YEMENTV — broadcast
20261105 000000 UTC
532 transcript segments
Google Cloud Speech-to-Text API (Chirp) + Gemini 2.5 Flash Non-Thinking
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Machine transcription. Treat it as a searchable index of what was broadcast, not a verbatim quotation record.

[00:00:00] combat this
[00:00:08] teaches, whether in schools or in
[00:00:10] day I go to
[00:00:15] in the areas it controls,
[00:00:21] Yemen, two lines. One line to school
[00:00:26] "No, there's no such thing as what you want. and one line to the trench. The first has a backpack.
[00:00:30] The second has a pouch on the chest.
[00:00:34] The first has fingers
[00:00:36] 17 years old. We will find him today at holding a pen. The second has small fingers
[00:00:39] pressing
[00:00:41] was erased. Not the trigger.
[00:00:48] Between these two lines, childhood is not lost
[00:00:51] alone, but the fate of an entire
[00:00:56] and war were not spared from this stage dropped out of country is determined. What happens to a homeland
[00:00:58] when children are stolen from school desks?
[00:01:01] And what kind of Yemen
[00:01:03] and the militia does not awaits us if the road from school
[00:01:06] to the front is shorter than the road to the future?
[00:01:11] grades, change does not enter through
[00:01:17] اثرا ياتي من
[00:01:24] it: a history that begins with
[00:01:29] to the world of weapons and the danger, for the child does not
[00:01:33] danger of the
[00:01:36] that the Houthi militia wants
[00:01:45] Before the war, education in Yemen
[00:01:47] that moves the war from grade, this meaning was not ideal,
[00:01:49] but it was moving, albeit slowly, forward.
[00:01:52] الامام
[00:01:55] Classrooms were filled with children, and in the academic
[00:01:58] year 2012- 2013,
[00:02:04] awareness more than five million children were distributed among about 17,000 schools
[00:02:08] and crowded into
[00:02:09] child who leaves its walls, more than 136,000
[00:02:12] classrooms.
[00:02:14] society. It imposed it on adults, Every morning, the child
[00:02:16] academics, employees, would carry his small
[00:02:17] women, backpack and go to a place where he would learn
[00:02:20] that he had a name, a right,
[00:02:22] and a future. School dropout
[00:02:29] who sacrificed themselves, and we read about the great was acceptable to some extent, and its causes
[00:02:32] were economic, resulting from ignorance
[00:02:37] to values. They do not and lack of awareness
[00:02:38] First, he changed the names of schools from of the family in most cases of the importance of education.
[00:02:41] Also, in rural areas, which represent more than
[00:02:44] 70% of the population of the Republic of Yemen,
[00:02:47] school is usually up to middle school,
[00:02:51] up to ninth grade, for example, and then students do not have the opportunity to continue
[00:02:55] their education to high school and university, so they drop out, especially
[00:02:58] girls, meaning in light of the limited
[00:03:01] number of female teachers in rural areas
[00:03:04] army specifically.
[00:03:09] Then the war came, and the roof collapsed, and the classroom
[00:03:12] him. So what the child suffers from in was destroyed, and the blackboard was scattered,
[00:03:17] from and the seats were broken, and the
[00:03:18] over in these circumstances, unfortunately. fence collapsed, and the place that was
[00:03:20] supposed to protect
[00:03:25] the completion of university education. This the child was destroyed.
[00:03:27] moments on Thousands of schools lost their ability to perform their function. Some of them
[00:03:30] out of schools and not became ruins, and some of them became
[00:03:33] ... and some of them became part of
[00:03:36] the war.
[00:03:39] the curricula. That is, at the When the Houthi militia came, it
[00:03:41] struck two pillars of
[00:03:45] Yemeni society
[00:03:48] center, and then you find him at get literacy in the future. to death. A great transformation occurred. Women and children on the other
[00:03:51] side.
[00:03:54] With the expansion of the war, the road to school became
[00:03:59] the camp. The child dangerous, and the teacher found himself in front of a blackboard
[00:04:01] without a salary. Many families found
[00:04:05] themselves unable to pay the simplest costs
[00:04:08] of education. The child's backpack became a burden,
[00:04:11] and families began to make painful
[00:04:15] changing inside. decisions. We ask God
[00:04:18] and pay the house rent and pay for the house
[00:04:21] and this because our father is sick at home.
[00:04:24] One day, we want to go out and get a certificate from
[00:04:27] the country to study. We ask God
[00:04:32] be reflected in to bring a man to work. We sell it for 200, and we get 50
[00:04:35] after that.
[00:04:37] in basic combat That is, we ask God to collect the house expenses,
[00:04:45] religious orientations. to their children, go to school normally, and walk on the house rent. The Houthi militia has been recruiting children since an early age, even before the six wars. First, it crippled public education in
[00:04:49] Saada from the beginning,
[00:04:53] the book. It left and Saada was on the lists of public
[00:04:55] education. It was the most
[00:04:59] governorate in terms of dropout
[00:05:02] in the Republic, dropout from public education,
[00:05:05] meaning that in Saada, young
[00:05:08] students do not go to schools after that in the six
[00:05:11] wars.
[00:05:13] The Houthi militia, there was a percentage
[00:05:17] of more than 30% of the fighters, at least,
[00:05:20] who were children under the age of 14, and even
[00:05:24] 12. These are indoctrinated from a young age. Imagine,
[00:05:28] from the age of six or five, he learns this thought,
[00:05:31] he learns this Imamist thought, so he believes that he is striving
[00:05:35] in the way of God and that he will enter paradise by defending his
[00:05:38] master. These are the ones whom the Houthis indoctrinated in
[00:05:41] the early years of their appearance in Saada. He is the one who
[00:05:45] entered and stormed with them all the governorates after that in
[00:05:48] 2014, after the capital was handed over to the Houthi
[00:05:52] group, the educational system collapsed generally
[00:05:56] as part of the general collapse of the system
[00:05:59] of protection and promotion and protection of children's rights in the Republic of Yemen.
[00:06:02] So we found that children at this
[00:06:08] education in a very huge way. In addition to that,
[00:06:11] the militia became the ruler,
[00:06:15] derive its existence and continuity
[00:06:19] from the satisfaction of society or from the growth and prosperity
[00:06:23] of society, but rather derives its existence and continuity from
[00:06:26] the continuation of the state of conflict, the continuation of the state of killing
[00:06:29] and death, the continuation of economic deterioration, educational
[00:06:33] deterioration, from the increase in illiteracy rates
[00:06:37] and semi-literates. These are the
[00:06:40] yeast that feeds
[00:06:43] any armed militia, and at its head is the Houthi group, which
[00:06:46] is essentially based on intellectual and ideological principles
[00:06:50] that enslave the people and make them
[00:06:54] dependent on it, with no rights, but
[00:06:57] only to listen and obey. And this one who listens
[00:07:00] and obeys must not be
[00:07:01] educated.
[00:07:08] When the daily road to the classroom collapses, where does
[00:07:11] the child go? Is there another path for him other than
[00:07:15] war? And who picks him up when the school does not pick him up?
[00:07:18] With every
[00:07:22] the family does not lose its son alone,
[00:07:26] but Yemen loses a small chance of salvation.
[00:07:29] Some killed their parents
[00:07:32] because their parents were not with the Houthis.
[00:07:35] Some killed their brother with their uncle.
[00:07:38] That is, we hear news and we hear events that make one's hair
[00:07:42] gray in Houthi-controlled areas. How these children turned
[00:07:46] into young men who killed their fathers
[00:07:48] because of these hateful
[00:07:52] sectarian ideas. Because of these priestly ideas, what the father
[00:07:55] and mother and older children are exposed to
[00:07:59] is what the child is exposed to, but in a multiplied way. When the father dies,
[00:08:02] the child becomes an orphan. When the mother dies, the child
[00:08:06] becomes an orphan. And he can be orphaned
[00:08:09] and homeless when the house is destroyed or the
[00:08:13] school is bombed or the child drops out of school, he transforms
[00:08:16] and is picked up by the street
[00:08:19] and picked up
[00:08:21] by the Houthi militia, which recruits him and brainwashes
[00:08:25] the world, the Yemeni child suffers from it many times
[00:08:30] I believe that the destruction of more than
[00:08:34] 3,000 schools was not
[00:08:36] the biggest reason for the educational collapse in Yemen
[00:08:40] because children can be taken enrolled
[00:08:43] in schools for other reasons. But when
[00:08:47] there is the indoctrination of children's
[00:08:50] minds, the indoctrination of curricula, this
[00:08:54] is the serious problem because dropping out of school can be overcome. He can
[00:09:10] But the school did not die completely.
[00:09:13] Some schools did not close their doors. The classrooms
[00:09:16] remained, and the seats remained, and the
[00:09:20] bell rang.
[00:09:24] However, something else was
[00:09:27] What is said to the child, and what
[00:09:31] is erased from his memory, and what is planted
[00:09:34] in his consciousness. Here, it is no longer about
[00:09:37] a school that has only deteriorated, but about a school
[00:09:40] that has changed.
[00:09:47] That is, the first time I got pregnant with my eldest son, I used to say,
[00:09:51] let mothers give birth
[00:09:54] the line normally, and they have, and there is no good
[00:09:58] for them. I used to tell myself, what is this? These are not
[00:10:01] normal mothers to let them go. So what about them finally telling me,
[00:10:05] he went to the front? Children, especially at the beginning of
[00:10:08] puberty, at the age of 11 or 12,
[00:10:12] they are influenced through being told, "You are now
[00:10:16] a man, carry a weapon." They are encouraged in these
[00:10:19] ideas that they must go to the front.
[00:10:23] That is, children at this age
[00:10:26] aspire to be men. So the Houthi was able to take them,
[00:10:29] take the children and gather them to the
[00:10:32] fronts.
[00:10:37] Sometimes the disaster is not in the closing
[00:10:40] of the school, but in it remaining
[00:10:43] open through a curriculum that changes,
[00:10:47] and rituals that enter, and a slogan that competes
[00:10:50] with the lesson. This is how the school changed
[00:10:53] in areas under the control of the Houthi
[00:10:56] militia. The school textbook was no longer
[00:10:59] as it was. Interpretation was distorted,
[00:11:03] history was changed, and the revolution
[00:11:06] from the book alone, but from the memory of the new
[00:11:09] generation.
[00:11:12] It was not a change in a page, nor an amendment
[00:11:15] in a lesson. It was a long process of reshaping
[00:11:19] the child's memory. When a child reads history,
[00:11:22] he does not only learn the past. Rather,
[00:11:25] he learns who he is and who he belongs to, and who he trusts,
[00:11:29] and who he fears.
[00:11:31] In the textbooks for the early
[00:11:36] politics first, but through the deepest
[00:11:39] doors of influence. It comes from
[00:11:42] the first words with which the child learns the meaning
[00:11:46] of religion, and the meaning of obedience, and the meaning
[00:11:48] of followership. In the Quranic studies for the first
[00:11:52] grade, the child learns from a lesson
[00:11:55] related to Surah Al-Fatiha that prophets and guiding
[00:11:58] imams are at one level. And in the second grade,
[00:12:02] the concept of jihad in the way of
[00:12:05] God enters his early consciousness. Then in the third
[00:12:10] turns into a chant that students repeat and memorize
[00:12:14] by heart. And in the fourth grade, children
[00:12:18] learn that the two testimonies are faith
[00:12:20] in the Messenger of God and his family,
[00:12:23] one class after another. Not only the curriculum changes,
[00:12:27] but the first keys with which the child understands
[00:12:31] religion, history, the homeland,
[00:12:34] and others change.
[00:12:37] When any curriculum is usually prepared,
[00:12:41] the curriculum is
[00:12:45] developed according to the goals of the state
[00:12:48] or society. Therefore, it must
[00:12:52] be that our Yemeni
[00:12:55] society has goals called strategic goals
[00:12:58] for the state, which is to create a righteous
[00:13:01] Muslim
[00:13:03] citizen
[00:13:06] who possesses all the values and morals
[00:13:10] and good qualities that lead to him
[00:13:14] being a good citizen, productive, belonging
[00:13:17] to this homeland. So the curricula must be in this form.
[00:13:21] That is, first, the achievement of the strategic
[00:13:25] goals of the state and society. Second,
[00:13:28] it is in accordance
[00:13:31] with the academic stages, the primary stage, the
[00:13:35] preparatory stage, the secondary stage, and university. That is, when
[00:13:38] we talk about the curriculum, it starts
[00:13:42] kindergarten or pre-school education
[00:13:45] to education, which is
[00:13:50] is formal education, and it is also accompanied by
[00:13:54] non-formal education or open education. All
[00:13:57] of this must be consistent
[00:14:01] with the state's policy
[00:14:04] and the state's
[00:14:07] curriculum in general. The Houthi is now focusing on
[00:14:10] creating a special generation
[00:14:13] for it, a generation that believes
[00:14:15] in Wilayah, that believes that whoever is not on
[00:14:19] the path of Wilayah is an infidel, whose blood, money, and honor are permissible.
[00:14:22] This is present in their curricula, and Muhammad Abd al-Azim al-Houthi declares it,
[00:14:26] and the leaders of the Houthi group declare it. It is not hidden.
[00:14:30] In the past, when we talked about it, we were leaking or giving
[00:14:33] information that had not reached the public at least. Today,
[00:14:36] we are talking, and YouTube is buzzing, and social
[00:14:40] media is buzzing with their statements about Wilayah
[00:14:43] and what is entailed by belief or disbelief in Wilayah.
[00:14:47] And it wants to tame this generation
[00:14:50] to continue for many decades,
[00:14:53] and it believes that it will rule with this generation that it is building
[00:14:57] now. Therefore, they focused primarily, even
[00:15:00] to the extent that one of them was appointed Minister of Education,
[00:15:03] Yahya Badr al-Din al-Houthi, and he
[00:15:06] is greatly indoctrinated, meaning that this file is important
[00:15:10] to them. This generation must be destroyed
[00:15:13] and indoctrinated with these ideas so that it remains
[00:15:16] their fuel in the future for many decades. Today, the Houthi
[00:15:20] is sowing this idea anew, that there is, that the matter
[00:15:23] first and foremost belongs to the master, and that governance
[00:15:27] and Wilayah came to the House of the Prophet from the Lord of the Worlds, and that people
[00:15:31] must submit and obey them, and they must, because they will not enter
[00:15:34] Paradise at all except through Abdul-Malik al-Houthi
[00:15:38] and his supporters. What is happening in these
[00:15:42] curricula that the Houthi
[00:15:45] summer centers or in special courses for our children
[00:15:49] and in our children
[00:15:52] are all bad ideas, all
[00:15:56] Imamist ideas. It re-teaches the
[00:15:59] Imamist ideology, which believes that all obedience
[00:16:03] is to Abdul-Malik al-Houthi, and they must listen and obey, and they must pay
[00:16:07] mountains.
[00:16:13] In areas under Houthi control, the curricula of the basic
[00:16:17] stage, from the first grade to the ninth
[00:16:20] grade, are rephrased around one narrative: a prophetic
[00:16:23] biography read from a dynastic perspective, and a Hadhawi
[00:16:27] jurisprudence, and an Islamic history centered around
[00:16:31] the Hashemite lineage.
[00:16:33] This is how meanings change in the child's mind. Controversial
[00:16:38] figures are presented
[00:16:40] as heroes, and rebellions are narrated
[00:16:44] as revolutions, and the vast history of Yemen
[00:16:47] is condensed into the moment of the arrival of Al-Hadi Al-Rassi
[00:16:50] and his lineage. And with time, the child does not read the history
[00:16:53] of his country as Yemenis lived it, with its diversity
[00:16:55] and vastness, but rather as the militia wants him
[00:16:59] to remember
[00:17:02] the lineage, passes through it, and ends
[00:17:05] with it.
[00:17:09] This is the matter. Why?
[00:17:12] Because many facts are obliterated,
[00:17:16] whether historical facts, social facts,
[00:17:19] or even
[00:17:21] political facts.
[00:17:23] And what
[00:17:25] is present, or the current trend
[00:17:29] of any party, is put in place. And this, of course, creates
[00:17:32] a distorted awareness in the citizen, whether
[00:17:36] a child or an adult. The distorted
[00:17:41] ultimately reflects negatively on everyone. The Houthi
[00:17:44] began changing the curricula from
[00:17:47] the first year he controlled or
[00:17:50] took over the state in Sana'a. Gradually, we used to
[00:17:54] study national education when we were children, and the state
[00:17:58] taught us national education. We read Al-Zubairi, and we read Ali Abdel-Mughni,
[00:18:02] and we read Al-Nu'man, and we read about all the martyrs
[00:18:07] travelers, even from the beginning of Yemeni civilization.
[00:18:10] And he has now abolished all of this.
[00:18:16] Yemeni names and even some names of companions to
[00:18:19] sectarian names. And he also teaches Hussein al-Houthi,
[00:18:22] the deceased or fallen Hussein al-Houthi, who has become the role model
[00:18:25] and the orbit around which
[00:18:29] the current education in Yemen revolves. That is, if it is correct
[00:18:32] to say, there was a sect, like private schools,
[00:18:36] trying to follow a parallel path and teach
[00:18:39] the existing curricula. But unfortunately, the Houthi besieges them from all
[00:18:43] sides. So unfortunately, he infiltrated and imposed parallel
[00:18:46] curricula and supervisors in every school, and it even reaches the point
[00:18:50] where there is a supervisor in every classroom, meaning he monitors the teaching
[00:18:54] of these Houthi curricula that distort the mind
[00:18:57] and distort identity and try to obliterate Yemeni identity. The Houthi
[00:19:00] militia focused from the first
[00:19:04] education and exploited education
[00:19:08] by changing the curriculum because it is an ideological
[00:19:11] idea, and therefore it wants to build society as
[00:19:14] it wishes, as it wants,
[00:19:17] and recruit all these generations for its benefit. Your son can
[00:19:20] be kidnapped from inside the school and taken to a summer
[00:19:25] the front. If he returns alive, he will return as your enemy, and if he returns dead, then
[00:19:29] it is the triumph of time and fate. So you are facing a serious problem that
[00:19:33] all fathers, mothers, and guardians are facing. They are the ones who are now adopting
[00:19:39] the immunization of their children from these
[00:19:41] extremist ideas. And we have seen in more than
[00:19:44] one school that the supervisor comes and says,
[00:19:48] "Death to America, death to Israel!" And the students unanimously respond,
[00:19:52] "With our souls, with our blood, we sacrifice for Yemen!" And for this reason, there must
[00:19:55] be awareness among everyone
[00:19:57] of the importance of developing
[00:20:00] curricula for this state,
[00:20:03] its history, its geography,
[00:20:06] its values, its morals. It must
[00:20:09] the curricula, and not only what we see
[00:20:12] or what aligns
[00:20:15] with our orientations, whether our political,
[00:20:18] historical, social, or even
[00:20:23] That is, in the end, God created
[00:20:25] human beings
[00:20:27] equal. The opponents of the Houthi militia, before
[00:20:31] preparing to confront it
[00:20:33] militarily, must confront these
[00:20:36] effects, and these results that it produced, and these
[00:20:40] actions that the Houthi militia carried out throughout
[00:20:44] the past periods with cultural weapons, intellectual weapons, awareness
[00:20:47] weapons to
[00:20:50] enormous tide
[00:20:54] that will remain for many decades
[00:20:57] until we get rid of it. Every
[00:21:00] the front. All this
[00:21:03] craziness. There's nothing. I just felt
[00:21:07] that it was a ready decision. After God, he just came
[00:21:11] to say goodbye to me. I tried in every way to tell him,
[00:21:16] I will implement my words." My words were
[00:21:20] a waste of time. That is, he had already
[00:21:23] decided. I don't know if he sent
[00:21:26] a message to his mother. I wish to see his face
[00:21:30] again. That is, I will
[00:21:31] stay up all night.
[00:21:40] Even subjects that are supposed to remain far from politics
[00:21:46] change. The rifle enters the child's image.
[00:21:50] And bullets and rockets become part of the language
[00:21:53] of the lesson. Here, the war does not remain
[00:21:56] outside the school, but becomes part of the child's
[00:22:00] daily imagination. The child learns arithmetic, but the images
[00:22:04] around him do not tell him that the world is apples
[00:22:07] and balloons. It tells him that the world is a rifle,
[00:22:11] an enemy, a battle, and death that can
[00:22:14] be called glory. And here lies
[00:22:18] change in one day. He changes
[00:22:22] slowly with a word that is repeated, and with an image
[00:22:25] that follows him, and with a slogan
[00:22:28] that he memorizes before he understands it, and with a story
[00:22:30] that divides the world in his eyes into two camps,
[00:22:34] and with a small lesson
[00:22:37] the outside to the inside of him. Which is
[00:22:41] more dangerous: changing curricula or closing schools? Of course, both are dangerous,
[00:22:44] whether closing schools or changing curricula. But I believe that changing
[00:22:48] curricula is much more dangerous than closing schools. Closing
[00:22:51] schools in itself is a catastrophic
[00:22:54] thing that deprives children
[00:22:56] and deprives children of one of their most important
[00:23:00] rights, which is education. But the closing
[00:23:03] of schools can be remedied. The consequences
[00:23:06] of closing schools can be remedied through many
[00:23:10] means. But the danger of changing curricula is considered a very
[00:23:13] great danger because it works to change the ideas
[00:23:16] among children. The issue that
[00:23:20] the Houthi is doing today, changing curricula and planting his racist,
[00:23:23] sectarian, Imamist, and priestly ideas in the curricula,
[00:23:27] is considered to produce an entire generation. I
[00:23:31] can briefly describe it as producing ticking time bombs.
[00:23:34] You are changing
[00:23:37] the educational curricula to produce
[00:23:41] extremist ideas, racist ideas,
[00:23:45] sectarian ideas, ideas that are hostile to nationalism,
[00:23:48] hostile to freedom,
[00:23:50] hostile to equality, hostile to justice, and push
[00:23:53] for loyalty to a specific person or a specific lineage
[00:23:57] or a specific doctrine or a specific sect. This is much more dangerous than
[00:24:00] closing schools. The indoctrination of the curriculum is very dangerous,
[00:24:04] and therefore the Houthi group realizes that it is carrying out a systematic,
[00:24:08] long-term work that will have an effect that will enable
[00:24:12] it to feed on these dropouts and uneducated or mentally
[00:24:15] distorted people. Therefore, it is now seeking
[00:24:19] to perpetuate its wars, to perpetuate
[00:24:22] its fighters, to perpetuate the state of conflict and strife,
[00:24:26] and therefore it resorted to indoctrinating
[00:24:29] beginning, when the Houthi movement
[00:24:32] appeared, it used to deceive children with
[00:24:36] chants and tribal poems.
[00:24:38] That is, it tries to deceive the youth and stir their emotions,
[00:24:42] those who start from 16 years old or even from ten years old to 12 years old,
[00:24:45] and so on. So the most dangerous, and
[00:24:48] by far, and not less dangerous, is changing curricula
[00:24:52] and changing intellectual structures within society.
[00:24:55] I started writing to all the fathers, father of so and so, father of so and so.
[00:24:59] "Oh, keep my son away. Oh, keep my son away." People used to tell me, "My
[00:25:03] daughter, take your son from us. We give the children pills
[00:25:06] from them, they are in them. That is, we give them pills so that
[00:25:10] they are not in their right minds, or do you mean facing the front with all this courage?"
[00:25:14] So I said, "I must start the war." I was aware that I was entering a war,
[00:25:17] entering a war. I contacted all of them. I didn't
[00:25:20] care anymore. They used to tell me, "Teacher, effort for the nation."
[00:25:24] And I say, "I am not willing to see another image
[00:25:28] or a disabled person or
[00:25:31] anything. This is my son, people." That is, they are
[00:25:34] our enemies, so we must take precautions
[00:25:37] against these enemies. The change
[00:25:40] did not stop at
[00:25:43] the classroom to the yard in the morning
[00:25:46] assembly, and in school events, and in activities.
[00:25:50] And I teach my colleagues handwriting and the arts of calligraphy and in the words
[00:25:54] that are spoken to children, the school
[00:25:57] began to take another form. This
[00:26:00] is our journey of making men. Its beginning
[00:26:04] was small centers. So military language
[00:26:07] began to infiltrate the school day,
[00:26:10] and the slogan began to compete with the lesson, and the lineup
[00:26:14] became wider than the morning assembly, and the front
[00:26:17] was no longer as far as it seemed, for before the
[00:26:20] child reached it, it had already reached him. Today,
[00:26:24] after ten years of war, I believe if a child,
[00:26:28] meaning seven years old, joined, meaning he was taught these
[00:26:32] ideas and these ideas were planted in him from the age of
[00:26:35] seven, today he is
[00:26:39] the front fighting fiercely. He thinks that what he is doing
[00:26:43] is right. He thinks that what he is doing is the religion that Muhammad,
[00:26:46] peace be upon him, brought. Because of these militias,
[00:26:50] all religious ideas
[00:26:53] within the curricula were changed. All principles
[00:26:57] and values were changed, whether
[00:27:00] Islamic principles and values or the principles and values on which the Republic of Yemen was founded
[00:27:03] in the minds of these children. Today, these children constitute an army for
[00:27:07] the Houthi. Among these subjects that are
[00:27:10] presented to students are Quranic
[00:27:13] Culture, Conflict
[00:27:16] Studies, Fiqh (Islamic Jurisprudence),
[00:27:20] and Tajwid (Quranic Recitation). Then came
[00:27:23] the summer centers, and they turned into something like
[00:27:26] a third semester, a semester that is closer
[00:27:31] does not suffice with what was said to the child in the book, but
[00:27:34] pushes him one step further, and the child
[00:27:39] is a child who does not ask many questions and
[00:27:42] sees the world only through the hole of battle, and does not grow
[00:27:46] towards the future, but towards the trench.
[00:27:49] And when the child's consciousness changes, kidnapping him from his future
[00:27:52] becomes easier.
[00:27:54] Summer centers are the tool
[00:27:56] for the
[00:27:58] indoctrination that the Houthi militia carries out. And these centers
[00:28:03] were not limited to a specific category. Rather,
[00:28:07] the Houthi militia came
[00:28:08] with its
[00:28:12] sectarian, racist ideology and imposed it on the entire
[00:28:19] unemployed, housewives. All
[00:28:23] segments of society are forced
[00:28:26] to deal with
[00:28:28] and
[00:28:30] accept this curriculum that it presents, even though they are old
[00:28:34] ideas, ideas that do not belong to the era, nor
[00:28:37] to religion, nor
[00:28:39] belong to logic, nor to knowledge at all. And despite
[00:28:43] that, Yemenis are forced to accept these ideas.
[00:28:46] The summer centers have almost taken
[00:28:50] a long time, months,
[00:28:53] and the Houthi is working desperately on them.
[00:28:56] He spends a lot on these summer centers
[00:29:00] because he is working to change
[00:29:04] and he is building an entire
[00:29:07] of children. This army is working to change their ideas so that
[00:29:11] they only have that Abdul-Malik al-Houthi is number
[00:29:14] one. We do not listen to anyone, we do not follow anyone's orders, even if
[00:29:18] they are our parents. We only follow the words of Abdul-Malik
[00:29:22] al-Houthi, and we will not enter Paradise except through him and his
[00:29:24] supporters.
[00:29:32] God
[00:29:36] In the summer of 2024,
[00:29:38] the Houthi militia opened about 700 summer
[00:29:41] centers. But the more dangerous question
[00:29:45] is not how many children entered these centers, but how many
[00:29:49] children will leave them closer to the trench
[00:29:52] and further from the school. Our master, our leader,
[00:29:55] and our protector, Sayyed Commander Abdul-Malik Badr
[00:29:58] al-Din al-Houthi, in
[00:30:01] is trained to fight only. He is trained to
[00:30:04] fight. leaving his childhood,
[00:30:08] meaning he sees the world through the barrel of a rifle,
[00:30:12] meaning he deals with fear as if it were courage.
[00:30:15] We will present the first, second and third, and with death
[00:30:18] as if it were an
[00:30:20] ordinary
[00:30:23] path. Of course, camps were set up
[00:30:26] even for children in many governorates, about 20
[00:30:30] camps were
[00:30:34] used to train these
[00:30:36] young children
[00:30:40] and so on, then these children are pushed
[00:30:43] to go into the first lines of battles.
[00:30:47] After four months, they told me, "We'll bring him for four days."
[00:30:51] I told them, "Okay, I promise I won't stop him." Indeed, I was with a boy.