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to the identification, implementation and evaluation of policies that aim to support the various phases of learning, as these activities are also known as management of the curriculum. The review of the literature related to this subject has revealed an important fact: the state has the key role in defining the curriculum, both as a syllabus and as a learning process; still, the decisive role of principal/ head of educational institute in managing the curriculum cannot be doubted. In fact, the terms on which the management of curriculum is based are highly influenced by the decisions of principals and educators; the latter are those who apply the curriculum in practice and can, therefore, introduce important changes in each management on the basis that the key principles of education, such as equality and diversity are not violated, as analyzed below.
A critical issue when managing Curriculum is the right of all children/ students to education no matter their physical or mental conditions. This right has been also described as the right to inclusion and refers to the need for securing the access to education for all children and students despite their potential disability (Wearmouth et al. 2013). Inclusion, as described above, is considered as a reflection of social justice, i.e. the need for the elimination of discrimination in all aspects of social life (Wearmouth et al. 2013). However, in order to be effectively promoted inclusion needs to be based on specific criteria. In other words, without a carefully planned strategy inclusion cannot be achieved at the level that delays would appear in regard to each of its processes (Sydney 2013). From a similar point of view it is noted that inclusion cannot be achieved only by applying a specific policy (Sydney 2013). Rather, it should be based on the understanding of all people in the educational site involved of the value and the necessity of inclusion; in other words, inclusion is
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In their article titled, In the Future, Diverse Approaches to Schooling, Paul Hill and Michael Johnston identify the changes that public schools are more likely to implement in the next decade. Before giving a list of the changes in public schooling, the authors first identify the reasons why such changes will be in effect.
Accordingly, it can enable learners to obtain tangible benefits and contribute to the sustainability of the entire community. Stating precisely, an effective curriculum aims to develop cognitive, emotional, humanistic and judgmental skills of the pupils. This enables them to pursue a promising career in their adulthood and also become a responsible citizen.
By concentrating on the main needs of a course or program, it is easy to identify some elements of the curriculum that might hinder some learners from achieving their goals. The role is to redesign the course to decrease such potential barriers. This focuses on all students who may take the course or program in future (Jones & Mahony, 1989).
Educators design curriculum to help them set learning paths for their students. Originally, education was meant for man to be better (Johnson, 2007). Being a better man was described as being educated with the intention to use his knowledge as power in his adult life.
However, it is apparent when these things involve limits or infinite sets where, definitely, no straight experience can be existent with the inestimable itself. Mathematics, by nature is in cooperation an untainted and abstract escapade of the psyche and a practically implemented science.
As a description of curriculum, it is difficult to find a better one than this of Marsh.
In recent years, with interest increasing in what is taught at different stages of education, curriculum has gained a place of importance in the education-connected regions.
For instance, when one considers what topics that a student will necessarily be greeted with during the course of their studies, the first matter of discourse instantly shifts to what type of information the student will be presented with. Secondary to the actual
Being a better man was described as being educated with the intention to use his knowledge as power in his adult life.
Mark Smith (1996) is one of the theorists who studied various definitions of curriculum as described by