I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

difrerence ;s rath€r anificial The secondary stage was of lbfte
years just as jt wa! in the Nodll
Tlq€ were also otber ditrer€nces between the two svstens of
edEtion, cuiculum beilg os of lh€n In dl€ Sotih t]t€
cuniculun was a lileral imitation of the ceic'nun of wlar wa!
prcviously caled Eslt Germany. The content was 'o'mun!toricnted
and .odwation was common-
Eneljsll s in the Nonb was irclLded in thc cLiniculM lt
ws abo;B $e same allllMt of dtr. Tboush dE teJdb@b and
the contdt were differ€nt, n€rhods ofteachi4 tha! w@ folowed
w€re n€ady the $ne. Ib€ l€vel at Enslish became wors. a!
conDared lo the time when the British were lh€re. It wa3 Y€ry
cmilor to fnd an ordinary nst of rhe street speiking lbd tot
writjnel Eislish ben.r tbd thc sch@l p'rpil coul4 b@ac lhe
formr leiEi Enslish mt fotmlly but ihowh geoujE mnrzct uth
Brirish people when lhey wee in Yemm Most ofthe leache$. of
Enslish were Yernenisr oDly a ftw. who came toD differetr Arab
cou<strong>rt</strong>ries Like Eg/Tl, lraq, S''ria and the Sudaq we.e expatriates.
Thousb rle soutlt w,s udq lhe British nne, this d;d not make $.
levet of Englisb thcrc 5try be<strong>tt</strong>er t!!n it was in the Nordr
2.zl EDUcarroN AFTER ruE RxuNrFIcArIoN (1990)
F.od tl€ tine oflhe revolulions of $e two Ps<strong>rt</strong>s ofYemeD lhc
su.cessive sov€rnrnenls m.de a lot of efTotu to rcmiry fie
origiraly oft c.urry. Tle effons yielded fruit on Ma' 22- 1990
lhe dale in which lhe two pa<strong>rt</strong>s came ,ogethe. and became one orce
agsir- Eduqtion was oDe of tbe priorities of ihc Ew oifien
govedunent who iook upon it! shoulders rh. hard task of
clmprol'isilg bctec.D lhe two difr.rlor syst€Es ard @Di.a W
with a new one that nEkes th. b€st of tho nxo. Th€ 6st uified
EdwatioGl Policy, ideDtified tlte educationat primiPles. B€lou, are
the oDs relevel lo tbe area ofth€ sludy.
The belief io lhe unmclfor of Yemetr .nd iL d€mantic