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Abstract: Study on curriculum movement and variation of the mathematics textbooks in Iran is one of the fields that few studies have been accomplished, and in this field there have been no investigation reports or any particular results of such these studies. This paper deals with a short report of a comprehensive research in this field from the beginning of formal education curriculum in Iran for high school (1925) to 2008 (the time of gathering the data). In this research following subjects on high school curriculum are investigated: 1) Historical changes and overall evolution of formal educational system, 2) Five historic periods on changed of math textbooks, 3) Changes of curriculum based on the math subjects. I tried all the school textbooks to be considered and the content of them mathematically to be investigated. This paper deals with a conclusion by reviewing trigonometry as one of the school topics and its changes during this interval.    

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This Study aims to look into the evolution and revision of higher education curricula Post September 11, 2001. The study used a qualitative research method with an historical lens. The investigator shows the evolution of reviewing higher education curricula in 21st century from an analytical perspective. The study uses archival analysis primarily research publications and  documents related to higher education curricula available online and printed in digital sources.The finding show that the higher education curriculum in Afghanistan has gone through different phases. The data suggest that the curriculum experience show a transition from a relatively irregular curriculum planning system before September 11 to a centralized curriculum system post September 11 leading towards opinion polls and the delegation of some autonomy for curriculum to prestigious universities.The study found that 165 majors were identified that needed to be reviewed;among them, the curriculum of 71 fields of study have been revised to date