The purpose of this article is to present a picture of the existing challenges of the curriculum planning model in Afghanistan and to help policymakers and stakeholders in the country's education system make better decisions in the field of curriculum planning and its implementation model. In this study, a descriptive and analytical method has been used to process information. For this purpose, an attempt has been made to explain the concepts of centralization and decentralization in curriculum planning, as well as their advantages and disadvantages, while referring to the concept of curriculum planning and curriculum. Then, the specific characteristics of Afghanistan as effective factors in decision-making in choosing one of the aforementioned dual approaches have been considered and an attempt has been made to express the implications and requirements of each characteristic for its curriculum planning. As a result, it has been emphasized that, contrary to some existing trends in the country, centralization in curriculum planning and its implementation in Afghanistan has numerous negative consequences, the lack of attention to which may cause irreparable damage to the existence of this country.
ۤFahimi, M. (2025). Centralization and Decentralization of Curriculum Planning in Afghanistan. Two Quarterly Educational Management, 4(2), 5-23. doi: 10.22034/em4.2025.100613
MLA
Mohammad Zaher ۤFahimi. "Centralization and Decentralization of Curriculum Planning in Afghanistan". Two Quarterly Educational Management, 4, 2, 2025, 5-23. doi: 10.22034/em4.2025.100613
HARVARD
ۤFahimi, M. (2025). 'Centralization and Decentralization of Curriculum Planning in Afghanistan', Two Quarterly Educational Management, 4(2), pp. 5-23. doi: 10.22034/em4.2025.100613
VANCOUVER
ۤFahimi, M. Centralization and Decentralization of Curriculum Planning in Afghanistan. Two Quarterly Educational Management, 2025; 4(2): 5-23. doi: 10.22034/em4.2025.100613
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