Improving quality of education

Programme description

Title: Quality of Education Improvement Programme (QEIP)
Commissioned by: German Federal Ministry for Economic Cooperation and Development (BMZ)
Country: Yemen
Lead executing agency: Ministry of Education; Ministry of Higher Education and Scientific Research
Overall term: 2014 to 2016

The programme raises awareness of the importance of education for girls by including parents and local communities. Smiling schoolgirls © GIZ


Despite the considerable efforts made over the last decade, Yemen will not meet its Millennium Development Goal of ‘Education For All’. The net school enrolment rate in 2012 was 82 percent. Access to basic education is especially difficult for girls: across the country, only 73 percent of girls were enrolled in primary school in 2012 and only 29 percent in secondary school. The quality of education is also insufficient. There are many different reasons for this: successful teaching and learning in the schools are hampered by overcrowded classrooms, poor school administration, poorly qualified staff and a lack of pedagogical technical support, while efforts at the system level are plagued by insufficient financial resources and inadequate education planning and administration.


The capacities of individuals, organisations and institutions to increase the quality of education are improved.



GIZ, working in cooperation with the KfW Development Bank, has been supporting the education sector in Yemen since 2002 with the aim of making education more accessible and improving its quality as well as building the competencies of educational institutions. The new Quality of Education Improvement Programme (QEIP) was launched at the beginning of 2014. Its political partners are the Ministries of Education and Higher Education. The project builds on the work of the previous programme, the General Education Improvement Program (GEIP), to specifically improve quality, with a particular focus on the first three years of schooling.
The programme is active in the following areas:

  1. Qualification of School Personnel: To develop and pilot Bachelor training measures for teachers of years 1–3 who are insufficiently qualified, and to develop and pilot certification courses for head teachers, supervisors and social workers
  2. School Development: To continue the developmental measures implemented in 72 pilot schools and 12 tandem schools in the governorates of Sana’a City and Hajja. These measures support head teachers, teachers and social workers and involve parents and local communities. They are also designed to strengthen supervision and professional exchange and to develop a tandem concept for expanding the pilot region
  3. Numeracy Education Development: To develop and pilot a numeracy concept for years 1–2, including curriculum design, development of materials, training formats, monitoring and steps for evaluation

In addition, the programme advises the Ministry of Education on matters of strategy, when organising the Joint Annual Review, and as required.


Results achieved so far

The new programme is building on the measures that have been successfully developed by the previous programme and is extending them.

The concept of school development has gained recognition in the sector over the last two years thanks to positive experiences and it is now one of the Ministry’s priorities. The skills and capacities of social workers, teachers, head teachers and supervisors have been improved through further training measures. Defined performance standards have enhanced motivation and professionalism.

Active fathers' and mothers' councils have been set up in the pilot schools and are contributing to improving these schools. The inclusion of local communities in public events has led, for example, to an increased awareness of the importance of education (for girls). As a result, the number of drop-outs has decreased. Establishing coordination councils for girls’ education in the provinces allows issue to be addressed in a decentralised manner.

The school supervision system has been differentiated and developed. Teachers, head teachers and social workers all receive feedback on their specific subjects and on management topics or didactic skills.

An Arabic programme for the early grades (Yemeni Early Grade Reading Approach) has been successfully introduced with the cooperation partner USAID/CLP and it has now been implemented at over 1,000 schools.

Studies examining teacher absenteeism and the use of IT and communication technology in Yemen’s education sector have stimulated awareness of these issues (agenda setting). A planning manual has been developed and adopted and is facilitating coherent planning throughout the entire education system.