The main aim of this research is the professors and students involvement in the main decision-making of developing and revising the Afghanistan university curriculum? The researcher has used the latest studies related to this issue in other countries for the field research, a mixed-method (quantitative and qualitative), were used. The results of previous studies in other countries indicate that the role of professors and students in Developing or revising the university curriculum are highly significant, the present study indicates that despite the efforts of the Afghan Ministry of Higher Education in revising the curriculum, there are still significant issues. In achieving an ideal curriculum, otherwise, the curriculum would face serious challenges.

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The aim of this study was to investigate the position of ethnicity in formal and hidden curricula of the new secondary education system. Methodology: The present research method was qualitative analysis of content analysis which consisted of two parts. The first part of the research included documentary analysis and content analysis. The statistical population included 51 books in the field of humanities in the second secondary school. The research sampling method was purposeful sampling and the research sample included 6 volumes of history and sociology books of the second secondary school. The content analysis unit consisted of text, images, and textbook activities. To evaluate the content validity was used experts' opinion about the degree of coordination of the content of the measurement tool and the purpose of the research. To analyze the data in this section, qualitative content analysis was used by Smith method. Finally, to ensure the accuracy of the findings in this section, Triangulation method and re-referral of data to participants were used. Findings: The findings of the research in the first part showed that only 4% of the three sections of the content from the reviewed books paid attention to the 22 desirable components of ethnicity. Also in data analysis based on Smith method in the second part of the research, various themes including ethnicity neglect, teachers 'ignorance, different teachers' expectations, ethnicity as a cause of discrimination and the consequences of ethnic discrimination appeared. Each of them contained several sub-themes. Conclusion:Based on the findings, it can be acknowledged that the place of ethnicity in the formal and hidden curricula of the new secondary school system has been largely neglected. Therefore, due to the multiplicity of Iranian society, it is suggested that the curriculums of the secondary schools be completely revised to cover the necessary components for multicultural education and ethnic diversity in Iran.

Objective: The phenomenon of multilingualism has been one of the main problems of Iranian society. In our country, every year a large number of students enter primary school with fluency in their ethnic and native language and with little knowledge of Persian. But from the past up to now, our educational system has treated all children in the same language and has considered them all Persian-speaking. The present study aimed to semantically represent the lived experiences of bilingual (Baluch) primary school students in Persian language education.n Materials and Methods: The approach of the present study is qualitative research and phenomenological method has been used and its data have been collected through semi-structured interviews. Data analysis was performed using the thematic content analysis method. Participants in this study were primary school students in Saravan who were selected by purposive sampling method from the fourth, fifth, and sixth grades of elementary school who were studying in 2019-2020.0 Discussion and Conclusion: In-depth analysis of students' perspectives leads to the identification and categorization of seven organizing themes, including: students' attitudes toward school with three basic themes: educational place, emotional-social place and educational place; effects of native language application in school with three basic themes of meaningful learning, deep perception and strong feeling; barriers to use the native language in school with the basic theme of costing native language education; the position of the native language in school with four basic themes: informal using, insignificant using, compulsion to use the official language and ignoring the native language; The initial feeling of entering school with two basic themes of negative emotions and defense mechanisms; the effects of not using native language in school with three basic themes of superficial learning, weakness in learning and negative emotions and the position of native language with two basic themes were respected and identified.d