(2005). Conflict, Development and Community Participation in Education: Pakistan and Yemen. Online Submission, Internationales Asienforum v36 n3-4 p289-310
In development policy, community participation has increasingly come to be seen as a way to encourage community interest, involvement, ownership and ultimately, sustainability of projects. Education has also been affected by this discourse. The following paper examines two countries affected by conflict (Pakistan and Yemen), asking what type of community participation is possible in areas with complex conflict situations, since "community participation" demands some form of "democracy." The conflict scenario and the locus of control and power in these countries is examined in two rural areas. Finally, the paper questions what type and degree of community participation is possible in education and whether it can become a catalyst for peace, or an indirect mechanism for power elites to control decision-making. (Contains 28 footnotes.)… [PDF]
(2011). Arab Protests May Open Door for U.S. Scholars. Chronicle of Higher Education, Mar
As protesters across the Arab world demand an end to autocratic regimes that have drained universities of resources and suffocated critical thinking, scholars see some hope of an Arab renaissance and a new opening for American involvement. From the ancient Library of Alexandria to a new Islamic-arts museum in Qatar that holds 700-year-old astrolabes and ornate calligraphy, the Arab world's rich tradition of learning, science, and literature is clear. But across much of the Middle East and North Africa, that intellectual culture has taken a beating in the past century. High fertility rates have led to demographic youth "bulges." Such large college-age populations, combined with the belief in many countries that universities should be free, have led to unworkable enrollments. The students who graduate from such institutions have few skills and compete for few jobs, but are educated enough to know that they are idle bystanders in the global economy. Despite the scale of the… [Direct]
(1987). Study of Educational Aspirations of Preparatory School Students in Yemen.
To identify causes for low enrollment in secondary agricultural schools in Yemen, the United States Agency for International Development and the Yemen Ministry of Education surveyed 990 preparatory (junior high) students, examining their educational aspirations, differences between rural and urban youth, major influences on student aspirations, and the effect of information regarding agricultural schools on student decisions to attend. In spite of the fact that only 12% of preparatory students in Yemen matriculate in the secondary schools, all but seven students surveyed indicated that they expected to attend secondary school. Three-fourths of the students wanted to attend general education schools, and the next largest group wanted to attend agricultural schools. Most of those wishing to attend agricultural schools were from rural areas. Students identified their parents as having the greatest influence on decisions about education. Over 90% said they planned to go on to higher…
(2008). Prevalence of Tobacco Use among Students Aged 13-15 Years in Health Ministers' Council/Gulf Cooperation Council Member States, 2001-2004. Journal of School Health, v78 n6 p337-343 Jun
Background: This article examines differences and similarities in adolescent tobacco use among Member States of the Health Ministers' Council for the Gulf Cooperation Council (HMC/GCC) using Global Youth Tobacco Survey (GYTS) data. Methods: Nationally representative samples of students in grades associated with ages 13-15 in Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, United Arab Emirates, and Yemen. Schools were selected proportional to enrollment size, classes were randomly selected within participating schools, and all students in selected classes were eligible to participate. Results: GYTS results confirmed that boys are significantly more likely than girls to smoke cigarettes or use shisha (water pipe). Students had higher rates of tobacco use than adults in Bahrain, Oman, and United Arab Emirates. For boys and girls, shisha use was higher than cigarette smoking in almost all countries. Susceptibility to initiate smoking among never smokers was higher than current cigarette… [Direct]
(1984). English Teaching Profile: Yemen Arab Republic.
A description of the role and status of the English language in the Yemen Arab Republic begins with a general statement concerning the distribution of English speakers and the use of English language materials. Subsequent sections outline: (1) the use and status of English within the educational system at all levels, including teacher education; (2) the availability of English language materials and resources; (3) the structure of educational administration relating to English instruction; (4) development and planning efforts; (5) English outside the educational system; (6) British, American, and other agency support for English teaching; (7) commercial opportunities relating to the English language; (8) creative writing in English; (9) current research; and (10) other sources of information about the situation. A concluding statement notes that the importance of English is recognized nationally, although the educational system is conservative and concerned with immediate tasks, and…
(1997). Language Institutes in Sana'a, Yemen.
A study investigated the characteristics of 14 second language institutes available to adults in Sana'a (Yemen), an area in which second language instruction has historically been difficult to obtain. Data were gathered through interviews and observation. It was found that seven of the institutions offer English instruction, and five offer Arabic instruction to expatriates. Four external governments (United Kingdom, United States, France, and Germany) and a number of private organizations, some established by former Peace Corps volunteers, offer instruction. Teacher qualifications, program design, evaluation, teacher pay, and tuition vary considerably across programs. Very few of the institutes prepare their own instructional materials; most used commercially published materials. Commonly-used Arabic materials are listed. Results indicate that program directors, teachers, and students concur on several language instruction issues: programs need to hire trained language teachers;… [PDF]
(1981). Education in North Yemen: Problems and Hopes.
The background of the educational system in North Yemen is reviewed and some of the problems facing the system are described. The findings from examining documents and on-site visitations are summarized as follows: (1) the view is confirmed that developing countries with long history and cultural heritage are torn between keeping their traditions and moving towards modernization; (2) non-Yemeni educators, drawn from various nationalities, transplant their own systems in North Yemen which often conflict in view; (3) some Yemeni officials believe that establishing a center for research will immediately solve all their problems; (4) major educational problems include an extremely high percentage of dropouts in elementary education (about 80 percent), a lack of interpretation of data on a level that would be understood by the average official in the Ministry of Education, the need for indigenous teachers especially in the secondary schools, and the lack of local curriculum development…
(1987). Prevalence of Childhood Disabilities in Yemen Arab Republic. International Journal of Special Education, v2 n1 p69-79
A survey of childhood disabilities was conducted in Yemen covering the three main cities and 37 towns and villages. Results indicated a disability prevalence rate of approximately 13% of which over 30% were oral or auditory based and over 20% were visual. (Author/DB)…
(1973). Situation Reports–Afghanistan, Bahrein, Brazil, Ecuador, Indonesia, Iraq, Morocco, Paraguay, People's Democratic Republic of Yemen, Peru, Qatar, Saudi Arabia, Sri Lanka, St. Christopher/Nevis, Sudan, United Arab Emirates, Yemen Arab Republic.
Data relating to population and family planning in 17 foreign countries are presented in these situation reports. Countries included are Afghanistan, Bahrein, Brazil, Ecuador, Indonesia, Iraq, Morocco, Paraguay, People's Democratic Republic of Yemen, Peru, Qatar, Saudi Arabia, Sri Lanka, St. Christopher/Nevis, Sudan, United Arab Emirates, and Yemen Arab Republic. Information is provided under two topics, general background and family planning situation, where appropriate and if if is available. General background covers ethnic groups, language, religion, economy, communication/education, medical/social welfare, and statistics on population, birth and death rates. Family planning situation considers family planning associations and personnel, government attitudes, legislation, family planning services, education/information, training opportunities for individuals, families, and medical personnel, research and evaluation, program plans, government programs, and related supporting… [PDF]
(1990). Form and Function of North Yemeni Qat Sessions. Southern Communication Journal, v55 n3 p292-304 Spr
Analyses qat sessions (small-group social gatherings centered on the use of a mild, euphoric stimulant, qat) in North Yemen. Explores their communicative form and function. (SR)…
(2010). Integrating Language and Content. Teachers of English to Speakers of Other Languages, Inc. (TESOL)
The definition of "English language classroom" is changing. When students have the opportunity to learn content and language at the same time, disciplinary boundaries overlap. Teachers are rethinking how they design courses, plan lessons, assess students, and collaborate with colleagues to support student learning and facilitate their own professional growth. In this volume, contributors describe practical examples of integrating language and content in classrooms in Italy, the Netherlands, Yemen, Turkey, Taiwan, Russia, the United States, and South Africa. Teachers help students achieve their goals–learning English for specific purposes such as advertising, fashion design, and philosophy; teaching adult learners by integrating English skills with health literacy, conflict resolution, and social justice; serving emerging bilingual students in learning grade-level academic material or valuable job skills. Following the series' editors preface, and Chapter 1, At the… [Direct]
(1980). Books about the Middle East for Children and Youth.
This bibliography comprises a list of 236 reviewed children's books about the Middle East. All books were published since 1970 in the United States. For the purpose of this document the countries of the Middle East number 16: Bahrain, Cyprus, Iraq, Iran, Israel, Jordan, Kuwait, Lebanon, Oman, Qatar, Saudi Arabia, Syria, Turkey, United Arab Emirates, Yemen, and Yemen Peoples Democratic Republic. Subjects of books include autobiographies, biographies, geography, literature, religion, and social sciences. The title index lists the author and translator, publisher, date of publication, pagination, cost, illustrator, and suggested grade level. The source of the review, date, and reviewer are also provided. The title index is cross-referenced to author, date, illustrator, reviewer, and subject indexes. (KC)…
(1986). A Bibliography of Agriculture and Rural Life in Yemen.
Intended as a key to current work in agriculture in Yemen, this bibliography cites more than 520 resources produced since 1963 including monographs, journal articles, theses and dissertations, conference papers, case studies, reports, proposals, surveys, bibliographies, and United Nations publications. Foreign language materials in German, French, and Russian are included. Listed alphabetically by authors, the entries provide, when applicable, title, date and place of publication, publisher, volume number, and pagination. A detailed subject index cross references materials to author and page of the entry. The 28 index subject categories and number of entries under each are agriculture–beekeeping (4); agriculture–coffee (9); agriculture–cotton (5); agriculture–fisheries (1); agriculture–forestry (12); agriculture–grapes (3); agriculture–horticulture (6); agriculture–Qat (16); agriculture–appropriate technology (3); animal production (24); bibliographies (1); botany–general…
(1996). Basic Education for Girls in Yemen: Country Case Study and Analysis. Mid-Decade Review of Progress towards Education for All.
In 1995, the International Consultative Forum on Education for All (EFA) commissioned case studies in developing countries as part of a mid-decade review of progress in expanding access to basic education. This paper examines provision of basic education (grades 1-9) in Yemen, focusing on obstacles to girls' education in rural areas. The report provides an overview of enrollments, 1970s-90s, and presents case studies in two rural governorates: Shabwah in northern, former Yemen Arab Republic and Dhamar in southern, former People's Democratic Republic of Yemen. Enrollment data indicate that urban and rural boys and urban girls reached or are nearing EFA's target of 85 percent enrollment in basic education. However, less than a quarter of rural girls are enrolled, and these are concentrated in grades 1-4. The case studies show that although traditional social and cultural attitudes about segregation of the sexes can limit access to education for rural girls, education policy can worsen… [PDF]
(1999). Overseas Students of Arabic and Their Teachers: Issues in Program Implementation.
A study investigated beliefs about language learning held by American adult students of Arabic studying in two programs, one in Morocco and one in Yemen, and compared them with beliefs held by the teachers. Subjects were 44 students and 10 teachers from the Morocco program and 27 students and 7 teachers from the Yemen program. Subjects were surveyed on the first day of classes, before placement tests were conducted. Some demographic differences were found in the two program populations. Survey questions concerned language learning strategies and patterns, personal motivation for language learning, language aptitude, and the nature of language learning. Results indicate that the student and teachers did hold differing beliefs about language learning. Implications for classroom instruction, curriculum design, and evaluation are explored. The questionnaire is appended. Contains 39 references. (MSE)… [PDF]