Ijciet 10 02_056

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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
Available online at http://www.iaeme.com/ijciet/issues.asp?JType=IJCIET&VType=10&IType=02
ISSN Print: 0976-6308 and ISSN Online: 0976-6316
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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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