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首页> 外文期刊>PSSC social science information >The Rationale & Modalities of Education Decentralization & The Localization of the Curriculum: The Indonesian Exeperience
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The Rationale & Modalities of Education Decentralization & The Localization of the Curriculum: The Indonesian Exeperience

机译：教育分权和课程本地化的理由和方式：印尼的经验

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摘要

Indonesia has 33 provinces and a population of 200 million. We have 470 districts or municipalities and 700 villages. We also have about 29 million primary school children with 1.5 million primary school teachers and around 800,000 junior and senior secondary school teachers. The central government provides for the minimum service standards, content standard and exit performance standard in education. Exit performance standard is actually like a desired learning outcome at the end of a particular school level, for example, primary school. However, the district or municipality is expected to design the curriculum in accordance with its particular context.
机译：印度尼西亚有33个省，人口2亿。我们有470个区或直辖市和700个村庄。我们还有大约2900万小学生，150万小学老师和大约80万初中和高中老师。中央政府规定了教育的最低服务标准，内容标准和退出绩效标准。实际成绩标准实际上就像是在特定学校级别（例如小学）结束时期望的学习成果。但是，期望地区或市政当局根据其特定情况设计课程。

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