who perform poorly lose their motivation and drop out, and (v) the poor support services provided at the University. Other factors such as part-time employment, family comnitments, early marriage, the easy access and the virtually free education creates an excess demand evern among those witlh little chance to benefit.15 Data on repetition and dropout rates at different faculties (subject area) ancl the University as a whole, and duration of study before yraduation, are not easily obtainab]e from the records. However, **d!.i-** from the Faculty of Education indicate a hi_gh failure rate, especially _at_ tlhC end of the first year of study, is 50%. Overall failure rates at the undorgraduate program are ajround 20-30% and it is highest at the first year. It is estimated that dropou; rates vary between the faculties from 15- 50% and the majority of the students, particularly Che part-time students, take very much longer than the stipulated time to complete their credit hours. The large intake and the eventual low graduate rate, seems to contribute to a high wastage of expensive physical facilities and other inputs.

# (g) Quality

63. The overall quality of graduates' output is low. However, because of the larger nlumber of students a proper evaluation of the quiality is not possible. The low quality is mainly due **tc)** the following factors: (a) weak plannineg and poor management, support. .) te t,hing and research departments; (b) the use of Arabic as the . main languago of instruction combined with the poor working knowledge of Englisll has isolated the majority of the students from tle updated scientific and technology textbooks and reference literature; (c) inadequate and poor laboratory and workshop facilities and equipment; (d) lo. postgraduate qualifications of the teaching staff, particularly the part-time staff; (e) a small full-time teaching and research personnel; (f) shortage of textbooks, poor library holdings and limited access to them; (g) heavy dependence on lecture notes; (h) inadequately prepared secondary school graduates: (i) inadequate budgetary provision for operation and maintenance; and (j) the lack of minimum physical and support facilities for individual academic staff and students.

# 2. External Efficiency

# Employment: Surpluses and Shorta.es

64. In the past, because of overall shortages of graduate manpower, no effective mechanism existed to plan the dew-nd and supply of graduates needed and their specialties. The graduate manpower needs of the country are under-going a rapid change. The match between supply of graduates and the demand for their services does not corresponid. From 1988 the supply of humarities, social scicnces and Sharia and law graduates has exc:eeded the absorptive capacity of the main employer -- the public sector. The tightening fiscal sittuat-on (omlrniKed with an enrtollmen., explosion at the University and increasing gradual e output, inakes tlhe job nrospects poor for future graduates 15 IEES (Improving the Efficiency of Education System). 1986. Yemen _Ari-ch_ Rptibl **Ic :** PFdtntwa **j(n annd** hllumin Re\-(,ur( : Sect:or Assessment. Tal laha5.se: Florida State University. pp.8-20.

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