The aim of an International Curriculum is to ensure that the stipulated pedagogical objectives, content of instruction, teaching-learning strategies and materials will lead to educational achievement. Thus, its role is to outline the social impact on educational systems and highlight the political role that education can play, as it will provide a basis of action for the future, with the aim of improving the curriculum and, by extension, helping people to accept change and diversity within a multiracial and multicultural society.Chapter I explores how inequality is rooted in and reproduced by economic, political and ideological forms and how the educational system contributes to hegemony. The object in Chapter II in studying French English Educational Systems has been, on the one hand, to use a comparative analysis to find out what social factors generally are at the root of the development of these distinctive forms of schooling, and on the other hand, to explore specific national differences in the chronology and forms of the development of state schooling. Chapter III highlights colonialism as a vitally important part of the heritage of most Third World countries and, in many instances - e.g. politics and education - influences relations between Madagascar and these countries - Britain and France. Chapter IV points out that underachievement is not a fate and highlights the phenomenon of underachievement as the effect of diverse factors such as social environment, socio-economic, socio-discrimination and institutional aspects.
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