Kindly note that I am studying my master on “International Education Management”, and the subject of my thesis is “Development Cooperation in Fragile Countries: Case Study on a Bilateral Education Program (GIZ in Yemen)” by answering the main question: How did the conflict in Yemen affect the relevance, effectiveness, impact, efficiency and sustainability of a bilateral education project of GIZ Yemen? In this thesis, I need to do a literature review about how is the development cooperation on education in fragile countries like Iraq and Pakistan and then Yemen looks like. This literature review shall be up to 10 pages, addition to 5 pages about relevance, effectiveness, impact, efficiency and sustainability. So, I need your support by writing this literature review.
Here are some titles of some references:
- World Bank, USAID, Save the Children and UN reports,
- Gross, Z., Davies, L. (2015). The Contested Role of Education in Conflict and Fragility. Boston, MA: Sense Publishers.
- Gallagher, T. (2005). Education in Divided Societies.
- GIZ (2018). GIZ’s evaluation system: Central project evaluations for BMZ business. Bonn: GIZ.
- The World Bank. (2010), Education Status Report: Challenges and Opportunities. Republic of Yemen.
- UNICEF (2017), UNICEF Annual Report 2017: Yemen
- UNDP. (2016), Yemen Rapid Assessment Report for December 2016: Measuring the Impact of the Public Sector Wage Suspension on Basic Service, Delivery in the Healthcare and Education Sectors.
- Yemen Education Cluster. (2017). Yemen Education Cluster Achievements Report 2016.
- Ministry of Education. (2018). Education in Yemen: Three Years of Withstanding Against Aggression.
- Country Development Cooperation Strategy, 2014 – 2016, USAID/Yemen CDCS, July 2014
Please note the following tentative table of contents of my thesis:
- List of Figures and Tables
- Preface
- Abbreviations
- Introduction [introduction, research questions, structure]
- 1. Background and Theoretical Framework
- 1.1. Education in Fragile Countries
- 1.1.1. International Development Cooperation in the Field of Education
- 1.1.2. International Development Cooperation in Education in Yemen
- 1.1.3. Education in Yemen and the Role of International Development Cooperation
- 1.2. Assessing Education Projects in International Development Cooperation
- 1.2.1. Overview of Project Evaluation in Development Cooperation
- 1.2.2. Key Concepts of GIZ’s Project Evaluations: Relevance, Effectiveness, Impact, Efficiency, Sustainability
- 2. Data Methodology
- 3. Results and Findings
- 4. Discussion
- 5. Conclusion
References
(Annex [if any])
TO BE RE-WRITTEN FROM THE SCRATCH
Development Cooperation in Fragile Countries: Case Study on a Bilateral Education Program (GIZ in Yemen)
1. Background and Theoretical Framework
In this millennium, there has been much progress in solving some of the world’s pressing problems as defined by the United Nations’ Millennium Development Goals (MDGs) and the subsequent Sustainable Development Goals (SDGs). Nonetheless the progress has not been equal with countries that have weak governance systems and that suffer violence and disaster lagging behind. Collectively referred as fragile countries, none of these countries met any of the eight MDGs that were supposed to have been achieved by 2015 and that included achieving universal primary education (Williams, 2017). It is also skeptical that they will achieve the SDGs by the deadline of 2030, including goal 4 of quality education. Children in fragile states “are twice as likely to die before the age of five years, twice as likely to lack access to clean water and more than three times as likely to not attend school than children living in peaceful, low-income countries” (Winthrop and Matsui, 2013). Hence, addressing the issues facing fragile countries is urgent, with education being an important strategy in supporting these countries.
One of the fragile countries is Yemen. Civil war emanating from political conflict that has ravaged the country since 2012 has worsened an already delicate situation,with the country being one of the poorest in the Arab world. The conflict about controlof strategic resources has left 22.2 million people, who constitute 75% of the 28.2 million Yemenis,needing humanitarian assistance, with over 11 million needing acute assistance (World Bank, 2018). More than half of the population lack adequate food and water supply, with agriculture and fisheries industries as well as imports and exports being severely affected. There are hardly any basic health facilities, with 18 million people having no access to basic healthcare. Production of oil and gas is at 10% of pre-war levels. Eight million Yemenis have no means of income and public sector employees are paid intermittently. Three million people are internally displaced.
A country that has a population of 28,250,000 people as of 2018, Yemen’s GDP has shrunk by over 40% since 2014 (World Bank, 2018). Two million children are out of school, constituting 27% of school-going age Yemeni children. About 1700 schools are unfit for use.
It is in the light of this crisis that various organizations are involved in offering emergency support for Yemen. These include the United Nations (UN), World Bank and Gesellschaft für Internationale Zusammenarbeit (GIZ).
The UN and World Bank have supported critical basic services and facilities by financing people and institutions with $1.22 billion in the emergency areas of crisisresponse, health and nutrition, integrated urban services and electricity access. Through the Global Agriculture Food Security program, the World Bank also administers agriculture restoration and enhancementprograms. World Bank and UNICEF have transferred $200 million through an emergency cash transfer program to the poor and vulnerable in the 333 districts in Yemen, so far reaching 1.5 million households and 9 million individuals. 45% of the direct recipients are women, and about 90% of the beneficiaries use the cash to buy food (World Bank, 2018). Through the Emergency Health and Nutrition Project, the World Bank, UN and the World Health Organization (WHO) have provided health and nutrition to nearly 15 million people across Yemen and successfully managed a choleraoutbreak that included supplying safe water to over 1.43 million people in cholera-affected areas.It also involved funding 40% of thepublic primary healthcare facilities and 30% of thepublic hospitals. World Bank, UNDP and Society for Development (SFD) among others have also been involved in rehabilitation of roads,water schemes and agricultural terraces through cash-for-work and community-based programs; offering income and livelihood to about 1.2 million people. The concomitant infrastructure and assets have benefited a further one million people. The international development partners are also involvedin energy generation,forecasting to add 60,000MwH to the national grid.
The efforts of these organizations “anchored in a program for community voice and participation, provide transparency, efficiency and accountability in the use of resources, and support the private sector to create jobs for Yemen’s youth” (World Bank,2018). This approach to fragile countries by Western nations and institutions to aid and development to fragile states is informed by a policy shift informed by the events of 9/11. The policy is ever evolving, and led to a policy document entitled A New Deal for Engagement in Fragile Statesthat addresses gaps posed by “key social and political realities on the ground, relations between partners and international donors, and, just as importantly, how those relations affect development cooperation” (Baranyi and Desrosiers, 2012).
1.1. Education in Fragile Countries
A good education system facilitates learning, acquisition of life skills and social cohesion. While education helps mitigation of adversity risks and facilitates success despite challenges, fragile countries struggle to deliver education to their populations. For example, warring groups usually capture a country’s education for radicalization. This is evident in Afghanistan where, “since 2001, education has become a major victim of Afghanistan’s protracted crisis…resulting in rebel capture of educational spaces for radicalization and violent extremism” (Pherali and Sahar, 2018).
The fragile countries hence are a major challenge in the achievement of SDG goal 4 of inclusive and equitable quality education and promotion of lifelong learning for all. This challenge of transitioning from post-crisis humanitarian……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
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