Yemen: The American intelligence aimed to target and destroy higher education in the country. According to admissions from the American-Israeli spy network, the American embassy deliberately sought to destroy higher education by making it purely theoretical and disconnected from the practical aspects that meet the developmental and service needs of society.

The spy revealed the coordination between the American embassy, represented by John Raleigh, and the Dutch component, represented by the Dutch expert Hanny Bloom, along with another spy who worked as an assistant to the coordinator of the Dutch component and one of the American intelligence agents.

The spy indicated that one of the American intelligence agents directed him to make contracts with five Yemeni experts to gather information to aid in preparing the higher education strategy and then send it to the foreign expert to draft the first version of the strategy.

He pointed out that the American intelligence focused heavily on universities by preparing educational cadres and funding them to study for master's and doctoral degrees abroad, confirming that American intelligence used to send fifteen students annually to study abroad.

The spy mentioned that the AMIDEAST program manager monitored the students sent to study abroad, followed up on the topics they chose for their theses, and worked on steering their research in a direction that aligned with American interests.

He noted that American intelligence focused on attracting distinguished students by requesting a list of those who had priority in receiving higher education scholarships and organizing training courses for secondary school teachers. He confirmed that he chaired the committee responsible for preparing the list and handing it over to the Americans, stressing that American intelligence used the prepared list to identify outstanding students and select some of them for studies abroad.

He touched upon the activities targeting universities, including preparing a list of priorities for educational research under the pretext of helping students studying either abroad or locally to identify research priorities. He confirmed that the committee prepared a specific list of research topics from which students could choose, which in turn served American goals and interests. He also confirmed that the College of Education approved the list under American supervision, and other colleges followed the same approach.

American Intervention in Higher Education Strategy

American targeting of higher education did not stop at the previously mentioned efforts. American intelligence also intervened in the higher education strategy under the pretext of the American role in funding the World Bank, which led to America choosing the international expert tasked with preparing the higher education strategy, according to one of the spies.

The spy confirmed that American intelligence prepared eleven programs for Yemeni universities as part of the higher education development project, explaining that some universities implemented two programs, while others implemented one. He clarified that the prepared programs included a large number of Yemeni universities.

Regarding the American role in establishing the Academic Accreditation Council, the spy said, "I was directed by Dr. (name omitted), one of the spies, to communicate with another spy, who wrote the initial draft for establishing this council. After returning from the UAE, he chaired this council."

Dutch Role in the Information Center of the Ministry of Higher Education

Regarding the role and tasks of the Dutch component in the higher education development project, the spy confirmed that the Dutch component supported the establishment of an information center for the Ministry of Higher Education under the pretext of assisting the Ministry in collecting information about higher education, especially concerning tracking students from registration to graduation.

He explained that the real goal of establishing the information center was to identify the specializations studied by students and monitor their results from enrollment to graduation. He clarified that one of the outlined objectives of the information center was to understand the plans and future visions of graduates.

The spy mentioned that the Dutch company stipulated that when the information center was established, the center's implementation had to allow them to take a copy of the program and set up a data link to receive information in real time, which they would then analyze to achieve their hidden goals of sabotaging higher education in Yemen.