personnel Affairs, MOE, who were originally from Ministry of Civil Services, was assigned to follow up the hiring contracted teachers. List of all the 129 qualified teachers was prepared and submitted to MOE with their certificate documents.

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Year Description May Joint Coordination Committee (JCC) meeting discussed about contracted teachers. Meeting

Minutes included the followings: • MOE and MOCS will employ all the remaining qualified JICA contract teachers, who

have a secondary or higher education qualification. • All the contracted teachers should be employed in 2008 and deducted from the Taiz

governorate payroll for 2008. MOE will compensate Taiz Governorate in order and add the same number of additional teachers to the payroll of the annual allocation of 2009.

M/M was signed by Ms. Fawzia, Mr. Faithal, Dr. Mahdi and Mr. Sasaki with Minister’s approval.

Aug JICA’s final evaluation mission found that male teachers without diploma could no be hired by the current government rule. JICA mission recommended the followings: • Roles and responsibilities of the School Committee, DEO, GEO, MOE and Taiz

Governorate for hiring and sustaining local teachers should be discussed and defined from technical, managerial and financial aspects including decision making authority over the contracted teacher recruitment.

Sept In 2008/2009, only 4 teachers were hired by the government. Nov Joint Coordination Committee (JCC) meeting discussed about contracted teachers. At the

JCC, MOE promised to hire all the BRIDGE contracted teachers including male teacher without diploma or above degree in 2009. General Education Sector will be responsible for the hiring.

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Appendix 12 JICA Year 3 Contracted Teachers as of Oct 29, 2007

MOE List # JICA# From

Y1From Y2 New District's

Name School's Name Name of JICA Year 3 Contracted Teachers Gender Education المؤهل اسم المدرسين المتعاقد معهم اسم المدرسة اسمالمديرية

9 Mawiiyah Al-Shahead Al-Thouliah Amani Udad Female BA Degree 1

10 Mawiiyah Al-Shahead Al-Thouliah Wadda Female BA Degree 2

40 51 1 Maqbanah Al-Salah Salwa Saeed Mohammed Female Bachelor 3 بكالوريوس سلوى سعيد محمد الصالح مقبنة66 105 2 Al-Mokah Saba Youleou Moharam Qaid Ibrahim Female Diploma 1 دبلوم محرم قائد ابراهيم 7 يوليو المخا14 69 1 Al-Waziah Al-Zahra Wafa'a Abdullah Fara'a Aldhrafy Female Diploma 2 دبلوم متوسط وفاء عبد اهللا فارع الظرافي الزهراء الوازعية15 70 1 Al-Waziah Al-Zahra Sumia Abdullah Fara'a Aldhrafy Female Diploma 3 دبلوم عالي سمية عبد اهللا فارع الظرافي الزهراء الوازعية98 125 1 Dubab Al-Shab Eshraq Abdulhafeed Abdulhameed Female Diploma 4 دبلوم عالي اشراق عبد الحفيظ عبد الحميد الشعب ذباب

129 134 2 Dubab Al-Sahwa Roida Ahmad Ali Al-Zoraiqi Female Diploma 5 دبلوم عالي رويدا أحمد علي الصحوه ذباب 27 48 2 Maqbanah Al-Wahda Lamis Abdulgani Ali Ahmad Female Diploma 6 بكالوريوس لميس عبدالغني علي احمد المصنع / الوحدة مقبنة41 53 2 Maqbanah Al-Salah Afaf Ahmad Ali Female Diploma 7 ثانوية عامة عفاف احمد علي الصالح مقبنة13 8 1 Mawiiyah Al-Farowk Fathia Abdulbari Hamid Qaid Female Diploma 8 دبلوم معلمين فتحية عبد الباري حميد قائد الفاروق ماوية

124 150 1 Dubab Gazerat Mayown Ibtisam Abdulqawi Qasem Female Diploma 9 دبولم علوم ابتسام عبدالقوي قاسم جزيرة ميون ذباب 90 116 2 Al-Mokah Al-Esha'a Yasmin Solaiman Ali Female Secondary 1 ثانوية عامة ياسمين سليمان علي االشعاع المخا21 81 1 Al-Waziah Al-Wahda Rawqia Mohammed Rashed Hankaf Female Secondary 2 دبلوم معلمين رقية محمد راشد حنقف الوحدة الوازعية99 126 2 Dubab Al-Shab Sali Ibrahim Ahmad Female Secondary 3 دبلوم عالي سالي ابراهيم احمد الشعب ذباب

105 160 1 Dubab Al-Twomoh Balqis Abdulsalam Ghanem Ahmed Female Secondary 4 ثانوية عامة بلقيس عبدالسالم غانم أحمد الطموح ذباب 7 19 2 Mawiiyah Al-Shahead Al-Thouliah Arwa Abdu Thabet Al-Nagashi Female Secondary 5 بكالوريوس اروى عبده ثابت النجاشي الشهيد الثالياء ماوية

11 13 2 Mawiiyah Moad Bin Gabal Arwa Abdulsalam Ali Female Secondary 6 ثانوية عامة أروى عبدالسالم علي معاذ بن جبل ماوية12 9 2 Mawiiyah Al-Farowk Maimona Ali Mohammed Qaid Female Secondary 7 ثاني ثانوي ميمونة علي محمد قائد الفاروق ماوية4 Same Al Quds Iman Sharaf Ali Gaanem Female Secondary 8

5 6 3 Same Al-Sayd Basma Ali Bin Ali Female Secondary 9 ثانوية عامة بسمة علي بن علي قحطان السعيد سامع6 5 3 Same Al-Sayd Wafa Qaid Ismail Female Secondary 10 بكالوريوس وفاء محمد قائد اسماعيل السعيد سامع

63 117 1 Al-Mokah Al-Hamza Fatema Salman Amer Ghwbz Female Secondary 11 ثانوية عامة فاطمة سلمان عامر غوبز الحمزة المخا74 85 1 Al-Mokah Al-Shahead Al-Zoubair Sumia Mohammed Yahya Female Secondary 12 ثانوية عامة سمية محمد يحيى الشهيد الزبيري المخا75 86 2 Al-Mokah Al-Shahead Al-Zoubair Nasira Mohammed Ayash Female Secondary 13 ثانوية عامة ناصرة محمد عياش الشهيد الزبيري المخا18 76 1 Al-Waziah Al-Farwak Huda Mohammed Ali Female Secondary 14 ثانوية عامة هدى محمد علي عزيقة الفاروق الوازعية20 80 1 Al-Waziah Al-Wahda Maleka Murshed Abdulrab Mohammed Female Secondary 15 ثانوية عامة ملكة مرشد عبد الرب محمد الوحدة الوازعية97 127 1 Dubab Al-Shab Amani Abdulaziz Yaseen Sultan Female Secondary 16 ثانوية عامة اماني عبد العزيز ياسين سلطان الشعب ذباب

109 130 2 Dubab Bab Al-Mandab Safa'a Hussen Saleh Zaki Female Secondary 17 ثانوية عامة صفاء حسين صالح زآي باب المندب ذباب 125 138 3 Dubab Al-Sahwa Ali Ibrahim Ghaleb Ahmad Female Secondary 18 ثانوية عامة علي ابراهيم غالب الصحوه ذباب 126 137 2 Dubab Al-Sahwa Amal Abdullah Mohammed Female Secondary 19 ثانوية عامة امل عبداهللا محمد قائد مخرمة الصحوه ذباب 127 136 2 Dubab Al-Sahwa Frial Said Saleh Al-Anbari Female Secondary 20 ثانوية عامة فريال سعيد صالح العنبري الصحوه ذباب 128 135 2 Dubab Al-Sahwa Sabrin Khaled Ahmad Female Secondary 21 ثانوية عامة صابرين خالد أحمد الصحوه ذباب 42 52 1 Maqbanah Al-Salah Naziha Mohammed Abdulrahman Female Secondary 22 ثانوية عامة نزيهة محمد عبد الرحمن الصالح مقبنة1 1 1 Same Saba Yollyo Nadia Ali Said Ahmed Female Secondary 23 ثانوية عامة نادية علي سعد احمد 7يوليو سامع2 3 2 Same Al-Quds Hager Abdulwahab Ali Mohammed Female Secondary 24 ثانوية عامة هاجر عبدالوهاب علي محمد القدس سامع3 4 2 Same Al-Quds Hiba Shaif Mohammed Abdulwali Female Secondary 25 ثانوية عامة هبة شائف محمد عبدالولي القدس سامع

123 148 2 Dubab Gazerat Mayown Abdu Hamoud Ahmed Male Bachelor 1 بكلوريوس عبده حمود أحمد محمد جزيرة ميون ذباب 26 47 1 Maqbanah Al-Wahda Othman Gabah Raweh Male Bachelor 2 بكالوريوس عثمان جبح راوح المصنع / الوحدة مقبنة35 63 2 Maqbanah Al-Hayah Tawfiq Ali Said Male Bachelor 3 بكالوريوس توفيق علي سعيد الحياة مقبنة62 118 2 Al-Mokah Al-Hamza Fuad Ismail Abdullah Male Diploma 1 دبلوم فؤاد اسماعيل عبداهللا الحمزة المخا69 87 2 Al-Mokah Aseam Bin Thabeet Nagi Ali Zaid Saleh Alalem Male Diploma 2 دبلوم عالي ناجي علي زيد صالح العالم عاصم بن ثابت المخا70 88 2 Al-Mokah Aseam Bin Thabeet Abduh Ahmed Mahyoob A'leeoa Male Diploma 3 دبلوم عالي عبده احمد مهيوب عليوه عاصم بن ثابت المخا71 89 2 Al-Mokah Aseam Bin Thabeet Mohammed Bagash Ali Aldhea'a Male Diploma 4 دبلوم عالي محمد بجاش علي عاصم بن ثابت المخا76 94 2 Al-Mokah Gabair Bin Abdullah Mohammed AbdullahSalim Male Diploma 5 دبلوم عالي محمد عبداهللا سليم جابر بن عبد اهللا المخا78 93 3 Al-Mokah Gabair Bin Abdullah Ali Qaid Ahmad Hizam Male Diploma 6 دبلوم علي قائد أحمد حزام جابر بن عبد اهللا المخا81 97 2 Al-Mokah Al-Ershad Maged Abdulrahman Ali Male Diploma 7 دبلوم متوسط ماجد عبدالرحمن علي األرشاد المخا

1





84 106 1 Al-Mokah Al-Nasr Abdulsalam Hamed Gohr Male Diploma 8 دبلوم متوسط عبد السالم حامد جوهر النصر المخا85 107 1 Al-Mokah Al-Nasr Abdullah Ahmed Suleman Male Diploma 9 دبلوم متوسط عبد اهللا احمد سليمان النصر المخا86 110 1 Al-Mokah Al-Fath Mohammed Saeed Zaid Ahmed Male Diploma 10 دبلوم متوسط محمد سعيد زيد احمد الفتح المخا92 122 2 Al-Mokah Al-Farg Ali Qasem Mahyob Male Diploma 11 دبلوم متوسط علي قاسم مهيوب الفرج المخا93 121 2 Al-Mokah Al-Farg Abdulahman hamed Ahmed Male Diploma 12 دبلوم عالي عبدالرحمن احمد ياسين الفرج المخا19 75 1 Al-Waziah Al-Nagah Sadam Ali Ahmed Darweesh Male Diploma 13 دبلوم حاسوب صدام علي احمد دروش النجاح الوازعية24 73 2 Al-Waziah Al-Fakead Ahmed Saif Marwan Alkhaiba Ali Male Diploma 14 دبلوم مروان الخيبة علي الفقيد أحمد سيف الوازعية25 74 1 Al-Waziah Al-Nagah Ahmed Muqbel Droash Male Diploma 15 دبلوم عالي احمد مقبل دروش النجاح الوازعية94 169 2 Dubab Al-Amal Nabil Masud Ismail Male Diploma 16 دبلوم متوسط نبيل مسعود اسماعيل االمل ذباب

100 139 1 Dubab Al-Fath Ahmed Awdh Ali Alra'ay Male Diploma 17 دبلوم متوسط احمد عوض علي الراعي الفتح ذباب 101 144 1 Dubab Kub Bin Malek Mohammed Thabet Ahmed Saegh Male Diploma 18 دبلوم عالي محمد ثابت احمد صائغ آعب بن مالك ذباب 102 145 1 Dubab Kub Bin Malek Mahmoud Mohammed Ali Mohammed Male Diploma 19 دبلوم عالي محمود محمد علي محمد قاسم آعب بن مالك ذباب 103 146 2 Dubab Kub Bin Malek Mohammed Bin Mohammed Osailo Male Diploma 20 دبلوم عالي محمد بن محمد عسيلو آعب بن مالك ذباب 107 133 2 Dubab Sud Bin Obada Fadl Saleh Abdu Male Diploma 21 دبلوم معلمين فضل صالح عبده سعد بن عباده ذباب 108 131 2 Dubab Bab Al-Mandab Malek Salem Isa Male Diploma 22 دبلوم مالك سالم عيسى باب المندب ذباب 116 161 1 Dubab Al-Wahdah Abduh Ali Aowadh Ali Male Diploma 23 دبلوم عالي عبده علي عوض علي جعشم الوحدة ذباب 120 153 2 Dubab Amr Bin Abdualaziz Taha Abdullah Ali Balso Male Diploma 24 دبلوم معلمين طه عبداهللا علي بصو عمر بن عبد العزيز ذباب 121 152 1 Dubab Amr Bin Abdualaziz Omar Ali Abdullah Osailo Male Diploma 25 دبلوم معلمين عمر علي عبد اهللا عسيلو عمر بن عبد العزيز ذباب 28 56 2 Maqbanah Al-Thawra Ahmad Mohammed Abdu Male Diploma 26 بكالوريوس احمد محمد عبده الثورة مقبنة29 57 2 Maqbanah Al-Thawra Ahmad Said Abdu Male Diploma 27 بكالوريوس احمد سعيد عبده الثورة مقبنة30 54 2 Maqbanah Al-Thawra Ahmad Hasan Galeb Male Diploma 28 دبلوم احمد حسان غالب الثورة مقبنة31 55 2 Maqbanah Al-Thawra Nagi Moqbel Abdu Male Diploma 29 دبلوم ناجي مقبل عبده الثورة مقبنة36 62 2 Maqbanah Al-Hayah Abdullah Sarhan Qaud Male Diploma 30 دبلوم عبداهللا سرحان قائد الحياة مقبنة54 30 2 Maqbanah Al-Tawhead Sadeq Faid Yahya Ali Male Diploma 31 دبلوم عالي صادق فائد يحي التوحيد مقبنة55 27 1 Maqbanah Al-Tawhead Kaid Mohammed Hizam Male Diploma 32 دبلوم عالي فائد محمد حزام التوحيد مقبنة61 22 1 Maqbanah Al-Shahead Alokia Yahya Abduh Salem Rageh Male Diploma 33 دبلوم متوسط يحيى عبده سالم راجح الشهيد اللقية مقبنة64 119 2 Al-Mokah Al-Hamza Abdu Ziad Salem Male Secondary 1 ثانوية عامة عبدة زياد سالم أحمد مطر الحمزة المخا67 103 1 Al-Mokah Saba Youleou Abdulmalek Ali Qaeed Gamal Male Secondary 2 دبلوم عبد الملك علي قائد جمال 7 يوليو المخا68 102 1 Al-Mokah Saba Youleou Abdulrahman Zaid Ali Male Secondary 3 دبلوم عبد الرحمن زيد علي 7 يوليو المخا82 108 3 Al-Mokah Al-Nasr Nader Shaddad Hamid Thabet Male Secondary 4 ثانوية عامة نادر شداد حميد ثابت النصر المخا87 115 2 Al-Mokah Al-Wahda Faisal Mohammed Said Male Secondary 5 ثانوية عامة فيصل محمد سعيد الوحدة المخا23 78 2 Al-Waziah Al-Fawz Sadam Ali Bin Ali Male Secondary 6 ثانوية عامة صدام علي بن علي الفوز الوازعية

111 166 2 Dubab Al-Yakadah Ahmad Mohammed Hasan Qanaf Male Secondary 7 ثانوية عامة أحمد محمد حسن قناف اليقظة ذباب 113 163 2 Dubab Al-Wahdah Sami Ali Omaira Qasem Male Secondary 8 ثانوية عامة سامي علي عميرة قاسم الوحدة ذباب 114 162 2 Dubab Al-Wahdah Alshaik Said Abdullah Male Secondary 9 ثانوية عامة الشيخ سعيد عبداهللا الوحدة ذباب 115 164 2 Dubab Al-Wahdah Abdullah Mohammed Mohammed Male Secondary 10 دبلوم عالي عبداهللا محمد محمد قائد الوحدة ذباب 117 156 2 Dubab Amr Bin Abdualaziz Said Ahmad Mohammed Saleh Male Secondary 11 ثانوية عامة سعيد احمد محمد صالح عمر بن عبد العزيز ذباب 118 155 2 Dubab Amr Bin Abdualaziz Mohammed Said Zaid Liti Male Secondary 12 ثانوية عامة محمد سعيد زيد ميطي عمر بن عبد العزيز ذباب 119 154 2 Dubab Amr Bin Abdualaziz Ali Ahmad Omar Osailo Male Secondary 13 ثانوية عامة علي أحمد عمر عسيلو عمر بن عبد العزيز ذباب 37 61 2 Maqbanah Al-Hayah Yosef Abdulkarim Bagash Male Secondary 14 ثانوية عامة يوسف عبدالكريم بجاش الحياة مقبنة38 60 2 Maqbanah Al-Hayah Abdu Mohammed Moqbel Male Secondary 15 ثانوية عامة عبده محمد مقبل الحياة مقبنة39 59 2 Maqbanah Al-Hayah Nabil Abdullah Ahmad Male Secondary 16 ثانوية عامة نبيل عبداهللا احمد الحياة مقبنة43 46 1 Maqbanah Al-Gabiri Mohammed Abdullah Mohammed Male Secondary 17 ثانوية عامة محمد عبد اهللا محمد الجابري مقبنة53 28 3 Maqbanah Al-Tawhead Zaim Abed Abdu Awadh Male Secondary 18 ثانوية عامة زعيم عابد عبده عوض التوحيد مقبنة8 18 3 Mawiiyah Al-Shahead Al-Thouliah Ammar Mohammed Qaid Male Secondary 19 جامعي عمار محمد قائد مدهش الشهيد الثالياء ماوية

65 101 1 Al-Mokah Saba Youleou Fesal Abdulnoor Ali Male Secondary 20 ثانوية عامة فيصل عبد النور علي 7 يوليو المخا72 83 1 Al-Mokah Al-Shahead Al-Zoubair Abdulrahman Ahmed Abas Male Secondary 21 ثانوية عامة عبد الرحمن احمد عباس الشهيد الزبيري المخا

2





73 84 1 Al-Mokah Al-Shahead Al-Zoubair Naser Khaled Zaid Male Secondary 22 ثانوية عامة ناصر خالد زيد الشهيد الزبيري المخا77 92 3 Al-Mokah Gabair Bin Abdullah Abdulnor Ali Abdulgalil Male Secondary 23 ثانوية عامة عبدالنور علي عبدالجليل الزغبري جابر بن عبد اهللا المخا79 91 3 Al-Mokah Gabair Bin Abdullah Abdulaziz Abdu Mohammed Male Secondary 24 ثانوية عامة عبدالعزيز عبده محمد عماري جابر بن عبد اهللا المخا80 99 1 Al-Mokah Saed Bin Gobair Sedeq Ali Saeed Mohammed Male Secondary 25 ثانوية عامة صديق علي سعيد محمد سعيد بن جبير المخا83 109 1 Al-Mokah Al-Nasr Mustafa Abduh Mohammed Suleman Male Secondary 26 ثانوية عامة مصطفى عبده محمد النصر المخا88 114 3 Al-Mokah Al-Wahda Qaid Mohammed Ali Ali Almadah Male Secondary 27 ثانوية عامة قائد محمد علي المداح الوحدة المخا89 113 1 Al-Mokah Al-Wahda Adeel Mufadal Abdulalim Alnehary Male Secondary 28 ثانوية عامة عادل مفضل عبد العليم الوحدة المخا91 123 1 Al-Mokah Al-Farg Othman Saif Ali Ali Male Secondary 29 ثانوية عامة عثمان سيف علي الصعيد الفرج المخا16 67 1 Al-Waziah Al-Zahra Mohammed Saif Ahmed Mahmoud Male Secondary 30 ثانوية عامة محمد سيف احمد محمود الظرافي الزهراء الوازعية17 72 2 Al-Waziah Al-Fakead Ahmed Saif Yahya Mohammed Al-Khaiba Male Secondary 31 ثانوية عامة يحيى محمد الخيبة الفقيد أحمد سيف الوازعية22 82 1 Al-Waziah Al-Wahda Khalil Shaher Saif Ahmed Male Secondary 32 ثانوية عامة خليل شاهر سيف احمد الوحدة الوازعية95 171 2 Dubab Al-Amal Nagib Mohammed Ahmad Grf Male Secondary 33 ثانوية عامة نجيب محمد احمد عوض االمل ذباب 96 170 2 Dubab Al-Amal AbuBakr Salem Hasan Salem Male Secondary 34 ثانوية عامة ابوبكر سالم حسن سالم االمل ذباب

106 132 2 Dubab Sud Bin Obada Mostashar Abdu Ahmad Male Secondary 35 ثانوية عامة مستشار عبده احمد سعد بن عباده ذباب 110 167 1 Dubab Al-Yakadah Taleb Nagi Mohammed Heindy Male Secondary 36 ثانوية عامة طالب ناجي محمد هندي اليقظة ذباب 112 165 2 Dubab Al-Yakadah Hamdi Zaid Ahmad Said Male Secondary 37 ثانوية عامة حمدي زيد أحمد سعيد اليقظة ذباب 122 151 2 Dubab Gazerat Mayown Abdu Anis Abdu Badran Male Secondary 38 ثانوية عامة عبده أنيس عبده بدران جزيرة ميون ذباب 130 143 1 Dubab Al-Dawsh Radhoan Ibrahim Saleh Qasloq Male Secondary 39 ثانوية عامة رضوان ابراهيم صالح قسلوق الدوش ذباب 32 66 2 Maqbanah Al-Esha'a Kamel Ahmad Abdulgabar Male Secondary 40 ثانوية عامة آامل احمد عبدالجبار اإلشعاع مقبنة33 65 2 Maqbanah Al-Esha'a Khaled Abdullah Abdulwahd Male Secondary 41 ثانوية عامة خالد عبداهللا عبدالواحد اإلشعاع مقبنة34 64 1 Maqbanah Al-Esha'a Ahmed Mohammed Bagash Male Secondary 42 ثانوية عامة احمد محمد بجاش اإلشعاع مقبنة44 45 1 Maqbanah Al-Gabiri Mohammed Hael Mohammed Male Secondary 43 ثانوية عامة محمد هائل محمد الجابري مقبنة45 41 3 Maqbanah Abdullah Bin Rawaha Sadeq Mohammed Ahmad Male Secondary 44 ثانوية عامة صادق محمد أحمد عبد اهللا بن رواحه مقبنة46 40 1 3 Maqbanah Abdullah Bin Rawaha Adel Shamlan Hasan Male Secondary 45 ثانوية عامة عادل شمالن حسن عبد اهللا بن رواحه مقبنة47 39 1 Maqbanah Abdullah Bin Rawaha Mohammed Amin Mohammed Male Secondary 46 ثانوية عامة محمد امين محمد عبد اهللا بن رواحه مقبنة48 37 1 Maqbanah Abdullah Bin Rawaha Shaga'a Mohammed Qaseem Male Secondary 47 ثانوية عامة شاجع محمد قاسم عبد اهللا بن رواحه مقبنة49 36 2 Maqbanah Abdullah Bin Rawaha Mohammed Mohammed Mohsen Male Secondary 48 ثانوية عامة محمد محمد محسن عبد اهللا بن رواحه مقبنة50 38 1 Maqbanah Abdullah Bin Rawaha Mohammed Hameed Hamed Male Secondary 49 ثانوية عامة محمد حميد حامد عبد اهللا بن رواحه مقبنة51 32 2 Maqbanah Al-Magd Samer Abdulwaly Muqbel Male Secondary 50 ثانوية عامة سمير عبد الولى مقبل المجد مقبنة52 29 1 Maqbanah Al-Tawhead Ali Hamed Abdullah Male Secondary 51 ثانوية عامة علي حامد عبد اهللا التوحيد مقبنة56 26 1 Maqbanah Al-Shahead Alokia Basam Abdulrahman Fares Male Secondary 52 ثانوية عامة بسام عبد الرحمن فارس الشهيد اللقية مقبنة57 25 1 Maqbanah Al-Shahead Alokia Algabry Qassem Haeel Mohammed Male Secondary 53 ثانوية عامة الجبري قاسم هايل محمد الشهيد اللقية مقبنة58 24 1 Maqbanah Al-Shahead Alokia Gamal Sadik Abdulqader Male Secondary 54 ثانوية عامة جمال صادق عبد القادر الشهيد اللقية مقبنة59 23 1 Maqbanah Al-Shahead Alokia Muneer Badry Abdulghfar Ali Male Secondary 55 ثانوية عامة منير بدري عبد الغفار علي الشهيد اللقية مقبنة60 21 2 Maqbanah Al-Shahead Alokia Marwan Badry Abdulghafar Male Secondary 56 ثانوية عامة مروان بدري عبد الغفار الشهيد اللقية مقبنة

104 157 2 Dubab Al-Twomoh Zaid Ali Abdullah Aldurain Male Diploma دبلوم معلمين زيد علي عبداهللا الدرين الطموح ذباب 2 1 Same Saba Yollyo Hafida Ahmed Sharaf Aqlan Female G11 ثاني ثانوي حفيظة احمد شرف عقالن 7يوليو سامع7 1 Mawiiyah O'asead Bin Hoadir Nabilah Hassan Saleh Algumily Female Bachelor بكالوريوس نبيلة حسن صالح الجميلي اسيد بن حضير ماوية

10 1 Mawiiyah Baha Al Dean Nida Mahmoud Ahmed Female G11 ثاني ثانوي نداء محمود احمد بهاء الدين ماوية11 1 Mawiiyah Omar Al-Mokhtar Sarah Abdullah Abduh Nagi Female G11 اول ثانوي سارة عبد اهللا عبده ناجي عمر المختار ماوية12 1 Mawiiyah Omar Al-Mokhtar Hager Abdullah Abduh Nagi Female G11 اول ثانوي هاجر عبد اهللا عبده ناجي عمر المختار ماوية14 1 Mawiiyah Al Tawhead Abeer Hassan Obadi Female G11 ثاني ثانوي عبير حسن عباد التوحيد ماوية15 2 Mawiiyah Al Tawhead Kareema Nagi Saleh Al Hamri Female G9 التاسع اساسي آريمة ناجي صالح الحمري التوحيد ماوية16 1 Mawiiyah Al Tawhead Nogat Ali Saeed Female G11 ثانوية عامة نجاة علي سعيد التوحيد ماوية17 2 Mawiiyah Al Tawhead Moshira Ali Dhabwan Female G11 ثانوية عامة مشيرة علي دبوان التوحيد ماوية20 3 Mawiiyah Al-Shahead Al-Thouliah Latifa Hamud Dabwan Female Secondary ثانوية عامة لطيفة حمود دبوان الشهيد الثالياء ماوية31 2 Maqbanah Al-Magd Hameed Ahmed Abduh Male G11 ثانوية عامة حميد احمد عبده المجد مقبنة

3





33 2 Maqbanah Al-Magd Abdu Ahmad Hassan Male G11 ثانوية عامة عبدة أحمد حسن المجد مقبنة34 3 Maqbanah Al-Magd Sadeq Ahmad Ghaleb Male G11 ثاني ثانوي صادق أحمد غالب المجد مقبنة35 3 Maqbanah Al-Magd Hashem Abdu Ghaleb Male G10 أول ثنوي هاشم عبده غالب المجد مقبنة42 1 Maqbanah Al-Gabiri Ahmed Saif Ali Qahtan Male G9 اعدادية احمد سيف علي قحطان الجابري مقبنة43 1 Maqbanah Al-Gabiri Nageeb Ali Abdulwahab Mahiob Male G9 اعدادية نجيب علي عبد الوهاب مهيوب الجابري مقبنة44 1 Maqbanah Al-Gabiri Abdulalim Zaid Ahmad Male G9 اعدادية عبد العليم زايد احمد الجابري مقبنة49 2 Maqbanah Al-Wahda Elham Said Yasin Female Secondary ثانوية عامة الهام سعيد ياسين المصنع / الوحدة مقبنة50 2 Maqbanah Al-Wahda Rawia Qaed Ghaleb Zeyat Female Secondary ثانوية عامة راوية قائد غالب زياط المصنع / الوحدة مقبنة58 2 Maqbanah Al-Thawra Hael Said Rageh Male G11 ثاني ثانوي هائل سعيد راجح الثورة مقبنة68 1 Al-Waziah Al-Zahra Manal Hassan Murshed Mohammed Female G9 اعدادية منال حسن مرشد محمد الظرافي الزهراء الوازعية71 1 Al-Waziah Al-Zahra Saba'a Abdullah Mohammed Ali Female Secondary ثانوية عامة سباء عبد اهللا محمد علي الظرافي الزهراء الوازعية77 1 Al-Waziah Gail Bani Ali Ahmad Abdulwali Maresh Male G11 ثاني ثانوي احمد عبدالولي مارش غيل بن علي الوازعية79 2 Al-Waziah Al-Fawz Yahya Ahmad Rashed Male G11 ثانوية عامة يحيى أحمد راشد الفوز الوازعية90 1 3 Al-Mokah Aseam Bin Thabeet Hana Abdullah Said Mahyob Female G11 ثاني ثانوي هناء عبداهللا سعيد مهيوب عاصم بن ثابت المخا95 1 Al-Mokah Al-Ershad Mohammed Abdulqawy Ibrahim Abdulnoor Male G9 اعدادية محمد عبد القوي ابراهيم عبد النور األرشاد المخا96 1 Al-Mokah Al-Ershad Abdulnoor Derhem Abdulqawy Bagash Male G9 اعدادية عبد النور درهم عبد القوي بجاش األرشاد المخا98 2 Al-Mokah Al-Ershad Mazen Faisal Gahzar Male G10 اول ثانوي مازن فيصل جحزر األرشاد المخا

100 3 Al-Mokah Saed Bin Gobair Khaled Ali Hasan Humran Male G11 ثاني ثانوي خالد علي حسن حمران سعيد بن جبير المخا104 2 Al-Mokah Saba Youleou Ali Mohammed Solaiman Al-Barq Male G11 ثاني ثانوي علي محمد سليمان البرق 7 يوليو المخا111 1 Al-Mokah Al-Fath Radhoan Saeed Fara'a Male Diploma دبلوم متوسط رضوان سعيد فارع الفتح المخا112 1 Al-Mokah Al-Fath Ali Abdullah Hassan A'mary Male G11 ثاني ثانوي علي عبد اهللا حسن عماري الفتح المخا120 1 Al-Mokah Al-Hamza Anisa Mohammed Qaseem Ali Female G11 ثانوية عامة انيسة محمد قاسم علي الحمزة المخا124 1 Dubab Al-Shab Nogud Saeed Ahmed Bshara Female Diploma دبلوم عالي نجود سعيد احمد بشارة الشعب ذباب 128 1 Dubab Bab Al-Mandab Fahima Salem Saleh Female Diploma دبلوم عالي فهيمة سالم صالح عطية باب المندب ذباب 129 1 Dubab Bab Al-Mandab Asma'a Abdullah Qaeed Female Diploma دبلوم عالي اسماء عبد اهللا محمد قائد باب المندب ذباب 140 1 Dubab Al-Fath Eqbal Muhssen Sa'd Tabuzi Female Diploma دبلوم متوسط اقبال محسن علي سعيد الطبوزي الفتح ذباب 141 1 Dubab Al-Fath Mageda Muhssen Sa'd Tabuzi Female Secondary ثانوية عامة ماجدة محسن علي سعيد الطبوزي الفتح ذباب 142 1 Dubab Al-Dawsh Abduh Abdullah Salem La'is Male Diploma دبلوم عالي عبده عبد اهللا سالم العيس الدوش ذباب 147 1 Dubab Gazerat Mayown Ameer Haeel Abdulrab Male Secondary ثانوية عامة امير هايل عبد الرب جزيرة ميون ذباب 149 1 Dubab Gazerat Mayown Zaina Abdullah Yahya Female Secondary ثانوية عامة زينة عبد اهللا يحيى جزيرة ميون ذباب 158 2 Dubab Al-Twomoh Mohammed Said Mohammed Male G11 ثانوية عامة محمد سعيد محمد الطموح ذباب 159 2 Dubab Al-Twomoh Fathia Saleh Mosleh Female G11 ثاني ثانوي فتحية صالح مصلح الطموح ذباب 168 1 3 Dubab Al-Yakadah Saleh Ahmad Ahmad Khamog Male G9 اعدادية صالح أحمد أحمد خموج اليقظة ذباب 172 2 Dubab Al-Amal Sahar Omar Ahmad Awad Female Diploma دبلوم سحر عمر أحمد االمل ذباب

Already hired by GEO Included in the MOE list for 2008 hiringunqualified (under Secondary)

YellowWhiteGray

4

Appendix 12

1

1

Summary of JICA-BRIDGE Contracted Teachers

November 2008JICA-BRIDGE Project

2

114

105

80

58

60

65

0 50 100 150 200

Year 3

Year 2

Year 1

Male Female

Number of Contracted Teachers by Year and Gender

3

6

13

7

7

7

18

1

39

9

34

31

0 10 20 30 40 50 60

Same

Mawiiyah

Maqbanah

Al Waziiyah

Al Makha

Dhubab

Female Male

Year 3 BRIDGE Contract Teachers by District and by Gender (N=172)

4

Distribution of Year 3 teachers by education (N=172)

Bachelor, 10, 6%

Secondary, 97, 56%

Diploma, 48, 28%

Less than Secondary, 17,

10%

5

Year 3 Teachers Educational Background By District (N=172)

1

3

5

1

1

7

6

14

20

5

6

28

9

23

26

4

6

1

4

2

0 10 20 30 40 50 60

Same

Mawiiyah

Maqbanah

Al Waziiyah

Al Makha

Dhubab

Bachelor Diploma Secondary Less than Secondary

6

Year 3 Teachers by Starting Year (N=172)

Repeaters

From Year 1, 82, 47%

From Year 2, 72, 42%

From Year 3, 15, 9%

Year 1&3, 3, 2%

Appendix 12

2

7

Year 3 Teachers by Starting Year and by District (N=172)

2

7

19

20

5

22

4

12

27

2

2

4

0

6

1

0

1

0

1

1

22

12

2

0 10 20 30 40 50 60

Same

Mawiiyah

Maqbanah

Al Waziiyah

Al Makha

Dhubab

From Year 1 From Year 2 From Year 3 1&38

Year 3 Teachers by Starting Year (Male)

Year 3 Contract Teachers by starting Year (Male=114)

Year 1, 47, 41%

Year 2, 54, 47%

Year 3, 11, 10%

Year 1 and Year 3, 2, 2%

9

Year 3 Teachers by Starting Year (Female)

Year 3 Contract Teachers by starting Year (Female=58)

Year 1, 31, 53%Year 2, 22, 38%

Year 1 and Year 3, 1, 2%

Year 3, 4, 7%

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