ABSTRACT
The MOEC was depending on the CCGs in each province to manage the implementation of the LCC in the local schools. One official in Jakarta explained that, “We view the CCGs as curriculum developers in the field. They have the same responsibilities as us, but at the provincial level. . . . We need someone to be really near the schools and help with the implementation of the curriculum and give information about issues and problems. They are our right arm.” Another individual involved in overseeing the LCC stated that the MOEC believed that its primary role, vis-à-vis LCC, was to “empower the local personnel to plan and develop their own curriculum.” Between 1991 and 1997 the MOEC trained groups of teachers in each province (the CCGs) to assess local curricular needs, develop curricula, educate teachers about their new responsibilities, and monitor program implementation. After this period of preparation, national officials proceeded to reduce their role in directing the reform. “We already offered LCC to the provinces,” one informant observed, “Now it is up to the CCG people to take charge because we cannot do anything else.”
