Al-Mekhlafi, Mohammed Sarhan Saeed.; (1986) Relevance and the curriculum :the case of the Yemen Arab Republic. Doctoral thesis , Institute of Education, University of London.

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Abstract

The question of relevance in education in general, and in the curriculum in particular, is a major concern in present-day educational discourse. Often the interpretation of the concept is far too narrow, emphasizing vocational issues and ignoring more general ones, and concentrating on immediate rather than long-term problems. Such an interpretation, if rigidly adhered to, would result in an education irrelevant to present needs and changes in the field of education and in society. For the purpose of this thesis, relevance in education is taken as relating to a number of issues connected with the quality of education and the quality of life: the relationship of the content and system of education to the socio-economic and cultural environment in both the local and the global dimensions; relationships within the structure of education itself, as well as issues concerned with concepts of knowledge in relation to culture; with methodology; with the interests and stages of development of the learners. The whole process needs to be viewed in the context of the nature and stages of human development. The diffuse nature of the issue of relevance makes it necessary to find an organizing conceptual framework that will act as a base for a curriculum that incorporates external and internal, individual and social, local and global aspects of relevance. Such a framework is provided by a fusion of the concept of "Basic Human Needs" as derived from an analysis of the theories of Abraham Maslow, with some central educational principles, to draw up a list of the learning needs most conducive to present requirements for the improvement of the quality of life of the individual, of the society and of humanity at large.

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