Education in Mahra 1967-1990 AD
Abstract
Al-Mahra Governorate is like any region that was subject to the English colonizer for 129 years, this colonizer who worked to obliterate the national spirit of its people, and to this end he spread the colonial culture that reflects the strategy of the colonizer himself) so he planted the seeds of ignorance, poverty and disease, in order to create an appropriate atmosphere for infiltration his poison and enable his hold on this region.
The British did not seek to spread education. On the contrary, they pursued a policy of ignorance. Al-Mahra governorate has long suffered from distraction, intellectual loss, and deprivation. This is due to the fact that it is not connected to a transportation network, with each other on the one hand, and with the neighboring regions on the other, so Al-Mahra governorate remained far from Arab and international developments.
After the national independence on November 30, 1967, the importance of education became evident, as this issue became an important issue and an urgent necessity. From this point of view, the first thing that the state turned to after independence was the aspect of education, and as a first step the books were abolished and private schools were transformed into regular public schools. With the change of the education system in form, not content. As the school years shifted from four to six years. At that time, there was no education in Al-Mahra Governorate beyond the fourth grade of primary school. Eighteen students graduated from this class in the year 1967/68. Desiring to continue their studies, most of them traveled to Hadramout Governorate to complete their studies in the fifth and sixth grades, then to enroll in middle school. In the academic year 1970/69, the fifth grade was opened in the governorate, and the school curricula (Sudanese - Algerian - Egyptian) remained far from the reality of Yemen. But at least it made the student connected to developments in the Arab world and the world.
This research contained two topics. The first topic dealt with (the process of education in Al-Mahra Governorate, its origins and development), while the second topic was about (education in Al-Mahra Governorate from 1967-1990).
I talked about the educational administration in Al-Mahra Governorate and the most prominent person who took over the education administration in that period, and about the school building as being one of the important factors that help the success of the educational process. And the more the building is lofty, well-equipped, comfortable, and equipped with the necessary tools, the higher the percentage of education will be, and the students will stick to the study more, and thus the dropout rate will decrease, and this will be reflected on their educational attainment and their love for knowledge, unlike studying on a mat or under a tree and without equipment, which is a cause for alienation.
And we made statistics about the number of schools, the number of students, and the number of teachers in primary, preparatory, and secondary education in that period. As well as illiteracy eradication centers, and the illiterate were enrolled in their ranks in the center and residential neighborhoods.
The results, recommendations, and list of sources that relied primarily on documents kept in the Ministry of Planning and International Cooperation in Aden, and documents of the Central Statistical Organization, and then personal interviews with those who devoted their lives to educating the people of Al-Mahra Governorate.
In my research, I hope that I have benefited others, especially since I found it difficult to collect statistics on education in Al-Mahra, as research work is not a bed of roses. We must work hard to get to a good level.
