LIFE SKILLS CURRICULUM DEVELOPMENT AT …...LIFE SKILLS CURRICULUM DEVELOPMENT AT UNIVERSITY *Retno Indah Rahayu Post Graduate Program, State University of Malang, Malang City, East

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International Journal of Civil Engineering and Technology (IJCIET) Volume 10, Issue 02, February 2019, pp. 558-573, Article ID: IJCIET_10_02_056

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LIFE SKILLS CURRICULUM DEVELOPMENT

AT UNIVERSITY

*Retno Indah Rahayu

Post Graduate Program, State University of Malang, Malang City, East Java, Indonesia

Mohammad Huda AY, A. Sonhadji KH and Sugeng Utaya

State University of Malang, Malang City, East Java,Indonesia

*Corresponding author

ABSTRACT

Curriculum is the heart of education that is considered important and should be

considered by all parties related to education itself. Curriculum is flexible and must be

developed to achieve the quality of graduates, let alone the quality of graduates in

college. Higher education is seen as the highest institution and must print graduates as

agent of change. Therefore, students must be equipped with life skills by integrating in

learning activities so that it can be applied in the real world and everyday life. Although

up to now all universities have developed curriculum with ideal, but in reality in the

implementation level is not in accordance with what is written on the curriculum. This

means there is a gap between idea and reality. Curriculum development should pay

attention to various aspects of its development, such as its own curriculum, actors who

play a role in curriculum development and the approach used for curriculum

development. Thus, we must remain optimistic to innovate in developing the curriculum

as a future curriculum in Higher Education.

Keywords: Development of Lifeskills Curriculum, Actors, Integrative Approach.

Cite this Article: Retno Indah Rahayu, Mohammad Huda AY, A. Sonhadji KH and

Sugeng Utaya, Life Skills Curriculum Development at University, International Journal

of Civil Engineering and Technology, 10(02), 2019, pp. 558–573

http://www.iaeme.com/IJCIET/issues.asp?JType=IJCIET&VType=10&IType=02

1. INTRODUCTION

The public often says: "Change of leader alterative new curriculum". This is not true. Actually,

the existing curriculum only changes and improvements so it is said to develop curriculum.

The curriculum is one of the important tools in the education system, some even say the heart

of institutions or educational institutions. Thus, the curriculum should be more concerned in

planning, implementation, monitoring and evaluation. In fact many educational institutions are

Retno Indah Rahayu, Mohammad Huda AY, A. Sonhadji KH and Sugeng Utaya


trying to develop their curriculum with ideal, but there is still a gap between ideal curriculum

theory in sketch on white paper with curriculum implementation in the learning process in the

classroom. As Mohammad Ayub Khan & Laurie Smith Law writes in the journal International

Education Studies:

Curriculum is critical in providing high quality educational programs and services;

however, there are gaps between how curriculum is developed and how curriculum is supposed

to be developed in theory. This dilemma is further complicated by the fact that there are huge

differences between the curriculum published by the educational institutions and the

curriculum actually taught by the teachers in their classrooms. Curriculum is considered as a

foundation stone for the “well-being and effectiveness of higher education” (Barnett & Coate,

2005, p. 7).

Today it is in an era of globalization where there is no limitation between any citizens, so

competition between countries always happens. Therefore, nothing should be trapped only in

terms of the educational curriculum issue debate. But it should be done is to think about and

make an innovation of curriculum design education as enlightenment education in the future.

Especially in college level. Higher Education is an institution that has an important position,

because its existence shows one sign of civilization of a society. Civilized societies tend to

have institutions capable of exploring, developing, transferring, and applying the knowledge

necessary to advance the society (Sonhadji and Huda, 2014). Thus, students must be equipped

with life skills (lifeskills). Life skills can be taught in various disciplines that exist in the

curriculum which is commonly called the hidden curriculum.

2. METHOD

The researcher studied the development of life skill curriculum (lifeskills) in Perguruan Tingi

with qualitative approach and descriptive method (Moleong, 2012). Data collection conducted

by conducting field surveys and observations, interviews, and documentation at the Pondok

Pesantren-based Higher Education, the Islamic Institute of Abdullah Faqih (INKAFA).

Data analysis performed, namely data condensation, display data, and conclusion drawing

/ verification. The data analysis steps are described as follows:

Source: Miles, M. B., & Huberman, A. M. (1994). Qualitative Analysis of Data: An Expanded Source

Book (2nd ed.). Thousand Oaks, CA: Sage Publications.

Figure 1 Data Analysis Component: Interactive Model.

Life Skills Curriculum Development at University


Checking the validity of data finding by triangulation, member checking, extension of

observation time, increasing persistence, peer discussion, adequacy of reference material.

3. RESEARCH RESULT

The Islamic Institute of Abdullah Faqih (INKAFA) stands for the ideals of KH. Masbuhin

Faqih, who saw the development of the era progressed and the phenomenon of alumni

graduates continue their education to universities that are not based pesantren. This is very

unfortunate and worrying by him, both from the continuation of the curriculum and the

practices that are commonly done, as well as the personality of santri. Finally, for the support

of his teachers, senior teachers who have long served in the hut, the college student guardians

and the surrounding community so that in 2003 the Institut keIslaman Abdullah Faqih

(INKAFA) was inaugurated and opened.

INKAFA has four faculties, namely: Tarbiyah faculty, faculty of Shari'ah, faculty of

Ushuluddin, and faculty of Da'wah. Of the four faculties there are several majors. Faculty of

tarbiyah there are two majors: 1. Department of Arabic Language Education, 2. Department of

Islamic Religious Education. faculty of Shari'ah there are two majors also, namely: 1.

Department ahwalul syahsiyah, and 2. Maju mu'amalah. Faculty of ushuluddin there is one

department, namely the department of tafsir hadith. Likewise with the faculty of da'wah there

is one department, namely the majors of Islamic communication. Each faculty has a study load

of 156 semester credit systems (SKS).

The curriculum used in INKAFA is a national curriculum that complies with the National

Standards of Higher Education and institutional (local) curriculum which is the curriculum of

boarding school. The curriculum of daily activities in INKAFA refers to the vision of existing

missions and oriented in three places: 1. The curriculum in the study of Arabic books is oriented

to the boarding school of Langitan Widang Tuban, 2. Curriculum learning Arabic and English

oriented on boarding school Gontor Tegalsari Ponorogo, and 3. Implementation workship

oriented at boarding school Roudlotul Mu'alimiin sawah pulo Surabaya. While the curriculum

for S1 degree itself consists of a group of subjects, namely: personality development courses

(MPK), subjects of science and skills (MKK), workmanship skills courses (MKB), subjects of

work (MPB), lecture courses (MBB), alternative skills courses (MKKA). All courses are taught

with the intent of the students have competencies that can solve their own problems and help

solve the problems of others.

Learning at INKAFA refers to the existing vision, mission and curriculum. The students

are equipped with knowledge of religion and general sciences. Learning at INKAFA is not only

a theory, but also directly practiced in everyday life. For example: learning Arabic and English.

The students are required to speak Arabic and English according to the scheduled, prayer

pilgrims are also required for the students also followed by wirid-wirid after prayer. In addition

they are equipped with other skills in the hope that after graduating from here the students are

ready to serve the community and useful in the community. This shows that learning at

INKAFA is very concerned with Intellectual Quetion (IQ) development, Emotional Quetion

(EQ), and Spiritual Quetion (SQ).

INKAFA students must stay in boarding school unless their home is around the boarding

school, then it is allowed not to stay in boarding school. This regulation was made to maintain

student habits in following the activities held INKAFA and boarding school. That way the

students will awake daily amaliyah and usually skilled independently. In this campus in

addition to lecture activities there are also extracurricular activities and also taught other skills

so that the students can be skilled and independent and berakhlakul karimah. INKAFA students

are prepared to be human knowledgeable, charitable and moral.



Referring to the above discussion it is apparent that the INKAFA curriculum is designed to

prepare students in the face of real life, this ability is called the human ability to address life or

commonly known as life skills. There are fifteen types of life skills of human beings, namely:

1) skill as servant of God, 2) Self-Existence Skill, 3) Self-Potential Skill, 4) Exploring and

Finding, 5) Information Processing Skill, 6) Decision-making, 7) Problem-solving skills, 8)

Communication skills, 9) Cooperative skills, 10) Identifying skills variables, 11) Skills

explaining relationships, 12) Skills of finding hypotheses, 13) Designing and experimenting

skills 14) Basic vocational skills, and 15 ) Special vocational skills.

Curriculum development at INKAFA refers to the evaluation outcomes detailed earlier,

monthly evaluations, daily maximizing control over the process of the program or evaluation

at the end of the semester. As for the external evaluation of the study program that has been

carried out is to give a sense of the use of graduates in this case formal educational institutions,

the extent to which the shortcomings of program programs can be seen from the capabilities of

graduates. In addition, the results of the evaluation are obtained from the audit activities

conducted by INKAFA Internal Audit Agency (BAI) thoroughly against the existing study

programs within the Institute.

Further quality management can be done by improving the curriculum used. This is because

the curriculum is the "runway" or "vehicle" to achieve the educational objectives and

competence of graduates of a study program. Curriculum Review Evaluation is conducted

every 5 years, or after the impact of the implementation of the curriculum can be known, or if

there is a change in the demands of stakeholders requires the faculty / department / study

program to review its curriculum. In the evaluation of curriculum review, stakeholders need to

be involved externally or internally. In the evaluation of curriculum review, input from

advisory bodies, external examiners, user feedback, and / or student achievement results are

required.

The above explanation can be classified as the following table:

Table 1 Elements of Life Skills Curriculum Development (Lifeskills) in Higher Education:

Development of Lifeskills

Curriculum Actors An integrative approach

Skills as a servant of God Kyai

The learning process

developed Intellectual

Quetion (IQ)

Self-existent skills Head of Rectorate The learning process develops

Emotional Quotient (EQ)

Potential skills Faculty The learning process develops

Spiritual Quetion (SQ)

The digging and finding skills Study program

integrating between national

curriculum and local

curriculum

Information processing skills Lecturer

Teaching and learning process

using academic infrastructure

Microteaching laboratory,

Lab. Language and ICT

Room, internet in computer

lab and wifi

Decision-making skills College student Students are actively involved

in lecturing activities



Problem solving skills Alumni

leadership put forward the

principle of deliberation

(democracy) to stick to the

rules and values that prevail

in the Holy Sholihin Manyar

Mamba'us Foundation Gresik

as well as input from

stakeholders

Communication skills Stakeholder

Cooperative skills Society

Identification of variables Experts

Skills explain the relationship

Skills find the hypothesis

Designing and experimenting

skills

Basic vocational skills

Special vocational skills

4. DISCUSSION

4.1. Development of Life Skills Curriculum (Lifeskill)

The basic structure of the curriculum is the teaching of knowledge in all levels and educational

services in the form of guidance to students in personal and group. Guidance is comprehensive

not only in the mastery of the subject matter, but rather concerning the formation of character,

capacity building, giving opportunities, and responsibilities that are considered to be adequate

for the birth of graduates who can develop themselves.

INKAFA is an institution that provides education and teaching kaffah in the sense INKAFA

has provided the world of science and the hereafter which is expected both the science is useful

and useful in the world and be provision in the hereafter. So the curriculum in INKAFA cannot

be separated with the existence of life skills curriculum (lifeskills) either in written or implied.

The types of Life Skills in detail are fifteen, among others: 1) the skill of the servant of God,

2) the skills of self-existence, 3) the potency of self, 4) the digging and finding skills, 5) the

information processing skills, 6) decisions, 7) Problem solving skills, 8) Communication skills,

9) Cooperative skills, 10) Identifying skills variables, 11) Skills explaining relationships, 12)

Skills of finding hypotheses, 13) Designing and experimenting skills 14) Basic vocational

skills, and 15) Special vocational skills. From these fifteen skills are grouped into four groups,

namely: 1) personal life skills, 2) social life skills, 3) life skills academic, 4) vocational life

skills. Personal and social life skills are called generic life skills, while the skills of academic

and vocational life skills are called specific life skills.

Curriculum development is embedded in power structures where cooperation, competition,

special rules, norms and value systems play an important role. Curriculum development is a

process that runs through various stages and is carried out after each period of time specified

by the institution concerned. Although it may vary from one university to another, the

curriculum generally lasts for five years of revision and update. This is not good, because the

curriculum is like a living being that must constantly adjust to the condition of learners and the

development of the era so it would be great if the curriculum is revised and updated every year.

Developing a curriculum may take approximately 3 months depending on the size of the

institution. Once the curriculum is developed, implemented and evaluated scattered within a



specified year. Therefore, an approach to developing the curriculum should include design,

implementation and assessment. Ornstein and Hunkins (2009, p.15), states that "Curriculum

development includes how the curriculum is planned, implemented and evaluated, and who is

involved, the processes and procedures." Having a road map in the form of a curriculum model

can help the curriculum development leaders systematically and comprehensively. This

approach is a challenging and complex task (O'Neill, 2010).

The curriculum design is required: making learning non-educational, identifying the real

needs of students and society and revising the curriculum to adapt to changing needs, linking

college curriculums to previous levels, reducing centralization in curriculum planning, flexible

curricula, lecturers and students participating in the curriculum planning process.

Curriculum if associated with the system of higher education, the curriculum can act as: 1.

Sources of higher education management policy to determine the direction of implementation

of education; 2. Philosophy that will color the formation of society and academic climate; 3.

Patrons or learning patterns, which reflect the study materials, delivery methods and

assessment of learning; 4. Atmosphere or climate formed from the results of high-level

managerial interaction in achieving learning objectives; 5. Quality references from the quality

assurance process; and 6. the measure of success of higher education in producing graduates

that benefit the community. From this explanation, it appears that the curriculum does not only

mean as a document, but is a series of very crucial processes in education.

The point is that curriculum development should build a balance between "professional

framework and knowledge discipline" (Bowden and Marton, 1998, p 258).

Figure 3 below provides a comprehensive approach to curriculum development that

involves co-curricular and core-curricular learning activities. Core curricular activities tend to

focus on specific disciplines (Concepts, theories etc.) whereas co-curricular activities are

assumed to include sports, music, dance, and cultural themes etc. An appropriate combination

of two key elements of a quality education program and service is believed to help produce

graduates with the balanced competence (hard skill and soft skills) of the desired professionals

in the global market of the world.

Figure 3. Curriculum Dimension



The development of curriculum skills in INKAFA is integrated in the existing courses, so

it should follow the following development steps: 1) identify life skills developed in real life

as outlined in the form of learning activities, 2) identify knowledge, skills, attitudes, and values

(3) classify material / material in the form of topics / themes of courses appropriate to life skills,

4) develop learning scenarios including approaches, strategies, and learning methods, and 5)

design shapes and types assessment (Arifin: 2014).

4.2. Actors in Curriculum Development

There is general agreement in the literature that middle-academic managers are key players in

higher education institutions in general and in curriculum development in particular, with high

levels of responsibility stemming from their strategic position within the organizational

structure that allows them to have knowledge of everyday activities and organizational strategy

(Rouleau & Balogun, 2011). Such situations then make the middle-academic Manager an

effective vertical mediator between top management and operational core and horizontal

linkages that ensure the distribution of knowledge across organizations and departments

(Costanzo & Tzoump, 2011; Del Favero, 2006a; Hyun, 2006; Huy, 2011). Therefore, middle-

academic managers are essential for planning, implementing and managing curriculum change

at higher education institutions (Floyd & Wooldridge, 2000; Floyd & Lane, 2000; Clegg, &

McAuley, 2005; Kallenberg, 2007). They also contribute significantly to the overall success

and growth of the organization through activities in departments or work units (Harvey &

Newton, 2004; Del Favero, 2005; 2006b) by supporting their institutions and departments and

by controlling the inflow of information within institutions, collect and allocate resources and

by assessing the performance of faculty and staff (Wood, 2004; Huy, 2002). As part of their

roles and responsibilities in curriculum change, middle-academic managers champion for

innovative initiatives, facilitate adaptability to new behaviors, synthesize information inside

and outside their departments and organizations, and implement and manage change (Floyd &

Wooldridge, 2000, Floyd & lane, 2000, Kallenberg, 2007; meek, Goedegebuure, Santiago &

T. Carvalho, 2010; Lavarda & Giner, 2009). Middle-academic management also operates on

the interaction of social interaction within the organization, acting as a node in a

communications network, connecting information flows from the top to the operating level and

vice versa, and integrating these communications (Floyd & Wooldridge, 2000). Based on their

strategic position, middle-academic management is in a unique position that allows them to

know the availability and depth of capability within an organization and thus can help in

synchronizing curriculum change plans with reality (Floyd & Wooldridge, 2000). The role of

middle managers in INKAFA is done by each study program. Study programs that plan,

implement and evaluate the development of life skills curricula (lifeskills) by communicating

to faculty and lecturers, as well as students. From the curriculum development result the faculty

communicates to the rectorate leader to ask for approval from Kyai.

By being the liaison between top management and core operations, middle managers are

seen capable of acting to supply feedback for both top management and core operations to

ensure effective adjustment of plans for effective implementation. According to Fenton-O

'Creevy (2001) the role of middle-academic Management can therefore be incorporated into

four broad categories such as developing strategic practices (developing curriculum

implementation strategies), developing and sustaining learning and learning environments (the

role of student services and services) leading and individuals (managing tasks, teams and

individuals), and managing resources (staff and tangible assets). In order to successfully

perform the above roles, middle academic management needs to engage in a series of activities

occurring at institutional boundaries from the start, Middle-based academic management is

strategically positioned to bridge the information, knowledge and objectives of various sections



of institutional design (Busher & Harris 1999), and second they bridge external interests with

their professional domain (Busher, 2005). Middle-academic management must carry out

activities that include limits because they fall within the internal boundaries and sub-units of

separate organizations (Pawlowski & Robey, 2004). These activities include scanning,

mapping, and building images of the environment in which curriculum changes will take place

as well as predicting future problem points or potential allies with constraints covering certain

dimensions. Dimensions that include the boundaries of the middle managers' roles include the

bridging dimensions, translate dimensions, connecting dimensions, facilitator dimensions and

intermediate dimensions. At this stage of curriculum development, middle academic managers

must involve all relevant parties such as lecturers, students, community, education council,

administrators. As the head of the study program at INKAFA in the development of life skills

curriculum (lifeskills) involves lecturers, students, alumni, stakeholders, experts,

administrators and community, directly or indirectly.

Prior to the curriculum input session, the lecturers meet in session during team planning.

Lecturers under the supervision of middle academic managers facilitate curriculum

development. Lecturers arrive at the general scope, order, and standard alignment. Most

importantly, authors of the same curriculum courses are able to work together to prevent gaps,

vertical parties articulate the curriculum, and horizontal parties coordinate each grade level

(Jacobs, 1997, 2004, 2005). Lecturers can communicate and need to reach the sequence while

managing difficulties such as the limitations of the number of classroom sets at the classroom

level. Also during the development component, the curriculum map created from the previous

lesson plans to provide the basis for the alignment curriculum. Curriculum mapping involves

constant alignment of the curriculum to eliminate curricular gaps (Jacobs, 1997, 2004, 2005).

Standard alignment and curriculum ensure that what is taught in different classes is the same

in a particular class. Not seen before, many loopholes are found in the curriculum and in some

cases, lecturers do not teach general concepts at the classroom level. For example, skills in one

class are different from the others. In this case the lecturer needs good direction and correct

from middle academic manager. Besides the lecturers' direction also need support and most

importantly get the trust from the middle academic manager?

Curriculum input sessions should exist, in which the lecturer has issued his thoughts and

coordinates the curricular sphere, sorting, creating a usable document. Readiness rests on this

component. Endless time in vain if the curriculum document is not read for input. During input

sessions, lecturers must be prepared to map or write their curriculum to achieve philosophy,

objectives and objectives. The curriculum is a plan to effectively teach what students need to

learn?. During curricular sessions, middle academic managers should facilitate sessions so that

lecturers are productive. Importantly, middle academic managers are focused on institutional

values to achieve the vision. Creating a curriculum management system is a complex task that

requires coordination and communication, and most importantly here is the lecturer because he

is the spearhead of the implementation of the curriculum. The lecturers are democracies.

4.3. An Integrative Approach to Curriculum Development

Approaches to curriculum development at higher education institutions should be a major

concern for all stakeholders, especially for educators, policymakers, governments, parents and

the community at large (Alberta Education, 2012; De Coninck, 2008). Since both personally

and nationally in developing a national and cultural curriculum are tied to the different policies

of different countries, the programs and institutions involved in guiding and supervising the

development of the curriculum. In the existing literature on curriculum development in

countries such as Australia, the UK and the United States, the extent and type of government



attacks into the domains of higher education management varies from country to country.

Regardless of the involvement of government institutions of higher education is expected to

ensure that "The curriculum is clear on what to teach and what to learn at every stage of the

school, based on reasonable expectations of time and resources, flexible and collaboratively

developed with schools and jurisdictions (Australian Curriculum, Assessment and Reporting

Authority, 2010a). "The curriculum is the foundation of the teaching-learning process. This

involves a study development program (study plan), teaching strategies, resource allocation,

specific lesson plans and student assessments, and faculty development (Alberta Education,

2012). Educational institutions and entrepreneurs alike have the view that education should

help students acquire basic knowledge and skills (Bounds, 2009). Designing a suitable

curriculum is essential to provide such knowledge and skills. In addition, there is a growing

need for higher education institutions to respond to environmental change in a positive, student-

centered way through a quality curriculum.

In order to understand and evaluate existing theories from curriculum development at

higher education institutions with specific reference to the United States presented in Figure 4

as a conceptual framework of research. Figure 4, shows that developing a curriculum that is

the main focus of this article, all higher education institutions regardless of their type, origin

and size should consider: environmental variables around the institution; a pedagogical strategy

that will be used to implement the learning and teaching activities described in the curriculum;

the competence of graduates to be developed; and, the leadership of the educational institution

required.

Figure 4. An integrative approach to curriculum development.

As for the explanation of figure 4 about the environment variable around the institution;

a pedagogical strategy that will be used to implement the learning and teaching activities

described in the curriculum; the competence of graduates to be developed; and, the leadership

of the required educational institution, as follows:

The educational environment can be seen from two different perspectives: the internal

environment and the external environment. The internal environment, also called institutional

environment, reflects the culture, operations, people, strategies and institutional structures.

History, customs and traditions, and work routines developed and maintained over a long



period of time also create an internal environment or organizational culture. How decisions are

made and if employees (teachers and administrative staff) are involved in managerial and

policy related decision making such as curriculum development part of the internal

environment. On the other hand, the institutional external environment is classified into two:

the education or industrial sector and the general or macro environment. At the educational or

industrial level, the analysis includes: the number of existing institutions of higher learning

functioning in this sector; the rate of entry of new educational institutions into the education

sector; how often the new academic programs (both at the Student and graduate level) change

and are offered; set new academic standards; and, introducing new education models (such as

online and virtual education programs). At university or institutional level, the analysis

includes: the degree of collaboration versus competition among the different faculties within

the university; changes in structure and strategy, level of institutional support for innovation of

new programs; the introduction of a new educational model; and also set new academic

standards and so on.

The general or macro environment around educational institutions has seen drastic and

new changes. Causes of this change include (Hallinger & Snidvongs, 2008): the emergence of

more linked and integrated global markets; open and free economic system; investment in a

friendly and democratic political system; and, revolutionary changes in the field of information

and communication technology. Sibley (1998) identifies several emerging issues that coincide

with the challenges facing higher education institutions today around the world: increased

global competition; the labor knowledge period requires critical thinking skills, flexibility and

cooperation; and lifelong learning and career training supporters. Developing students and

graduates with diverse competencies such as critical thinking, coping, creativity, problem

solving skills and normative / applied ethics are the responsibility of all education systems

(Sibley, 1998). It is believed that educational institutions develop and transfer knowledge and

prepare graduates for the real world (workplace). Thus, they influence successful industry-

related work practices and public policy (Li, Wong, & Wang, 2005). In response, higher

education institutions should adapt significantly to create curricula designed for learners today

and in the future.

Pedagogy as a term is defined as a method of teaching, how to do something, especially

in a systematic way, implying a regular logical arrangement or "function or work of teachers

or teaching". It is also an art and science teaching (Webster College Dictionary, 2010). Cogill

(2000) defines pedagogy as an activity in which both students and teachers actively participate.

Thus, pedagogy also shows about the social interaction between teachers and students.

Pedagogy encompasses both teaching and learning methods. In this article the pedagogical

method is divided into two categories: Informal or less systematic method; and, formal or more

systematic methods.

Teacher training and evaluation is the key to successfully adapting this method in the

classroom. Support from pedagogical experts is needed in designing and training in each

faculty. student orientation is also important in carrying out the method. teaching and learning

of other mechanisms such as professional practice (internship-based enterprise) can also add

value to students' knowledge and experience. complementary education programs including

co-curricular activities (or transversal programs) such as sports, music and dance help students

build abilities (communication, discipline, confidence) and social networks. Designing

multidisciplinary (or under-age) concentrations and modalities that assist in enabling students

to specialize in their areas of interest (ie, research, innovation, consulting, entrepreneurship,

and social leadership development). Furthermore, pedagogy may also be supplemented by

sending students abroad, for a period of one semester for a year or at least for the summer,



which enables them to learn from life and study internationally. International exposure allows

students to learn about new cultures, meet people from different cultural backgrounds, network

and develop a more insightful outlook. This is an important skill, university graduates are

expected and must have it in order to function successfully that appears in the global

marketplace-place of work.

Although there are ways of teaching available to educational institutions, the

application or application of such methods depends on the educational approach to teaching:

students are teacher-centered. Experts suggest teaching objectives, curriculum organizations,

program structures and pedagogy should be student centered / student-centered (Huba & Freed,

2000). In short, pedagogy must be dynamic, diverse, challenging and interesting. It is also

important for active student learning styles and teaching styles (teacher-centered students)

brought into students to be central to educational policies and programs.

Competence refers to the knowledge, skills, or attitudes that enable a person to

effectively perform the activities of a particular job or function for the standards expected in

the work (International Council of Standards for Training and Performance Instruction, 2005).

Competence is a combination of skills, abilities, and knowledge needed to perform a specific

task (National Center for Education Statistics (NCES) from the US Department of Education,

2002). In business and professional life, competencies are used for employee selection, the

basis for compensation, performance measurement, training needs assessment, results

assessment training, and strategic planning. It is believed that having knowledge alone is not

enough in today's society; students need to adapt to change and apply their knowledge to solve

problems (Evers, Rush, & Berdrow, 1998). Four common competencies are found in the

existing literature: self-management; communicate; managing people and tasks; and, managing

innovation and change (Evers et al., 1998). Other competencies include: critical thinking,

interpersonal skills and computer skills. Overall, the aim is to develop professional behavior in

learners that may include time management skills, ethical decision making, participation in

professional organizations, appropriate professional appearance, and appropriate meeting

behavior (Hall, 2006). For example, essential technical skills required for jobs in business are:

production and operations management, human resource management and strategic planning

(Fr. David & Fo David, 2011.). Important generic competencies for business majors to have

them after they graduate are: ethical considerations, language and communication skills,

problem-solving skills, and preparation for lifelong learning (AACSB International, 2012).

AACSB is the Association for Advance Collegiate School of Business. It is a US-based

organization but has an international branch. It deals with accreditation and standards for

business and accounting programs.

In conclusion, taking into account the continuing changes of social, cultural and

organizational context, this new postmodern atmosphere requires professionals to develop

lifelong learning competencies. Mastery of the academic profession requires students to

acquire at least three important competencies regardless of specific discipline or field of study

(Nygaard, Holt, & Hermansen, 2006): Ability to use models and theories (theoretical

understanding); The use of competent research methods (analysis, arrangement ideas); and,

competent analysis of empirical practice (application and practice).

A conducive, dynamic and supportive (supportive) leadership is essential in the

curriculum development, implementation and evaluation process. The phrase 'lead, follow, or

get out of the way' is meaningful in the management and long-term direction of these

institutions. There is time to lead, time to follow and time to get out of the way (Sibley, 1998).

At the school / college level, the dean, the chair of the association, the departmental chair, and

the team captain are the leadership teams. team structure that is beneficial to educational



institutions and should be adopted for several reasons: (a) engaging individuals with multiple

skills and synergistic functions that can perform large organizational tasks; (b) offer the ability

to break barriers between departments, which may enable coordination necessary to obtain

desired services; (c) provide access to resources such as information, equipment and equipment

necessary to perform the assigned task; and, (d) empowering its members with decision-making

authority. Faculty participation is important because the team itself, rather than the

organizational leaders, is responsible for decision making, monitoring their own performance,

working towards achieving goals, and adapting to environmental change (Wageman, 1997).

the educational leader must: articulate his vision and create a structure for vision to the end,

not only in words but also in action; become a symbol of the institutional values they lead and

lead with moral courage with the goal of supporting all higher education institutions; become

aware of the symbolic nature of their position when taking action; be role models for students,

lecturers, and other academic institutions; teaching lessons with what they support and how

they act; and be aware of the possible implications of their decisions and actions, because

everyone is sure to watch-especially the students. The role of many educational leaders among

them is to act as: Trainers, teachers, counselors, facilitators, directors, and sometimes parents

(Pfeffer, 2009; Quick & Normore, 2004). As educational leaders, one must be willing to serve

his subordinates on the vision and interests of the organization. The new view of leadership

centers on organizational learning on visible and very important tasks. In a learning

organization, the leader is a designer / designer, waiter, and teacher. They are responsible for

building organizations where people continue to extend their ability to understand complexity,

clarify vision, and enhance mental models together in order for them to be responsible for

learning (Quick & Normore, 2004).

In conclusion, educational institutions, regardless of size (large or small), type (personal

or general) and the nature of educational programs (business, medicine, engineering, social

sciences etc.), require non-traditional and theoretical leadership, pragmatic, participatory,

strategic, and most importantly future-oriented, inclusive social and maintaining high ethical

standards.

Curriculum development is a process and a system as well as a science and art. A

carefully crafted process and an efficient system involves all influential variables, this is the

only option in an unpredictable and highly competitive world of contemporary education.

Curriculum development should be the main focus of institutional strategic planning activities.

Figure 5 shows that curriculum development requires a systematic approach and, therefore,

should be approached gradually. In stage 1, both internal and external environments must be

studied in order to have a comprehensive knowledge and understanding of what is going on in

and around educational institutions. In stage 2, which is more closely related to knowledge

based on stage 1, specific competencies to be developed in students are identified and analyzed.

These competencies are then classified into personal, professional and institutional

competencies. In stage 3, the actual curriculum is designed and developed keeping in mind the

knowledge of the previous two stages. In stage 4, certain pedagogical strategies, most relevant

and effective in conveying the intended knowledge in the curriculum are identified and

proposed. In stage 5, it is important for educational institutions to build the necessary

mechanisms for: follow-up of curriculum implementation as planned; carry out periodic

evaluations of learning outcomes; and, provide the necessary and timely feedback to interested

parties in education including policy makers, academic directors, parents, teachers and students

of several names (to name a few). Figure 5 also shows that while developing curricula other

factors such as society, industry, and the role of government must be fully taken into account.

This requires dynamic, participatory and pro-active institutional leadership.



Figure 5. Curriculum Development Process

Figure 6, further considered that the educational life of learners is not a cycle,

More precisely direction and forward a straight path. There is no option to return to the

stage once or twice, the learner moves forward (from one level to another). In addition,

individual backgrounds and personality factors such as demographics (eg, age, income, marital

status) and psychographics (ie, interests, opinions, lifestyles, needs, self-efficacy) are

continuous and gradually changing with the passage of time, let alone with the social dynamics

of human life.

In addition, while designing the curriculum, connecting-past, present and future-the

learners' knowledge and experience will undoubtedly create a more learner-oriented, engaging

and innovative curriculum. It also helps in making the learning environment and teaching

activities more relevant and grounded for the learners.

Figure 6. The direction of educational life

5. CONCLUSION

• Development of life skills curriculum should always be done at least once a year,

because the curriculum is like a living creature that is always evolving in accordance

with the needs and conditions of the era.

• The development of a Life Skills curriculum needs to be well managed by taking

into account various aspects in a comprehensive way. Good aspects of curriculum

materials, aspects of actors involved in curriculum development, and aspects of

integrative approaches to curriculum development.

6. SUGGESTION

For leaders of institutions / institutions should pay attention to the development of the

curriculum in each institution by innovating in accordance with the development of the era.



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LIFE SKILLS CURRICULUM DEVELOPMENT AT …...LIFE SKILLS CURRICULUM DEVELOPMENT AT UNIVERSITY *Retno Indah Rahayu Post Graduate Program, State University of Malang, Malang City, East