Curriculum Development in Indonesian Education

Pendidikan Indonesia telah belangsung selama berabad-abad mengikuti perkembangan sejarah, elonomi, politik masyarakat Indonesia. Pendidikan Indonesia sejalan dengan tumbuh kembangnya kerajaan-kerajaan di Nusantara dan juga masuknya agama-agama besar di Indonesia seperti Hindu, Budha maupun Islam. Namun perkembangan pendidikan modern di Indonesia diawali dengan masuknya kolonial bangsa barat ke Indonesia. Setelah Indonesia merdeka, pemerintah terus menerus melakukan pembangunan pendidikan secara nasional di seluruh wilayah NKRI. Pembangunan pendidikan tidak bias terlepas dari pengembangan kurikulum karrena kurikulum adalah inti dari proses pembelajaran. Kurikulum disususn dan dikembangkan sesuai kebutuhan siswa, sekolah, masyarakat serta tuntutan jaman

The development of a curriculum framework for the National Dual Training System (NDTS) in Malaysia

Curriculum is one of the most important elements in the Technical Education and Vocational Training system. Nonetheless, the existing National Occupational Skill Standard (NOSS)-based curriculum was found incapable of playing this role for its approach had created issue of workers being produced not meeting the needs of the industry or mismatch. In addressing the issue, the Malaysian government has decided to implement the National Dual Training System (NDTS) in 2005. The development of the NDTS curriculum was started in 2004, with the help of industry experts and skilled workers and guided by overseas consultants. However, the development of the NDTS curriculums was very time consuming. This has resulted in a serious scarcity in the number of curriculum. Worse still, the completed curriculums have been found inadequate that discouraged industry participation in the training programmes. Study showed that it stemmed from the absence of a good framework for the curriculum development in the country. Thus, it is paramount to make the needed NDTS curriculum framework available. The study adopted the qualitative research approach and the data collection methods were interviews, document reviews and observations. The existing practices of the NDTS curriculum development were investigated and analysed to unveil the actual way of developing the curriculum. The findings were benchmarked against the practices applied by developed countries to evaluate whether the NDTS curriculum development processes were in line with theirs in terms of dual training concept, work process analysis and establishment of working team. Ultimately, the study came up with a curriculum development framework to benefit all parties involved in training especially the curriculum developers to produce good curriculums within a reasonable time frame

Curriculum development in further education

This chapter outlines the development of the further education curriculum post-1945 in Scotland and examines somes issues, specifically: modes of learning; staff development and curriculum development; and support for students

The context of contemporary curriculum change.

The aim of this paper is to provide an introduction to the broad field of curriculum change, with the focus being on school curriculum. The first part of the paper provides a brief overview of curriculum change in New Zealand at the national level. In the early years of a state system of schooling, curriculum revision was highly centralised, giving way in recent decades to a wider involvement of stakeholders. The second part examines how national curriculum implementation in schools involves input from the state and schools; in particular, reference is made to a greater emphasis upon school-based curriculum development. It is argued that to achieve greater teacher involvement in school-level decisions, ongoing professional development of teachers is necessary

CurriculumNet: Creating Freely Available Curriculum Materials to Meet Uganda's Growing Student Population

The National Curriculum Development Center (NCDC), an office under the Ugandan government's Ministry of Education and Sports has using Information and Communication Technologies (ICTs) to assist in addressing the curriculum needs of the growing student population in both rural and urban schools in Uganda. With funding from the Canadian International Development and Research Centre (IDRC), the NCDC developed CurriculumNet, the goal of which has been to develop, test, and integrate ICT-based instructional materials and teaching into existing Ugandan curriculum. This report presents key practices and learnings of the CurriculumNet project in terms of its collaborative curriculum development process, as well as the opportunities and challenges faced by the project overall. Through analysis of the projects internal documentation, as well as interviews with the CurriculumNet project leader, this report documents how the project developed and disseminated content to meet curriculum needs while also addressing funding and infrastructure related challenges

Curriculum development practice

This paper discusses the subject of curriculum development. More specifically the paper discusses involvement with curriculum development in teaching and adopts a reflective writing style

Power and influence in Human Resource Development: teaching the politics of HRD on a professional programme

Addressing organisation politics is problematic in all parts of the management curriculum. It alludes to the dark side of organisational life and requires engagement with contentious issues of power and interest. Yet, at the same time, it potentially provides a critical perspective or window through which a richer understanding of management can be achieved. Set in this context it provides a challenge for curriculum and associated professional development. This paper reports upon a research based teaching and learning initiative undertaken in the context of one branch of management, human resource development, and considers its application for other professions. The initiative sought to raise the profile of the politics of HRD within the curriculum. The paper discusses the research undertaken to generate teaching material and how we have subsequently deployed this research within a process of curriculum development. Outcomes are discussed at two levels. First, conventionally, in terms of our use, for example, of a number of depth case studies within the curriculum. Secondly, in terms of the impact of the initiative upon our own self development and professional practice. It is in respect of the latter where we lay claim to more 'benefits'; though questions are raised about the ease with which such benefits may be transferred into curriculum and professional development in higher education management teaching more generally

Follow Up: Medical Rhetoric – Making the Case for Oral Presentations

Goal: •Oral case presentation skill is fundamental in clinical communication •This skill is first developed in medical school pre-clinical training •Continued development is often by “Trial and Error” – often without a formal curriculum Purpose: Development of a new curriculum designed to acknowledge the importance of this skill development and create a method in building this skill mindfull

Reflecting on the development of a new school subject: the development of technology education in New Zealand.

The last 10 years have seen the production of curricula in Australia, the United Kingdom, USA, Canada, Hong Kong and New Zealand that emphasise the importance of students developing technological literacy. This paper traces the development of a new subject - technology education - in the New Zealand curriculum and explores the politics of development of a new subject as well as the theoretical stances and research that contributed to its development from 1992 until 2005. This paper outlines the various stages of development including curriculum development, teacher development, and the move to creating a classroom research agenda to enhance the teaching and learning in technology education. The paper reinforces the notion that significant gains can be made in curriculum, teaching, learning and assessment when research and development are conducted in an ongoing manner