Internal efficiency of Higher education system in armed conflict-affected countries-Yemen case

Intertribal conflict, educational development and education crisis in Yemen: A call for saving education

“…have enough justifications for attacking and bombing these educational infrastructures. This is also consistent with recent research reporting the responsibility of all involved parties in the damage caused to the education sector in Yemen (Almunifi & Aleryani, 2021;Ghundol & Muthanna, 2022;Jones, 2005;United Nations Children's Fund, 2021;Webb, 2018;World Bank, 2020). These two explanations have at least two possible implications.…”

“…There is a need for significant international efforts towards engaging the parties involved in the ongoing conflict in a dialogue and including countries (possibly benefiting) from the continuation of the conflict, to at least stay away from areas related to education. emergence of the 'Arab Spring', with more educational crises (Almunifi & Aleryani, 2021;Muthanna & Sang, 2018b) and economic, social and political crises (Alaghbari et al, 2019;Gamil & Abdul Rahman, 2020;Porter, 2017) that all have a negative impact on current and future generations. Specifically, before these mentioned events, there was a slow progress in the country marked by social security, political stability and a general feeling of safety.…”

“…Although Yemen's reunification in 1990 was a positive model of overcoming the negative impact of World War II and all colonisation empires (Xia, 2010), it seems to be a less fruitful factor within the influence of the intertribal conflict (Jones, 2011) and regional and international direct and indirect interference on the affairs of the country (Byman, 2018; Clausen, 2018; Sherif, 2018; Stevenson, 2018). The country's situation has further worsened since the emergence of the ‘Arab Spring’, with more educational crises (Almunifi & Aleryani, 2021; Muthanna & Sang, 2018b) and economic, social and political crises (Alaghbari et al, 2019; Gamil & Abdul Rahman, 2020; Porter, 2017) that all have a negative impact on current and future generations. Specifically, before these mentioned events, there was a slow progress in the country marked by social security, political stability and a general feeling of safety.…”

“…The impact of the political crisis on the internal efficiency of higher education (Almunifi & Aleryani, 2021), conflict within the higher education system itself, including policymaking (Muthanna & Sang, 2018a), human capital migration (Muthanna & Sang, 2018b), poor compensation and low salaries (Muthanna, 2015), or even corruption leading to academic injustice (Muthanna, 2013) are all factors behind the low development of education in the nation. Other hindering factors are religious and tribal aspects unique to the Arab and Muslim state, including Yemen (Waghid & Davids, 2014), gender disparity (Yuki et al, 2013), social injustice (Roche, 2013), overpopulated schools (Khair et al, 2012), and poor quality assurance (Anaam et al, 2009).…”

The concept “military/armed conflict” in terms of foreign language teaching methods

“…For example, the educational process in Yemen, which was subjected to the destructive influence of the military conflict that affected teaching and learning activities is analyzed (A.A. AlMunifi, A.Y. Aleryani) [15]. It is stated that children living in the regions involved in wars or armed conflicts suffer from steady stress and fear that influence their cognitive abilities (S.Y.…”