Curriculum of EFL Teacher Education and Indonesian Qualification Framework: A Blip of the Future Direction

Susilo Susilo

doi:10.21093/di.v15i1.98

Abstract

Indonesian Qualification Framework (IQF) is a description of qualification levels for all Indonesian learning outcomes or certificate statements in Indonesian schooling from year 9 to higher education. The IQF holds a legal endorsement in the form of Presidential Decree no. 8/2012. This IQF will specify equivalencies between Indonesian and foreign qualifications, thus improving Indonesia’s international competitiveness and making the country more open to global trade. As a consequence, the structures of curriculum in all Indonesian educations should base on this document. Defined as the expanding circle countries in Kachru’s concentric circles, Indonesia needs English language teacher education with appropriate structures of curriculum relevant to the global world and 21st century learning. This article intends to describe the IQF, the 21st Century learning, and the upcoming structure of the EL Teacher education Curriculum in Indonesia. More specifically, this article aims at analyzing: 1) how Indonesian Teachers should develop their curriculum according to the IQF descriptors; 2) how macro-social factors in SLA such as global and national status of L2, boundaries and identities, or institutional forces and constraints should be considered in the development of the curriculum structures of English language teacher education; and 3) how the 21st century trends should be blended in the curriculum.

Highlights

The Indonesian Qualification Framework (IQF) which has already held a legal endorsement in the form of Presidential Decree no. 8/2012 offered a description of qualification levels for learning outcomes or certificate statements in Indonesian schoolings from the primary up to the higher education
According to the IQF leveling, teacher education institution could establish two different levels, namely: sarjana program which belongs to level 6 and teacher profession program which is designed as level 7
Undang-undang nomor 14 tahun 2005 tentang guru dan dosen explicitly gave detail explanations that “teachers’ academic qualifications are sarjana or diploma 4, “teachers should got teacher certificates”, and “those teacher certificates should be established by government-accredited teacher education institutions” (Kemenkumham, 2005)

Summary

Introduction

This article aims at answering three different questions as follows: 1) how should Indonesian Teachers develop their curriculum according to the IQF descriptors?; 2) how should macro-social factors in SLA such as global and national status of L2, boundaries and identities, or institutional forces and constraints be considered in the development of the curriculum structures of English language teacher education?; and 3) how should the 21st century trends be blended in the curriculum?

Objectives

Results

Conclusion