This paper looks at the issue of the quality of education in Yemen. It uses micro-data from TIMSS and from surveys conducted in underserved rural areas, as well as macro-level policy information from the System Assessment for Better Education Results (SABER) database. The analysis indicates that the availability of teachers and resources at schools, the monitoring and supervision of schools and parental involvement in schooling are important factors for better learning outcomes and avoiding trade-offs between expansion of enrollment and quality of learning. The paper suggests three types of reforms that can be carried out in the short run. First, it is necessary to systematically monitor teachers’ actual deployment and attendance in order to link the information with salary management and incentives. Second, there is a need to refine and scale up the existing implementation and monitoring mechanism for school grants to reward schools and communities that improve access for disadvantaged students and girls, and enhance the quality of learning. Third, there is a need to enhance transparency and accountability of school resources and results by disseminating a simple database that would include trends of basic indicators to monitor and compare progress at the school, district and governorate level.
[T]o sustain an uprising ... [Palestinian protests] have to be driven by political organization. [Instead,] Palestinian politics is in a state of disarray.