In this paper, we discuss the importance of relevance in the provision of eLearning for the pursuit of higher education (HE). In particular, we argue how the extant literature focuses on quality and security in the design of eLearning platforms, but pays scant attention to how relevant the platform and the programme contents are to the needs of contemporary adult learners. We studied this topic from a gender perspective and identified the different imperatives and constraints pertaining to men and women seeking personal and career development through HE. Recommendations are made for HE institutions to pay particular attention to the role that relevance plays in eLearning.