Background General Education courses came into existence after the loss of thorough coordination and coherence in graduate programs. As a result, there were myriad of reform programs that were put in place which would make students more knowledgeable in many disciplines. This came into being since there was minimal need for specialization especially towards the end of the nineteenth onwards. As a result, college entrant students were forced to undertake general education in order to effectively fit into the job market. Additionally, general education was also meant to pool together a wide array of knowledge for learners bearing in mind that specialization was perceived to be a narrow and more constraint way of attaining job competence. Furthermore, the aspect of specialization did not map itself much in major universities during the 19 th century period. Therefore, after realization that there was lack of commonness in sets of electives in university courses, admission of more students into higher learning institutions began. This was mainly fuelled by the perception that colleges and universities figured out that in order to meet the needs of these students, there was also need for creation of special programs that would suffice their needs by servicing as an open door in every field. These courses were intended to be introductory in all disciplines and thus created a structure that was to be distributed to all colleges (Gray 28). Upon acceptance in the early twentieth century, implementation methods exhibited wide variances especially in regard to societal needs of that time. Gray (36) asserts that there were exclusions as regards contemporary issues that led to generalized perception of the whole society. This type of education therefore lost relevance to immediate societal demands and thus became more generalized as the name suggests. Over a period some years, dimensions of general education provisions have remained unchanged and thus been likely subjected to challenges. Due to this stagnation in education provision and ignorance of immediate societal demands, including student relevance, general education has been faced with a lot of emerging issues in curriculum, both to students and teachers. Students have been widely affected by the challenges in general education. In this light, this paper discusses the types of issues, in relation to content, requirements and impacts of general education as a program and its relevance to both student and the general society. Content of general education General education entails provision of a generalized form of education, usually offered immediately after high school and junior years of university. This type of education has no specialization and considers a wide approach in its curriculum. Under general education, there is emphasis of attaining knowledge from all academic disciplines. Although this might sound as one of the most important forms of education, it actually offers a system of education which can be considered as basic in all disciplines. Thus, general education primarily provides a basic form of education aimed at making its students conversant of general affairs in all disciples. With this approach, the