Financing for equity in pre-primary education
1. Education resources to subnational governments
2. Education resources to institutions
3. Education resources to students and families
4. Social policies and family support programmes
Introduction
Key financing indicators (UIS Data)
In Yemen, the official entry age for pre-primary education is 3 years old. Between 2003 and 2016, the net enrolment rate for pre-primary education remained low, ranging from 0.45% to 1.32%, while data on the number of years of free and compulsory pre-primary education are not available.
Governance
Responsibility for financing and overseeing pre-primary education lies with the Ministry of Education. As stipulated in the General Education Law, kindergarten (KG) is formally included within the general education system from age 3 to 5 alongside basic and secondary education, and education budgets are planned at the central level for general education. National legislation defines pre-primary education as, in principle, free of charge.
According to the Education Sector Plan 2024-2030, the ministry is prioritising strengthened regulation and oversight of private kindergarten providers, while progressively developing early childhood education quality standards, teacher training frameworks, and integrated data systems. The plan explicitly encourages the role of private KG providers and explores the potential of community-based provision, rather than expanding a clearly defined public kindergarten network.
Tuition-free status
The General Education Law formally incorporates kindergarten (KG), serving children aged 3–5, into the general education system. National legislation further establishes that pre-primary education is, in principle, provided free of charge.
1. Education resources to subnational governments
Across the education sector, financial flows are highly centralized, with the Ministry of Education responsible for preparing education budget proposals and submitting them to the Ministry of Finance, which retains direct control over budget allocation. Although the Local Authorities Law of 2000 formally devolved certain education responsibilities to subnational governments, actual budget allocation and expenditure continue to be managed within central government financial and civil service systems. Within this framework, no dedicated intergovernmental transfer mechanisms or earmarked grant schemes targeting pre-primary education were identified.
2. Education resources to institutions
Handicap Care and Rehabilitation Fund (HCRF)
The Handicap Care and Rehabilitation Fund (HCRF) is a semi-autonomous public fund whose Board of Directors is chaired by the Minister of Social Affairs and Labour, reflecting its mandate to finance care and rehabilitation services for persons with disabilities, including children. HCRF provides recurrent financial support to disability centres operated by local disabled persons’ organisations (DPOs). In Aden, the Al-Rahma Association for the Care of Mentally Disabled Children is a locally run non-profit organisation that delivers pre-school, kindergarten, education, and rehabilitation services for children with intellectual and developmental disabilities, typically from around 2 years of age through 18 years and above. The association is operated by the Al-Rahma Association itself, with HCRF covering part of its operating and programme costs, while food assistance and occasional activities are supported by WFP, local charities, and private donations.
In Aden and Lahj, the Association for the Care and Rehabilitation of the Deaf and Dumb operates as a DPO serving children with hearing and speech impairments. It runs dedicated kindergarten provision (such as Al-Manara) alongside inclusive education support in regular schools, generally targeting children aged around 4-5 to 18 years and above. The association is operated with HCRF as its main public funding source, covering expenses such as transportation, rent, and programme delivery. Additional support is provided through SFD inputs for inclusive education and teacher training, as well as in-kind humanitarian assistance from WFP, local charities, and small project-based contributions from international partners.
3. Education resources to students and families
No evidence was found of financial support mechanisms for pre-primary education administered by the ministry in charge of pre-primary education.
4. Social policies and family support programmes
No evidence was found of any social policies outside the Ministry of Education that support access to pre-primary education.
