r focuses on the examination and the evaluation of curriculum applied on the professional education and specifically on the health care support sector. In order to understand the structure and the content of curriculum used in the above sector, it is necessary to refer primarily to the general characteristics of curriculum, the theories developed for curriculum used in various educational contexts as well as the skills required for the appropriate delivery of curriculum in a professional education environment. In accordance with a report published by the Cognitive Behaviour (2008) ‘a social education curriculum has a three-fold purpose: a) to assure that every student is on track through assessment and prevention, b) to assist the proper development through pedagogical study, and c) to remediate inappropriate learning’ (Cognitive Behaviour, 2008, online article). The improvement of educational standards in the health care sector would support the increase of quality of services provided to patients. Therefore, the curriculum used in the specific sector should be carefully reviewed and monitored making sure that all standards set are followed by educators. In the study of Burgess (2004) it is noticed that the curriculum used in the training of social work professionals is not appropriately developed but it rather ‘entails a level of complexity greater than that for many other disciplines’ (Burgess, 2004, 163). On the other hand, it seems that in Britain – like in most developed countries worldwide – the involvement of a person to the health care support is related with specific educational standards: specific qualifications – set by NHS – are required while training is usually provided after the acquisition of qualification – in case that workers in the specific sector need to be informed on the developments of science in the particular field.
The design and the development of curriculum in all educational contexts is based on specific criteria.