Sunday, August 2, 2020

Yemen's Multilayered Civil War: A Brief History

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Anant Jani

Article Title

Yemen's Multilayered Civil War: A Brief History

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Global Views 360

Publication Date

August 2, 2020

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Children in Yemen

Children in Yemen | Source: Rod Waddington via Flickr

This is the 1st part of a short explainer article series on the current crisis in Yemen.

Since 2015, Yemen has been at war on two different fronts, 1) The Civil War between the Iran-backed Houthi rebels and the UAE-Saudi Arabia backed government headed by Abdrabbuh Mansur Hadi, and 2) the war against the local terrorist outfits of Al-Qaeda and ISIS.

However, last year one more complexity was added to the conflict when UAE withdrew from the coalition backing Hadi government and later threw its support behind another secessionist force in southern Yemen, which seeks to re-create the State of South Yemen, as it was before the unification of Yemen in 1990.

As of early this year, it has added another layer to the war: the failing healthcare infrastructure and the rise of COVID-19.

The staggering cost of this war in the past five years has prompted the UN to name it the worst man-made humanitarian crisis in history, with Some 24 million Yemeni people - 80 percent of the country's population - requiring assistance or protection.

This series of articles seeks to build historical context to follow the current events in Yemen, believing much of the recent media coverage to have been ignored, or otherwise made wholly uncontextualized in the process of following the crisis for over a decade.

Yemen and the greater neighbourhood | Source: Google Map

The History

Much of the current conflict can only be understood as a result of the events of the latter half of the 20th century. Here is a brief look at the history that has shaped today’s wars in Yemen.

At the heart of several issues in the conflict is the fact that modern day Yemen was initially divided into North Yemen and South Yemen until 1990, when it was unified.

Yemen and the greater neighbourhood | Source: Wikimedia

North Yemen:

The Yemen Arab Republic (YAR), a coalition in North Yemen, overthrew the Mutawakilite Kingdom in 1970, which had been ruling since Yemen’s decolonization, in 1918. The YAR established their capital at Sana’a, a site which will often be the site of conflict in the following years.
This part of Yemen, during the cold war  was backed the countries aligned with the anti-communist block like Saudi Arabia, Jordan, the US, the UK and West Germany. The influence of Saudi Arabia and their relations with the US will come to play a greater role in the following decades.

South Yemen:

This referred to the region that was under the British Raj as the Aden Protectorate, since 1874. It consisted of two-thirds of present-day Yemen. In 1937 it became a Province of the British Raj, and in 1963, it collapsed and an emergency declared. The collapse was the joint effort of the National Liberation Front (NLF) and the Front for the Liberation of Occupied South Yemen (FLOSY).

Aden was used by the East India Company as a coal depot, and to stop Arab pirates from harassing British-India trade. Until 1937, Aden was part of British India, officially titled the Aden Protectorate.

Aden, like Sana’a will come to be the capital of southern Yemen, and the site of many conflicts.

This part of Yemen, during the cold war was backed by the Cummunist bloc countries like USSR, Cuba, and East Germany.

The Unification:

North and South Yemen united in 1990, after several years of conflict with one another. The leader of North Yemen, Ali Abdullah Saleh, was named President of unified Yemen in 1990. He was to continue ruling over Yemen for over three decades.

The unification of Yemen finally fulfilled almost a century of struggle that started during the British occupation and continued at different paces throughout the monarchy and cold war period. This unification also took away the privileges and power vested with many important tribes and people. Unlike the political forces, the armed forces of North and South Yemen were not unified at the time of political unification of the country.

The disgruntled former elites and the partisan army provided the fertile ground for the first civil war of Yemen which followed shortly after the unification.

Link to the second part.

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February 4, 2021 5:07 PM

India’s New Education Policy (NEP) 2020: What it proposes for Schools

On 30th July 2020, the Indian government’s Ministry of Human Resource Development (MHRD) was renamed the Ministry of Education as it announced the new National Education Policy (NEP) 2020.

The National Education Policy is an in-depth framework outlining the future and development of education in India. It’s recommendations guide what the priorities and goals of educational institutions should be in the coming years. The first NEP was passed in 1968; while it gets revised occasionally, a new NEP has only been passed two times since then, in 1986 and now in 2020.

Prime Minister Narendra Modi’s and the government was hailed by RSS-affiliated educational organisations for the NEP as a step to connect the education with the roots of India. They reportedly had quite an influence during the drafting of NEP, even going as far as to say that “60-70 percent” of their demands have been met.

On the other hand, NEP received criticism from the opposition parties like Congress, the Communist Party of India (Marxist), and political figures in West Bengal and Tamil Nadu. The criticism was primarily for bypassing Parliamentary discussion, and its ill-fittedness in the context of the COVID-19 pandemic and the ever-growing digital divide left in its wake in the education sector.

The NEP’s ambitious claims and propositions are divided into two broad categories: school, and higher education.

NEP at School Level

At school level, perhaps the biggest change is the move away from the 10+2 structure to a 5+3+3+4 one, signifying four stages of school education across ages 3-8 years (Foundational), 8-11 years (Preparatory), 11-14 years (Middle) and 14-18 years (Secondary). This new structure claims to be based greatly on the cognitive development of children and prioritising areas of focus through these ages.

The new structure also talks about the Early Childhood Care and Education (ECCE), which aims to include pre-schools and aanganwadis (government sponsored rural child care centres in India) in an effort to impart play and activity focused learning, and train aanganwadi workers to achieve the same.

However, the treatment of the aanganwadi program is already under question from the governance and child right watchdogs and activists . This program is poorly funded and workers are poorly paid which makes the promise of training the workers for implementing the NEP goals seem quite wishful. This means rural students are likely to continue to be many steps behind urban students from the ECCE i.e ‘Foundational’ stage itself.

National Assessment Centre

NEP proposes the establishment of a National Assessment Centre, PARAKH, to set norms and guidelines for evaluations across all school boards. Report-cards are also to be redesigned and include self, teacher and peer assessment. However, the details of what will entail in these, especially peer assessment, are vague and do not take into cognizance the rampant prejudice and bullying experienced by students at the hands of peers as well as teachers on bases of weight, religion, gender, caste, class, sexuality and more. Such discriminatory practices will hurt the students from marginalised communities in both disguised and explicit ways.

The 3 Language Formula

A more controversial change comes with the 3-Language Policy, which essentially asks that “wherever possible,” the regional language or mother tongue of a student be adopted as the medium of instruction “until at least Class 5, but preferably till Class 8 and beyond.”

All schools will teach three languages, of which at least two must be native to India. The draft NEP, in fact, mandated that one of these languages be Hindi; after protests against this ‘Hindi imposition’ such as by the southern state of Tamil Nadu, this provision was removed and it has supposedly been left to the state, school and student to decide which languages would be taught.

The so-called flexibility of the policy comes at the cost of uniformity. Since the colonial era, English education has served as a means of upward social mobility for castes and tribes that had historically been denied education under Brahmanical hegemony, this progress is threatened by making English ‘optional’ in any form.

There are also unaddressed and obvious scenarios of parents who migrate or get transferred to different states, parents who speak another language at home than the regional language, and children who grow up in multilingual homes, all of which are commonplace across India. How likely is it that every student in a classroom speaks the same mother tongue or is from the same region?

Promotion of Sanskrit

The NEP desires that the rich ancient languages of India be brought back to the forefront and be given more focus as languages that can be taken up by students. In this regard it shines a spotlight on Sanskrit, a classical language rooted in Hinduism which was for centuries only accessible to Brahmins and some other upper castes. The pedestal upon which Sanskrit has been placed is being seen as discriminatory towards the large population of India who either do not have historic ties to Sanskrit or were denied access to it.

While the NEP does mention other languages that have had a strong foothold in India for a long time, such as Persian and Prakrit, it notably omits mention of Urdu and seems especially driven to ‘promote’ Sanskrit.

Vocational Education

The NEP points out that a very small portion of the Indian workforce in the age group 19-24 is exposed to vocational education, and therefore recommends that it be integrated in schools and higher education in a phased manner over the next 10 years.

A focus on vocational education starting from ages as young as 14 is also questionable, since non-formal education, often valued less than degrees, might hinder the education of poor children. This may contribute to deepening the class divide in India since receiving Undergraduate or Postgraduate degrees often guarantees poverty alleviation for such students.

Additionally, vocational education will likely form a vicious cycle with the entrenched caste system in India, reinforcing each other and the inequalities therin.

It has been repeatedly asserted by experts, citizens and politicians alike that the NEP caters more to the corporate interests over the needs of underprivileged students, and has brought much uncertainty around the question of language.

It becomes vague at key points, falling back on the argument that it is only a ‘guiding document,’ which only makes its stances seem weaker, in both theory and practice.

Whether the NEP as a whole manages to turn the tide of education in favour of those who need it the most, and is able to mobilise it as a tool for progress, presently seems more fantastical than plausible.

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