Globally, the changing demands of society require that learners be trained with innovation and creativity in mind. The United Nations Sustainable Development Goals (SDG) 2030, specifically SDG4, aim to ensure inclusive and equitable quality education and the promotion of lifelong learning opportunities for all students. The technical model of education has been known to stifle learning opportunities for students and promote inequality. In keeping with the world wide mandate for inclusive education that values that right of all students to meaningful education, what is taught and valued as outcomes for all students is an important consideration of the education system. Curricula should be seen as having a positive effect as levers for the sustainable, inclusive, fair and cohesive development of a country. This position paper focuses on current practice in Trinidad and Tobago‟s school system and describes how it is lacking with regard to the flexibility of the curriculum that is needed for inclusive education implementation. The paper gives a brief overview of the technical and post-modern perspectives of curriculum and aims to justify how a shift to the post-modern perspective might be better suited for our present time. Implications for practice relating to teacher practice, curriculum content and student outcomes, which will all result from increasing the relevance and applicability of our curriculum, are also presented