Basic education development project, Yemen Arab Republic : report of the second external evaluation team

Special evaluation covers the period 1979-9/83 and is based on document review, site visits, and interviews with Sana'a University, Eastern Michigan University (EMU), and MOE staff and with participant trainees. Although there were serious delays early on and target dates still are not being met, substantial progress has been made, particularly in subprojects (SP's) for Primary Teacher Training (PTT) and Primary and Science Education (PSE). Under PTT, 77 primary teacher trainers have received M.A.'s from EMU, while under PSE, a curriculum and materials center, two science laboratories, and a mathematics laboratory have been designed (the laboratories should be in operation in early 1984). Also under PSE, the administrative, curricular, and pedagogical capabilities of Sana'a University's Faculty of Education are being substantially improved, through high-quality TA and U.S. graduate training of 12 faculty. Outputs of the Administrative Support SP (which should be eliminated or redesigned) include one short-term inservice training program and U.S. graduate training for two MOE officials. Project successes are due largely to the dedication of EMU staff and faculty and the commitment of USAID/Y and Yemeni personnel. Nonetheless, achievements are less significant than could be, due to design flaws and deficiencies in planning, management, and monitoring. Redesign into two components (the first to focus on curriculum reform and instructional materials for teacher training institutions and primary schools, the second to include all project training) is suggested. Other recommendations include modifications to PSE and PTT and termination of the Collaborative Assistance Mode SP as an independent activity. Some tentative lessons may be inferred from project experience: (1) the existence of adequate supporting infrastructure must be ensured before initiating a project; (2) activities that have met extended resistance should be eliminated or redesigned (not pushed through); (3) participants should be selected carefully and held to rigorous and consistent academic standards; (4) the MOE's negative reaction to foreign experts delving into its administrative and structural problems could have been predicted.