A model of education district curriculum management: indonesia case


In the context of decentralization of education in Indonesia, it isfound discrepancies between district level education curriculum management policy and school level curriculum implementation. This situation is likely to lead to a potential distortion in approved curriculum policy at district or provincial level and school level curriculum implementation. This study is aimed to develop a model of education curriculum management in the era of regional autonomy in order to improve the accountabilityof district education officer and school administrators and teachers in planning, implementing, and evaluating school level curriculum. Through a research and development approach and qualitative and qualitative approach taking into account the results of pre-survey that were conducted at district level. Then, a hypothetical model of district curriculum management has been invented, and designed on the basis of capacity development planning for education at district level model. The model is called Development Plan of Curriculum Management Model (DPCMM). Findings show that the hypothetical DPCMM model has positive effects on district strategic plan. The proposed theory is that DPCMM is an education district curriculum planning, implementing, and evaluation model with vast effects on instructional processes at school level. Its dimension comprises planning, organizing, actuating, and controlling all sub systems of curriculum management, including organizational structure, human resources, funding, transparency, and the culture of accountability. The implication of study is that education district level curriculum management is crucial and seemingly puts a high priority on the students’ needs, transparency, accountability, and participation. It is recommended that strategic plan of educational sector should considerschool curriculum planning with the spirit of regional autonomy.

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DOI: http://dx.doi.org/10.24327/ijcar.2017.5183.0666