ABSTRACT
Policy makers and practitioners are often required to satisfy the desire that people have to retain the traditional emphasis on a core of so-called basic skills and to expand the curriculum to include new areas of knowledge. Schools are also expected to solve social problems and to impart certain religious, social or moral values. We know that there is a difference between what is written into the curriculum and the learning experiences and achievements of pupils in a range of schools. The curriculum for schools is based on an identification of economic and social needs of our society. The education system is expected to prepare young people to work and to live, to contribute to and to participate in society.
