<![CDATA[This study discusses the policies and implementation of a decentralized curriculum within the context of current educational changes in Indonesia. The research is motivated by the shift from a centralized to a decentralized education system as part of regional autonomy reforms, which significantly affects curriculum management and school governance. This study aims to analyze the concept of educational decentralization, its implementation through various curriculum reforms, and the implications for school management and learning quality. The research employs a qualitative approach using a literature review method by analyzing books, scientific journals, regulations, and relevant policy documents. The findings indicate that the decentralized curriculum, which began to be applied through the 2006 School-Based Curriculum (KTSP), provided broad authority for schools to develop curricula according to local needs. This policy later shifted toward a semi-centralized model through the 2013 Curriculum, and was strengthened again in the Merdeka Curriculum, which emphasizes flexibility, teacher autonomy, and project-based learning. However, the implementation of decentralized curriculum still faces challenges related to human resource readiness, regional disparities, infrastructure limitations, and policy consistency. Therefore, strong collaboration between the central government, local governments, and educational institutions is required to ensure the success of decentralized curriculum implementation and to improve the quality of national education.]]>
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