scholarly journals Politics of Education in Curriculum Development Policy in Indonesia from 1947 to 2013: A Documentary Research

2020 ◽  
Vol 9 (1) ◽  
pp. 29-56
Author(s):  
Alhamuddin ◽  
Ahmad Fanani ◽  
Ilyas Yasin ◽  
Andi Murniati
Keyword(s):  
Curriculum Development ◽  
Development Policy ◽  
Critical Analysis ◽  
Political Influence ◽  
Politics Of Education ◽  
Curriculum Policy ◽  
Education Curriculum ◽  
Knowledge And Skills ◽  
Study Results ◽  
Political Economic

The dynamics of curriculum development in Indonesia from 1947 to the latest 2013 curriculum cannot be separated from political influence. This paper investigates the politics of educational policy in Indonesia’s curriculum development from 1947 to 2013, a critical analysis of various polemics about Indonesian education’s aims and contents in schools. This paper is documentary research, which refers to related previous documents or literature. The study results indicate that the development of Indonesia’s education curriculum is closely influenced by political, economic, social, cultural, and globalization factors. The formulated curriculum content cannot be separated from these factors’ influence, as the 2013 curriculum was recently implemented. Of all these factors, government interests and political paradigms have the most significant influence in changing, developing, and refining the curriculum from time to time. The 2013 curriculum policy is intended to improve the various deficiencies that existed in the previous curriculum. The 2013 curriculum is structured by developing and strengthening attitudes, knowledge, and skills in a balanced manner. This research’s implication is hoped that policymakers can consider it in developing curriculum in Indonesia.

Metamorphosis: Creative and Integrated Teaching Methods in European Music Education

1994 ◽  
Vol 11 (3) ◽  
pp. 239-248
Author(s):  
Jonathan Stephens
Keyword(s):  
Music Education ◽  
Teaching Methods ◽  
Final Section ◽  
Education Curriculum ◽  
Creative Development ◽  
Knowledge And Skills ◽  
Structural Framework ◽  
Purpose Of Education ◽  
Political Economic

The image of change, as witnessed in the process of metamorphosis, emphasises the importance of an approach to music education which is not confined to the development of skills without placing these in the context of a holistic creative framework. The theme of structuring a music education curriculum within such a creative framework is not new; however, while national and more local directives on education (in Britain and abroad) continue to emphasise a ‘knowledge-skills’ basis to learning, it remains necessary to draw attention to the long-term purpose of education and the position of knowledge and skills within an individual's understanding and creative development. The issue explored in this article is not one of ‘either/or’, but rather that of perception and emphasis.Structurally the article reflects the development of a butterfly, with an increasing emphasis on creativity towards the final section of the paper. In addition the rondo structure of Smetana's Vltava contributes to the structural framework of the article – broadly in terms of the progress of a river from source to end, as well as at the particular level: for example, in the area of duality and balance of such elements as the cold and warm streams, and the two main scenes (day and night) through which the river passes. In this article, the two concepts of creativity and integration are combined within a creative structure, just as the elements of Smetana's composition are imaginatively and creatively integrated. The sub-title of the article places the themes of creativity and integration within a European framework, where ongoing attempts at political, economic and social bonding are reflected in the need to establish a currency of educational approaches to enable professional interaction and mobility to develop.

scholarly journals Investigating Estonian Teachers’ Expectations for the General Education Curriculum

2014 ◽  
Vol 16 (2) ◽  
pp. 54-70 ◽  
Author(s):  
Piret Viirpalu ◽  
Edgar Krull ◽  
Rain Mikser
Keyword(s):  
Curriculum Development ◽  
General Education ◽  
Comparative Studies ◽  
Autonomous Agents ◽  
Curriculum Policy ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
New Policies

Abstract Finding a balance between a centralised and decentralised curricular policy for general education and seeing teachers as autonomous agents of curriculum development is a recurrent issue in many countries. Radical reforms bring about the need to investigate whether and to what extent different parties – and first of all, teachers – are ready to accept and internalise the new policies and roles as curriculum leaders to ensure the sustainability of curriculum development. The purpose of this paper is to describe the development of a questionnaire for investigating Estonian teachers’ curricular work and preferences and to introduce the results of its piloting. The main topics covered by the questionnaire are teachers’ experience and autonomy in using and developing curricula, their preparation for curriculum development and preferences and expectations for the best curricular solutions. The developed questionnaire can be used for investigating teachers’ curricular work and preferences in different national contexts, thus enabling comparative studies across countries with different practices regarding curriculum policy.

scholarly journals The New Zealand Technology Education Curriculum: A Critical Analysis of Theoretical Contributions

2000 ◽  
Vol 4 (2) ◽  
pp. 83-91
Author(s):  
Wendy Turnbull
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Curriculum Development ◽  
Technology Education ◽  
Critical Analysis ◽  
Development Process ◽  
Learning Theories ◽  
Education Curriculum ◽  
Curriculum Framework ◽  
Professional Development Of Teachers

Technology education was formally introduced into the New Zealand Curriculum Framework in 1993. In 1995, the curriculum document Technology in the New Zealand Curriculum was published, becoming compulsory in schools from Year 1 to 13 in 1999. The development of the curriculum was preceded by the development of a definition and rationale for technology education. The whole curriculum development process involved consultation with many people from a variety of fields. Many learning theories informed the development of the document and these are clearly evident in the philosophy of the curriculum statement and its implementation in the classroom. As with the implementation of anything new, issues have arisen. The nature of authenticity in technology education and the associated implications for the professional development of teachers are issues that need to be addressed.

TAHAPAN-TAHAPAN DALAM MANAJEMEN KURIKULUM PADA LEMBAGA PENDIDIKAN ISLAM

Edupedia ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 63-71
Author(s):  
Arfandi Arfandi ◽  
Munif Shaleh
Keyword(s):  
Curriculum Development ◽  
Curriculum Implementation ◽  
Curriculum Evaluation ◽  
Management Science ◽  
Curriculum Planning ◽  
Islamic Education ◽  
Curriculum Management ◽  
Education Curriculum ◽  
Science Approach ◽  
Three Stages

The preparation and development of the curriculum can not be done recklessly. In Islam, education has the characteristics different from education in general, for example Islamic education emphasizes akhlak, combines science and charity, and so forth. T management science approach is required in the preparation or development of the curriculum, so that the Islamic education curriculum development reflects the characteristics of the school. There are three stages in curriculum development: curriculum planning, curriculum implementation, and curriculum evaluation. This paper contains an explanation of these three stages in relation to the principles, fundamentals and approaches in curriculum development. The concept of management is integrated with the concept of curriculum development in an integral way, so the two concepts become a single concept of curriculum management in Islamic education.

Global Sport

2018 ◽  
pp. 596-612
Author(s):  
Richard Giulianotti
Keyword(s):  
Critical Analysis ◽  
Olympic Games ◽  
Future Research ◽  
World Cup ◽  
Economic Issues ◽  
Mega Events ◽  
Sport For Development ◽  
Political Economic ◽  
Sociocultural Issues ◽  
The Olympic Games

World sport often appears as one of the most powerful illustrations of globalization in action. This chapter provides a critical analysis of global sport. Four major areas of research and debate on global sport are examined: political–economic issues, centering particularly on the commercial growth of sport and inequalities between different regions; global sport mega-events such as the Olympic Games or World Cup finals in football; the emergence and institutionalization of the global sport for development and peace; and sociocultural issues, notably the importance of global sport to diverse and shifting forms of identity and belonging. Concluding recommendations are provided on areas for future research into global sport.

Ten Pages that Changed the World: Deconstructing Ricardo∗

2009 ◽  
Vol 2 (1) ◽  
pp. 1-33 ◽  
Author(s):  
Richard Peet
Keyword(s):  
Free Trade ◽  
Economic Geography ◽  
Comparative Advantage ◽  
Development Policy ◽  
Open Market ◽  
Trade Theory ◽  
The World ◽  
Neoliberal Development ◽  
Trading Scheme ◽  
Political Economic

Powerful ideas that shape the world become taken-for-granted verities, in two senses of the term: as the only world that is known; and as the only world that can be imagined. When hegemony controls the imagination, fundamental criticism becomes difficult, and perhaps, impossible. Yet what if there were flaws in the original idea, from which new worlds were constructed, that have materialized in a political-economic geography beset with seemingly unsolvable problems? For example, what if there have always been fundamental flaws in the free trade, open market, competitive, global system that dominates both the world as we know it and the conventional political-economic-geographical thought we know it through? This article speculates that a psycho-discursive act of deconstruction might unravel the entire, subsequent discourse. It aims deconstruction at a founding statement in the free trade, global ideal, by looking critically at David Ricardo's theory of comparative advantage. Ricardo's argument that specialization and free trade are universally beneficial, became a founding premise of conventional economic theory and a basic prescription of liberal and neoliberal development policy. The article looks critically: at the logical consistency and representational accuracy of Ricardo's theory, especially the claim that all participants benefit from participation in a free trading scheme, so that trade brings about a far better world. The article reaches two main, critical conclusions: free trade theory based in comparative advantage has, from the beginning, been an ideology for creating economic spaces open to domination by powerful, leading countries; economics and economic geography have, since their classical beginnings, been biased in that their founding statements reverse the reality they pretend accurately to represent.

scholarly journals School-based curriculum development in Scotland: curriculum policy and enactment

2013 ◽  
Vol 22 (2) ◽  
pp. 189-211 ◽  
Author(s):  
Mark Priestley ◽  
Sarah Minty ◽  
Michelle Eager
Keyword(s):  
Curriculum Development ◽  
Curriculum Policy ◽  
School Based

scholarly journals Understanding Policy Change: Multiple Streams and National Education Curriculum Policy in Hong Kong

2014 ◽  
Vol 4 (2) ◽  
pp. 49 ◽  
Author(s):  
Anthony Chow
Keyword(s):  
Hong Kong ◽  
Curriculum Policy ◽  
Education Curriculum ◽  
Multiple Streams ◽  
National Education ◽  
Policy Problem ◽  
Political Forces ◽  
Multiple Streams Framework ◽  
Policy Windows ◽  
Policy Solutions

The purpose of this paper is to critically analyse the policymaking process of the Moral and National Education (MNE) curriculum in Hong Kong by employing Kingdon’s Multiple Streams Framework. The aim of the paper is threefold. First, it will describe the policy process of the national education curriculum policy as a foundation for the analysis. Second, the author will critically evaluate and apply Kingdon’s MSF to examine the policymaking process, both to analyse how such policy came to be constructed as a problem and to consider the proposed policy solutions, as well as the surrounding political forces. Third, the analysis will identify the possible coupling of these lines of thought and the notions of “policy entrepreneurs” and “policy windows.”The MNE policy provided a good example of how a policy problem is constructed in various policy contexts, as well as how the solution is matched to the problem. Although the policy outcome is not entirely predictable, Kingdon’s framework is excellent for explaining the likely outcomes.This paper contributes to the wider policy literature by bridging the East-West gap in policy analysis. It provides a better understanding of the policymaking process in Asian countries, and it should also prove useful to both education policy scholars and policymakers. Finally it suggests further research is needed on how social media affects each of Kingdon’s streams in Hong Kong.

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