 Continuing with the components of quality education, we see that the third component listed over there is the quality content. So quality content refers to the intended and taught curriculum of schools. Now in this curriculum, we might see the national goals for education and then the outcome statements in which these goals are achieved or not achieved, how will they be measured with measurable objectives and this is our starting point with respect to the implementation of the curriculum. Now if we look at it from many angles, is this curriculum-student-centered, is it not discriminatory? Does it have standards? This is what this curriculum standard meets. So curriculum should emphasize deep rather than broad coverage of important areas of knowledge. In depth, it should not be superficial. Similarly, authentic and contextualized problems of study. Our idea is to develop the skills for the solution of the problem rather than the road learning. It's more like stressing the skills development as well as knowledge acquisition. So problem solving issue here is very important. Curriculum should provide for individual differences. These differences can be based on gender, localities, ethnicities. These should be taken care of. Focus on results or standards and targets for student learning. Curriculum structure should be gender-sensitive and inclusive of children with diverse abilities and backgrounds. If this is not possible, some students will lag behind and will not be able to talk to them. Curriculum should be responsive to the emerging challenges and issues in society. Then, uniqueness of local and national content. Next is literacy. Literacy or ability to read and write is often considered one of the primary goals of formal education. Literacy includes reading, writing, and arithmetic. Numeracy is also a part of it. It should also be a part of counting, addition, subtraction. Numeracy skills can be helpful in understanding. That might help in the management of household, small enterprises. We can also understand issues with respect to different communities. Unicef defined as psychosocial and interpersonal skills used in everyday interactions, not specific to getting a job or earning an income. It is focusing on the development of certain kinds of attitudes, certain kinds of values, certain kinds of behaviors amongst the people. These could be part of the personality development which can be helpful in the relations in the community. If we look at it further, then they talk about peace education. It seeks to help students gain the ability to prevent conflict and to resolve conflict peacefully when it does arise. Whether this conflict is between two individuals, between two groups or maybe at the national level or the international level. Then challenges in reaching large numbers of children with quality content. These are the challenges for the teachers particularly. Teachers often find curricular integration and interdisciplinarity difficult, especially when the teacher does not have any role in curriculum design. So in corporation of different, let's say, disciplines it becomes difficult. Then they say that subjects that do not appear on important examinations are not always taken seriously. Social attitude towards the subjects may not be favorable and cultural patterns are difficult to change. So ideas conceived in other regions of the world may not be adequately adapted in the local context. Political and economic instability can also affect on the delivery of these things. These are the challenges for the educational institutions particularly for the teachers and well, challenges are there but these are not something which cannot be overcome. So that is how we see that these are important components of the curriculum.