Review of Yemen’s Secondary Curriculum: Evaluating Textbooks for Safety, Resilience, and Social Cohesion

Abstract

Education serves as the cornerstone of societal progress, instilling essential skills, attitudes, and values needed to navigate complex realities. In Yemen, amid conflict and natural disasters, a robust curriculum is critical. This study critically evaluated Yemen's secondary school curriculum according to UNESCO's guidelines, focusing on safety, resilience, and social cohesion. Utilizing the Context, Input, Process, and Product (CIPP) evaluation model, the research aimed to identify areas for improvement and develop a curriculum that equips students for future challenges. The study had three objectives: (i) to determine the presence of UNESCO's attributes of safety, resilience, and social cohesion in the curriculum, (ii) to assess the implementation of these attributes, and (iii) to recommend enhancements for any missing areas. Research instruments included a review checklist for textbooks that was pilot-tested and validated. Data were collected from 30 textbooks covering 12 subjects from both semesters of the 10th grade, representing the initial year of the three-year general secondary education period. Findings revealed significant gaps in the curriculum's coverage of critical themes. The study proposed recommendations for curriculum enhancement, emphasizing the integration of safety, resilience, and social cohesion to better prepare students. This research aims to inform evidence-based decision-making and empower educators to create resilient and cohesive learning environments.