Educare 3-1.indb

EDUCARE:
International Journal for Educational Studies, 3(1) 2010

The Development of Core

Competencies at Higher Education:

A Suggestion Model for Universities

in Indonesia

Hadiyanto

ABSTRACT: Developing graduate core competencies in higher education has been becoming
an actual and trend issue due to the greatest concerns of students, governments, and employers
about the quality of higher education outcomes. Higher education in Indonesia should turn the
policies and the curriculum of university from conventional objective to recent contexts of global
changes and employment settings. University must develop a curriculum which is not only aim to
develop students’ knowledge but also to develop students’ core competencies, namely communication
skill, IT (Information and Technology) skill, numeracy, learning how to learn, problem solving,
working with others, and subject content competencies. The frameworks of core competencies
development should be formulated and implemented and graduate “core competences” must become
a measurement of quality to face the global competition. By this manner, intended outcomes of
higher education namely employability, lifelong learning, and good citizenship will be attained.
In other words, the universities in Indonesia should envisage that every single graduate of the
university posses the seven attributes. The seven skills could be carried out in delivering course
content. Finally, by equipping students with the core competencies they will succeed as professionals
and responsible members of society.
KEY WORDS: Core competencies, higher education in Indonesia, policies and curriculum of
the university, and global competition.

Introduction

Current changes in the global economy and job market require that graduates have
initiatives and high skills, be adaptable to rapidly changing situations, and work
well in teams and in different cultural environments. This requires major changes
in the way universities educate their undergraduates, and increases emphasis on
graduate and continuing education. The major restructuring program at Higher
Education level in Asia was conducted with emphasis on skills and technology. The
aim is to enable graduates using global resources, global technology, and global
talent to answer the future challenge (UNESCO, 2006:172). While in advance
country, Higher Education had begins to promote and combine between knowledge
and competencies or skills as a quality measurement of university outputs. Skills
development is shifted into curriculum content and developed during teaching
learning process at university (Dunne, Bennett & Carré, 2000).

Hadiyanto is a Lecturer at the Faculty of Teacher Training and Education UNJA (Universitas Negeri Jambi
or State University of Jambi) in Sumatera, Indonesia. He can be reached at: hadi_tesl05@yahoo.com

HADIYANTO,
The Development of Core Competencies at Higher Education

In Indonesia, the new paradigm of Higher Education placed quality and relevance of
higher education as the main priority and core of national higher education development
(UNESCO, 2006:37). It is expected that by 2010, Indonesia will have a competitive
leverage due to the existence of highly reputable higher education institutions, and it is
believed that a strong higher education program will lead to a nation’s competitiveness
(Directorate General of Higher Education of Indonesia, 2007).

In 2003, the National Education Ministry of Indonesia stated that higher
education has a critical role of producing qualified graduates, if quality higher
education is the target to achieve. Indonesia realizes that to improve the quality of
its human resources both the problems of access and quality have to be taken into
account in finding out their solution (Directorate General of Higher Education of
Indonesia, 2007). In addition, the guidelines of Higher Education of Indonesia
stated that Higher Education aims to prepare students with knowledge and life
skills and become a good citizenship that is willing to contribute in society life.
It is expected that the students has ability to apply and develop their knowledge
after graduate in order to improve the quality of life of society as also to enrich
national cultural heritage (National Ministry of Education of Indonesia, 2002).
However, there is no a clear direction and guidelines how knowledge and life skills
manifested in curriculum and teaching process.

This article explores the model of knowledge and skills development in some
countries and contributes an appropriate model of skills development, namely
core competencies for universities in Indonesia. The discussion commences with
a review of core competencies development in others countries and then moving
onto consideration of model of core competencies development in curriculum for
Indonesia, supported by current and latest references all around the world.

The Developing of Core Competencies in Higher Education

There is growing trend for university in the world to align core competencies with the
higher education curriculum. Each country has its own model of core competencies.
However, all models in some countries are specifically employment related, while in
others greater emphasis has been placed on their social relevance. Table 1 outlines
the different labels being used for core competencies in various countries.

The most widely used definition of core competencies or popularly referred to
as key skills is the definition given by Qualifications and Curriculum Authority
(QCA, 2002). QCA believes that “key skills are the generic, transferable skills that
the government and much of the industry consider to be essential for successful
lifelong learning and a flexible workforce” (QCA, 2002). However, in this paper
core competencies will be used due to in the conceptual frame works of Higher
Education in Malaysia and Indonesia use the term “Competencies” to describe
generic skills (Brodjonegoro, 2002; and Zalizan Mohammad Jelas et al., 2006).

Core competencies are skills that students need in order to become successful
learners and successful employees in the field of their study and work and in other
aspects of their life, and therefore are an important outcome of university education

EDUCARE:
International Journal for Educational Studies, 3(1) 2010

(CRSC, 2003:1-4). In relation to this, L. Hodginson, N. Jackson and H. Lund
(2000:7) explain that key skills involve one’s use of personal and cognitive skills
and abilities with a purpose to carry out a variety of tasks and activities as well as
in learning new things. Gonczi et al., as also cited in M. Leggett, A. Kinnear and
M. Boyce (2004:296), clarify that a competence as “a combination of attributes
underlying some aspect of successful professional performance”, for instances
communication, critical thinking, problem solving, and computing.

Table 1
Relevance Term of Core Competencies Used by Some Countries

Country Terms Used to Describe Core Competencies
United Kingdom Core skills, key skills, common skills.
New Zealand Essential skills.
Australia Key competencies, employability skills, generic skills.
Canada Employability skills, generic skills.
United States Basic skills, necessary skills, workplace know-how.
Singapore Critical enabling skills, competencies.

France Transferable skills.
Germany Key qualifications.
Switzerland Trans-disciplinary goals.
Denmark Process independent qualifications.

Source: NCVER (2003:6).

The definition given by Gonczi et al. seems to say that a competence is a blend
or mixture of qualities which form the basis for successful performance in one’s
career. Hence, it is noted that one crucial fact is that core competencies indeed
correlate with employability. Zalizan Mohammad Jelas et al. (2006:3) agree also
to defined core competencies as sets of skills or abilities acquired and developed
during one’s course of study at higher education level and they are absolutely
essential to meet three potential outcomes of higher education, namely the different
needs and requirements of employers in the marketplace, lifelong learning, and
good citizenship.

Core Competencies in Universities Curriculum:

A Suggestion for Indonesia

The policy of National Ministry of Education of the Republic of Indonesia
Number 232/U/2000 about Regulation of Higher Education in Indonesia classify
that universities are emphasizing students to acquire soft skills for instance ICT
(Information and Communication Technology), social skills and interpersonal skills,
and knowledge in their discipline. However, there is no a clear direction or model
how the content of regulation interpret into curriculum and teaching practice. Here,
the writer attempts to reinterpret the regulation of Indonesian Higher Education in
more applicative manner by suggesting a model of core competencies development
in curriculum of higher education in Indonesia.

HADIYANTO,
The Development of Core Competencies at Higher Education

The model of core competencies discussed in this paper was adapted from the
model developed by Eric Mayer (1992), QCA (2002), and Zalizan Mohammad
Jelas et al. (2006). The model than supported by literatures review related to core
competencies development at university from E. Dunne, N. Bennett and C. Carre
(2000), Debra Bath et al. (2004), and Winston Hodge (2007). The model of core
competencies development will be discussed in three phases: curriculum of higher
education, core competencies, and outcome of universities (see figure 1).

A. Curriculum of Higher Education

The changes curriculum from conventional to the trend issue was reinforce by a
number of studies in Europe (Dunne, Bennett & Carré, 2000; and QCA, 2001).
They show that the employers were not satisfied in relation to the implementation
graduate attributes, capabilities, competencies, and the like at universities. The
employers consider core competencies are important for higher education because
they reflect how well graduate skills meet the expectations of job market. In addition,
G. Crebert et al. (2004:162), a survey was conducted which suggested that graduates
in Australia were under-equipped for employment. And Core Renewal Steering
Committee, Loyola University of Chicago (CRSC, 2004:16); and Cassandra Star
and Sara Hammer (2007:245) suggested university to shift core competencies as
a core curriculum. As a result, some advance and developing countries promote
generic skills into core curriculum for personal and professional development due
to the growing demand and the global workforce.

The core curriculum is at the heart of the institution’s educational mission. It is
critical for every university of excellence to periodically reexamine itself to ensure
that curriculum goals and outcomes are meeting the needs of its students and
society. Similarly, faculty have the responsibility to examine the foundations of the
core curriculum and to build on its past when developing the structure, pedagogy,
and content of the core that will provide students with the knowledge, skills, and
habits of mind that are needed for the challenges of the 21st century (CRSC, 2004).
The core curriculum will equip the undergraduate with some competencies and
evident of real work (Candy, 1995:97).

For further discussion in this paper, core curriculum have seven competencies
that students need to become successful higher education learners and successful
employers in the fields of their study and work, and in other aspects of their life
and therefore are an important outcome of university education

B. The Core Competencies

The core competencies or key skills have aroused consistently in the literature and
central in discussion of generics skills both form academic and employers until today
(Bath et al., 2004:315; and Star & Hammer, 2007:240). In Australia, the attention
focused on skills has increased significantly since Mayer committee 1992 proposed
seven key competencies as a basis of employability skills that can be addressed by

EDUCARE:
International Journal for Educational Studies, 3(1) 2010

formal education (SQA, 2003:6; and Leggett, Kinnear & Boyce, 2004:295). The
seven key competencies proposed by Eric Mayer (1992) are collecting, analyzing
and organizing information, communicating ideas and information, planning and
organizing activities, working with organizing activities, using mathematical ideas
and techniques, solving problems, and using technology (cited in SQA, 2003:6).
While in UK, the Qualifications and Curriculum Authority (QCA, 2002) defined
communication, IT (Information Technology), application of number, working with
others, improving own learning and performance, and problem solving specifically
as QCA skills (www.qca.org.uk, 21/1/2007).

Ministry of Higher Education of Malaysia (MoHEM) defines eighth specific
competencies that students should demonstrate at the end of the program. The
competencies are knowledge in specific fields, use of ICT (Information and
Communication Technology), intellectual skills in critical thinking, knowledge
seeking, problem solving and creative decision making, practical skills, and ability to
communicate. Similarly, Winston Hodge (2007:1), Director Training and Development
Division of Singaporean, MoE points out eight cores kills and values are: (1) Character
Development, (2) Self Management Skills, (3) Social and Cooperative Skills, (4)
Communication Skills, (5) Literacy and Numeracy, (6) Thinking Skills and Creativity,
(7) Knowledge Application Skills, and (8) Information Skills.

However, core competencies discussed in this paper is more inspired by model
developed by QCA (2002), Zalizan Mohammad Jelas et al. (2006), and Peter Washer
(2007). Core competencies consist of: (1) communication skills, (2) numeracy, (3)
Information Technology or IT skills, (4) learning how to learn, (5) problem solving,
(6) working with others, and (7) subject specific competencies.

First, Communication Skills. The skill need to enable graduates delivering their
idea as individual or as group member and comprising a diversity of backgrounds
in order to come out with a good decision, solution, and negotiations (Morreale,
Osborn & Pearson, 2000:1-3). Communication skills refers to one’s ability to use
active listening, writing skills, oral communication, presentation skills, questioning
and feedback skills in order to establish successful communication (QCA, 2002;
SQA, 2003; Washer, 2007; and Jones, 2009).

Second, Numeracy. Numeracy is defined as the aggregate of skills, knowledge,
beliefs, pattern of thinking, and related communicative and problem solving processes
individuals need to effectively interpret and handle real-world quantitative situations
problems (Gal, 1997; Zalizan Mohammad Jelas et al., 2006; and Washer, 2007).

Third, Information Technology. Technology skills refers to the ability of
“individuals to apply technology such as computers, software applications,
databases, and other technologies to achieve a wide variety of academic, work-
related, and personal goals” (SQA, 2003; ACRL, 2004; and Washer, 2007). Ron
Oliver, Jan Herrinton and Catherine McLoughlin (1999) stated that the use of
technology in teaching and learning to provide many opportunities to teachers
and learners develop their lifelong learning.

Fourth, Learning How to Learn. Learning how to learn is defined as acquiring
sets of skills and knowledge for one to learn efficiently and effectively in any

HADIYANTO,
The Development of Core Competencies at Higher Education

learning situation that one encounters (QCA, 2002). Learning features processes,
understandings and skills that can be learned and taught. When one has gained
mastery in learning how to learn, one can learn effectively and efficiently at any age.
Thus, this competence is thought to be of potential importance to the concept of
lifelong learning and the self-managed learner (Smith, 1982; Zalizan Mohammad
Jelas et al., 2006; and Washer, 2007).

Fifth, Problem Solving. Problem solving skills is defined as the ability of the
individual to tackle problems systematically for the purpose of working towards
the solution and learning from this process (Dunne, Bennett & Carre, 2000; QCA,
2002; SQA, 2003; Zalizan Mohamad Jelas et al., 2006; and Washer, 2007). The
ability to solve problems will have a great impact on the success of the students’ “real
life” endeavors. According to QCA (2002), the purpose of this skills to enable the
students tackle problems systematically at the working place towards the solution
and learning from this process.

Sixth, Working with Others. Working with others is defined as the ability of
the individual to meet own responsibilities and work cooperatively in pair or group
of people for the purpose of achieving shared objectives (QCA, 2002; Zalizan
Mohammad Jelas et al., 2006; and Washer, 2007). Focusing on helping students to
learn to become valued members of a team – which is one of the most vital skills
that one should have for employability (QCA, 2002; and SQA, 2003). The ability
to work as a team member will give a great impact to produce new ideas and to
find the way out in every situation of real work life.

Seventh, Subject Specific Competencies. It is defined as one’s possession of
knowledge, capabilities, and dispositions to organize and provide instruction at
the appropriate level of the study which inter-relate with subject content taught
(Zalizan Mohammad Jelas et al., 2006; and Washer, 2007). National Centre for
Vocational Education Research (NCTE) states that every graduate must have a
specific subject knowledge related with his/her selected discipline and understand
to linked to others disciplines and it can be applied in the real world integrated
setting (NCTE, 2003). According to Eric Mayer (1992), one should posses the
subject content competency as his/her basic knowledge and capabilities.

Developing the seven core competencies in classroom and outside classroom will
help promote students to become more effective and independent learners during
their studies as well as enhancing their employment prospects on graduation. As
a result, the graduate of university comes out with three major outcomes, namely
employability, life-long learning, and good citizenship (QCA, 2002; Zalizan Mohammad
Jelas et al., 2006; Star & Hamer, 2007; and Washer, 2007).

C. Outcome of Universities: Employability,

Life-long Learning, and Good Citizenship

Employability is seen as one’s possession of qualities and competences in order to
meet the changing needs of employers and customers (QCA, 2001; and Washer,
2007). It is to do with “the capacity to gain initial employment, maintain employment,

EDUCARE:
International Journal for Educational Studies, 3(1) 2010

and obtain new employment if required” (QCA, 2001). Catts Ralph (2004) views
employability as a synergic blend of personal qualities, skills including key
skills, and subject understanding. Peter Washer (2007) believes also that personal
qualities has a direct link to employability as well as being an influential factor in
acquiring skills and subject understanding. Meanwhile QCA (Qualifications and
Curriculum Authority) highlights two important ways that individuals can realize
their potentials in employment, namely their initial preparation for employment
and their active management of their career development (QCA, 2001).

The role of Higher Education in life-long learning includes the development and
maintenance of professional development of capacities for professional practice.
Only by situating core competencies, within the context of a discipline or profession,
can higher order skills be achieved. The objective of developing life-long learners is
their learning “becomes part of themselves” (Ralph, 2004). Meanwhile, J. Stephenson
and T. Challis (1998) suggested that we were now in a situation where everyone
was in a state of continuous learning.

A review of literature affirms that good citizenship is given considerable
attention as one of the desired outcomes of higher education. Cassandra Star and
Sara Hammer (2007:9) identified “transmitting a common culture and common standards
of citizenship” as one of the aims and objectives of higher education. Before, J.
Stephenson and T. Challis (1998) and QCA (2002) had suggested several elements
of citizenship in its aim to shape a democratic and civilized society through values
such as “a commitment to the pursuit of truth, a responsibility to share knowledge,
and the willingness to listen the alternative views and judge them on their merits”.
Figure 1 illustrates the model of core competencies development in Curriculum
of Higher Education.

Figure 1
Theoretical Framework Adapted from E. Dunne, N. Bennet & C. Carre (2000); QCA (2002);

Zalizan Mohammad Jelas et al. (2006); and Peter Washer (2007).

HADIYANTO,
The Development of Core Competencies at Higher Education

What Should Higher Education in Indonesia Do and Current

Studies Related to the Importance of Core Competencies

Development at Universities

Refer to literature review (Mayer, 1992; QCA, 2002; CRSC, 2004; Star & Hammer,
2007; and Washer, 2007), all agree that core competencies pedagogy is about the
curriculum, teaching process, and assessment system at universities. The curriculum
of university should encourage personal development of individuals with core
competencies who are not narrowly focused on a discipline of knowledge (Star &
Harmer, 2007:245). Teaching process should demonstrated appropriate approach
and method of teaching and learning, consistent with and support the attainment of
core competencies as the learning outcomes. There must be a variety of teaching-
learning methods that are enjoyable which will enable students to develop the range
of intellectual and core competencies as well as positive attitudes. The teaching-
learning methods must ensure that students take responsibility for their own learning
and prepare them for lifelong learning. Total dependence on the lecture method
is not encouraged (QCA, 2002; Star & Hammer, 2007; and Washer, 2007). And
finally, assessment methods should not merely assess the student’s discipline of
knowledge but also assess core competencies and integrated between theory and
practice (Robley, Whittle & Murdoch-Eaton, 2005:325).

Recent study in the practices of core competencies in Malaysian universities
conducted by Zalizan Mohammad Jelas et al. (2006:2-11) reveals that lecturers
emphasized highly on four core competencies, namely working with others, learning
how to learn, discipline competency, and problem solving. However, moderate
(average) emphasis was given for the communication skills, IT (Information
Technology) skills and numeracy skills. On the whole, the development of core
competencies as reported by lecturer is average.

Looking from the students’ perspective on competency development reported
that the overall core competencies reported by students to be at average level.
Students also perceive that communication skills, IT skill, numeracy skills, learning
how to learn skills, problem solving skills, working with others skills, disciplinary-
based competency developed by university is at average level.

The summary of employers’ interview in Malaysia shows that there is
consistency and a common trust that the graduates should have the seven core skills
identified in this study which are useful for development. Communication skills
and working each others were put as strongly important in worker recruitment.

A research conducted by G. Crebert et al. (2004:154-155) on developing generic
skills at university in Australia reveal that majority of their graduate reported
that they had had sufficient opportunities to develop their generic skills while at
university. Some of the graduate stated that communications skills, critical analysis,
problem solving, and team works are more important for their career rather than
to acquire content knowledge.

Meanwhile, M. Leggett, A. Kinnear and M. Boyce (2004:304) found that
students rank critical thinking, communication and numeracy at high important

EDUCARE:
International Journal for Educational Studies, 3(1) 2010

out of eight skills suggested by academic staff. In addition, findings in students’
free responses reveal that critical thinking as the most important skills followed
by finding information, time management, specific discipline skills (lab skills and
techniques), writing skills, oral communication skills, and working effectively in
a group.

David Billing (2003:346) conducted comparative study between UK (United
Kingdom) and USA (United States of America) about skills sought by stakeholders
reports that UK rank communication skill as the top rank of generics skills that
student need possess, followed by problem solving, numeracy, self management,
continued learning (learning how to learn) and creativity, imagination, and
innovation. In quite the different way, USA ranks critical thinking skills at the top
rank while communication is at the second rank followed by personal, social and
interpersonal skills, information management, leadership skills, proactive and IT
skills. Both countries reveal that work experience skills are not important. Curry
et al. (2003:14) in Australia conducted a survey at modern language departments
of Trinity College Dublin, Dublin City University, and Waterford of Technology,
and indicate communication skills rated as the most importance skill with involve
oral, written communication, and presentation skills. However, time management,
managing one’s own learning, IT Skills, and other skills also rated as important
skills.

In Singapore, P.J. Forde (2000:86-87) found that the employers were concerned
that some graduates displayed poor level of communication skills, working with
others, critical thinking, problem solving skills, and discipline of knowledge. In
conclusion, most employers in Singapore expected graduates to have sufficient
communication skills, critical thinking skills, technological skills, and working
each others at their time of study at university.

Conclusion

Indonesia is facing the global challenges where the all working fields need
employee to possess the core competencies in order to be able to compete in global
economic development. To meet the global challenge, universities are in charge of
in developing students’ core competencies: communication skills, IT (Information
and Technology) skills and numeracy skills, learning how to learn skills, problem
solving skills, working with others skills, and subject core competency during the
study period.

The university in Indonesia should envisage that every single graduate
of the university posses the seven attributes. The seven skills could be carried
out in delivering course content. Finally, by equipping students with the core
competencies they will succeed as professionals and responsible members of society.
Employability, lifelong learning, and good citizenship as quality measurement of
university outcome could be attained.

HADIYANTO,
The Development of Core Competencies at Higher Education

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HADIYANTO,
The Development of Core Competencies at Higher Education

To meet the global challenge, universities are in charge of in developing students’ core competencies:
communication skills, IT (Information and Technology) skills and numeracy skills, learning how to
learn skills, problem solving skills, working with others skills, and subject core competency during

the study period.