In many countries efforts have been made for making the curriculum flexible in order to accommodate the capabilities and aptitudes of various types of students. Hence the curriculum is now being modified in terms of the need of students, and local and national requirements.
Now an attempt is also seen to make the curriculum for promoting the physical, mental, emotional and moral development.
The individual and social points of view are now kept in view in preparing a curriculum. The curriculum is now being diversified for meeting the varying interests of students. The ideal of correlation and integration of various subjects is being adhered to for doing away with the idea of separate subjects which are now accepted as the integral branches of the same “knowledge —tree”.
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Learning by doing at the primary stage and learning by production at the secondary level have been accepted as the ideal to be followed. It is believed that this approach to education will minimise the problem of unemployment and qualitative improvement, too, will be effected at the same time. Mexico has accepted this principle in developing its educational system.
Russia and many African countries are trying to correlate their educational systems according to rural requirements. In Hungary, the curriculum is so made as to save the student from physical and mental fatigue by encouraging him to do some personal practice.
In France ample scope has been allowed in the curriculum for co-curricular activities which include “physical training” and “games and sports”. For this purpose in Belgium some secondary school classes are organised near sea-shores, forests and hill-tops which are sometimes covered with snow.