THE IMPLEMENTATION OF INDONESIAN NATIONAL QUALIFICATION FRAMEWORK CURRICULUM IN HIGHER EDUCATION INSTITUTION

Abstract

Curriculum is a design of learning activities to develop the quality of learning in order to achieve educational goals, in this case especially at higher education. The curriculum that has been established by the Ministry of Research, Technology, and Higher Education of the Republic of Indonesia is the one based on the Indonesian National Qualification Framework (INQF). The curriculum should be applied by all universities in Indonesia both state and private universities. In this case, Public Administration Study Program in the Faculty of Administrative Science, University of Brawijaya, has implemented this curriculum since 2014 both to obey the regulation established by the government and to produce qualified alumni. KEY WORDS Curriculum, INQF, public administration, framework, education. As with the issuance of Presidential Regulation Number 8 of 2012 on Indonesian National Qualification Framework and the Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 73 of 2013 on the Implementation of the Indonesian National Qualification Framework for Higher Education, all the existing study programs in universities throughout Indonesia have to comply with the regulations. The purpose of the regulations is to produce qualified alumni as to prepare competent candidates in their fields in accordance with IQNF standards. In order to meet these requirements, in 2014 the Public Administration Study Program, Faculty of Administrative Sciences, University of Brawijaya has started to implement the policies as required by the central government. The steps taken by the Public Administration Study Program in complying with the policy declared by the central government are (1) goal setting, (2) curriculum formulating process, (3) curriculum implementation, and (4) assessment on the effectiveness of curriculum implementation. Of the four stages, almost all have strong support from the communication, resource, disposition, and bureaucratic structures as described by Edward III (1980), except in the stages of implementation that lacks the support of disposition in the form of commitment from colleagues, seen from the incomplete Lesson Plans and the inconsistency of lecturers in writing Lecturing Journals. This makes the implementation of the curriculum not optimal. THEORETICAL REVIEW