A curriculum change within an education system in any country is actually a common thing, even a necessity. This is because the world inside and outside schools keeps changing, sometimes with a speed even faster than expected. So, the curriculum change is needed in the context of answering the challenges, problems and needs we are currently facing.
Reading some of the basic philosophy and concepts within our previous curricula, then we will find that the theoretical concepts offered in the curricula are all good. Some of the ‘new’ important points proposed in the curriculum 2013 have actually also been mentioned in the preceding curricula. In other words, excluding the addition of learning hours and the dismissal of some subjects policies, the ‘new concepts’ of change offered by the government in Curriculum 2013 are not purely new.
Therefore, what is more interesting to study and ponder now is why a lot of great concepts in our curricula did not work well in the field as as expected?
Answering these questions is certainly not a simple matter, because there are so many interrelated variables influencing the success of an educational process. The culture of a nation, support from parents and the community, the environment, policy in education and learning methodologies are among the factors. However, of all the variables, I think the teacher's competence and commitment are among the main factors that will determine the great concept in the curriculum can be successfully implemented in the field.
* The writer is teaching at FKIP of Riau University, a PhD candidate in the School of Education, Monash University in Australia.