SANA'A September 3. 2024 (Saba) - For nearly five decades, the US Intelligence Service has been searching for tools and means to destroy the educational process in the Republic of Yemen, taking advantage of successive authorities' weaknesses and their material need to develop education and create infrastructure for all its levels.
While the American and Western intelligence services were aware of the extent to which Yemen needed to support its efforts to modernize the educational process at its various primary, secondary, and academic levels, it took the initiative to offer support for education in the appearance of compassion and the interior of torment by targeting educational curricula, including extraneous concepts, destroying the means of reading and writing, as well as targeting educational training.
These American and Western initiatives did not and will not come for the benefit of Yemen and Yemenis. Still, their purpose is to destroy education, target its infrastructure, and direct it to serve the interests of America and the West, to thwart education and divert it from its proper path in the service of development in its various fields.
According to the confessions of the US-Israeli spy cell regarding the US strategy to strike education in Yemen, the hidden goals are to weaken education, training, and educational supervision, create a repellent environment for students, introduce inappropriate terms and concepts into education curricula, introduce foreign symbols and celebrate foreign occasions and holidays, to corrupt Yemeni generations.
In targeting the educational process in Yemen, US intelligence has focused through its agents on the first grades "1-3", intending to find curricula that include vocabulary, terms, and concepts that are difficult for students to understand and placing obstacles in front of them to discourage them from education and be satisfied with the easy information they receive in schools as a result of the weakness of educational curricula.
According to the confessions of the members of the spy network, the United States Agency for Development had the upper hand in this aspect by paying attention to education curricula and changing them, especially reading and arithmetic for students in grades "1-3", mainly as this episode is the most important in education and building it properly ensures sound outcomes in the rest of the stages of education up to higher education.
The confessions confirmed that the US intelligence targeted teachers and students of the first grades through the "Read" project, or the so-called "early reading", which focuses on teachers and students of the first to fifth grades, to influence the mechanism and means of the teacher's transfer of information to the student by introducing the American method through which the professor teaches the student under the pretext of delivering the correct information in modern and advanced ways, whose goal is not to deliver information, but to influence the performance of teachers in teaching according to the American method and work to impose American customs and traditions In schools, regarding the mixing of male and female students and affecting their mentality at an early age.
For many years, US intelligence has worked to target education in Yemen as a key pillar of civilizational advancement, and has focused on changing curricula by working under the cover of several intertwined projects and addresses, and has been keen to prepare curricula that produce disabled generations who do not understand their religion, do not possess science, knowledge, or morals, and cannot even read or write as they should.
The confessions of the spy cell revealed the curriculum document imposed by the American and Israeli intelligence on the Ministry of Education, represented by the policies, foundations, premises, and educational philosophy, on which the curricula of school subjects for basic and secondary education are built.
The confessions indicated that the document did not have the opportunity for the Ministry of Education to review it or make amendments to it, but rather it was imposed as a final document, in the light of which the education curricula in Yemen are adopted, with its hidden objectives represented in the continued implementation of the American strategy to strike education and empty it of its content. Targeting the rest of the process of the student, teacher, school, and ministry, continuing to work on changing educational curricula according to US intelligence directives, and attracting and recruiting the largest number of officials in the ministry to implement the American and Western agenda.
According to the confessions of the American-Israeli spy cell, the revolution of September 21, 2014, led by the Leader of the Revolution, Mr. Abdul Malik Badr al-Din al-Houthi, put an end to American and Western influence and interference in various fields, including the education sector, which reduced the influence of conspiratorial foreign projects in the Ministry of Education, prompting US intelligence to search for alternatives through which to move in various sectors to implement a subversive agenda that it had previously placed on its list of priorities.
Forty years of American control over the preparation of educational curricula in Yemen were lessons for Yemenis that must be absorbed to preserve the Yemeni identity by including in education curricula concepts and terms that enhance loyalty and national belonging in the hearts of generations and the importance of their role in assuming responsibility for the future of building a secure and stable Yemen away from tutelage and external domination.
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