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Workforce Development Ratings and Data

A description of the Workforce Development scoring methodology and the meaning of categorical ratings displayed below are available in evidence-based frameworks.

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	Yemen, Republic of Country Report 2013
Strategic Framework	Established
Setting a Strategic Direction	Established
	Yemen, Republic of
Advocacy for WfD to Support Economic Development	ESTABLISHED
Are there visible champions advocating for WfD to support economic development?	Yes
Who are the champions of WfD in government?	Political leaders at the national level, High-level government officials, International donors and some NGOs that target youth or women. Political leaders always stress in their speeches the importance of WFD especially after the uprising of youth in 2011.
Which of the following best describes the advocacy exercised by the above champions?	Ad-hoc or fragmented advocacy
Who are the non-government champions of WfD?	Organizations of non-government training providers (e.g. Uganda's UGAPRIVI)
Which of the following best describes the advocacy exercised by the non-government champions?	Ad-hoc or fragmented advocacy
How do the champions for WfD engage in dialogue on the WfD policy agenda?	On an ad-hoc basis
Has advocacy and dialogue among the champions led to collaboration on the WfD policy agenda?	Limited or no collaboration
Strategic Focus and Decisions by the WfD Champions	ESTABLISHED
Which of the following broad areas for WfD have the champions emphasized as priorities to support economic and social development:	Basic education, General secondary education, Technical educational and vocational training to a limited extent
Which of the following more specific areas for WfD have the champions emphasized as priorities to support economic and social development:	Initial vocational education and training (IVET) at the secondary and post-secondary levels, Continuing vocational education and training (CVET) (e.g. on-the-job training, career development)
Regarding the more specific areas, have the champions for WfD made strategic decisions over the last five years?	Yes
What did the strategic decisions consist of?	Allocating budgets for specific WfD goals
How are the WfD champions monitoring implementation progress of the above strategic decisions?	Occasional, ad-hoc reviews (e.g. when a special report is available)
Fostering a Demand-Driven Approach	Established
	Yemen, Republic of
Overall Assessment of Economic Prospects and Skills Implications	ESTABLISHED
Has there been a formal assessment(s) of the country's economic prospects and their implications for skills?	Yes
What is the nature of the studies and assessments?	Occasional or special studies and assessments, Some are routine reports such as the assessment of the implementation of the National development Plan, by the MOPIC. However, they do not establish a direct relationship between economic prospects and skills needs.
What is the scope of the assessment(s):	Key growth sectors only
Please indicate all sources of data that informed the assessment(s):	Labor force surveys, International comparisons, Country reports
Please select all parties that sponsor or conduct these studies and assessments:	Government agencies, Independent national organizations (e.g. universities, research institutions, think tanks)
Critical Skills Constraints in Priority Economic Sectors	ESTABLISHED
List below three of the country's priority economic sectors:	Construction, Services (hotels- tourism, retailers, entertainment facilities, etc.), Agriculture
Have the government or WfD stakeholders identified critical skills constraints in these priority sectors?	Yes
How were the skills constraints identified in these priority sectors?	Through ad-hoc, informal assessments, that depend highly on external funding
What describes the key measures being taken to address skills constraints in these priority sectors?	Reforming existing courses, programs, or training institutions, Setting up new dedicated courses or programs, Creating new training institutions
Are the previously identified WfD champions closely associated with the above key measures to address skills constraints in the priority sectors?	Yes, to some extent
Role of Employers and Industry	ESTABLISHED
Do employers and industry have a role in defining strategic WfD priorities for the country or region?	Yes, but the participation is very limited and of consultative nature
How do employers and industry provide inputs in setting strategic WfD priorities?	Through ad-hoc meetings and other mechanisms only
List two major policy or investment decisions with WfD implications in the past three years that have benefitted from employer and industry input:
In what ways are employers and industry helping to address the skills implications of the above two policy/investment decisions?
What best describes the depth of engagement by employers and industry in the areas selected above?
Skills-upgrading Incentives for Employers	EMERGING
Does the government provide incentives for formal sector employers to develop and upgrade skills?	Yes
Does the country have a levy-grant scheme for training for formal sector employers?	Yes, with limited coverage of employers
Is an annual report publicly available on the operations of the levy-grant scheme?	No
What other government incentives for skills upgrading exist for formal sector employers?	Targeted support to small and medium sized firms (e.g. dedicated services)
Identify two major programs benefitting formal sector employers that feature the incentives listed above:	Skills Development Fund, Short courses provided through public TEVT institutes and community colleges with symbolic fees
Does the government provide support for informal sector businesses to develop and upgrade skills?	No
What government support for skills upgrading is provided for informal sector businesses?
Identify two major programs benefitting informal sector businesses that feature the government support listed above:
Notes, if any, on this topic:
Monitoring of the Incentive Programs
Name of Program 1:	Skills Development Fund
Date started:	Established in 1995, but completely restructured in 2009
Has this program been reviewed for impact on skills and productivity?	Yes
Is the review process systematic and routine?	No
Please provide the date of the last review below:	2008
What best describes the follow-up to the review?	Full reconstruction
Notes, if any, on this program:
Name of Program 2:	Short courses provided through public TEVT institutes and community colleges with symbolic fees
Date started:	2000
Has this program been reviewed for impact on skills and productivity?	No
Is the review process systematic and routine?
Please provide the date of the last review below:
What best describes the follow-up to the review?
Strengthening Critical Coordination	Established
	Yemen, Republic of
Roles of Government Ministries and Agencies	EMERGING
Which of the following have legally-defined roles and responsibilities for WfD?	Ministry of Education or equivalent, Ministry of Labor or equivalent, Ministry of Technical Education and Vocational Training and Ministry of Higher Education and Scientific Research
What best describes the degree of overlap in the mandates of the above entities?	Overlaps in practically no area
Do mechanisms exist to ensure coordination of WfD strategies and programs across ministries and agencies?	Yes, ad-hoc mechanisms only
Roles of Non-Government WfD Stakeholders	ADVANCED
Do non-government WfD stakeholders have legally-defined roles and responsibilities?	No
Which of the following non-government WfD stakeholders have legally-defined roles and responsibilities?
Do mechanisms exist for coordination between government entities and non-government WfD stakeholders?	No, Only invitations to non-government actors to meetings and workshops for consultation and dissemination purposes
Coordination for the Implementation of Strategic WfD Measures	EMERGING
Please list two major initiatives or programs closely associated with the previously identified WfD champions that address skills constraints in the priority economic sectors	Establishing the Supreme Council for Education Planning (SCEP) or committees to communicate and coordinate efforts
Please answer the following questions for the more important of the above two measures.
Is the above measure accompanied by an implementation plan?	No
Is the above measure accompanied by a budget allocation?	Yes
Indicate below all key entities with responsibility for implementing the above measure:	Ministry of Education or equivalent, Ministry of Technical Education and Vocational Training and Ministry of Higher Education
How do the above entities coordinate the implementation of the above measure?	Meetings, annual report detailing sattistics, through the Supreme Council for Education Planning (SCEP)
How is implementation progress for this measure monitored?	Through routine reporting arrangements
Have the most successful features of this measure been mainstreamed into the formal WfD system?	No
System Oversight	Emerging
Ensuring Efficiency and Equity in Funding	Emerging
	Yemen, Republic of
Overview of Funding for WfD
How does the government mobilize funds for WfD?	General taxation, Mandatory contributions for dedicated training funds (e.g. levy schemes), Allocations to different educational entities such as the MOE, MTEVT, direct funds to universities and community colleges
Which of the following types of training receive financial support from the government?	Initial vocational education and training (IVET), Continuing vocational education and training (CVET) (e.g. on-the-job training, career development), Community Colleges, 4. Training programs funded by SDF
For decisions on capital investments by the government, which ministry(s) is directly responsible?
Initial Vocational Education and Training (IVET)	Ministry of Finance, Ministry of Technical Education and Vocational Training (MTEVT)
Continuing Vocational Education and Training (CVET)	Ministry of Finance, Ministry of Technical Education and Vocational Training (MTEVT)
Training-related active labor market programs (ALMPs)
For decisions on spending on salaries (including hiring decisions), which ministry is directly responsible?
Initial Vocational Education and Training (IVET)	Ministry of Finance, Ministry of Civil Services and Ministry of Technical Education and Vocational Training (MTEVT)
Continuing Vocational Education and Training (CVET)	Ministry of Finance, Ministry of Technical Education and Vocational Training (MTEVT)
Training-related active labor market programs (ALMPs)
For decisions on non-salary operational spending to deliver training services, which ministry is directly responsible?
Initial Vocational Education and Training (IVET), if relevant	Ministry of Technical Education and Vocational Training (MTEVT)
Continuing Vocational Education and Training (CVET), if relevant	Ministry of Technical Education and Vocational Training (MTEVT) and Community Colleges
Training-related active labor market programs (ALMPs), if relevant
What is the main mechanism used by the government to provide recurrent funding for training?
Initial Vocational Education and Training (IVET), if relevant	Budget allocations to training providers (e.g. training institutions, employers involved in apprenticeship programs, etc.)
Continuing Vocational Education and Training (CVET), if relevant	Earmarked levies channeled to quasi-governmental, autonomous agencies (e.g. Brazil's SENAI), Short courses provided in TEVT centers/institutes and community colleges for a fee
Training-related Active Labor Market Programs (ALMPs), if relevant
Recurrent Funding for Initial Vocational Education and Training (IVET) [*]	EMERGING
Which of the following best describes the ministry's budget process for funding IVET institutions and programs?	Routine annual budgeting
What criteria are used to determine funding allocation to IVET institutions and programs?	Previous year's budget, Enrollment, Completion and repetition rates
Are the criteria for allocating WfD funding to institutions and programs subject to periodic review?	Yes, on an ad-hoc or occasional basis
Provide two examples of major reforms in the last five years to improve efficiency and equity in funding allocations:	The evaluation of the Five Year National Development plan and reviews that took place after the 2011 crisis
Notes, if any, on this topic:
Recurrent Funding for Continuing Vocational Education and Training Programs (CVET)	ESTABLISHED
Indicate below the ministries or agencies responsible for CVET, listing the lead entity first:	Ministry of Technical Education and Vocational Training (MTEVT) and Ministery of Education (for teachers and staff)
How is recurrent funding for CVET programs decided?	Through a formal process of application and approval
Are training providers provided with incentives to seek and to retain accreditation?	Officials in the sponsoring ministry or agency with input from key stakeholders
Does the ministry or agency produce an annual report?	Yes, for public dissemination
What is the latest year for which the report is available?	2012
Please name two on-going or recent government-supported programs to foster on-the-job training (OJT) in small and medium sized firms (SMEs):	Training programs for management level and teachers within the Ministry of Education (MoE), Computer Driving License, ICDL
Have these programs been reviewed for their impact?	No
Have the reviews led to changes in program funding or design?
Please name two on-going or recent programs to support individual career or professional development (e.g. reskilling or upgrading skills):
Have these programs been reviewed for their impact?
Have the reviews led to changes in program funding or design?
Recurrent Funding for Training-related Active Labor Market Programs (ALMPs)	EMERGING
Indicate below the ministries or agencies responsible for training-related ALMPs, listing the lead entity first:
Who are the beneficiaries of training-related ALMPs supported by government funding?
Please indicate two major training-related ALMPs supported by government funding:
How is funding for the above two programs decided?
Who is involved in this process?
How is training provision implemented?
Have these programs been formally reviewed for their impact?
Have the reviews led to changes in program funding or design?
Notes, if any, on this topic:
Equity in Funding for Training Programs (IVET)	EMERGING
In the last five years, has there been a formal review(s) of the impact of WfD funding on the beneficiaries of training programs?	No
Please provide two examples of reviews conducted in the last five years:
Which of the following outcomes by socioeconomic group did the review(s) consider?
Which of the following parties participated in dialogue on the findings of the above review(s) and their implications:
What has been the follow-up to the above review(s)?
Equity in Funding for Training Programs (CVET)	EMERGING
Continuing Vocational Education and Training (CVET)
In the last five years, has there been a formal review(s) of the impact of WfD funding on the beneficiaries of training programs?	No
Please provide two examples of reviews conducted in the last five years:
Which of the following outcomes by socioeconomic group did the review(s) consider?
Which of the following parties participated in dialogue on the findings of the above review(s) and their implications:
What has been the follow-up to the above review(s)?
Notes, if any:
Equity in Funding for Training Programs (ALMPs)	LATENT
Training-related Active Labor Market Programs (ALMPs)
In the last five years, has there been a formal review(s) of the impact of WfD funding on the beneficiaries of training programs?
Please provide two examples of reviews conducted in the last five years:
Which of the following outcomes by socioeconomic group did the review(s) consider?
Which of the following parties participated in dialogue on the findings of the above review(s) and their implications:
What has been the follow-up to the above review(s)?
Partnerships between Training Providers and Employers	ESTABLISHED
Does the government facilitate such partnerships through formal arrangements?	Yes
At what levels have the partnerships been institutionalized?	Regional or district, National
What benefits do the participating employers get from partnerships with training providers?	Access to potential new hires, Participation in governing bodies
Please name below two major employers, and the resources that they provide for WfD:
Name of Employer 1, please indicate below:	Hail Saeed Group
What resources does this employer provide?	Financial contribution, Training facilities, Provision of work exposure (e.g., internships and on-the-job training)
Name of Employer 2, please indicate below:	Universal Group
What resources does this employer provide?	Financial contribution
Assuring Relevant and Reliable Standards	Emerging
	Yemen, Republic of
Competency Standards and National Qualifications Frameworks	EMERGING
Indicate below the ministries or agencies, if any, with oversight responsibility for competency standards and/or the national qualifications framework (NQF), listing the lead entity first
Have competency standards for occupations been defined?	Yes, for a few occupations
Is a national qualifications framework (NQF) in place?	No
What is the occupational coverage of the NQF?
What range of skill levels does the NQF cover?
Which of the following parties are involved in policy dialogue on competency standards and/or the NQF?	Government ministries or specialized agencies
What best characterizes the policy dialogue on competency standards and/or the NQF?	Takes place on an ad-hoc basis
Competency Standards for Major Occupations	ESTABLISHED
Please indicate two major skilled or semi-skilled occupations (i.e. dominant or fastest-growing):	Contractor, Construction worker
Occupation 1:
Who is involved in setting the competency standards?	MTEVT
Do training providers for this occupation utilize competency-based curricula aligned to the standards formally agreed upon by the above stakeholders?	Yes, some do
Occupation 2:
Who is involved in setting the competency standards?	MTEVT
Do training providers for this occupation utilize competency-based curricula as defined by standards formally agreed upon by the above stakeholders?	Yes, some do
Occupational Skills Testing	EMERGING
Is competency-based testing used to certify qualifications in skilled and semi-skilled occupations?	Yes, in a few occupations
Which of the following describes the system for competency-based testing?	Testing is conducted only by accredited testing centers
Indicate below the ministry(s) or agency(s) with oversight responsibility for competency-based testing, listing the lead entity first:	MTEVT
Which of the following best describes the volume of testing administered by the lead entity?	Few are tested
Has the above entity taken measures in the last three years to manage the cost of skills testing and certification?	No
Notes, if any, on this topic:
Skills Testing and Certification	EMERGING
List below two of the most common certificates (exclude those required for licensing):	Long-term qualification: Technical Diploma (3 years)- community college -post secondary, Long term: :Technical Diploma (2 years)- TEVT institutes
What best describes the public's confidence in the above certificates?
Certificate 1:	Recognized and valued by public and private sector employers
Certificate 2:	Recognized and valued by public and private sector employers
Notes, if any, on this topic:
Skills Testing for Major Occupations	EMERGING
List two major skilled or semi-skilled occupations (i.e. dominant or fastest-growing):	Electrician, Construction skilled worker-builder
Occupation 1:
What best describes the focus of the tests?	Mainly practical
Is a certificate awarded upon successful completion of the tests?	Yes
Is a certificate required for practitioners of this occupation?	Yes
Does having a certificate improve employability and earnings in this occupation?	Yes
Notes, if any, on skills testing for occupation 1:
Occupation 2:
What best describes the focus of the tests?	Mainly practical
Is a certificate awarded upon successful completion of the tests?	No
Is a certificate required for practitioners of this occupation?
Does having a certificate improve employment and earnings in this occupation?	No
Notes, if any, on skills testing for occupation 2:
Government Oversight of Accreditation
Accreditation of Training Providers
Is a system in place to accredit training providers?	Yes
Please indicate the government ministries or agencies that exercise this function:	The MTEVT and Community College Council
Accreditation of Training Programs
Is a system in place to accredit training programs?	Yes
Please indicate the government ministries or agencies that exercise this function:	The MTEVT and Community College Council
Notes, if any, on this topic:
Establishment of Accreditation Standards [*]	ESTABLISHED
What entity establishes the accreditation standards for training providers?	A designated office in the ministry, Also the Higher Council for Community colleges
How does the above entity establish accreditation standards for training providers?	Internal consultations only
Are accreditation standards periodically reviewed?	No
Do these protocols involve formal input from external bodies?	No
Notes, if any, on this topic:
Accreditation Requirements and Enforcement of Accreditation Standards [*]	ESTABLISHED
What types of providers are required to obtain accreditation?	All providers regardless of funding
Are accredited providers required to renew their accreditation status on a regular basis?	Yes
Are accreditation standards publicized?	No
Are accreditation standards enforced?	Yes, to some extent
Why are accreditation standards not enforced?
Incentives and Support for Accreditation [*]	ESTABLISHED
Are training providers provided with incentives to seek and to retain accreditation?	Yes
What types of incentives are provided to training providers?	Linking accreditation to obtaining license to operate
Are training providers provided with support to seek and to retain accreditation?	Yes
What type of support is provided to training providers?	Technical assistance to meet accreditation standards
Diversifying Pathways for Skills Acquisition	Emerging
	Yemen, Republic of
Learning Pathways [*]	ESTABLISHED
Are separate academic and vocational/technical streams offered at the secondary level?	Yes
In what year of schooling does the streaming begin?	After 9 years of schooling by the end of the basic education stage
What are the options for technical and vocational education and training at the post-secondary level?	TVET institutions or centers (e.g. offering certificate programs), Polytechnics, community/technical colleges, Technical programs within universities
Can graduates of secondary vocational/technical streams progress to post-secondary levels of study?	Yes, only to vocationally-oriented programs
Can graduates of post-secondary vocational/technical programs (e.g. polytechnics, community colleges) progress to university programs?	Only the first three top students and after long procedures and paperwork can be enrolled in some universities
Public Perception of Pathways for TVET [*]	EMERGING
Has the government taken action to improve public perception of TVET?	No
What do these actions consist of?
Regarding diversifying pathways, has the government taken major actions in the last 10 years?
List two of the most important of these government actions to diversify pathways:
Have these actions been monitored or reviewed for their impact on diversifying learning pathways?
What best describes the review process?
Has the above review led to changes in policies to diversify learning pathways?
Notes, if any, on this topic:
Articulation of Skills Certification [*]	ESTABLISHED
Are certificates awarded for completing technical/vocational training programs recognized in the national qualifications framework?	The NQF is not developed yet
Do training providers under ministries other than Education offer programs leading to the award of formal qualifications?	Yes
Are the qualifications awarded by non-Education ministries recognized for admission into formal education and training programs under the Ministry of Education?	No
List below five common qualifications awarded by non-Education ministries that are recognized for admission into formal education and training programs under the Ministry of Education:
List below the qualifications from above that are recognized with the granting of credit:
Notes, if any, on this topic:
Recognition of Prior Learning [*]	LATENT
How have policy makers addressed issues pertaining to the recognition of prior learning (RPL)?	Limited or no attention
Does a national organization exist dedicated to adult learning and related issues (e.g. recognition of prior learning)?	Yes, a national organization exists (e.g. Singapore's IAL, Korea's KRIVET, Costa Rica's INA)
Is recognition of prior learning (RPL) integrated into the national qualifications framework (NQF) or the framework for occupational competency standards?	No
What best describes the government's outreach to inform the public about the recognition of prior learning?	Limited or no outreach
Notes, if any, on this topic:
Support for Further Occupational and Career Development [*]	EMERGING
Indicate below the ministries or agencies that provide or fund services to support further occupational and career development:	The MTEVT (technical institutes and vocational training courses + community collages), the Ministry of Education, SDF and the Minstry of Yoth and Sports
What describes the scope of publicly-sponsored further occupational and career development services?	Limited menu of services
What describes the organization of the above services?	Service centers that are part of a regional or national system
In the last five years, has the government reviewed its policies or programs for further occupational and career development?	Yes
Was the above review part of a routine and institutionalized process?	No
Has the above review led to changes in policies, funding, or the design of services for further occupational and career development?	No
Notes, if any, on this topic:
Training-related Provision of Services for the Disadvantaged [*]	ESTABLISHED
Are publicly-funded training programs available for disadvantaged populations?	No
Indicate below the ministries or agencies that oversee the above programs, listing the lead entity first:
How does the lead ministry or agency support publicly-funded training programs for disadvantaged populations?
Please indicate below the nature of the systematic support:
Indicate below two major programs addressing the training needs of disadvantaged populations:
Have these programs been monitored and reviewed for impact?
Are these reviews part of an institutionalized and routine practice?
Following these reviews, have the programs been adjusted in light of the findings?
Notes, if any, on this topic:
Service Delivery	Emerging
Enabling Diversity and Excellence in Training Provision	Emerging
	Yemen, Republic of
Scope and Formality of Non-State Training Provision [*]	ESTABLISHED
Are non-state providers allowed to offer training? (e.g. IVET, CVET, training-related ALMPs)	Yes
What types of non-state providers are allowed to offer training?	Domestic non-profit providers, Domestic for-profit providers, Foreign for-profit providers
What best describes the composition of training providers?	Consists of a highly diverse mix of providers
Does an association of private training providers exist?	No
Briefly describe this association's membership, governance structure, and its role in policy dialogue with the government:
What best describes the registration status of non-state training providers?	Most are registered
Are non-state providers required to renew their registration on a regular basis?	Yes
What best describes the licensing status of non-state training providers?	Most are licensed
Are non-state providers required to renew their license on a regular basis?	Yes
Notes, if any, on this topic:
Incentives for Non-State Providers [*]	ESTABLISHED
Does the ministry or its agencies use non-financial incentives to encourage non-state training provision?	Yes
What do these non-financial incentives consist of?	License to operate, Access to support services (e.g., information, instructor training, etc.), Authorization to issue government-recognized certificates and diplomas
Does the ministry use financial incentives to encourage non-state training provision?	No
What do these financial incentives consist of?	Eligibility to receive or compete for training grants
Notes, if any, on this topic:
Quality Assurance of Non-State Training Provision [*]	EMERGING
Are measures in place to assure the quality of non-state training provision?	Yes
Please indicate the features of these measures for quality assurance:	Regular reporting by providers to WfD authorities, Audits conducted on a regular schedule
Are measures taken to address quality issues in lagging institutions?	Yes
Please indicate the specific measures for the lagging institutions:	Revocation of license to operate or eligibility to receive public funding
Notes, if any, on this topic:
Review of Policies towards Non-State Training Provision [*]	ESTABLISHED
Has the government reviewed its policies regarding non-state training provision?	No
What is/was the nature of the review(s)?
Please provide an example of a recent review:
Following the above review, have the policies been adjusted in light of the findings?
Notes, if any, on this topic:
Targets and Incentives for Public Training Institutions [*]	EMERGING
Are training institutions expected to achieve specific targets for desired WfD outcomes?	Yes
What specific targets are training institutions expected to achieve?	Enrollment, Repetition rates, Graduation rates, Pass rates on terminal examinations
Is a reward system in place for public training institutions that achieve agreed targets?	No
What does the reward system consist of?
Do institutions or programs that fail to achieve agreed targets face consequences?	Yes
How does the ministry respond to institutions or programs that persistently fail to achieve agreed targets?	Closure of programs or institutions
Notes, if any, on this topic:
Autonomy and Accountability of Public Training Institutions [*]	EMERGING
Over which of the following functions does the management of public training institutions have authority?	Selection and admission of trainees, Purchases of training materials and other inputs
Are public training institutions allowed to generate and retain revenues?	Yes, some are allowed
Are public training institutions governed by a board to which management is accountable?	No
How are complaints regarding the management of training institutions addressed?	Limited or no channels to file complaints
Notes, if any, on this topic:
Introduction and Closure of Public Training Programs [*]	LATENT
Introduction of Programs
What best describes the ministry's or agency's process for approving new programs?	Ad-hoc
Which of the following influences or informs decisions on the introduction of major programs?	Availability of financing, Capacity for training provision (e.g., staff, equipment, facilities, etc.), Support from relevant stakeholders
Please indicate two major new programs that were introduced within the last five years: (Select the most recent major programs)	Maintenance and Electricity of Cars in the Industrial Technical Institute Dhahban (supported by the Japanese government), The Higher Technical Education Project, March 2011 (funded by the Netherlands) to improve the performance of training programs and finalizing the development of training modules to be introduced in Sana'a and Aden
Notes, if any, on introducing programs:
Closure of Programs
Does the ministry (or relevant agency under the ministry) conduct system-wide assessments to identify publicly-funded programs for closure?	No
Which of the following informs decisions on the closure of major programs?
Please indicate two major programs that have been closed within the last five years:
Notes, if any, on closing programs:
Notes, if any, on this topic:
Fostering Relevance in Public Training Programs	Emerging
	Yemen, Republic of
Links between Training Institutions and Industry [*]	ESTABLISHED
What links exist between training institutions and industry to improve training relevance and quality?	Formal links exist
What is the scope of the formal links?	Links exist between some training institutions and industry(ies)
In what areas have significant links been established?	Participation in governance or advisory bodies, Industry internships or training for trainees, Participation by industry in assessment of trainees
Notes, if any, on this topic:
Industry Role in the Design of Program Curricula [*]	ESTABLISHED
Do industry experts provide inputs into the design of the curricula of publicly-funded training programs?	Yes, informally
To what extent do industry experts exercise this role?	In some institutions
Notes, if any, on this topic:
Industry Role in the Specification of Facility Standards [*]	ESTABLISHED
Do industry experts provide inputs into the specification of facility standards for publicly-funded programs?	No
In what areas do industry experts have a role in the specification of facility standards?
Notes, if any, on this topic:
Links between Training and Research Institutions [*]	EMERGING
What links exist between training and research institutions?	Links are rare or absent
In what areas have links led to significant collaboration?
Notes, if any, on this topic:
Recruitment and In-Service Training of Heads of Public Training Institutions [*]	EMERGING
Do explicit standards exist for the recruitment of the heads of these institutions?	Yes
Please indicate the criteria that heads must satisfy:	Minimum academic qualifications (e.g., certificates, diplomas, and degrees), Minimum years of industry or work experience, Minimum years of teaching experience
Do heads have opportunities to participate in in-service training or professional development?	No or rarely
What types of in-service or professional development opportunities are available to heads?	Seminars, workshops, and conferences, Formal courses
Notes, if any, on this topic:
Recruitment and In-Service Training of Instructors of Public Training Institutions [*]	EMERGING
Do explicit standards exist for the recruitment of the instructors of these institutions?	Yes
Please indicate the criteria that instructors must satisfy:	Minimum academic qualifications (e.g., certificates, diplomas, and degrees), Minimum years of teaching experience
Do instructors have opportunities to participate in in-service training or professional development?	Yes, once every few years
What types of in-service or professional development opportunities are routinely available to instructors?	Seminars, workshops, and conferences, Formal courses
Notes, if any, on this topic:
Enhancing Evidence-based Accountability for Results	Emerging
	Yemen, Republic of
Administrative Data from Training Providers	ESTABLISHED
Are public training providers required to report specific data?	Yes
What data are public training providers required to report?	Administrative data (enrollments, staffing, budgets, etc.), Graduation statistics
Do public training providers produce annual reports?	Yes, most institutions produce reports for internal use
Are non-state training providers required to report administrative data (enrollments, staffing, etc.)?	Yes, all are required
What best describes the completeness of reporting by non-state training providers?	Most providers supply the required data
How are data from training providers organized and maintained?	Data are submitted to the ministry or agency but are not maintained in centralized databases
What is the latest year for which system-wide data are available?	2011
Notes, if any, on this topic:
Survey and Other Data	EMERGING
Does the ministry or agency conduct or sponsor periodic surveys of special topics or issues?	Yes, occasionally
Provide two examples of major surveys conducted or sponsored by the ministry or agency in recent years:	The labor force survey 2003
Does the ministry or agency conduct or sponsor impact evaluations of major programs?	No
Provide two examples of impact evaluations conducted or sponsored by the ministry or agency in recent years:
Notes, if any, on this topic:
Use of Data to Monitor and Improve Program and System Performance	EMERGING
What best describes how the ministry or agency uses the administrative data reported by training providers?	Rarely used
How has the ministry or agency used the results of the special surveys and impact evaluations listed above?
Does the ministry or agency publish information on the employment and earnings of the graduates of training programs?	No
Is the above information available online to all users, including potential trainees?
Notes, if any, on this topic:

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