Page 11 - Jurnal Kurikulum BPK 2020

A Centralized and Decentralized Curriculum: An Eclectic Way Forward for the Future

Regina Joseph Cyril
Sektor Prasekolah,
Bahagian Pembangunan Kurikulum
regina.joseph@moe.gov.my

Abstract

This paper discusses an eclectic way forward for the future curriculum by scrutinizing aspects
of centralized and decentralized curriculums and models of integrated curriculum via thematic
models. Readings of research conducted in other countries revealed that there are many
successful ways of implementing an integrated curriculum, which serves to give in-depth
knowledge, understanding and making connections to the world around children. One
important element to any curriculum or programme implementation is empowering school
management and teachers to cope with new changes and streamlining a systematic model for
implementation with due considerations in the dissemination of responsibilities of all personnel
involved.

Key words: centralization, decentralization, integrated curriculum, student-centred,
meaningful learning

INTRODUCTION

Education is the fundamental right of every child in the country. The Curriculum Development
Division has been in the forefront in developing curriculum that is relevant for the future of
every child and in line with the country’s aspirations. Our curriculum has been a centralized
curriculum, conceptualized by the division, disseminated to states and districts and managed at
state and school levels by school heads and teachers. All administrative authorities
disseminated from the central body such as the Ministry of Education, control the
implementation of the curriculum and resources pertaining to it. “This central body has
complete power over all resources: money, information, people and technology. It decides the
content of curriculum, controls the budget, is responsible for employment, the building of
educational facilities, discipline policies, etc” (Brennen, Annick M, 2002). This notion of a
centralized body developing and managing the curriculum at schools is a traditional method of
management. More and more countries are subscribing to a decentralized curriculum as it
disseminates its authority to the local council and people at the grassroots to make learning
happen more meaningfully. Decentralization can take different forms. Decentralization
generally refers to the process of transferring decision-making power and responsibility from
higher to lower organizational levels. As UNESCO (2018) has rightly claimed in their article,
the motives of shifting authority and management responsibilities to local levels are to enhance
democracy in decision making, to promote the effective and efficient use of resources in
education, to make public education more responsive to local needs, to reduce the central
government’s and increase local groups’ financial responsibility for schooling provision and to
enable schools and teachers to exercise greater professional autonomy.
As we discuss about a centralized and decentralized curriculum, we need to look at the
current world that we live in. We live in a VUCA world, in which there is increasing volatility,
uncertainty, complexity and ambiguity in many areas of our lives. Jeron Kraaijenbrink (2018)
clearly defines VUCA in Forbes in his article on Leadership Strategy, Volatility which refers
to the speed of change in an industry, market or the world in general. The more volatile the
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