Not only does geographic location depends on the type of curriculum taught, but the demographics of the population matters as well.
[2][3] This requires a genuine commitment from agencies and individuals to work together, to plan projects collaboratively, and to involve parents and communities.
In terms of policy, this view sees curriculum frameworks as tools to bridge broad educational goals and the processes to reach them.
[5] Central to this view is that curriculum policy and content must both be guided by the principles of social and economic justice, equality and environmental responsibility that constitute the pillars of sustainable development.
Text taken from Investing against Evidence: The Global State of Early Childhood Care and Education, 243-265, Marope, P.T.M., Kaga, Y., UNESCO.