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
Overall term: 2016 to 2019

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


The education system in Yemen is facing huge challenges. It is not in a position to offer good-quality education to all school-age children. In 2012, the net enrolment rate in primary education was 82 per cent. About 15 per cent of the pupils drop out in the first grade alone. Because of the constraints of tradition, girls in particular are often compelled to drop out of school to get married. Academic performance is poor. The country lacks the well-qualified personnel required to improve the quality of education. In rural areas especially, an acute shortage of qualified women teachers has a negative impact on the attendance of girls in schools. Some of the schools have been destroyed as a result of the violent conflict. Classes are postponed or cancelled. Almost 1.5 million children in the country are fleeing conflict and war. The government is attempting to continue to provide education for over five million children and adolescents. 


Despite the ongoing conflict, the Government of Yemen ensures the provision of good-quality education.



On behalf of the German Government, the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) promotes the education sector in Yemen. The aim of the project, which is being implemented in cooperation with KfW Development Bank, is to ensure good-quality education and to enhance institutional capacities in the education sector.
The project is active in the following areas:

1.     Human resource development measures include:

  • measures for primary school staff (grades 1–3) who are not adequately qualified to earn a Bachelor’s degree;
  • certification courses for school principals, supervisors and social workers at university level.

2.     School development and psycho-social support:

  • school development measures are implemented in 72 pilot schools in the governorates of Sana’a and Hajja;
  • school principals, teachers and social workers are supported, supervision and professional exchange are strengthened, and parents and communities are involved;
  • psycho-social support programmes are developed in 107 pilot schools.

3.     Education management in dealing with crisis situations:

  • a guide for decentralised education management is produced, containing options for meeting challenges resulting from the ongoing conflict;
  • cooperation between the education administrations and education institutions at local level is strengthened;
  • training measures are implemented for school principals and education managers working for local administrations;
  • the Ministry of Education is advised on preparing a three-year education plan.


School development is one of the Ministry’s priorities. Stronger and more professional cooperation between schools, communities and parents and, increasingly, with local councils, has enhanced the resilience and motivation of teachers, principals and school authorities. A total of around 95,000 pupils, some 56 per cent of them girls, benefit from measures aimed at quality improvement. There are active fathers’ and mothers’ councils in 107 pilot schools in two governorates. They support the planning and implementation of school development plans and make a particular effort to ensure continuing education. This explains why fewer children drop out of the pilot schools.

As a result of the ongoing war, psycho-social support programmes are essential for children and teachers to help them overcome their traumatic experiences. Over 3,100 school social workers have been trained for the purpose.

Extracurricular activities help children and teachers in processing experiences related to war and displacement. In 85 schools so far, more than 500 Recreation Kits have been provided for overcoming trauma through sports and games. The activities reinforce social cohesion and improve the teaching and learning climate in the schools. UNICEF and other organisations are implementing this approach in 13 other governorates in Yemen.

The school supervision system has been differentiated and developed. In addition to subject-related feedback, teachers, principals and social workers are also given feedback on management issues as well as on their didactic skills.

For the first time, a part-time course in primary school education has been introduced at Sana’a University. 38 teachers – primarily women – from grades 1–3 have already successfully completed the first year and have registered for the second year.