Page 52 - Universitas Terbuka Center of Excellence In Asia 2010 and The World 2020 (A Journey Towards a Leading Open and Distance Education Institution 1984-2008)

curriculum and then UT began to revise each curriculum accordingly. Major

revision was finally accomplished in 2003. Factually, one of the changes was in
the clustering of courses . Accordingly, the clustering of courses was based on

four pillars of UNESCO as stated in the Minister of National Educational Decree
no.232/2000 as follows.
• Courses in Personality Development (MPK)

• Courses in Knowledge and Skill (MKK)
• Courses in Working Skills (MKB)
• Courses in Work Attitude (MPB)
• Courses in Social life (MBB).

• Written Comprehensive Exam (UKT)

This clustering was really not considered appropriate because in principle

all courses should contribute to the development of personality and ability to live
together socially. However, this clustering was still used until 2006. Apart from

it, FKIP had changed their clustering system. In 2004 there was another major
change in the curriculum in wh ich the comprehensive fina l exams (UKT) was

changed into final project (TAP). This basic change requ ired students to do the
project under supervision as well as to sit final exam, so that they should be able

to analyze and develop various alternative solutions in various problem solving
cases in each field . Then in 2006, FKIP applied the competency-based

curriculum by clustering courses that fit each supporting competencies wh ich
were as follows.
• Courses in Personality and Professionalism (MKPP)

• Courses of Basic Knowledge (MKBI)
• Courses in Education and Teacher Train ing (MKK)
• Final Project {TAP)

In 2004-2005 curriculum reanalysis was done for all study programs. In line

with this process, documents concern ing the curriculum in each study program

30