Abstract
The complexity of problems encountered in today’s world has forced educational institutions to re-envision their mission in order to successfully prepare a competent and skilled alumna who is able to face the future challenges on a global scale. To achieve this goal, a strategic policy and management, which involves different stakeholders and other parties, are needed. To prepare a competent human resource that is able to face each of the challenges and changes, a curriculum is required that meets the established standards as well as the job market demands. In this regard, this paper addresses the implementation of competency-based curriculum (CBC) in Indonesia. The introduction explains the overview of CBC, its aim and implementation, the relationship between English curriculum and environment, and English language syllabus. The second part discusses the main principles of the curriculum, the theoretical approach that relates to language description and some theories of second language learning that underpin the curriculum. Additionally, other factors that relates to curriculum such as the context and the assessment system including language curriculum innovation are also explored. The third part is the conclusion and identification which reports some of the unsolved issues that relates to the implementation of the curriculum.
Highlights
Curriculum design in Indonesia has experienced 8 changes and 2 renewals
Based on the research findings and surveys that were conducted by the Department of National Education and several NGOs show that Indonesian education is left behind compared to other countries in the world, in Asia such as Malaysia, Vietnam and Singapore
These schools had been chosen by the central government through the Department of National Education based on a number of criteria, such as adequate human resources and facilities as well as sufficient funding
Summary
Curriculum design in Indonesia has experienced 8 changes and 2 renewals. A generally strange pattern is that whenever a new minister of education rose to power, a new curriculum is proposed. Based on the research findings and surveys that were conducted by the Department of National Education and several NGOs show that Indonesian education is left behind compared to other countries in the world, in Asia such as Malaysia, Vietnam and Singapore It is reasonable if the government continuously endeavours their approach to enhance the educational system to improve the quality of human resources. Competency-based curriculum had been used in 2001 albeit on a limited degree at the time since it was only utilized in particular schools (5 schools) These schools had been chosen by the central government through the Department of National Education based on a number of criteria, such as adequate human resources and facilities as well as sufficient funding. The purpose of this project is to empirically and directly examine the implementation of competency- based curriculum, the syllabus and its learning
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