Education Disruption and Its Long-Term Societal Impact in Yemen (2015-2026).

Autor/inn/en	Baker, Maher Asaad; Al-Qrize, Fuad
Titel	Education Disruption and Its Long-Term Societal Impact in Yemen (2015-2026).
Quelle	In: Mahogany journal de social, 3 (2026) 2, S. 125-141 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	3048-0329
DOI	10.37899/mjds.v3i2.360
Schlagwörter	Bildungsbeteiligung; Soziale Folge; Resilienz; Bildungswesen; Einschulung; Schule; Krieg; Humankapital; Wirtschaft; Jemen
Abstract	This study examines how Yemen's long-running conflict has disrupted education and the lasting social effects. War and economic collapse have forced millions of children out of school and destroyed schools. Our goal is to measure these impacts using available data and remote methods. We gathered reports from UN agencies, NGOs, news, social media, and interviews with Yemenis abroad. We used both manual review and AI (LLMs) to analyze themes. Key findings show dramatic enrollment declines (now roughly 42% of young people enrolled), 4-5 million children out of school, and severe teacher attrition (over 65% of teachers unpaid). These losses risk a "lost generation" of uneducated youth. The paper highlights consequences like rising child marriage, child labor, and future economic drag if education isn't restored. It calls for flexible, conflict-sensitive education programs and better remote monitoring tools. This analysis adds context with latest data and suggests urgent actions.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2026/4