Various nations have various educational systems to fullfill their needs.
This factor entails the phenomenon of "national curriculum" as essential basis of any education.
The program of same courses - math, national language, basic natural and social sciences - is familiar for every dweller of developed or developing country.
Though, the statement of required circullum is just patchily relevant for contamporary world.
Without a doubt, the key knowledge of the world is required, but not by nation, but by life.
No one could delibirate or communicate properly without a knowing spelling, history, geography and so on.
But, considering the notion of national curriculum till college, barely a half of information can be used in further life.
Spending timegap of a young man who intends to be a writer for physics can be great waste of time and energy.
And this exemple is relevant almost for everyone.
It is unlikely that school program in its whole size was applied by anyone completely.
But time spended on learning could be used more effectively.
Take, for exemple, those who learns at a special schools.
Most of the time is spared on some particular subject, so young brains absorbs general information of the world within fortifying their specific skills.
It would be even more efficient if those who have a tendency to humanities studies concetrated more their attention on this subject and less on exact sciences.
It would entail the more fully understanding of humanity sciences.
Considering child's abilities and tendencies teacher enhance a chances of further motivation and, hence academic achievments.
For example, the most general reason of poor academic performances in Russian elementary schools is lack of pupil's desire to study at all.
This problem solves by administrative sanctions like warnings and parent-talks.
There is no need to say that this method is effective very seldom.
But the need of considering child's abilities means great expenses and changes.
Though the concequences of poor elementary education entails exetremely poor level of university students in Russia.
This catalyzes the lack of effective specialists in national companies, hence ineffectivness of companies themselves, and this influences detrimantally on national economic.
Ironicaly, in the end the idea of mandatory curriculum backfires at government.
On the other hand, like was said in second paragraph, some essential knowlege should be given to every child.
It implies that everybody should learn range of some required subjects, which are most likely to be applied in further life and education.
It can be national language, math, literature, history and geography, when music, philosophy, math, physics, chemistry and other specific subjects should be elective.
Maybe even first 5 subjects should be elective, except from language - as soon as it is essential for socialization and further studies.
Then the necessity of certain amount of hours (just like in university system) can be useful.
But the recommendation of required curriculum is no longer applicable nowadays.
It can be useful for forming some standartized society for industrial era.
But the system of national curriculum came to an end within the birth of civil society and freedom from mandatory ideologies.
People sholdn't be treated as particles of great machine.
And maybe time has come to consider human mind and its desired at the early stage of its developmets.
December 2014
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