This paper attempts to address and evaluate the UNESCO Model Curricula that was releasedduring the first (WJEC) in Singapore in 2007 after a regional consultation meeting on the possibilities ofadaptation of the model in the Gulf Cooperation Council (GCC) countries of the Arab region at theUniversity of Bahrain. It is supposed to be a generic model that can be localised and adapted to matcheach country’s specific needs.During the World Journalism Education Congress (WJEC) panel on UNESCO Curricula Model inGrahamstown in July 2010, it was impossible to ignore commenting on the impossibility of developing anArab UNESCO curricula Model, because it simplifies a whole region into one bundle of ideas in a regionthat includes twenty-two countries stretching from Mauritania in the west to Oman in the east with thelowest average literacy rates in the world with (66 per cent). The situation is not even in these countries;for example in Mauritania, Morocco, and Yemen it is even lower (50 per cent). But in Kuwait and thePalestinian Autonomous Territories the rate is over 90%. In addition, gender disparity is very high in thisregion, though women account for two-thirds; including Egypt, Morocco, and Yemen. And within thisgeographical area, there reside several populations with different ethnic or linguistic diversities (Saleh,2009b)
