Yemen, which belongs to the category ofLeast Developed Countries according to the OECD sDevelopment Assistance Committee, has faced many challengesduring the last two decades in its endeavor to achieve anacceptable level of economic development. To inform policydialogue on these important issues, this report presents acomprehensive diagnostic of the country s WfD policies andinstitutions. The results are based on a new World Bank tooldesigned for this purpose. Known as SABER-WfD, the tool ispart of the World Bank s initiative on Systems Approach forBetter Education Results (SABER), whose aim is to providesystematic documentation and assessment of the policy andinstitutional factors that influence the performance ofeducation and training systems. The SABER-WfD toolencompasses initial, continuing, and targeted vocationaleducation and training that are offered through multiplechannels, and focuses largely on programs at the secondaryand post-secondary levels. The tool is based on ananalytical framework3 that identifies three functionaldimensions of WfD policies and institutions: (1) Strategicframework, which refers to the praxis of advocacy,partnership, and coordination in relation to the objectiveof aligning WfD in critical areas to priorities for nationaldevelopment; (2) System Oversight, which refers to thearrangements governing funding, quality assurance, andlearning pathways that shape the incentives and informationsignals affecting the choices of individuals, employers,training providers and other stakeholders; and (3) ServiceDelivery, which refers to the diversity, organization, andmanagement of training provision, both state and non-state,that deliver results on the ground by enabling individualsto acquire market- and job-relevant skills.
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