A/HRC/42/CRP.1 Another teacher said, “I’m a teacher and I shall not instigate or provoke violence”.1146 It is clear that the de facto authorities have used the education system to indoctrinate students, and to enlist them in the armed group, by imposing an additional curriculum contributing to the stereotyping of other parties to the conflict as well as of third countries not directly involved in the internal conflict. 726. The Group observes with great concern that the conflict has increased exclusion of particular groups of children from schools. 1147 Access to education for girls varies by age and region. With the interruption of the financial assistance to persons with disabilities, among other issues, the specific needs of children with disabilities and their access to education have been neglected. The Group was told that in Ta’izz, for example, “Muhamasheen”1148 children, when able to attend school, often face discrimination and many cannot afford uniforms.1149 The Group will continue monitoring the situation of “Muhamasheen” children in Yemen and their realization of their fundamental rights (for additional information see chapter on the impact of the conflict on minorities).1150 727. Interviewees reported that families in general were likely to keep their girls at home because of insecurity and/or lack of resources.1151 In fact, when reviewing the data collected by UNESCO, the Group observes that, as of June 2019, out of the 2,307,414 children, adolescents and youth out of school, 1,397,418 are females (60 per cent) and 909,996 are males.1152 The number of girls out-of-school is larger in areas of ongoing conflict and rural areas. 1153 For example, the Group had access to information on the number of students enrolled in Ta’izz for 2018-2019 and Sa’dah for 2016-2017.1154 In Sa’dah governorate, 40 per cent of students enrolled in elementary school were female, compared to 34 per cent of students being female in secondary school. In al-Hashwah, al-Safra, Qatabir and al-Kitaf districts, the average of female students in elementary school is 34 per cent, compared to 14 per cent for secondary school.1155 728. While prior to the conflict a number of other strategies to increase educational participation for marginalised groups were in place,1156 including the ratification of the Convention on the Rights of Persons with Disabilities and its Optional Protocol, 1157 in 2014, 45 per cent of children of primary age with a disability were out-of-school.1158 The current 1146 Confidential Sources on File. The United Nations General Assembly thus ‘urges Member States, in their support for education, to specifically address the gender-specific needs of girls in emergency contexts, including their increased vulnerability to gender-based violence’ (UN General Assembly, The right to education in emergency situation, A/RES/64/290, 27 July 2010, para. 12). 1148 See chapter on the impact of the conflict on minorities for definition on and discussion of the Muhamasheen community. 1149 Confidential Sources on File. 1150 Prior to the conflict, in 2012, the Special Rapporteur on minority issues reported that 80 per cent of the “Muhamasheen” community is illiterate. United Nations, Report of the Special Rapporteur on minority issues, 28 January 2016, A/HRC/31/56, para 91. 1151 Confidential Sources on File. 1152 UNESCO Institute for Statistics, in the framework of the ‘Global Initiative on Out-of-School Children’ project, estimates based on data provided by Governments and household surveys, the number of children out-of-school. The information is available at http://data.uis.unesco.org/. In percentages, 64.8 per cent of girls of primary age are out-of-school; and 71 per cent of girls of secondary age are out-of-school. 1153 Confidential Sources on File. 1154 Confidential Sources on File. 1155 Confidential Sources on File. 1156 Some of these strategies include, National Strategy for the Development of Basic Education in the Republic of Yemen 2003–2011, 2003, available at: https://www.yemen-nic.info/files/ministations/ eduction/watanyaa.pdf; National Disability Strategy, 2010, p. 3, available at: http://www.inclusiveeducation.org/system/files/publicationsdocuments/.Tines_National%20Strategy%20on%20Disability%20in%20Yemen.pdf. 1157 Yemen ratified the Convention on 26 March 2019; see United Nations Treaty Collection, Chapter IV, Human Rights, Convention on the Rights of Persons with Disabilities. 1158 UNESCO Report, Education and Disability: Analysis of Data from 49 Countries, March 2018, available at http://uis.unesco.org/sites/default/files/documents/ip49-education-disability-2018-en.pdf. 1147 174