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The entire curriculum development and implementation process, as part of educational policy-making, is interlaced with wide ranging decision-making situations. The use of different approaches, various personnel, and several stages of levels of operation, characterise this process. With respect to the development and implementation of technical and vocational education (TVE) curriculum in Indonesia, there has been a continuous and vigorous debate concerning at which level each decision should be made. This study reveals that stakeholders' opinions can be categorised into three distinct viewpoints. First, that all decisions should be decided centrally. Second, that all decisions should be decentralised. Thirdly, that there should be some combination of both.