On competency-based curriculum<\/p>\n
In writing about the new competency based curriculum currently
\nbeing introduced into the education system in Indonesia (Benefits
\nand pitfalls of the new curriculum, The Jakarta Post, June 25),
\nAlpha Amirrachman correctly highlights many of the issues
\nsurrounding this significant change.<\/p>\n
While the original impetus for the introduction of the new
\ncurriculum could be debated (seeing it as simply a consequence of
\ndecentralization seems too narrow an interpretation to me), Pak
\nAlpha correctly identifies the numerous interrelated issues and
\nchallenges that the implementation of the competency-based
\ncurriculum presents -- the potential difficulties re-
\n\"decentralization\" of curriculum design, the mismatch with the
\ncontent-based national examinations, the need for teacher
\nprofessional development, appropriate teaching materials and
\nresources, as well as clear standards with which to measure
\ncompetencies, and the need for support from local government and
\nthe private sector to meet these needs.<\/p>\n
However, I feel that the use of the word \"incompetent\" to
\ndescribe about 50 percent of all teachers gives an impression
\nthat is both unfair and incorrect. To many people, the word
\n\"incompetent\" in English carries with it negative connotations --
\nsomeone who is so bad at their job that they are almost incapable
\nof improving.<\/p>\n
While all professions -- medical, legal, academic, etc. --
\nhave a small percentage of people who could be classified as
\n\"incompetent\", the experience of Save the Children UK education
\nstaff who have been working with the Ministry of Education in
\nWest Timor, Maluku, North Maluku and West Kalimantan to train
\nprimary school teachers in active learning, student-centered
\nmethodologies which support the competency-based curriculum,
\nshows that while the majority of teachers may currently lack the
\ncompetence to implement the competency-based curriculum, they are
\nfar from \"incompetent\" and are eager to improve their knowledge
\nand skills in this area. The problem is that they have previously
\nreceived little, if any, support to do so.<\/p>\n
With budgeting for education now decentralized, it is
\nessential that those who make the decisions regarding education
\nbudgets, particularly at the district level, allocate more
\nfunding for primary education and particularly for in-service
\ntraining for teachers (often neglected in favor of new
\nbuildings). Without this support, the implementation of the new
\ncurriculum will become, as the writer points out, just another
\nineffective Band-Aid solution to the problems within the
\neducation system.<\/p>\n
JOHN HOWE, National Education Adviser, Save the Children UK,
\nJakarta<\/p>",
"url": "https:\/\/jawawa.id\/newsitem\/on-competency-based-curriculum-1447893297",
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"sponsor": "Okusi Associates",
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