دراسات وأبحاث مركز البحوث والتطوير التربوي ودورها في تطوير التعليم العام في اليمن
The study aimed to identify the reality of the studies and research of the Educational Research and Development Center and the degree of comprehensiveness at the level of research, educational stages and time periods. It also examines the relationship of these studies with programs relating to the development of the public education system in Yemen. The study applies the descriptive analytical approach; through analyzing the content. This represents a specimen in all classified during the period 1982- 2022 AD thus amounting to 67 studies in addition to personal interview as a tool for the leadership of the center, which comprises 6 individuals, namely: the director of the center and some heads of specialized and financial departments. The study has revealed the level of research where teachers and learners ranked first with a percentage of 28.35%, followed by pedagogy in the second place with a percentage of 25.37%. Then came Education Systems and their management in the third place with a percentage of 22.38%, followed by curricula, teaching methodology in the fourth rank with a percentage of 18.75%. In the fifth and last rank came Educational Economics with a percentage of 10.93%. Regarding Research cases and problems the gap was quite large at a percentage of 17.91% and 2.98%, topped by studies related to teachers. As for the educational stage, the basic stage acquired 52%, then the combined basic and secondary education stages and the secondary education stage at a percentage of 13.47% for each, to be followed by Helping Aids studies ranking third with a percentage of 10%. Other studies ranked fourth with a percentage of 7%. Pre- school and private education ranked sixth being the last in the list at a percentage of 1.49% for each. With regards to time period the 2000-2010 period with 72.12% of the total studies, and their scarcity in the period after 2014 until now. The results also showed that the relationship between the center’s research and public education development programs varied between medium and weak. And depending on the results, the researcher has recommended consolidating relations between the center’s studies and research and the prioritize educational problems, in addition to proposals for complementary studies on the subject. (Published abstract)