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Scientific Dissemination of Physical Education Sciences in Yemen, Difficulties and Solutions (Rawafed Journal of Studies and Research in Sports Sciences; Vol.3, No.2) Year of publication: 2023 Author: Al-Nadhari Muhammad Hussein Corporate author: M'sila University The study aimed at the reality of scientific research in the faculties and departments of education and sports in Yemeni universities and the difficulties faced by Yemeni universities to propose solutions that improve scientific research in the field. Yemeni and Arab universities, to learn about the reality of universities, universities, as well as universities that face it. The study tool in the questionnaire consisted of (10) phrases, which were used by (60) academics of Yemeni universities in the field of specialization, at the beginning of the survey and the main, according to the following numbers: (12 master students, 30 assistant professors, 18 associate professors). The results of the study concluded that there is no legislation in the Higher Education Law and its implementing regulations, the faculty members are obligated to publish scientific research other than the research required for promotion, and the absence of a specialized journal in the field of sports and physical education sciences in Yemeni public and private universities (other than what is given by the Al-Bayda University Journal From a space for mathematical science research), which made external publishing more than internal publishing, in addition to the high publishing cost, stopping salaries and not calculating the financial settlement of promotions, which contributed to the decline in scientific publishing. 
Quality Physical Education Policies and Practice: The Global State of Play Year of publication: 2023 Corporate author: UNESCO With the majority of countries around the world investing less than 2% of their education budgets into physical education, the well-being of our future generations is at risk. Quality physical education (QPE) can deliver broad physical, social, emotional, and academic benefits. However, QPE is often under-prioritized and poorly implemented, suffering from deficiencies in funding, inclusivity, allocated time, and well-trained staff. UNESCOโs sport flagship, Fit for Life, aims to address this by working with governments to develop quality PE policies and building the capacities of teachers and coaches to deliver inclusive lessons as part of a well-rounded curricula. UNESCOโs work in QPE is directly informed by data collected via a unique global survey, gathering insights on PE policy and provision. Key data highlights from the most recent survey demonstrate the urgent need to increase the status of this subject in our schools. This requires collective action to establish and implement standards, promote knowledge-sharing, and foster inclusive participation for all youth. 
The Global State of Play: Report and Recommendations on Quality Physical Education Year of publication: 2024 Corporate author: UNESCO | Loughborough University Active lifestyles are key to ensuring both individual well-being and sustainable, social development. Quality Physical Education (QPE) plays a key role in achieving this by fostering lifelong physical activity, improving young peopleโs mental and emotional well-being, and developing critical life skills. UNESCOโs sport initiative, Fit for Life, advocates QPE as a cost-effective investment. Despite its potential as a core curricula subject, UNESCO data reveal that PE is often under-prioritized and due to a lack of investment in certain areas, such as staff training and facilities, potential benefits are not fully realised for students around the world. This investment gap connects directly to a delivery gap. Although 83% of countries worldwide report PE as compulsory in schools, there remain significant issues with the quality of delivery and the diversity of lesson planning within curricula:โข Only 1 in 3 secondary school students worldwide meet the minimum requirement of 180 minutes of PE minutes per week set out in UNESCOโs Quality Physical Education Policy Guidelines.โข Only 61.7% of schools fully include students with disabilities alongside their peers without disabilities in PE classes.โข Only 7.1% of schools implement equal PE time for boys and girls, despite 54.5% of countries having policies or plans for it. Policymakers, PE practitioners and academia are encouraged to take action to implement PE policies, increase investment in PE, upskill PE teachers, enhance PE curricula and promote more equitable and inclusive PE environment.