It depends on the social willing. If there is a socio-political needs & agreement it will be introduced, surely @

I think post-modernism would reject the idea of a national curriculum in general.  The focus, according to post-modern thought, should be on the local context and the local needs of the students in a particular community based on their particular circumstances.  This is a huge issue in the US, as we struggle to put into place a national curriculum, but local and regional interests are so drastically different across our large country.  How can a curriculum focus on the same thing for students in a rural agricultural community and in the urban areas like New York City or Los Angeles.  It's a great debate, and I tend to err on the side of the local.  

You have right, the interests between national and local needs are different! 

I will say it would depend on what you mean by next generation. if you refer to the learners of the next generation, it would be a miracle if their needs are consideererd at all given the current instrumentalist trend in curriculum development. However, if you refer to the industry, I would say that they would ensure that we do because they would continue to hold the purse string. of course, I might be too pessimistic. I think the crucial issue wwould be whether an intrinsic ethos of curriculum development survives or whether an instrumentalist ethos becomes totally dominant.

Ragip, I would suggest turning the standard model of national curriculum on its head. It should be completely transparent to all that the focus was the higher order goals of attributes of a life-long learner, learner goals and social wellbeing. To do this I would structure content as a small number of broad concepts that are described as continua running through all grades. I would describe productive pedagogy as that which helped each learner to move forward in the continua and success as moving forward through the continua. 

I think that besides criticising the traditional curriculum, post-modernism and post-colonialism helps little with the question of what content ought to be taught to the next generation...they give more on pedagogy - like 'border-crossing'pedagogy -  the curriculum could make known what is relevant in local contexts but what about decontextualised/objective/conceptual forms of knowledge?  

I think the curriculum ought to make students aware of other realities and contexts as well as their own...the knowledge society requires them to know more... globalization  has disrupted local and antional boundaries. 

The question posed is most important, but possible answers are not obvious. In my recent book (attached), I have proved that countries are - despite globalization - quite different. Also, probable change and development (p. 206-226) are most difficult to predict.

Book Missing a Decent Living for Everyone: Success and Failure in...

Here's an example of how its done from a recent conference on Learning For Sustainable Futures in the UK and also related papers in RG:

http://ukfiet2015.exordo.com/files/papers/372/final_draft/Rowe_Amonde.pdf

https://www.researchgate.net/publicliterature.PublicLiterature.search.html?type=keyword&search-keyword=STEM+instructional+and+curriculum+design+strategies&search-abstract=&search=Search

Best regards,

Debra

This link maybe useful for you :

https://www.thenational.ae/education-system-needs-to-adapt-to-a-fast-changing-world-1.473481