Abstract
This paper describes a programme of simultaneous curriculum change in ten Indonesian medical schools, involving 260 academic departments. Over the last three years nearly three-quarters of these departments have constructed sets of instructional objectives, and most of these departments are now using these sets of objectives as a basis for both their teaching and the examination of students' performance. One element contributing to the overall effectiveness of this programme of educational innovation has been the development of an “Educational Bureau” in each medical school. These Bureaux are described, their activities are indicated, and an in-depth portrait of one of them is presented. An attempt is then made to adduce some principles to explain the effectiveness of these organisations: this is done via the presentation of a “model of educational innovation” (cf. Eraut, 1975). This model is then compared with the actual developmental programme and it is concluded that the programme provides considerable empirical support for the value of the model. The concept of an “Educational Bureau” has important implications for large-scale educational change and innovation, and some of these are discussed.
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Blizard, P.J., Trastotenoyo, M.S., Haryono, R. et al. The Educational Bureau — A key organisation for facilitating educational development and change. High Educ 8, 9–40 (1979). https://doi.org/10.1007/BF00154585
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DOI: https://doi.org/10.1007/BF00154585