Page 53 - Universitas Terbuka Center of Excellence In Asia 2010 and The World 2020 (A Journey Towards a Leading Open and Distance Education Institution 1984-2008)

became well organized with the addition of general guidelines for learning and
evaluation for each course, as well as course description associated with
competency-based curriculum. As the follow up of the curriculum reanalysis,

each study program had rewritten its academic documents in line with the

competency-based curriculum approach.
In conclusion, the following shows the distribution of credit units for each
course cluster, for either characteristically course-based clustering or status-

based clustering . This load varies from one study program to the other. The

distribution of credit units loads in the curriculums for each Faculty are shown in
the Table in attachment 5 to 13 in the Attachment.
From Table 6 in the Attachment it can be seen that the distribution of credit

unit load for course cluster in the teacher training program has constant

proportion . MKDU has the smallest proportion followed by MKDK, and the biggest
proportion is MKK. Meanwhile, for regular program , the distribution is different
because the course clusters increase. Nevertheless, MKK is still the biggest

proportion . Alongside with the distribution of credit unit load based on course
clustering , there were also distribution of courses based on course status for

non-education program as shown in the Table 1 and 3 in the attachments. This
took place until the year of 2001 because in 2002 the clustering of courses was

different, as well as the weight load.
In 2002, there were changes in clustering of courses as already mentioned

above . With the changes in the distribution of credit unit load also changed.
Table 8 to 10 in the Attachment shows the distribution of credit unit load for

undergraduate program and diploma program in each faculty. This condition
carried on until 2006 , except for FKIP which revised again its course clustering

according to competency-based curriculum .
The clustering of courses based on UNESCO's four pillars that are divided

into MPK, MKK, MKB, MPB, and MBB was considered inappropriate. Therefore,

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