Alternative model of curriculum development for vocational higher education: Indonesian perspective

The enactment of national standards of higher education in Indonesia requires vocational higher education (VHE) to carry out curriculum improvements. Unfortunately, curriculum changes which are routine activities often leave new problems, such as differences in understanding how to reconstruct the h...

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Published inCurriculum perspectives Vol. 40; no. 2; pp. 173 - 187
Main Authors Setiyo, Muji, Waluyo, Budi, Suryawan, Ari, Triyono, Mochamad Bruri, Murniati, Dewi Eka
Format Journal Article
LanguageEnglish
Published Singapore Springer Singapore 01.09.2020
Springer Nature B.V
Subjects
Attitudes
Community colleges
Curriculum development
Curriculum Studies
Education
Educational objectives
Empowerment
Higher education
Job Skills
Knowledge
Labor market
Regulation
Research Article
Skill Development
Skills
Training
Universities
Vocational education
Germany
Indonesia
Curriculum
VHE
Learning outcome
Curriculum development
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Summary:The enactment of national standards of higher education in Indonesia requires vocational higher education (VHE) to carry out curriculum improvements. Unfortunately, curriculum changes which are routine activities often leave new problems, such as differences in understanding how to reconstruct the higher education curriculum that is still very diverse, both between similar study programs and between universities. In fact, even though the government has published detailed guidelines, the curriculum compilers in VHE have not all been able to understand, especially how to link study materials to learning outcomes and determine the weight of courses in an accountable manner. Therefore, this article presents a practice of curriculum development in VHE that is more accountable and traceable, where each study material is equipped with an estimated time to master it. A new method is proposed, without changing the standard of the curriculum development steps in VHE that has been set by the government. Through the proposed method, we find that the weight of the course can be calculated accountably through the estimated time to reach the learning outcomes, which represents the depth and breadth of the study material.
ISSN:0159-7868
2367-1793
DOI:10.1007/s41297-020-00114-4