Incorporating beneficiary input in the design of education services during protracted conflicts

• In Event: Engaging with school communities in MENA during crisis

Proposal

Since the Arab Spring uprisings in 2011, Yemen has spent nearly a decade in an armed conflict that has devastated health, water, food and education services throughout country. The continuing open armed conflict to gain control of different regions of the country has led to a massive surge in internally displaced persons (IDPs). It is estimated that more than 4 million people are displaced, with children representing roughly one-third of the IDPs. Roughly two million children are out of school, more than 400,000 out of them dropped out of school, and nearly five million children need assistance with their education due to poverty, conflict and lack of educational opportunities. An estimated 2,000 schools damaged during conflict are currently hosting IDPs or are occupied by armed groups. Insecurity and lack of funds limit the ability of the Ministry of Education to provide services for so many IDPs while still trying to maintain education services through the formal school system. This presentation will focus on the participatory design process for nonformal and inclusive education models that will serve Yemeni children without access to education. We will discuss participatory research methods used with parents, students, teachers and school directors to gather information about educational needs and perspectives on potential programs that could be implemented during this protracted conflict. Research approaches include mapping of nonformal education services and of educational opportunities for students with disabilities, coupled with focus group discussions and observations of existing educational models. The presentation will discuss priorities expressed by parents and students, as well as concerns about and expectations for future educational services. The presentation will furthermore explain the process used for incorporating beneficiary input in donor funded education programs in the complex environment of Yemen.

Author

• Lisa Slifer-Mbacke, MSI Worldwide