Water education in yemen. master thesis presentation

Water Education in
Yemen
Baseline Assessment Study for
the Water Concepts in Primary
and Secondary Education
1
Supervisors:
Dr. Maha Halasheh
Dr. Lars Ribbe
Dr. Gerhard Lichtentahler
Master Thesis By:

Contents
 General Background
 Introduction (Study problem statement, scope,
importance, and objectives
 Methodology
 Main Results
 Conclusions and Recommendations
 References
2
Water Education in Yemen. IWRM Master Thesis Defense. A. ALWAN. 20.01.2013

1. General Background
3
1.1. Water and Education
Safe and adequate
water services ….
Better quantitative and
qualitative education
outcomes
Sustainable water
resources
Effective water
education ….
Source: Own illustration

1. General Background
4
1.2 . Water Education in Yemen
Officially water issues were adopted in textbooks in 1998 as:
I. Stage 1: Insertion.
II. Stage 2: New topics
III. Stage 3: Comprehensive and professional water content as a part of
the National Curricula General Document.
Only 70% of the agreed work of the first phase was implemented?!
Source: (NWRA, 1999)

2. Introduction
5
2.1 . Study problem and main Qs
 End users represent a significant element of the worsening water
situation in Yemen; meanwhile, they considered as key players of
effective management (Ward et al, 2011).
 Their roles became much more influential in absence of proper
management by official sectors (NWSSIP update, 2012).
 Informal education is still striving and has very limited impact.
 Formal education started in 1998, however, partially implemented.
 Assessment has never been carried out.

2. Introduction
6
2.2 . Main Research Qs
 To what extent Y. students are educated related to water?
 What are the main concepts delivered?
 What cognitive and experiential depth do they have?
 Do they match with ongoing critical water situation? Do they align
with IWRM mainstream?
 What are the main gaps, weaknesses…etc?
 What other teaching aids are used to support educating the stuff?
 How both water and education sectors collaborate?

7
2.3 . Study Scope
Figure 1. Yemeni Education System Structure, Number of Students and Gross Enrollment Ratio (GERs)
(%), 2007-08 . (Source: MOE, 2008 in World Bank, 2010)
Study
Scope
2. Introduction

8
2.4 . Study Importance
 This is a first assessment study evaluating water concepts presence in
the national school textbooks and teaching aids.
 It also reveal underling factors led to what is already existed.
Benefits that can be obtained beyond this work in future are:
 Creating a holistic understanding by learners ….etc
 Aware Students and teachers can serve better teaching others…,
 In the near future, knowledgeable students are expected to be the
effective water managers in the field of use, and
2. Introduction

9
2.5. Study Objectives
The main objective of this study is basically to assess the water
concepts within the primary and secondary national textbooks and
propose how they can be improved.
• Investigating and mapping.
• Conducting cross-sectional analyses
• Evaluating present teaching aids
• Propose how the water concepts presence and teaching aids
can be developed.
2. Introduction

3. Methodology
10
 Data Collection
 Textbooks content mapping and concepts assessment
 Curricula and Water Experts communication
3.1. Main Approach

11
 Mapping Matrix Development (Multidimensional)
 Textbooks and concepts data Coding and recording
3.2. Methodology: Textbooks Screening
3. Methodology
Rainfall Snow Fug others
GW
(Aquifer
s, wells)
GW
(Shared
Aquifers)
Springs
Mineral
hot
water
Seas,
ocean
s
Rivers,
Lakes,
pond
Seasonal
spates,
streams
Dams,
Dikes
Water
Harvestin
g (Pools
and
Tanks)
Sabkhah
(low
salty
ponds in
wadies)
Shared
surface
water
(Rivers,
lakes,
regional
water in
seas
others
Treated
Waste
Water,
agricultur
e
drainage
water
Treated
Grey
Water
Desalina
ted
Water
Clouds
Harvesti
ng
others
III. Detailed Water-Based Analysis
III. A. Type of Water Resources
III. A.1. Precipitation III. A.2. Ground Water III. A.3. Surface Water III. A.4. Non Traditional Water Resources
Subject
name
Grade # Book Code
Is.12.01
Issuing Date and
Decree
29.08.2001
Issuing
Decree
NO
23
Screening
date by
researcher
07.10.2012
Islamic
Studies
Semester Book size (Pages):
190
Printed for …. and
on
2013
Revised
or not
Third
edtion
Revision
date by
researcher
13.11.2012
Concept
ID
Concept Description Remarks Gaps/weakness
Topic name
and Page/s #
Unit
name
and
number
Dep. Indep.
As the core
of the
topic/unit
As a
complement
ary concept
As add-ons
to the topic
Knowl
edge
(Inform
ation/fa
ct)
Skills
*
(CT,
PS,
An,
Ap,
DM,
Sy,
In…et
c)
Ethics/V
alues
Participa
tion
Attitude
Experie
nce
Reflec
tion
(Refle
ctive
Obser
vation
)
Generali
zation
(Abstra
ct
Concep
tualizati
on)
Applica
tion
(Active
Experi
mentati
on)
Context
A. Contexts and Concepts Primary Description
Topic and Unit data
Unit Contents
Dependency
Analysis I.A. Concept Delivery
Analysis I.B. Concept
Representation/Formulation
Analysis I.C. Concept
Experience Depth within the
topic/unit (Concept
Organization along the
experiential path)
12th
General
Remark on
Book
Contents
1st
B. Concept Setting I. Educational-Based Analysis



12
A. Concepts First detailed Vertical
analysis (Subject level):
 Spiral Teaching (Subjects Contribution)
 Cognitive depth (Delivery and
representation Forms)
 Vertical Sequence and Development
 Visualization Description
3.3 Water concepts analyzing and evaluation
3. Methodology
Source: Own illustration

13
B. Concepts Second detailed Horizontal analysis ( Grades level):
 Concepts Scope (What concepts are given?)
 Experiential Depth (Williamson Model)
 Concepts Mis-alignment (Adverse, Mis-conceptualized and
advanced)
3. Methodology

14
C. Concepts Third detailed analysis (Water Main Principle):
 Water Main Principles Scope
 Concepts Spatial Scope
>>>>>>>> Gaps and weaknesses
3. Methodology

15
 Field Visits
 Officials meetings
D. Teaching Aids Investigation and assessment
3. Methodology

4. Main Results
16
165 Textbooks in grades 1- 12 are screened, and documented

4. Main Results
17
165 Textbooks in grades 1- 12 are screened, and documented
Subject
Grade
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
Quran
Islamic education
Arabic
Social studies
History
Geography
Yemeni society
1
Sociology
Economics
Psychology
Logic
Philosophy
Mathematics
Statistics2
Science
Biology
Chemistry
Physics
English
Source: Modified from World Back, 2010 based on MOE Decree No. 32 of 2002.

18
67%
75%
33%
25%
0%
20%
40%
60%
80%
100%
Units Lessons
Unites and Lessons Objectives statement
No
Yes
4. Main Results

19
 A total of 494 water concepts are identified
 A holistic and spiral can be teaching attained when different subjects
contribute to conceptualize the matter in question (Bloom 2006).
13
39
97
32 30
124
11
31
0
70
20
9 5
13
0 0 0 0 0
0
20
40
60
80
100
120
140
Subjects Contributions
4. Main Results

20
15%
38%
47%
Water Concepts Delivery Form
Core of topic Complementary Add-ons to topic
4. Main Results

21
69%
19%
10% 1% 2%
Representation form
Information Skills Ethics/Values
Participation Attitude
4. Main Results

22
Experience
Depth
E E E,R E E E E E,R E
Representation Kn Kn Kn Kn Kn Kn Kn Kn Kn
Delivery 35 34 33 33
X,
34
X,
34
28
28-
29
55
Experience
Depth
E E,R
Representation kn
Kn,
Sk
Delivery Co 93
Experience
Depth
E E E E E
Representation kn Kn Kn Kn Kn
Delivery Co 120 112 80 100
Experience
Depth
E E E,R
Representation kn Kn
Kn,
Va
Delivery Co 54
75,7
6,90
Experience
Depth
E E E
E,R,
G
E
Representation kn Kn Kn
Kn,
Sk
Kn
Delivery 80
X,
73,7
4
75
III
(80/
3/4/
7)
92
Experience
Depth
E
Representation Va
Delivery 45
Experience
Depth
E,R E,R E E E
E,R,
G,A
Representation Kn
Kn,
Sk
Va Kn Kn
Sk,
Va,
Pa,
att
Delivery
13,1
5
61
II,
13,
18
31 39 62
Experience
Depth
E E E,R
Representation Kn
Kn,
Sk
Kn,
Sk,
pa
Delivery 72
II,
22,
60-
61
61-
62
Hydr
osph
ere
Wat
er
Reso
urce
s
wate
r in
envir
onm
ent
wate
r
reso
urce
s
dam
s
Drin
king
and
sanit
ation
Irrig
ation
Rain
ed
agric
ultur
e
Food
Secu
rity
Agri
cultu
re
expa
nsion
wate
r
impo
rtanc
e
incre
asing
the
dem
and
wate
r
abus
e
wate
r for
Qat
Wat
er
pollu
tion
Was
tewa
ter
Wat
er
Depl
etion
Law
s
Awa
rene
ss
parti
cipat
ion
Drin
king
and
sanit
ation
Cons
ervat
ion
wate
r
prop
erty
Sustainab
ility
Water Main Principles
Water characteristics Water Importance Influences Water
Problems
W Management
3rd
Water Identified
Concepts
29
9th
8th
7th
6th
5th
4th
10th
E E
Kn Kn
29
SocialStudies
4. Main Results
Vertical Sequence Example I

23
y
Experience Depth E E E,R
Representation Kn Kn Kn
Delivery
Iv
14,
30
67,
28,
67
II
14,
31
II,
37,
51
Experience Depth E E E E E E E E
Representation Kn Kn Kn Kn Kn Kn Kn Kn
Delivery
32-
35
10,2
4
II, 41,
11
56,
66
26 25 39 40
Experience Depth
Representation
Delivery
Experience Depth E E E
Representation Kn Va Kn
Delivery 8 Co 9
Experience Depth E E,R E E E E,R
Representation Kn Kn Kn Kn Kn Sk
Delivery
II
21,
54
II,
22-
23,
28-
29
II,
44,
63
10,
34,
41,
57
35 77
Experience Depth E
Representation Kn
Delivery 104
Experience Depth E E,R
Representation Kn Kn
Delivery
II,
09,
(20,
23,2
8)
32-
33
W
aband
unce
in
Yeme
n
W
reso
urce
s,
arab
W
availa
bility
inter
natio
nal
Dams,
canals
constr
uction
Dams
for
irrigat
ion
Wate
r for
irrigat
ion
Drinki
ng
water
suppl
y
irrig
atio
n
sour
ces
wat
er
imp
orta
nce
Dam
s
negl
ecti
on
clim
ate
chan
ge
wat
er
conf
lect
Irrigat
ion
mana
geme
nt
wat
er
harv
esti
ng
Parti
cipat
ion
11th
10th
9th
8th
7th
6th
5th
Water Concepts
Water Main Principles Water characteristics, in nature
Water importance and human
dependence
Water problems and
issues
Water resources
management
Sustainabi
lity
Human influence
History
4. Main Results
Vertical Sequence Example II

24
Experiantial Depth
69%
23%
5% 3%
0%
20%
40%
60%
80%
100%
Experience Reflection Generalization Application
Based on Williamson Model
4. Main Results

25
Water Principles Scope
34%
32%
9%
11%
13%
1%
Concepts Scope: main water principles
Water characteristics
Water importance
Human influences
Water problems
Water management
W. sustainability
4. Main Results

26
49%
4%
14%
33%
Water Concepts Spatial Scope: Arab scope recorded
good detailed presentations
General
International
Regional, Arab
region
Local, Yemen
4. Main Results

27
5
3
11
4
7
19
6
3
0
0
4
8
12
16
20
Water Main Issues: main focus is on pollution
4. Main Results

28
9
7 7
0 0
3
1
34
0 0
0
5
10
15
20
25
30
35
40
Water Main Drivers: main focus on domestic abuse
4. Main Results

29
0
5
10
15
20
25
30
35
1
17
20
1 2 3
31
9
0
2
Water Management Tools: Dams’ construction comes
always on top of the solutions list
4. Main Results

30
30
60
7
0
10
20
30
40
50
60
70
Advers Mis-conceptualized Advanced
Concepts Misalignment
4. Main Results

31
Adverse: Food
security and
exportation
Mis-Con: Yemen
has abundant
water
Concepts Misalignment Examples
4. Main Results

32
Adverse: Flood
Irrigation
4. Main Results

33
Adverse: Agriculture
horizontal expansion
4. Main Results

34
Adverse: Flood
Irrigation Promotion
4. Main Results

35
Adverse: Polluting
Surface water
4. Main Results

36
Photos Mis-
selection
4. Main Results

37
Mis-Con: Water
Harvesting
4. Main Results

38
Mis-Con:
Rainfall results
in Rivers
4. Main Results

39
Mis-Con:
Yemen has
Rivers
4. Main Results

40
Mis-Con: The map
shows most of Yemen
having more than Pr
of 500 mm/year
4. Main Results

41
Drinking Water Treatment & Electricity Generation by Water
Advanced concepts
4. Main Results

42
Enrichment
Activity (Brute
Provision)
4. Main Results

43
Lack of
Visualization
4. Main Results

44
Most repeated photos used on back covers
Textbooks Covers messages
4. Main Results

45
Totally absent unless by
individual efforts in schools
Teaching Aids
4. Main Results

46
5. Conclusions
• Water Education in Yemeni National Curricular has been
considered officially in 1998; however, in single minded
approach.
• Water Concepts discourses are still superficial and mainly linked
to normative public awareness message disseminated here and
there
• Insightful vision of having a holistic water education is still
insignificant as derived from subjects contribution and water
principles scope analyses

47
5. Conclusions
• Educating water availability in Yemen is mis-conceptualized as
having abundance of rains, streams and even rivers. (Ignorance,
lack of references, and personal backgrounds)
• Water importance and uses are covered but mainly as adverse
concepts after three false notions. The first one is “Agriculture is
the backbone activity of Yemeni economy”. “Yemen should not
only attain agriculture-based food self-sufficiency but also be food
exporter”. The third one “Yemen, the green lush Land” that should
be green as it used to be for centuries.

48
• Teaching water issues does not match the worsening water
situation in Yemen yet (Focus is on pollution and domestic abuse,
and dams’ construction as on top of the water solutions recipe
• Moving toward a holistic approach by which all stakeholders
contribute to sustain the water resources is still insignificant (Water
sustainability).
• The majority are delivered with low cognitive depth (Delivery and
representation forms)
5. Conclusions

49
• Vertical sequence in some subjects is generally good; however,
concepts development is almost very poor
• Practical teaching is insignificant which means low opportunities
for behaviors change (Experiential Depth)
• Water concepts visualization in textbooks is mostly found as either
poor, mis-selected, or absent.
• Teaching aids and materials relevant to water concepts education is
totally absent; however, ……
5. Conclusions

50
6. Recommendations
First urgent phase of action: to start editing and adjusting
misaligned concepts.
Second mid-term phase of action: to enriching cognitive and
experiential depth of present concepts by providing more in-depth
updated presentations, multiple forms of presentations focusing more
on skills, values and participations in a hand, and more attention to
application side.
Third long-term phase of action: start developing and designing a
new comprehensive and integrated water education content in a
participatory approach involving all stakeholders and put it in place
within the nearest curricula reform.

51
6. Recommendations
• Paying more attention to principles of water problems,
management tools and sustainability
• Visualization is a very important element that should be promoted.
• For phases 2 and 3 mentioned above, side effective materials such
as films, models, short clips, stories, games, and coloring booklets
• Preparing meaningful presentations on writing notebooks covers.
• Water teaching guideline book is recommended to be prepared for
teachers
• Conducting IWRM introductory training programs for curricula
experts, designers and teachers.

52
6. Recommendations
• It is recommended to map and develop water education in
University level
• Any coming content adjustment or reform should be done in an
integrated manner involving all stakeholders in both sectors.
• Last but not least, media and other public awareness activities and
programs should be supported to reinforce the formal water
teaching in schools.

53
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