School curriculum as a translaional model of public experience is sensiive to the transformaions that occur in a society. It leads to a permanent modernizaion of the curriculum. The movement to modernize it is characterized by progressiveness – from using A verical model to enriching it with addiional levels (regional/local) and atracing new agents (schools, teachers, parents, the public, mass media). In the 21-st century under globalizaion and increasing the role of internaional organizaions in curriculum development one can trace uniicaion of approaches to its modernizaion. However its frequency and character are deined by the naional peculiariies of each country