Southeast Asian Ministers of Education Organization Regional Open Learning Centre
THE ANNUAL REPORT
20 21
SEAMOLEC Office: Jl. Cabe Raya, Pondok Cabe, Tangerang Selatan 15418, Indonesia. Phone: (62-21) 7423725, 7434154 Fax: (62-21) 7422276 www.seamolec.org [email protected] THE CENTRE OF EXPERTISE IN OPEN AND DISTANCE LEARNING.
SEAMEO Regional Open Learning Centre (SEAMOLEC) is one of the 26 Centres WELCOME TO under the auspices of Southeast Asian Ministers of Education Organization SEAMOLEC (SEAMEO) focusing in the field of Open and Distance Learning (ODL). Owing to various programs that become its core tasks, like; trainings, consultancies, research and development, and information dissemination, SEAMOLEC is assisting the SEAMEO Member Countries to find alternative solution to enhance the quality of its people through Open and Distance Learning (ODL). TABLE OF CONTENTS
4 Executive Summary
8 Regional Leadership
9 Research and Development 27 Training 32 Consultancy Services 32 1. Ministry of Education, Culture, Research and Technology (MoECRT) Indonesia 42 2. National Family Planning Coordinating Agency (BKKBN) 43 3. Ministry of Transportation 44 4. University of Sultan Ageng Tirtayasa (UNTIRTA) 46 5. SEAMEO Centres 50 Regional Visibility
51 Partnership and Linkages 55 Information Exchange 55 1. Digital Resources Development 56 2. Promotion and Media Exposure 66 Sharing Best Practices 66 1. SEAMEO-The University of Tsukuba Symposium IX (Virtual) 2021 66 2. SEAMEO Congress 2021 68 3. International Webinar of 7 SEAMEO Centres in Indonesia 70 Implementation of SEAMEO 7 Priority Areas
71 Promoting TVET 71 1. Common Asia Tourism Curriculum (CATC) Webinar Series and Online Course Development 79 2. GIZ E-commerce Training 81 Reforming Teachers Education 83 Harmonization in Higher Education and Research 83 1. The South-East Asian Sales Competition (SEASAC) Project 89 2. Kampus Merdeka (Independent Campus) 91 Adopting 21st Century Curriculum 92 Organizational Development
93 Staff Development 94 Financial Viability EXECUTIVE SUMMARY ANNUAL REPORT 2021 PAGE 5
In 2021, SEAMEO SEAMOLEC proudly acknowledged its twenty-four years of providing services to Southeast Asian countries in the area of Open and Distance Learning (ODL). At present, the area of ODL has significantly gained its popularity across the globe. Especially last year, the year 2020 has been a hard time for everyone when the Covid-19 pandemic has brought life around the world to a standstill. This condition is expected to have enormous consequences to many life sectors, and for sure it is having a devastating impact on global education as well. Large-scale national efforts in utilizing technology to support remote learning, distance education and online learning are emerging and evolving quickly.
Such conditions have driven SEAMEO Regional Open Learning Centre (SEAMOLEC) to strive for capability in providing alternative solutions to assist the partners in answering these challenges. Furthermore, this year SEAMOLEC has set target to improve the quality of ODL through its national and regional programmes. The main objective is to support teachers and educators to overcome challenges during the pandemic by utilizing distance learning and educational technology. During the pandemic, not all teachers are ready to organize online learning. Therefore, SEAMOLEC responsively arranged various programmes to help and facilitate teachers in managing their online classes effectively.
All people of the world have certainly woken up to the need to be online and to have digital/ICT literacy. Since the beginning of the 21st century, researchers have been emphasising the fact that the students who lack of ICT literacy skills will be ineffective and inefficient to work in the future. The situation that forced everyone to change their mindset and to use technology as the main tool of communication, trading, and learning, has brought everyone to a higher level of technological capabilities. To respond to this situation, SEAMOLEC prepares various programmes to serve education stakeholders, this includes teachers, students, and the wider public.
In this Annual Report of 2020/2021, SEAMOLEC presents its programmes and activities into 4 main areas: Regional Leadership, Regional Visibility, Implementation of SEAMEO 7 Priority Areas, and Organizational Development. 1. Regional Leadership In the regional leadership area, we focus our report on the 3 out of 4 core tasks of SEAMOLEC: Research and Development, Training, and Consultancy Service.
During this pandemic, the role of ODL is very important. Ready or not, almost all educators in Southeast Asia must conduct the teaching and learning process separately from their students. With reference to that, SEAMOLEC is encouraging the development of Open and Distance Learning (ODL) in a structured and sustainable manner. SEAMOLEC Research and Development (R&D) division developed ODL models in 4 stages: planning, learning media development, implementation, and evaluation. Starting last year, there was a shift on the implementation. The preparation and the development parts that were used to be conducted in the hybrid mode, in 2020, we were forced to do it fully online.
Within the year of 2020 SEAMOLEC developed 7 ODL models, and in 2021 the centre is developing 8 ODL models. Further explanation and development of Research and Development activities can be read in this report. The development of those models are supported by SEAMOLEC research grants. To be able to continue to innovate and provide solutions to various educational problems with distance learning, in 2021, SEAMOLEC also supports the ODL research and development in the form of a competitive research grant.
In terms of capacity building activities, SEAMOLEC develops ICT-based training in ODL that are conducted in 3 modes: face-to-face, hybrid, and fully online. The training programmes were designed by 3 clusters: Distance Learning Assistance and Quality Improvement Programme, Training Package Programme, and ICT-based Tailored Training Programme. Thousands of participants have gained benefits from these training programmes.
SEAMOLEC believes that collaboration is a pillar in helping institution providers realize their goals to promote access to education at a reasonable cost and high quality. One of the core tasks of SEAMOLEC is providing consultancy services to its partners, especially the ones related to ODL. Each partner has its own challenges and uniqueness in its implementation of ODL based on their needs. Through this programme our partners are assisted to develop, implement, and utilize ODL as an alternative solution for learning services provided for their learners. PAGE 6 ANNUAL REPORT 2021
2. Regional Visibility SEAMOLEC established partnerships with government and non-government education institutions to collaborate and promote quality improvement and best practices in the field of ODL. The purpose of the partnership programme is to strengthen collaboration between institutions, especially in the Covid-19 pandemic where most of the education institutions conducted ”Learning from Home” using the Distance Learning method, which SEAMOLEC takes part as its roles and expertise.
SEAMOLEC partners are varied from basic, secondary, higher education level, non formal and informal education, ministries, and other institutions. This year new collaborations were made with 27 new partner institutions in Indonesia and Southeast Asia.
In terms of information exchange, annually SEAMOLEC develops digital learning content to support its ODL programmes. In 2021, SEAMOLEC updated the Terms of Conduct and open license as a reference for digital content developers, updating the module of Artificial Intelligence, and creating a chatbot module.
To elicit social and public awareness, the Centre attempts to create positive publications in sharing information related to Open and Distance Learning (ODL) within the region. The objectives of these activities are to create a wider impact by providing contributions to the public's knowledge and to encourage them to benefit from the Centre’s programme. Due to Covid-19 pandemic, the Centre has been limiting its face-to-face activities, and finding alternative ways by using social media as a great way to stay connected with the public while physically separated.
As a highlight of social media activities, the Centre’s accounts have gained significant increase in numbers of followers within the year 2020/2021. More than 50.000 followers have been added to various social media platforms and all are very active in terms of engagement with the posts. SEAMOLEC is limiting its printed publication and encouraging more active use of social media by providing more interesting posts on its feeds called ‘insights’. The insights posts cover information related to ODL ranging from technology updates, fun facts, tips and tricks, and many more.
Not only through its publication efforts, SEAMOLEC also shares its best practices to the wider public by presenting in international webinars invited by its partners. SEAMOLEC Director presented in SEAMEO Tsukuba Conference 2021, SEAMEO Congress 2021, and International Seminar held in celebration of Indonesian National Education Day 2021 to support the series of events held by the Ministry. 3. Implementation of SEAMEO 7 Priority Areas Responding to the SEAMEO 7 Priority Areas, SEAMOLEC has conducted several activities in line with priority areas number 4: Promoting Technical and Vocational Education and Training (TVET) Programme, number 5: Reforming Teacher Education, number 6: Harmonization in Higher Education and Research, and number 7: Adopting 21st Century Curriculum.
Inline with priority area number 4, SEAMOLEC helps promote TVET Programme through Common ASEAN Tourism Curriculum (CATC), and a joint-cooperation with GIZ in conducting regional online training for Ecommerce in Tourism. In reforming teacher education, SEAMOLEC provides various programmes to upgrade teacher competencies using ICT in teaching and learning activities or digital learning in the new normal era, such as, web-based Course Development, Multimedia learning Material Development, and Open Distance Learning Development.
Referring to the Harmonization in Higher Education and Research, SEAMOLEC hosts South-East Asia Sales Competition (SEASAC), a project in cooperation with European Union (EU) through Erasmus+ programme. Supporting the priority set by the Ministry of Education Culture Research and Technology (MoECRT), Kampus Merdeka, SEAMOLEC proposes 10 internship programmes for university students. In priority 7, SEAMOLEC develops innovation in current technology, especially in Artificial Intelligence (AI), Augmented Reality (AR), and Virtual Reality (VR). ANNUAL REPORT 2021 PAGE 7
4. Organizational Development In order to serve organization goals with professional and high-quality performance, SEAMOLEC puts importance on its human resource and process development. Staff were sent out to participate in the training programmes to improve their knowledge and skills related to their daily tasks. Financial related matters were managed well by the Centre. SEAMEO SEAMOLEC operation is mainly funded by the Government of Indonesia (GoI) through the Ministry of Education Culture Research and Technology (MoECRT). Last year, the budget was decreased in the admission of grants and income. REGIONAL LEADERSHIP ANNUAL REPORT 2021 PAGE 9
RESEARCH AND DEVELOPMENT
Open and Distance Learning (ODL) is widely recognized as having the potential to provide an individualized learning, learner-focused educational experience that facilitates the communicative and collaborative skills needed by human resources in the 21’s (twenty-first) century for lifelong and independent learning. (Hathaway 2009; Papastergiou 2006; Rumble 2001).
During this pandemic, the role of ODL is very important. In this emergency situation, ready or not, almost all educators in Southeast Asia must conduct the teaching and learning process separately from their students. For this reason, the internet has played an important role in mediating learning, besides that, television, radio, and various printed learning modules have been used.
In line with this vision, SEAMOLEC is encouraging the development of Open and Distance Learning (ODL) in a structured and sustainable manner. ODL development should focus on (a)pedagogy development, (b)technology enhancement, and (c)instructional design. In addition, the development of the ODL model also needs 3 (three) main components of learning which include (1) ICT-based delivery systems, (2) learning interactivity, and (3) learning materials. SEAMOLEC is currently promoting the ODL development based on those approaches.
SEAMOLEC Research and Development (R&D) division mainly focuses on conducting various research and development programmes in ODL. In order to pursue this mandate, with support from other divisions, the R&D team is working closely with educational institutes as partners in order to develop various SEAMOLEC ODL models. Since the ODL system requires different teaching and learning behaviours which is also driven by ICT enhancement, the SEAMOLEC ODL models may be defined as the latest development of learners focused process within the ODL ecosystem, initiated by SEAMOLEC.
1. SEAMOLEC ODL Model a. Summary of SEAMOLEC ODL Model 2020
The development of the SEAMOLEC ODL models consists of four stages, starting from January - December each year:
(1) Preparation and planning of the programme (2) Development of learning media and other learning supports (3) Pilot implementation for limited users (4) Programme evaluation
Due to the pandemic situation, there was a shift on the implementation. The preparation and the development parts that were used to be conducted in the hybrid mode, in 2020, we were forced to do it fully online.
PAGE 10 ANNUAL REPORT 2021
As follow up actions of the output of 2020 SEAMOLEC ODL Model, there are several assistance programmes that are available in 2021 for Southeast Asia educational institutions namely:
(1) Virtual Reality (2) Augmented Reality (3) Self-learning materials development (4) Online Learning Enhancement (5) Internet of Things. More information on this programme is available on SEAMOLEC website: https://seamolec.org/assistance- programme
The highlight of SEAMOLEC ODL 2020 model is available below.
(1) The Distance Learning Consortium in Higher Education This ODL model is expected to be a piloting model in Campus for conducting distance learning programme, especially during pandemic conditions or to be adopted in the new normal era. This model has also been developed in 2021.
(2) Blended Learning in Vocational Education
Content Development Assistance through Online Tutorial Content Development Workshop ANNUAL REPORT 2021 PAGE 11
This ODL model was expected to be implemented by blended learning in traditional fish processing. SMKN 3 Pandeglang is appointed as partner of this development due to its strategic location with the resource’s diversity (natural and human capital). Five instructional videos of traditional fish processing were used as learning media during the blended learning process. Lessons learned from this model were being developed and implemented in creative and entrepreneurial products that are participated by students from various study programmes in 2021.
(3) The Development of Artificial Intelligence (AI) Skills though MOOC
Practices in the traditional fish processing
Station Rotation
Field observations
This ODL model was Industry 4.0 skills especially achieving Artificial Intelligence competencies using MOOC by involving Nodeflux, the private company for the collaboration programme. Due to the COVID 19, the AI course was provided as open educational resources at SEAMOLEC MOOC: http://mooc.seamolec.org. In the Year 2021, there will be another ODL model on AI. PAGE 12 ANNUAL REPORT 2021
Documentation of the monitoring visit
Online Tutorial with students
Online demonstration
AI Course on MOOC ANNUAL REPORT 2021 PAGE 13
(4) Learning Media based on Augmented Reality/Virtual Reality (VR) This ODL model provided prototypes of learning media based on AR/VR integrated in the curriculum. Those learning media were utilized in secondary high school, vocational high school, and non-formal education. The model became an alternative digital learning content to create student’s experience when they learned from home due to the COVID 19. There were two prototypes development:
• AR for Electrolyte Solution (Chemistry, 10th Grade) • VR for Power Plants (Engineering, Vocational School)
Workshop on the content development
Pilot on the utilization of AR/VR as learning media
The trial on AR/VR as learning media PAGE 14 ANNUAL REPORT 2021
(5) AR & VR Expertise through Blended Learning on MOOC in Southeast Asia Two vocational schools, SMK Immanuel, Pontianak, West Borneo and SMK Nurul Jadid, Probolinggo, East Java, have been partnered with SEAMOLEC in this ODL model. The blended AR/VR training programme was implemented in collaboration with Shinta VR (VR company). The online course is available in English and it can be accessed for free on http://mooc.seamolec.org.
Content development workshop
VR Course on MOOC
AR Course on MOOC ANNUAL REPORT 2021 PAGE 15
(6) Internet of Things (IoT) Expertise through Blended Learning on MOOC in Southeast Asia This ODL model was delivered on blended learning which the course contents provided at MOOC (http://mooc. seamolec.org). The learning design, strategies, methods, and technique have been developed to support the model implementation more broadly to other educational institutions.
IoT Course on MOOC
The Trial of IoT Workshop (1)
The Trial of IoT Workshop (2) PAGE 16 ANNUAL REPORT 2021
IoT Course on MOOC
(7) The 2nd Pilot of Online Course Development by Utilizing Common ASEAN Tourism Curriculum (CATC) in Southeast Asia In 2020, SEAMOLEC continued the 2nd phase of the development of CATC-based online courses. On the 1st pilot, in 2019, 3 units of housekeeping competency courses namely:
• Provide housekeeping service to guests; • Clean and prepare rooms for incoming guests; and • Provide a lost and found facility (developed and piloted in the early 2020)
In response to the pandemic situation, after the evaluation of 1st Pilot, the “Clean and Prepare Rooms for Incoming Guests” course was updated and piloted again with additional procedures related to COVID 19 health protocols in hotel rooms. SMK Metland was appointed to be SEAMOLEC partner on this development. The evaluation and report was conducted in December 2020 - January 2021. Currently this course is available on Material for developing this model can be accessed through http://catc.elearning.seamolec.org/.
The learning materials consist of text and video that have been developed by teachers and students form Metland Vocational School. In this course, an assessment is prepared in multiple choice questions, project work and video assignments related to the competencies in the course to ensure learning achievement. Detail of this report is available in the section “The Development and Implementation of CATC-based online courses” under 7 Priority Areas Programmes.
Online Course Development at Metland Vocational School ANNUAL REPORT 2021 PAGE 17
b. Progress Report on the Development of ODL Model, January-June 2021
The 2021 SEAMOLEC ODL models were developed by the preparation of learning designs and learning tools that will be used for model development in the first 3-4 months.
• In the preparation stage, conducted from January to April 2021, together with partners, SEAMOLEC determined learning strategies, learning methods, and learning techniques that will be used during the implementation of model development. • The learning tools were carried out to determine the learning platform (LMS, MOOC, etc), instructional materials, and ICT tools that are suitable for the implementation phase based on learning designs.
Below is the summary report of the development progress of the SEAMOLEC ODL Model.
(1) Development of ODL in Consortium Mode for Higher Education The ODL model in consortium aims to pilot collaborative distance learning programmes between Universitas Muhammadiyah Semarang, located in Central Java Province and Universitas Muhammadiyah Jakarta, located in Jakarta Province. The consortium members collaboratively develop 2 online courses that will be accessible and accredited to their students. The design and development of an effective online course involves careful planning as well as intentional decision-making. Following is the roadmap process for planning and developing an online course from 2020 to 2022.
In the year 2020, the development was focused on:
• conducting preliminary studies, • developing instructional design, • developing learning resources, as well as preliminary field testing to observe, • analyze, and • validate the tentative material given.
The data collection gathered and analyzed to revise and improve the materials courses. In the year 2021, the model will conduct the main field testing for a bigger number of participants to determine whether the product under PAGE 18 ANNUAL REPORT 2021
development meets its performance objectives. The result of this test is to obtain an effective design, as well as for the substance and methodology applied.
(2) Models on Improving Student Learning Engagement in Special Conditions The Covid-19 pandemic has forced schools from 190 countries around the world to close schools and stop all activities in schools (World Bank, 2020). As a result, more than 1.7 billion students are forced to study from home. In a very short time, educators must find a way to ensure students continue to learn. The majority of educators choose solutions to migrate face-to-face learning to online modes. Online learning, which actually requires careful preparation, has turned into Emergency Remote Teaching (ERT) with all its limitations. Hodges, et al. (2020) explain that ERT is a temporary migration from face-to-face learning activities to alternative modes due to crisis conditions. This alternative mode is distance learning, which later returns to face-to-face format after a crisis or emergency subsides.
The role of the teacher in managing learning is the key to ensuring students learn as they should. In this case, it can be seen the urgency to equip teachers not only with technological knowledge to operate certain tools. But what is more urgent is the need for teacher pedagogical knowledge in exploring the potential of technological tools that are not only used as learning resources, but can also be used to actively involve students in collaborative activities with their peers. In addition, teachers also need to be equipped with knowledge to orchestrate technological tools in a learning design. Well-designed online learning will have an impact on increasing student activity, creativity, interest and motivation, which in turn will also result in better student learning outcomes.
SEAMOLEC in collaboration with the Universitas Pendidikan Indonesia (UPI) and Institut Teknologi Bandung (ITB) planning to hold Online Training on Teacher Competency Development in Designing Student Learning Engagement in Special Conditions. Resource persons involved in the development of this model are Dr. Finita Dewi, S.S., M.A. and Tia Citra Bayuni, M.Pd from Universitas Pendidikan Indonesia, Dr. Gumawang Jati, M.A. – Institut Teknologi Bandung.
Currently in the process of planning the development of teachers training that refers to aspects:
• Bite-size learning The material will be designed in such a way that takes into account the participants' cognitive load. The instructional videos are delivered in the form of a micro video lecture with a duration of not more than 5 minutes. Activities are designed in stages from simple to more complex levels.
• Engaging Participants do not become passive learners who only receive information conveyed by the instructor, but participants will be actively involved both in exploring sources of information through online research, discussing with lecturers and colleagues in small groups, and exploring relevant technological tools for learning.
• Collaborative The training materials will facilitate collaboration in small groups and maximize interaction between participants in completing projects.
• Flexible In completing this training project, participants will have the freedom to choose the format or output model that will be produced by them, referring to the signs and corridors that have been provided by the instructor.
• Assessment for Learning In the process of working on a training project, an assessment rubric for both the process and the ANNUAL REPORT 2021 PAGE 19
product has been given at the beginning of the training so that participants know which aspects must be considered and will be used as assessment material. In addition, participants will receive feedback on an ongoing basis.
This online training is expected to be a solution in preparing teachers to present distance learning in accordance with the characteristics of students who are Alpha generation who are very familiar with the use of technology and gadgets. The internet is the most urgent need for the alpha generation, so many of the students feel bored if they take part in learning which is only in the form of assignments written by the teacher via short messages, the involvement of students is low.
The development of online training is expected to increase the ability of teachers to create a learning process that is suitable and easily accepted by the alpha generation so that it will have a significant impact on the activeness of students who experience learning in times of special conditions like today.
(3) Model on Online Course Development based on the Common ASEAN Tourism Curriculum (CATC) in Southeast Asian Vocational Higher Education (3rd Pilot) The ASEAN Task Force on Tourism Manpower Development, which was first introduced in 1999, initiated the Tourism Professional Mobility concept in Southeast Asia that was later on signed by 10 ASEAN countries in 2012 as the ASEAN Mutual Recognition Arrangement on Tourism Professional (ASEAN MRA-TP). To implement the agreement, the ASEAN Common Competency Standard Tourism Professional (ACCSTP) was developed, continued with the development of the Common ASEAN Tourism Curriculum (CATC), along with toolboxes containing training guides, training manuals, presentations in PowerPoint format, and manual of assessments.
These standards and toolboxes can be used for vocational education institutions as a reference for providing competency-based training in 6 labor divisions: Housekeeping, Front Office, Food Production, Food and Beverages Service, Travel Agencies, and Tour Operations.
SEAMOLEC as one of the SEAMEO Centers in Indonesia focusing on Open and Distance Education in Indonesia has initiated online learning programmes based on the Common ASEAN Tourism Curriculum (CATC) since 2019. SEAMOLEC assesses that a distance learning approach with its ideal attribute of learning flexibility, can be applied to improve workforce competence, by leveraging the Common ASEAN Curriculum for Tourism (CATC). Below is the PAGE 20 ANNUAL REPORT 2021
journey of the SEAMOLEC programme on the development of CATC-based online courses.
Different from the 1st and the 2nd pilot which focused on the level 1 (certificate II) in housekeeping as a labor division under Hotel Services, in 2021, as the 3rd pilot, SEAMOLEC focused on the online course development based on the level 2 (certificate III) competency standards on travel services.
SEAMOLEC invited 4 Southeast Asia Higher Education Institutions (HEIs) to collaborate and develop 3 online courses as below.
No Courses Partners Team Members 1 Prepare and submit quotations (D2. Pelita Harapan Reagan Brian, S.ST., M.M. TCS.CL5.20/D2.TTA.CL2.16) University (UPH), Yustisia Kristiana, S.ST., M.M. Jakarta, Indonesia Stephanie Theodora Mulyono, S.ST., M.Par.
Anugerah Agungputranto, S.Tr.Par. Lyceum Philippines Jose Rizalito B. Cabayan Jr. University (LPU), Ana Marie Chua Manila, Philippine Catherine Chen
Sheila Marie Orlina 2 Lead tour groups in a responsible Vocational College, Tuti Elfrida, S.Ant., M.A., manner (D2.TTG.CL3.11) Gajah Mada University Handayani Rahayuningsih, S.S., M.Sc., (SV-UGM), Yogyakarta, Indonesia Rina Widiastuti, S.S., M.A.
Carlos Iban, S.S., M.Sc. 3 Co-ordinate and operate a day- Bangkok College Ms Suwannee Thammaratthara, tour (or short excursions) (D2.TTG. Business and Tourism Mr. Marc Alfer Sevilla, CL3.05) (BC-BAT), Bangkok, Thailand Mr. Artith Lerknork,
Mrs. Supakan Laohapaisan
Ms. Narudee Popayak
Those courses are under development by utilizing the ADDIE framework. From March to June 2021, assisted by SEAMOLEC, those teams completed the Analysis - Design stage and currently they are working on the Development phase. Initial meetings and workshops have been conducted in order to analyze the competency standards as well as the current learning materials available on CATC toolboxes.
The team also identified the characteristics of participants, considered various delivering options, discussed various assessment possibilities, and completed the 1st draft of the course plan. Currently the team are working on the development of digital learning object materials.
(4) Microcredentials development on the TVET- HEIs consortium in Tourism In parallel with the CATC-based online courses development in Southeast Asia Technical and Vocational Education and Training (TVET) Higher Education Institutions (HEIs), those common courses will be the cornerstone for further development of microcredentials among pilot partners. ANNUAL REPORT 2021 PAGE 21
The term microcredentials arose to answer the needs of just-in-time skills development that could not be provided by the current degree programme. Due to the advancement of technology, globalization as well as the impact of Covid 19 pandemic on the economy and labor market, the upskilling and reskilling of workforce development need to be conducted as fast as possible. The TVET HEIs need to rethink their programme to be more flexible and more effective to conduct lifelong learning.
As defined by Higher Education Quality Assurance Council of Ontorio (HEQCO), “a microcredential is a representation of learning, awarded for completion of a short programme that is focused on a discrete set of competencies (i.e., skills, knowledge, attributes), and is sometimes related to other credentials”.
Microcredentials will be used to acknowledge individual achievements in the specific skills in the form of digital badges. Microcredential courses are short, personal, and provide relevant skills that are required in the current labor market. HEQCO is also defined as six elements of the microcredentials quality markers which is preferable by end users and also stakeholders as defined below.
Microcredentials quality markers (HEQCO, 2021)
Relevant with those quality markers, ASEAN MRA-TP and its components including ASEAN Common Competency Standards for Tourism Professionals (ACCSTP), Common ASEAN Tourism Curriculum (CATC) and its toolboxes are coming from more than 20 years development. Various stakeholders from private and public sectors were involved to make sure the relevancy, accreditation, standards, as well as the quality of assessments are recognized by 10 ASEAN Member States. PAGE 22 ANNUAL REPORT 2021
The CATC aims to provide practical and efficient vocational training across all six labor divisions from certificate II to advanced diploma level. To make sure the qualification is relevant and useful for students and industry, standards, qualifications, as well as CATC contents have been set by industry.
The CATC contents are also flexible by allowing students, TVET institutions, as well as industry selected several units that match with the qualification. TVET providers together with their industry partners may also individually determine on a case-by-case basis the actual mix of units that will combine to fulfil the packaging requirements for a qualification. ACCSTP and CATC is also well structured and stackable that facilitates advancement through qualifications, enables movement between streams and enables students to gain higher level managerial qualifications while still retaining a practical and operational focus (ASEAN Secretariat, 2018).
In Indonesia, the Ministry of Education, Culture, Research and Technology (MoECRT) has launched the microcredentials programme for Indonesian’s students (Programme Kredensial Mikro Mahasiswa Indonesia/KMMI) on March 28th, 2021. In Asia, based on the Asian Economic Integration Report 2021 that was launched in February 2021 by ADB, developing arrangements for online quality assurance and its credentials (i.e microcredentials) will support one of key reform areas to make digital platforms work for Asian by upgrading education and labor market policies.
Encouraging by those initiative, Since the nature of the ACCSTP, CATC and its toolboxes are matched with the concept of microcredentials, those 4 Southeast Asia TVET Insitutitions: UPH, LPU, SV-UGM, and BC-BAT were invited to apply this concept to the online course development. More discussions, meetings and workshops are needed to support the recognition of those microcredentials online learning.
(5) Development of Blended Learning for Vocational Education In 2021, SEAMOLEC continued the development of a Blended Learning model in Vocational Education focusing on the subject of Creative Products and Entrepreneurship. Creative Products and Entrepreneurship subject (PKK) has been legalized through the Regulation of the Director General of Primary and Secondary Education of the Ministry of Education and Culture Number 07/D. D5/KK/2018 Regarding the Curriculum Structure of Vocational High Schools (SMK) / Vocational Madrasah Aliyah (MAK).
During its journey, the PKK lesson is still dominated by the delivery of theory so that student orientation is only limited to getting subject scores. The formation of the students’ character related to the entrepreneurial attitudes and behavior is still oriented to the value of theoretical and qualitative knowledge (Mulyani, 2012). It is necessary to adjust the entrepreneurship curriculum (Purwana, 2018) so that students have the ability to identify business opportunities, especially those in the public environment; apply entrepreneurial attitudes and behavior; understand the joints of leadership, and be able to apply them in everyday life.
Review on Student’s Product From Waste-Plastic Bag ANNUAL REPORT 2021 PAGE 23
According to Oliver and Trigwell (2005) blended learning is the mixing of two or more different types of things, including combining media, theories, objectives, learning methods, pedagogical approaches or different technologies in learning. In this ODL model development, SEAMOLEC as the initiator of this model designed learning strategies, in collaboration with partner schools of SMKN 3 Pandeglang in conducting a pilot which was planned to be held from March to June 2021. To see whether the developed model is suitable for adoption by other Vocational High Schools (SMK), a feasibility study and model effectiveness are conducted by SEAMOLEC partners from Bina Nusantara University. The design of the model uses an experimental approach with the concepts of: project-based, hybrid classroom, case-study learning object materials, portfolio assessment. Learning strategies include activities: online discussions, assessments, observations (field and Internet), mind maps, presentations, and role play (service products).
Below is the timeline of this programme.
(6) Model of Artificial Intelligent (AI) Utilization in English as a Foreign Language (EFL) Teaching and Learning Nowadays, AI Technology has been used to enhance the learning experience, facilitate learning assessment, help students in understanding lessons and many more. SEAMOLEC in collaboration with SMKN 1 Lolayan, Kab. Bolaang Mongondow, North Sulawesi Province developed an AI CHATBOT Prototype to improve student’s ability in English. The CHATBOT application selection stems from the lack of students’ ability in writing English. Currently, there are no learning chat applications that can help students to improve their writing skill, then hopefully this Chabot will give students a learning experience that motivates them to learn English as their foreign language, as well as making it easier for teachers to assist, control and assess.
On the first trial, the AI CHATBOT prototype focused on students’ writing skills, especially on transactional texts for the 11th grader. The students will send data input in the form of English conversational dialog through the mobile application, then pass it into the Flow Dialog API to be processed by the Chatbot API. The development of this application involves the Startup AI industry Bisa.AI and an English teacher from SMKN 1 Lolayan Bolaang Mongondow. The development on this model has already started in march for collecting Scorpus question and answer for chatbot databases. The application on the development stage and will it be tested in the third week of June 2021 (for the 1st trial)
(7) Prototype Development of Machine Learning Tool with Visualization One of the solutions offered to increase the effectiveness of Artificial Intelligence (AI) learning is to present an innovative learning media that can support the achievement of AI learning objectives. For this reason, since 2020 SEAMOLEC has developed modelling for an AI simulator that can be accessed online so that it supports online learning activities, besides that the online AI Simulator also overcomes problems that are often faced, especially the setup process and experimental environment settings that can reduce the need for learning time. PAGE 24 ANNUAL REPORT 2021
From March to June 2021, the development of the AI simulator model is still in terms of technical aspects, namely the development and improvement of several algorithms including classification algorithms, clustering, and display rendering changes as well as increasing the row limit that can be accommodated by csv data
(8) Guideline Development of ODL for Secondary Education The Ministry of Education, Culture, Research, and Technology (MOECRT) of Indonesia since 2014 has implemented a pilot of open and distance education programmes in secondary level to improve access of junior high school graduates to higher levels of education. The increasing access to higher education programmes should be accompanied by improvement in the quality of education. The providers of open and distance education programmes are obligated to provide education services to meet the standards. The central and provincial governments are required to conduct supervision, evaluation, facilitation, providing advice, direction and/or guidance to the head of open and distance education providers institutions. The government and open and distance education providers demand a clear design/scheme in order to manage and organize the programme. In addition, to describe the quality of an educational service, a standard/criterion, achievement scheme, and management scheme are required.
To meet the demand, SEAMOLEC in 2021 designs and develops a quality fulfilment model in providing open and distance education programmes in Secondary Education levels. The development of this model aims to develop guidelines for managing the distance education programmes at the secondary education level.
The programme will be a pilot collaborative project between Open Senior High School (Sekolah Menengah Atas Terbuka) Padalarang in West Java Province and Sekolah Menengah Atas Terbuka Kepanjen in East Java Province with support of various academics from universities as resource persons and reviewers. This pilot is expected to be accomplished by this year and will be disseminated and applied to other open and distance education providers institutions in the following years.
2. SEAMOLEC Research Grant 2021 To be able to continue to innovate and provide solutions to various educational problems with distance learning, in 2021, SEAMOLEC supports the ODL research and development in the form of a competitive research grant. In addition to the competitive research grant, SEAMOLEC also develops tools, strategies, policies for teaching and learning guidelines in the form of research grants for the SEAMOLEC ODL model.
The competitive research grant programme aims to:
a. improving the quality of research according to SEAMOLEC's vision and mission to become a center of excellence and expertise in the field of Open and Distance Learning;
b. building research collaborations related to open and distance learning with educational institutions in various types, levels, and levels of education;
c. identifying and reviewing, in order to find solutions to various distance learning problems, especially those relevant to the situation during the SARS-CoV 19 pandemic;
d. recommending the utilization of research results that can assist educational institutions, practitioners and policy makers in implementing open and distance learning.
This research assistance is addressed to educators at various levels, types, and levels of education. In terms of further development, researchers can also collaborate with practitioners and other relevant parties. ANNUAL REPORT 2021 PAGE 25
The objectives of the study-model grant programme were:
a. to develop various innovative tools and learning strategies as solutions in distance learning;
b. recommend process standards, standards for educators and education personnel, standards for infrastructure and management, standards for schools and educational institutions that wish to provide distance learning in accordance with regional characteristics to achieve national education standards.
The study in the form of model research is conducted by educators such as teachers, lecturers, teacher trainer, and education practitioners who are recommended/appointed directly by the SEAMOLEC research and development team, as well as through an open selection process.
Below is the list of 20 research grants recipients:
No Main Researcher Institutional Title 1 Maulana Ishak, University of Muhammadiyah Efforts to Strengthen Student Character Education M.Pd.I UHAMKA Through Distance Learning during the Covid-19 Pandemic Evaluating Ideas and Deciding': Application of 'Nominal Alies Poetri 2 Brawijaya University Groups' Technique' in 'Critical Reading' Class to Lintangsari Increase Student Involvement in Online Class Lia Laela Sarah, S.Pd., E-Cell Development (Scaffolding Enhanced Learning) 3 SMA UPI Laboratory MT Assisted by Web 2.0 Tools in Distance Learning Physics Inquiry Learning Through Edpuzzle Integration in 4 Kartini, M. Pd SMA YPHB Bogor City Google Classroom to Increase Student Involvement In Distance Chemistry Learning The Influence of Digital Game-Based Learning Strategy Chandra Adi Prabowo, Using Collaborative Board Games on Understanding 5 Sebelas Maret University S.Pd., M.Pd. Students' Learning Concepts and Motivations on Distance Learning Wiwik Kartika Sari, Design of Analytical and Creative Thinking Assessment 6 UIN Walisongo Semarang M.Pd. Based on Marzano’s Taxonomy for Distance Learning Raeh Niken Baghiroh, Utilization of OpenKM for Automating Iterative 7 Tangerang Raya University M.Pd. Processes Learning Model for Food Production Practical Classes 8 Edvi Gracia Ardani Agung Podomoro University (Operations) in Vocational Education Through Omnichannel Aditya Kurniawan, SET-FPV (Smart Helmet First Person View) as a Semi- 9 S.ST., PGDip.Eng., Malang City Polytechnic Realistic Virtual Face-to-face Learning Technology Tool MOS. in the Distance Electropneumatic Practicum Class Utilizing Chatbot Artificial Intelligence (Ai) Technology Susan Kurniawaty 10 SMKN 1 Lolayan as a Media to Improve Students' Ability in Writing Mokoagow, S.Pd Transactional Texts in English Development of Online Training to Develop Teacher Dr. Finita Dewi, SS, Indonesian University of 11 Competence in Designing Lessons that Facilitate MA, Education Student Involvement During Special Conditions Maulana Aziz Assuja, Development of Prototype Machine Learning Tools with 12 Teknokrat Indonesia University MT Visualization PAGE 26 ANNUAL REPORT 2021
Implementation of Open and Distance Learning (ODL)
Reagan Brian, S.ST., Based on Common ASEAN Tourism Curriculum (CATC) 13 Pelita Harapan University MM for Competency UnitPrepare and Submit Quotation
D2.TCS.CL5.20 and D2.TTA.CL2.16 Aip Syarif Hasan Development of a Standardized Model of Distance 14 SMA Negeri 2 Padalarang Efendi, M. Pd Learning in Secondary Education Development of Online Learning: Coordinate and Vocational School Gadjah Mada Operate a-Day Tour or Short Excursion (D2.TTG.CL3.05 15 Tuti Elfrida, S.Ant., MA University ) and Lead Tour Group in a Responsible Manner (D2.TTG. CL3.11) Development of a Consortium Blended Learning Model Dr. Sayono, SKM, Muhammadiyah Semarang 16 to Improve Situation Analysis Competence in the Public M.Kes(Epid) University Health Study Programme Research on Vocational Blended Learning Model at SMK 17 Dr.. Anita Maharani Bina Nusantara University Negeri 3 Pandeglang College of Informatics and Blended Learning Framework to Improve Education Dian Ade Kurnia., 18 Computer Management Quality in Higher Education in the Era of the Covid-19 M.Kom (STMIK) IKMI Cirebon Pandemic Innovation in Utilizing Hybrid Modules in Abdulah Mukti, S.Pd.I., Majelis Dikdasmen PP Muhammadiyah Junior and Elementary Schools, Sleman 19 M.Pd Muhammadiyah as an Alternative to Distance Learning Solutions During the Covid-19 Pandemic Effectiveness and Efficiency of Utilizing Virtual 20 Yulvianah, S.Pd SMA Negeri 2 Padalarang Coordinator Training (VCT) for Future Learning
ANNUAL REPORT 2021 PAGE 27
TRAINING
The Covid-19 pandemic affects all areas of life, including education. The existence of the virus pandemic hinders teaching and learning activities. However, this condition can accelerate education 4.0, where the learning system is carried out remotely by utilizing information technology. Most school activities are conducted online and students learn from home. If this new learning method is not formatted properly, it will cause confusion for students, and even the students may feel bored, stressed, or anxious. This is a challenge for teachers to continue to look for strategies so that learning activities become attractive to students.
Based on this condition, SEAMOLEC, according to its duties and functions, develops training in the field of open and distance learning (ODL) based on Information and Communication Technology (ICT), that are conducted face-to-face, hybrid, and fully online.
The training programmes were designed by clusters under certain themes:
a. Distance Learning Assistance and Quality Improvement Programme related to:
• AR (Augmented Reality), • VR (Virtual Reality), • Online Learning Enhancement, • Self-learning Material Development, • Project Based Learning Integration with IoT (Internet of Things) Technology • Training Programme to Improve Human Resources Capacity in the Open Distance Learning (ODL) Field
July 2020 – June 2021:
• Number of Face-to-Face Trainings: 17 • Number of Online Trainings: 8 • Total number of participants: 944
b. Training Package Programme:
• Online Class on New Normal Adaptation • Learning Management System (LMS) • Lecturing Video Development • Learning Media Based on Visual Illustration • Interactive Presentation • Digital Visual Media • Mobile-based Learning • Internet of Things (IoT) • Web-based Learning
July 2020 – June 2021:
• Number of Face-to-Face Trainings: 8 • Number of Online Trainings: 37 • Total number of participants: 5502 PAGE 28 ANNUAL REPORT 2021
c. ICT-based Tailored Training:
• Teachers Quality Improvement Programme for Nahdhatul Ulama (NU) schools (PERGUNU) • Quality Improvement Programme for Muhammadiyah universities • Training of ODL Capacity Building for KEMENHUB and BKKBN
July 2020 – June 2021:
• Number of Face-to-Face Trainings: 11 • Number of Online Trainings: 9 • Total number of participants:5840
The list of face-to-face and online training illustrated by the following table:
Face to Face Training July 2020 – June 2021
Number of No Programme Venue Date Participants Introduction to Internet of Things 1 SMK Madani DEPOK 1 - 3 September 2020 24 for Beginners Introduction to Internet of Things 2 SMK Madani DEPOK 4 - 6 September 2020 21 for Beginners Digital Learning Material PERGUNU Pesantren 3 7 - 9 September 2020 33 Development for e-Learning Modern Ummul Quro Interactive Learning Material PERGUNU MTSN 3 4 10 - 11 September 2020 39 Development Kediri Training on Introduction to Office 5 SMKN 1 Bandung 10 - 14 September 2020 44 365 SMK informatika Pesat 6 Introduction to Internet of Things 14 - 16 October 2020 28 Kota Bogor Instructional Design for e-Learning 7 SMKN 9 Bandung 15 - 16 October 2020 28 and e-Module Development Digital Learning Material 8 Development using Augmented SMK Metland School 19 - 21 October 2020 25 Reality Digital Learning Material 9 PERGUNU Jombang 21 - 25 October 2020 41 Development for e-Learning Interactive Learning Material 10 PERGUNU Nganjuk 26 - 28 October 2020 50 Development Blended Course of Internet of 11 SMK Taruna Bhakti Depok 26 - 28 October 2020 11 Things Video based Learning Material 12 SMKN 5 Banjarmasin 27 - 29 October 2020 23 Development Augmented Reality based Digital 13 SMK Astrindo Kota Tegal 9 - 11 November 2020 22 Learning Material Development Digital Learning Material 14 PERGUNU Sidoarjo 12 - 14 November 2020 37 Development Video and Animation based PERGUNU Pesantren 15 16 - 18 November 2020 21 Learning Material Development Modern Ummul Quro SMKN 2 Pemangkat West 16 Internet of Things for Beginners 16 - 18 November 2020 42 Kalimantan ANNUAL REPORT 2021 PAGE 29
Number of No Programme Venue Date Participants Digital Learning Materials 17 PERGUNU Nganjuk 16 - 18 November 2020 37 Development 18 Internet of Things for Beginners UT Majalengka 17 - 19 November 2020 35 Interactive Learning Material 19 PERGUNU Kediri 24 - 26 November 2020 44 Development Digital Learning Material 20 PERGUNU Gresik 23 - 25 November 2020 50 Development 21 Internet of Things for Beginner SMAN 1 Cisalak Subang 24 - 26 November 2020 33 Digital Learning Materials 22 PERGUNU Blitar 27 - 29 November 2020 25 Development Video based Learning Material 23 PERGUNU Probolinggo 1 - 3 December 2020 37 Development Video and Animation based UIN Raden Fatah 24 8 - 10 March 2021 30 Learning Material Development Palembang Human Resources Instructional Design for e-Learning 25 Development Centre for 6 - 18 March 2021 26 and e-Module Development Air Transportation Online of School Management on MOECRT Province Office 26 15 - 17 March 2021 27 Academic Activities - Kota Bukittinggi Online Class on New Normal SMK Islam Insan Mulia 27 23 - 26 March 2021 25 Adaptation Tangerang Learning Model Implementation SMKS AL-Mahrusyiyah III 28 Workshop of Industry 4.0 in 22 - 25 March 2021 27 Lirboyo Kediri Virtual Reality Digital Visual Media on Augmented 29 MAN 1 Kediri 29 - 31 March 2021 24 Reality Online Class on New Normal POLTEKKES 30 28 March - 2 April 2021 34 Adaptation Tanjungkarang Digital Visual Media on Augmented 31 SMKN 1 Driyorejo Gresik 4 - 8 April 2021 25 Reality Digital Visual Media on Augmented Aisyah Pringsewu 32 5 - 7 April 2021 20 Reality University of Lamung Digital Visual Media on Augmented 33 STIKES RS. BAPTIS Kediri 22 - 24 April 2021 23 Reality Nahdlatul Ulama Digital Visual Media on Augmented 34 University of West 22 - 24 April 2021 28 Reality Kalimantan Workshop on Common ASEAN 35 Tourism Curriculum Based Online SMKN 6 Yogyakarta 3 - 5 May 2021 15 Course Development Digital Visual Media on Augmented Universitas Sultan Ageng 36 5 - 7 May 2021 34 Reality Tirtayasa Banten Total Number 1.088 PAGE 30 ANNUAL REPORT 2021
Online Training July 2020 – June 2021
Number of No Programme Date Participants 1 Digital Learning Material Development 6 July – 3 August 2020 600 2 Introduction to Office 365 6 July – 3 August 2020 68 3 Digital Learning Material Development for e-Learning 13 – 15 July 2020 277 Model e-Learning Concept and Digital Learning Material 4 14 July 2020 51 Development - Batch 1 Model e-Learning Concept and Digital Learning Material 5 15 July 2020 29 Development - Batch 2 6 Model Augmented Reality for Education 27 - 29 July 2020 31 7 Digital Learning Material Development for e-Learning 27 - 29 July 2020 128 The Socialization of Cloud Computing Materials for 8 29 - 30 July 2020 108 National Students Skill Competition Digital Literation and Online Classroom for NU ECCE 9 12 August - 23 September 2020 193 Teacher 10 Online Training on Digital Learning Material Development 18 -19 August 2020 105 11 Application of Urban Agriculture 11 August – 24 October 2020 97 12 Digital Learning Material Development 7 – 10 September 2020 29 The Socialization of Cloud Computing Materials for 13 19 August 2020 124 National Students Skill Competition 14 Educational Comic 11 September - 4 October 2020 71 15 Digital Learning Material Development 25 – 26 September 2020 39 16 Digital Learning Material Development for e-Learning 16 – 24 September 2020 11 17 Virtual Reality based Learning Material Development 1 – 31 October 2020 95 18 Digital Learning Material Development 2 – 30 November 2020 100 19 Introduction to Internet of Things for Beginner 7 – 9 October 2020 19 20 Digital Learning Material Development for e-Learning 1 September – 01 October 2020 21 21 Digital Learning Material Development 12 October 2020 5 22 Virtual Coordinator Batch 7 16 – 28 October 2020 1001 23 The Training of Trainer on Office 365 2 – 4 November 2020 78 24 Presentation Design using PowerPoint 17 – 27 November 2020 190 25 Digital Learning Material Development for e-Learning 9 – 11 November 2020 20 26 Infographic Design 9 – 23 November 2020 17 30 November – 11 December 27 Introduction to Office 365 29 2020 28 Digital Learning Material Development for e-Learning 25 -27 November 2020 13 29 Virtual Coordinator Training Batch 8 16 January – 7 March 2021 2818 30 Digital Learning Material Development using Explee 5 – 15 January 2021 250 31 Infographics Design 18 January - 15 February 2021 160 32 Office 365 Introduction 18 January - 15 February 2021 90 33 Interactive Learning Media Development using Explee 18 January - 15 February 2021 320 Interactive Learning Media Development using Assemblr 34 8 – 15 February 2021 300 Edu 35 Office 365 Introduction 15 February - 15 March 2021 80 36 Distance Learning Management 15 February - 15 March 2021 300 37 Infographics Design 15 February - 15 March 2021 200 ANNUAL REPORT 2021 PAGE 31
Number of No Programme Date Participants Mar 23, 2021 until Mar 26, 38 Online Class on New Normal Adaptation 25 2021 Mar 15, 2021 until Mar 17, 39 Online of School Management on Academic Activities 27 2021 40 Online Class on New Normal Adaptation Mar 28, 2021 until Apr 01, 2021 34 41 Virtual Coordinator Training Batch 9 7 April - 7 May 07, 2021 2338 42 Master of Trainer “Millennial Teachers in The Digital Era” 8 April 2021 53 43 Distance Learning Management 19 -21 April 2021 180 44 Infographics Design 19 April - 21 May 2021 120 45 3D based Learning Material Development for Beginner 19 April - 21 May 2021 60 46 Office 365 Introduction 19 April - 21 May 2021 60 47 Distance Learning Management 12 – 15 April 2021 24 48 Da'i Millennial dan Social Media 27 – 28 April 2021 30 49 Online Learning Management System 26 – 29 April 2021 17 Digital Learning Materials Development using Whiteboard 50 28 -30 April 2021 32 Animation 51 Digital Visual Media on Augmented Reality 3 – 5 May 2021 55 Common ASEAN Tourism Curriculum Based Online Course 52 3 – 5 May 2021 15 Development 53 Distance Learning Management 19 – 21 May 2021 61 Total Number 11.198 PAGE 32 ANNUAL REPORT 2021
CONSULTANCY SERVICES
Collaboration in open and distance learning (ODL) is a pillar in helping institution providers realize their goals to promote access to education at a reasonable cost and high quality. The concept of collaboration has been explored on many occasions and discussions. Indeed, as Perraton (2004) clearly indicates that ODL, at all levels of education, has been built on collaborations between partners. Collaboration partnerships have been formed at institutional, national, regional, and international levels.
SEAMOLEC as a regional institution has a vision to be a centre of excellence and expertise in ODL. One of the core tasks of SEAMOLEC is providing consultancy services to its partners, especially the ones related to ODL. Each partner has its own challenges and uniqueness in its implementation of ODL based on their needs. Through this programme our partners are assisted to develop, implement, and utilize ODL as an alternative solution for learning services provided for their learners. In general, below are the activities that SEAMOLEC could provides through its consultancy services:
• Planning the ODL Programmes that are suitable for partner institutions • Developing and supporting digital learning media • Designing the ODL model • Designing and developing the e-learning platform • Implementing the ODL programmes
SEAMOLEC will be happy to assist our existing and future partners to implement ODL in their respective institutions. The main goal of SEAMOLEC is to be able to assist our partners to run a smoothly, structured and measurable ODL programme. Therefore, our partners can provide good learning services for their learners.
1. Ministry of Education, Culture, Research and Technology (MoECRT) Indonesia a. Directorate of Courses and Training
From 2017 until 2020, SEAMEO SEAMOLEC assisted the Directorate of Courses and Training, Ministry of Education, Culture, Research and Technology (MoECRT) in order to develop various private courses by utilizing Massive Open Online Courses platform. In this programmes, SEAMEO SEAMOLEC trained and guided course managers, administrators, content creators and instructors from various Indonesian private course providers
The latest manuals are available in Bahasa Indonesia and it can be accessed here: https://daftarkursusdaring. kemdikbud.go.id/petunjuk-teknis. Those manuals have been verified and evaluated by course providers, center of data and information technology - MoECRT (pusdatin), and other relevant MoECRT directorates.
In addition, this year, 98 OERs were also developed by private courses providers with SEAMOLEC assistance. All contents were reviewed by SEAMOLEC, Directorate Courses and Training and has been uploaded on http:// kursusdaring.kemdikbud.go.id as free contents: ANNUAL REPORT 2021 PAGE 33
No Content Category Title of OERs Link Youtube 1 Baby Sitter Malnourished baby https://youtu.be/ALhjHNZF3-E 2 Baby Sitter Immunization https://youtu.be/CEInGYO5Hb0 3 Baby Sitter Complementary food for baby: orange juice https://youtu.be/XFSFGfXFsmw 4 Baby Sitter Complementary food for baby: apple https://youtu.be/dvYyfchrFrQ 5 Baby Sitter Sorting and keeping away trash from babies https://youtu.be/lPArjWKx_Bc 6 Baby Sitter Preparing and feeding stored breast milk https://youtu.be/Lbj4G2J_9-I 7 Baby Sitter Taking care of babies with cold and cough https://youtu.be/V46eTHBkvpQ 8 Baby Sitter Taking care of babies with fever https://youtu.be/5xaBSrrl-p8 9 Baby Sitter Complementary food for baby: banana https://youtu.be/yPOYOezwOpE Complementary food for baby: filtered soft 10 Baby Sitter rice https://youtu.be/2vAJfm6k6QU Baby sitter for babies with special needs: sight 11 Baby Sitter and hearing https://youtu.be/iz5SKtFHyfo 12 Baby Sitter Sterilization for baby feeding utensils https://youtu.be/jGNaKWhqpR4 13 SPA International relaxation massage https://youtu.be/V8CnakvQf8s 14 SPA Stone massage https://youtu.be/QYEexqxFeCM 15 SPA K3 https://youtu.be/dOmmIYIHw-o 16 SPA Indonesian traditional body massage https://youtu.be/oHuSD3h6QeM 17 SPA Facial treatment https://youtu.be/Dsf69fj2754 18 SPA Bathing without tools https://youtu.be/hoUr0A-U7aQ 19 SPA Reflexology https://youtu.be/dO8K10dRMq0 20 SPA Waxing https://youtu.be/uHQ88VT1Zq8 21 SPA Traditional body care with scrub and mask https://youtu.be/qBHgG3ZUebY 22 SPA Foot, nail, and hand care https://youtu.be/CcJJcfYgtuw 23 SPA Traditional herbal drinks https://youtu.be/b4XnmN7A8OI 24 SPA Electronic blanket care https://youtu.be/S6JobsiskSI 25 SPA Steam https://youtu.be/daFDhXXseHQ 26 SPA Hair spa https://youtu.be/1uKJC-cI1GI 27 Fashion Design analysis https://youtu.be/4385MWAUEt4 28 Fashion Work result evaluation (Fitting) https://youtu.be/479Gppa4vog 29 Fashion Creating patterns for clothes https://youtu.be/eOp3Oy4zeLk 30 Fashion Laying out patterns for clothes https://youtu.be/5r22lHSxr1A 31 Fashion Cutting fabric https://youtu.be/nx18Cds6Shs 32 Fashion Operating various industrial sewing machine https://youtu.be/iIz-QnPHyo0 33 Fashion Measuring body https://youtu.be/XwjS43i6wmQ 34 Fashion Sewing with machine https://youtu.be/Q4t6lTsO9to 35 Fashion Sewing with hand https://youtu.be/L4cGS-vjVX0 36 Fashion Planning the needs of fabric https://youtu.be/RkAgqbqi7ZI 37 Fashion Ironing technique https://youtu.be/Ooelmj85P1Q 38 Skin Beauty Preparing tools level 2 https://youtu.be/yfAcxaChdz0 39 Skin Beauty Preparing tools level 3 https://youtu.be/8N_6cX9vRsE 40 Skin Beauty Eyelashes extension https://youtu.be/mrRp9La0epw 41 Skin Beauty Dry and rough skin care https://youtu.be/wDGQ7aMsS2E 42 Skin Beauty Pigmented face https://youtu.be/kjP-UQUF8Xk PAGE 34 ANNUAL REPORT 2021
No Content Category Title of OERs Link Youtube 43 Skin Beauty Treating black head and acne prone skin https://youtu.be/eB5OhkfoZd8 44 Skin Beauty Beautician https://youtu.be/E7O4YQGHUF8 45 Skin Beauty Manicure https://youtu.be/bMGA9efZdKM 46 Skin Beauty Pedicure https://youtu.be/VNtAzOGrBcM 47 Skin Beauty Depilation https://youtu.be/S_EgMJotJfQ 48 Skin Beauty Make up for catwalk https://youtu.be/tK4qv2ld5qc 49 Skin Beauty Make up for dancers https://youtu.be/e7q1umrYkfs 50 Skin Beauty Geriatrics https://youtu.be/j-151zi0fkM 51 Skin Beauty Sirkati https://youtu.be/sRX03VovK8g 52 Skin Beauty Make up for normal face https://youtu.be/40OgEZKqaiQ 53 Skin Beauty Daily make up https://youtu.be/T0NtILPX-VE 54 Hair Beauty Level II Washing hair https://youtu.be/Q-shv6FUYFE 55 Hair Beauty Level II Hair and scalp care (creambath) https://youtu.be/oOGMvM4o1uE 56 Hair Beauty Level II Drying hair with hair dryer (blow dry) https://youtu.be/fz3K4B45VV4 57 Hair Beauty Level II Arranging hair bun and hair piece https://youtu.be/XnwXX5AyM1s 58 Hair Beauty Level III Basic haircutting https://youtu.be/VNvwv8JhwTs 59 Hair Beauty Level III Curling hair https://youtu.be/988cv99UfzM 60 Hair Beauty Level III Basic preparation for haircut https://youtu.be/gYOSz6crwBQ 61 Hair Beauty Level III Styling for short hair https://youtu.be/Nuh0Quq3t4U 62 Hair Beauty Level III Colouring white hair https://youtu.be/CcCOaOco2gU 63 Hair Beauty Level III Arranging traditional hair bun https://youtu.be/NRw8PLZqjx0 64 Motorcycle Engineering Motorcycle carburettor overhaul https://youtu.be/JxEe11AIZzU 65 Motorcycle Engineering Disassembly and clutch inspection https://youtu.be/BpPeRXgith8 66 Motorcycle Engineering Disc brake inspection and installation https://youtu.be/01PXJSm-Sl8 67 Motorcycle Engineering Lighting system function check https://youtu.be/6eyp0C9fdXw 68 Motorcycle Engineering Special service tools https://youtu.be/U-bgF0Buo7U 69 Motorcycle Engineering Workshop support tools https://youtu.be/fQJaVy-2nIk 70 Motorcycle Engineering Cylinder taper oval measurement https://youtu.be/fxQ18OkPbRQ 71 Motorcycle Engineering Motorcycle injection system inspection https://youtu.be/TQIXqF71oNk 72 Motorcycle Engineering CVT Inspection https://youtu.be/KuSI4D_YnV0 73 Motorcycle Engineering Electrical injection system inspection https://youtu.be/jIUCN-fIOZo 74 Motorcycle Engineering Steering system inspection https://youtu.be/UzgShBHZIzw 75 Culinary Controlling food supplies https://youtu.be/spBHe2a8Lyw 76 Culinary Buffet https://youtu.be/QjDBIreoyg8 77 Culinary Creating fish broth https://youtu.be/DRACeVHpkmE 78 Culinary Creating beef broth https://youtu.be/5nOEhY8hSoY 79 Culinary Creating vegetable broth https://youtu.be/hpdxgRWEirg 80 Culinary Choosing ingredients for recipe development https://youtu.be/fgd_sGM8L10 81 Culinary Planning menu https://youtu.be/2_nax6-keMI 82 Culinary Work implementation monitoring https://youtu.be/V3AJikDOBZo Creating basic white seasoning and Thai red 83 Culinary curry https://youtu.be/L0Nlce45w4s 84 Culinary Creating chicken broth https://youtu.be/3l8tMwPcZRc 85 Culinary Creating basic cold sauce https://youtu.be/Zw4esJCQifc ANNUAL REPORT 2021 PAGE 35
No Content Category Title of OERs Link Youtube 86 Culinary Using modern utensils https://youtu.be/xphvYzRKrkE 87 Culinary Souce Veloute https://youtu.be/KcXQnEhjyQw 88 Culinary Ingredients storing technique https://youtu.be/VNZycK8U3gM Light-weight vehicle 89 engineering Repairing air conditioning system https://youtu.be/HDLTHCJ5tf0 Light-weight vehicle 90 engineering Repairing common rail system https://youtu.be/VTWMC7RZeWc Light-weight vehicle Repairing electronic gasoline fuel injection 91 engineering system for cars https://youtu.be/5CZ2NmA_Taw Light-weight vehicle 92 engineering Repairing manual clutch system https://youtu.be/fpSB4bYw7cw Light-weight vehicle Repairing the signal and hazard lighting 93 engineering system https://youtu.be/Q6J7jaTvcWU Light-weight vehicle 94 engineering Repairing lighting system https://youtu.be/VsoldIAYjSg Light-weight vehicle 95 engineering Repairing the drum brake system https://youtu.be/J6yePISchmI Light-weight vehicle 96 engineering Repairing transmission system https://youtu.be/QhxlfCXnzOQ Light-weight vehicle Caring for the wheel suspension system on 97 engineering the car unit https://youtu.be/hhap9Zvr_RE Light-weight vehicle Tuning up conventional petrol engine on the 98 engineering car unit https://youtu.be/e4ZDTJUvIN0
b. Directorate of Partnership and Industry Alignments
Vocational education is an education system that prepares students for working with certain applied skills, furthermore able to create work opportunities. Vocational education adheres to an open system (multi-entry-multi- exit) and multi-meaning that is oriented towards civilizing, empowering, building character and personality, as well as various life skills. Vocational education orientation is work skills alignment with applied science and technology advancement along with the demands in the workforce.
In this programme, SEAMOLEC supports as an information technology consultant in developing Online Tracer Study for Directorate General Vocational Education along with several selected education institutions: Course Providers, Vocational High Schools, and Vocational College or Higher Education.
The Tracer Study aims to obtain:
• Information concerning graduates' absorption of vocational education institutions. • Feedback from graduates to improve the quality of vocational education and training programmes. • Information concerning employment and occupations from (district/city), provincial, and national levels. • Competency information (hard skills and soft skills) required by the industry.
For this reason, SEAMOLEC also assists guidelines development to carry out tracer studies along with the Directorate General of Vocational Education, including Vocational and Professional Higher Education (PTVP), Vocational High Schools (SMK), and Courses and Training Institutes (LKP).
In 2021, the target for the tracer study implementation is as follows. PAGE 36 ANNUAL REPORT 2021
Institution Number of vocational education institution Targeted institution Description (refer to national database institution MoE/April 2021) Vocational 259 158 Vocational Higher education units Education spread across 34 provinces Vocational High 14.379 390 schools Course provider 10.158 385 Institutions Total 24.796 933
Directorate of Partnership and Industry Alignments, National Statistics Centre, along with SEAMOLEC will conduct validity and reliability test on Tracer Study Instruments as the first phase of instrument try out. The activity will be conducted on 7-12 June 2021 in several cities and provinces including education institutions and selected alumni as follows.
West Java Province: Central Java Province: • Cirebon City • Surakarta District • Cirebon District • Pekalongan District • Kuningan District • Batang District • Bogor City • Karanganyar District • Bogor District • Sukaharjo District
Banten Province: East Java Province: • Serang City • Malang City • Serang District • Malang District • Pandeglang District • Batu City
c. Directorate of Community Education and Special Education
Non-formal education is an out-of-school education pathway which is referred to as community-based education outside the school which can provide possibilities for social, cultural, linguistic and artistic development, religion, and skills. This education system can be utilized by community members to develop themselves and build the community. The efforts to improve the quality of human resources through non-formal education (out of school education) can be achieved through equality education which includes three learning group as follows, 1) Paket A (elementary education equivalence), 2) Paket B (junior high school education equivalence), and 3) Paket C (high school education equivalence) Programme.
The Paket A, Paket B, and Paket C are non-formal education programme facilitated by the government through Non- Formal Education Unit (Satuan Pendidikan Nonformal/ SPNF). The programme is intended for students who come from disadvantaged, non-schooling, dropping out, as well as productive age people who want to improve their knowledge and life skills. The other community members who need special services can adopt this programme to meet their learning needs as a result of change improvement in living standards, science, and technology.
In order to expand the access of education and technology, Directorate of Community Education and Special Education (Direktorat Pendidikan Masyarakat dan Pendidikan Khusus) of MOECRT invited SEAMOLEC to assist them in developing open and distance learning (ODL) system and utilizing ICT in the learning process. Since the ANNUAL REPORT 2021 PAGE 37
beginning of 2018, SEAMOLEC has been developing an online learning platform for equality education. It is a learning management system called “seTARA daring” (http://setara.kemdikbud.go.id).
The picture shows the business process of teachers and student in utilizing seTARA daring. There are three activities can be managed in seTARA daring; 1) learning process, 2) assessment process, and 3) administrative process. For the assessment, seTARA daring can facilitate either formative assessment or summative one.
Starts from 2021, summative assessment for community education in Indonesia can be conducted in online mode using “seTARA daring”. Summative assessment in learning process is used to determine whether the learners meet the learning objectives and reached the expected level of the proficiency or not. Typically, a summative assessment is conducted in the end of a learning process, and provides learners a final grade for several subjects where each learning group has different test subjects and duration of times as shown the tables below.
Table 1. Test Subjects of Paket A
Type and Number of Questions Time No Test Subject Multiple Choice Essay (minutes) 1 Civic Education 35 5 120 2 Indonesian 35 5 120 3 Math 35 5 120 4 Science 35 5 120 5 Social Science 35 5 120
Table 2. Test Subjects of Paket B
Type and Number of Questions Time No Test Subject Multiple Choice Essay (minutes) 1 Religious Education 40 5 120 2 Civic Education 40 5 120 3 Indonesian 40 5 120 4 Math 30 5 120 5 Science 35 5 120 6 Social Science 40 5 120 7 English 40 5 120 PAGE 38 ANNUAL REPORT 2021
Table 3. Test Subjects of Paket C (Sciences Major)
Type and Number of Questions Time No Test Subject Multiple Choice Essay (minutes) 1 Religious Education 40 10 120 2 Civic Education 40 10 120 3 Indonesian 40 10 120 4 English 40 10 120 5 Math 30 10 120 6 Physics 30 10 120 7 Biology 35 10 120 8 Chemistry 35 10 120 9 History 40 10 120
Table 3. Test Subjects of Paket C (Social Sciences Major)
Type and Number of Questions Time No Test Subject Multiple Choice Essay (minutes) 1 Religious Education 40 10 120 2 Civic Education 40 10 120 3 Indonesian 40 10 120 4 English 40 10 120 5 Math 30 10 120 6 Geography 40 10 120 7 Sociology 40 10 120 8 Economy 40 10 120 9 History 40 10 120
In administering an assessment process on the “seTARA daring”, there are several stages should be follows. The stages are creating virtual class room for conducting an assessment, creating test subjects in virtual class room, determining component weight (material, task, and quiz), scheduling the assessment, distributing class and assessment code, conducting the assessment itself, and processing assessment score. The process of each stages can be found on the following pictures. ANNUAL REPORT 2021 PAGE 39
The online summative assessment for community education has been determined nationally and it is held from March to May 2021. The data shows that there were 176.467 tests in March 2021 while in April 2021 there were 262.625 tests and in May 2021 there were 33.003 tests. April has the greatest number of tests compared to the other months. The following picture shows the number of assessments done by all SPNF in Indonesia each month.
d. Indonesian Schools Abroad
One of the many challenges that must be faced by Indonesian citizens who live abroad is the access to take part in the learning process or participating in the regular education as they have in-country. This is due to the limited access to schools which are very far from where the citizens live, or other problems that prevent them from going to regular schools. Therefore, it is necessary to develop an education delivery system known as Distance Education. Distance education is an educational experience where students are separated from the teachers in time and space (Keegan, 2002) and the learning process can use various learning resources through information communication technology (ICT), and other media.
Distance Education aims to provide educational services for groups or communities of people who are unable to attend face-to-face learning. This is intended to increase access to education, as well as improving its quality. The characteristics of open and distance learning (ODL) include being open, emphasizing independent learning, thorough learning, and using ICT and/or other educational-related technologies to be supporting elements for the success of ODL.
The Government of Indonesia through its Ministry of Education Culture Research and Technology (MoECRT) provides Indonesian Schools Abroad or known in Indonesian language: Sekolah Indonesia Luar Negeri (SILN) as the solution to this problem. Another objective of establishment of the schools is to foster and increase the spirit of nationalism for Indonesian children who grow and develop abroad. Indonesian children are also allowed to study at local schools in the country, so they can also mingle with local children in their neighborhood. PAGE 40 ANNUAL REPORT 2021
There are currently 13 SILNs located in (1) Bangkok, (2) Cairo, (3) Davao City, (4) The Hague, (5) Riyadh, (6) Jeddah, (7) Mecca, (8) Kuala Lumpur, (9) Kota Kinabalu, (10) Johor Bahru, (11) Singapore, (12) Tokyo, and (13) Yangon. Each SILN has its own uniqueness which often requires special attention. This is because each country where SILN is located has different policies and classifications for foreign schools so that the implementation of SILN needs to be adjusted to the practices and regulations that are applied in the local country.
As attempts to face the developing dynamics in the implementation of SILN and to continue providing proper educational services for Indonesian citizens abroad, those SILNs must continuously innovate. They need to carry out a transformation to take on the challenges of the 21st century so that their ODL implementation can run effectively, efficiently, and be optimally useful. The MoECRT finds it is necessary for SILNs to develop and implement ODL programme.
SEAMOLEC assisted MoECRT to realize the implementation of ODL at SILN and is expected to provide Indonesian education services abroad with the widest possible coverage area. Through the Distance Education programme, children of Indonesian citizens are expected to be able to receive proper educational services that are managed and organized by SILN. Until now, there have been several SILNs accompanied and trained by SEAMOLEC team, including Kota Kinabalu, The Hague, Jeddah, Riyadh, Cairo, and Davao. Other SILNs will follow soon.
ODL development must focus on three competencies: pedagogy development, information technology, and instructional design. Thus, in terms of developing PJJ at SILN, SEAMOLEC assists in 3 main activities:
1. Competency development for teachers at SILNs
2. Development of Distance Learning Guidelines for implementation at SILNs
3. Consulting services in ODL implementation, such as the Learning Management System (LMS) platform, the use of ICT in learning, etc.
SEAMOLEC will always be committed to assist educational institutions in providing educational services to a group or communities of people who cannot attend a conventional or face-to-face learning. At the same time, increasing access to education, as well as improving the quality of education.
Documentation
Training Capacity Development for Teachers at Sekolah Indonesia Den Haag (Indonesian School Abroad at The Hague)
A Virtual Meeting of the Taskforce Team Development of ODL for SILN in Distance Learning Guidelines ANNUAL REPORT 2021 PAGE 41 PAGE 42 ANNUAL REPORT 2021
2. National Family Planning Coordinating Agency (BKKBN) On March 2021, SEAMEO SEAMOLEC and National Population and Family Planning Board Banten province (BKKBN Banten) agreed to build collaboration by signing a memorandum of understanding (MoU) on Strengthening the Information, Education and Communication (IEC) for “Bangga Kencana” programme. The MoU signing took place at Aula Al-Bantani, BKKBN Banten office, Serang.
The MoU is a form of mutual commitment in complimenting each other`s duties and function in the perspective of governmental duties and national development, particularly in Open Distance Learning and Information Communication Technology.
The MoU coverage is focused on:
(1) Preparing Open Learning and Training System through e-learning management, e-learning platforms utilization and e-learning content development. All the e-learning materials were developed by BKKBN staff. (2) Enhancing the knowledge of BKKBN staff of digital publication through digital whiteboard animation, infographics, education comics and Augmented Reality (AR).
Annual evaluation and advance consultancy was held to strengthen and to improve the collaboration between SEAMEO SEAMOLEC and BKKBN Banten. ANNUAL REPORT 2021 PAGE 43
3. Ministry of Transportation In the next three years (2021 - 2023), SEAMOLEC will assist Human Resources Development Center for Air Transportation commonly known as “PPSDMPU” in the development of the Open and Distance Learning (ODL) system which is implemented through short and long terms programmes. Through the MoU signed by both parties, several sustainable cooperation programmes have been implemented.
The short-term programme is focused on preparing the ODL system and instructional media development as a strengthening of the teaching materials that have been developed and used. Meanwhile, in the Long-term programme, SEAMOLEC will assist in planning the Consortium of 8 Aviation Schools.
The main objective of SEAMOLEC consulting services programme is to prepare PPSDMPU in distance learning management and learning media development to support the duties and functions of PPSDMPU as the Task Force Unit in fostering 8 Aviation Schools in Indonesia, namely:
(1) Medan Aviation Polytechnic (2) Palembang Aviation Polytechnic (3) Surabaya Aviation Polytechnic (4) Indonesian Curug Aviation Polytechnic (5) Curug Aviation Training and Education Center (6) Makassar Aviation Polytechnic (7) Jayapura Aviation Polytechnic (8) Banyuwangi Aviation Academy
In the early stage, SEAMOLEC has provided training to PPSDMPU staff and lecturers from 8 Aviation Schools for the following competencies:
(1) Blended Learning Design with its syllabus development competences (2) Animated Learning Media (Whiteboard Animation) and Interactive Modules Development
In the next stage, a training workshop is planned for developing learning media needed in Practicum Courses, by utilizing Augmented Reality (AR) and Virtual Reality (VR). There are 6 Practicum courses that will use of AR and VR media:
(1) Airport Electrical Engineering (2) Air Navigation Engineering (3) Aviation Accident Assistance and Fire Fighter (ACC-FF) (4) Foundation Building Engineering (5) Aviation Security (6) Aircraft Engineering
SEAMOLEC will facilitate the planning and development of the implementation of distance learning along with a consortium of 8 Aviation Schools through 4 Main Courses Subject (MCS), including Religious Education, Pancasila (the foundational philosophical theory of Indonesia), Citizenship, and Indonesian Language as joint courses. PAGE 44 ANNUAL REPORT 2021
4. University of Sultan Ageng Tirtayasa (UNTIRTA) UNTIRTA has declared that by 2023, all Study Programme at UNTIRTA will be conducted based on face-to-face and online learning (LMS). UNTIRTA has developed an Online Learning System (SPADA) for LMS, commonly referred to as SPADA UNTIRTA. SEAMOLEC consulting services programme for UNTIRTA has been running for 3 years with several stages with the competence and benefits of each stage, which all resulted in the achievement of UNTIRTA 2023 Vision.
Here are the five stages of SEAMOLEC programmes (2019 - 2021).
a. The Blueprint of Open and Distance Learning (ODL) System Development
In this stage, the various needs that need to be prepared in the ODL implementation course have been mapped.
b. Mapping Server Capability (Network System)
The results of SEAMOLEC tracing for UNTIRTA's server, there were some recommendations provided on advanced server needs for supporting SPADA as the UNTIRTA online learning platform.
c. Online Lecture Governance
SEAMOLEC proposed establishing a unit under the Rector as the person in charge of UNTIRTA’s e-learning, which has been realized by UNTIRTA with a Chancellor's Decree and the appointment of the Information Data Center as the Task Executive.
UNTIRTA has also developed a single sign-on (SSO) system for the UNTIRTA Academic Web and SPADA based on SEAMOLEC recommendations. ANNUAL REPORT 2021 PAGE 45
d. Learning Media Development Competencies
UNTIRTA has established eight main courses (MCS) as the beginning of SPADA learning development: Religion, Indonesian Language, Food Security, Cultural Studies, Seminar on Religious Education, Pancasila, and Citizenship Education.
Several SEAMOLEC trainings have been conducted to UNTIRTA lecturers, with competencies for strengthening and enriching SPADA, as follows:
(1) Blended Learning Design (Syllabus) (2) Interactive Module Development (3) Lecturing Video Development (4) Augmented Reality (AR) and Virtual Reality (VR) Development as Simulation Learning Media.
e. Content Review of SPADA
SEAMOLEC conducts a review of seven MCS of SPADA, and several recommendations for improvement based on SEAMOLEC ODL standard. In 2021, training is planned for UNTIRTA lecturers for competence in developing:
(1) Presentation Interactive Design (2) Infographics (3) Whiteboard Animation PAGE 46 ANNUAL REPORT 2021
5. SEAMEO Centres Annually, SEAMOLEC assists and gives technical assistance to various SEAMEO Centers’ programmes and activities, especially the ones related to technology and online platforms. During the fiscal year 2020/2021, after the pandemic hits the world globally, more and more Centres convert their programmes into online mode. Assistance supported by SEAMOLEC is summarized into the following details.
a. E-Training Administration Management System
SEAMOLEC provides an e-training administration management system for SEAMEO RETRAC, SEAMEO QITEP in Science, SEAMEO QITEP in Language, and SEAMEO RECFON. The system can be accessed through this link: https://etraining.seamolec.org. It is a website to publish and manage various information regarding a particular event that requires participants to join. SEAMOLEC partners are welcome to use this platform to organize and conduct their activities, such as: online training, webinars, lecture series, competitions, and internship programmes.
The organizers will get the username and password from the super administrator—in this case is SEAMOLEC—to operate the website. Using their account, organizers can create events that involve or require participants. While creating an event, organizers are allowed to insert the requirement and a brief information related to the event. They can schedule the event and decide how many participants can join. If needed, they can insert the banner, poster, and event invitation on to the system. Those who have an organizer’s account have permission to decide whether the event will be informed to and joined by the public, or only can be participated by certain circles. When the event finishes, organizers are able to provide and manage e-certificate for the participants. They are only required to insert the certificate template and decide the eligible participant. Afterwards, the certificate will appear on the participant’s account dashboard to be self-downloaded. ANNUAL REPORT 2021 PAGE 47
Here are the list of organizers and events managed by SEAMOLEC E-training during 2020-2021.
Organizers Event Category Event/Programmes SEAMEO RETRAC Webinar Resilience in the Workplace Teacher Leadership in the Multicultural Environment Problem Solving and Decision-Making Skills at Work Interpersonal Skills in the Workplace Building Self-Management Skills Assessment for Student Learning Culturally Responsive Teaching The Role of the Teacher in Post Pandemic Education SEAMEO RECFON Online Training Online Training for Nutritionists “My Children is Healthy and Smart”: The Applying the Concept of Holistic Integrative ECCE through Parenting Sessions for ECCE Educators Online Refresher Training for Nutrition Experts in Implementing Nutrition Programmes at Health Centers "With the Topic of Enrichment on Nutritional Care during the Covid-19 Emergency Response Period Online Training on Food Safety and Hazard Analysis and Critical Control Point (HACCP) "With the Topic of Enrichment on Food Safety in the Covid-19 Emergency Response Period” SEAMEO QITEP in Language Capacity Building Storytelling Competition: Listening to Asia 2020 SEAMEO QITEP in Science Online Training Virtual Coordinator Training Batch 8 Virtual Coordinator Training Batch 9 PAGE 48 ANNUAL REPORT 2021
b. SEAMEO RETRAC Webinar
Besides providing its e-training platform for SEAMEO RETRAC, SEAMOLEC has been assisting them to conduct the webinar. It is a monthly webinar with various topics related to education and workplace. The resource person for the webinar is from SEAMEO RETRAC, and SEAMOLEC helps to provide the virtual room, the streaming link, registration form, assignment submission form, and the publication. The webinar plays a recorded video presentation by the resource person which is played during the webinar session. The following list is the titles of SEAMEO RETRAC webinar sessions.
Topics Dates Webinar Link Enhancing Learning for Diverse June 14, 2020 Website: seameoseamolec.webex.com Learners Event Number: 573 729 418 Event Password: 12345 Event Link: bit.ly/retracwebinar14062019 Culturally Responsive Teaching June 28, 2020 Website: seameoseamolec.webex.com Event Number: 576 709 818 Event Password: 12345 Event Link: bit.ly/retracwebinar28062019 Differentiated Instruction July 12, 2020 Website: seameoseamolec.webex.com Event Number: 570 404 905 Event Password: 12345 Event Link: bit.ly/retracwebinar120719 Assessment for Student Learning July 26, 2020 Website: seameoseamolec.webex.com Event Number: 573 320 601 Event Password: 12345 Event Link: bit.ly/retracwebinar260719 Action Research for Educators August 23, 2020 Website: seameoseamolec.webex.com Event Number: 574 778 503 Event Password: 12345 Event Link: bit.ly/retracwebinar230819 Building Self-Management at Work September 27, Website: seameoseamolec.webex.com 2020 Event Number: 576 007 421 Event Password: 12345 Event Link: bit.ly/retracwebinar270919 Interpersonal Skills in the October 17, 2020 Website: seameoseamolec.webex.com Workplace Event Number: 573 263 976 Event Password: 12345 Event Link: bit.ly/retracwebinar171019 Teacher Professionalism in the 21st November 22, Website: seameoseamolec.webex.com Century 2020 Event Number: 571 429 516 Event Password: 12345 Event Link: bit.ly/retracwebinar221119 Build Self-Motivation Skills That December 12, Website: seameoseamolec.webex.com Work 2020 Event Number: 577 299 951 Event Password: 12345 Event Link: bit.ly/retracwebinar121219 ANNUAL REPORT 2021 PAGE 49
Teacher Leadership in the May 7, 2021 Website: seameoseamolec.webex.com Multicultural Environment Event Number: 142 518 4657 Event Password: RETRAC Event Link: bit.ly/RETRACwebinar_070521 Resilience in the Workplace June 11, 2021 Website: seameoseamolec.webex.com Event Number: 142 737 6785 Event Password: RETRAC Event Link: bit.ly/RETRACwebinar_110621 The Role of the Teacher in Post July 16, 2021 Website: seameoseamolec.webex.com Pandemic Education Event Number: 142 724 6279 Event Password: RETRAC Event Link: bit.ly/RETRACwebinar_160721
c. Publication Collaboration
Since the pandemic hits, SEAMOLEC’s social media accounts have been rapidly growing, especially on Instagram. Recently it has 12.588 followers with more than 400 posts. It is a good sign to utilize social media as a publication media. SEAMOLEC not only published its own event, but also dedicated the account to publish SEAMEO Centers’ event. Several publications can be found on the following list.
Organizer Event/Programmes SEAMEO RETRAC Webinar on Resilience in the Workplace SEAMEO INNOTECH Digital Wellbeing of Filipino Learners: The Webinar on Youth Cybersafety and Digital Citizenship SEAMEO BIOTROP Publication of Newsletter: New Edition of Biotropia SEAMEO SEN The 4th International Conference on Special Education (ICSE 2021) with the theme "INCLUSION: A NEW CURVE". SEAMEO Secretariat and SEAMEO STEM-Ed SEAMEO Congress 2021 SEAMEO QITEP in Language Call for Video Script: Indonesian Language for Foreigner Best Practice Learning Video Script Writer SEAMEO QITEP in Science SEAQIS Hands-on Activity Video Contest SEAMEO QITEP in Mathematics Techer Contest: “Learning Mathematics Joyfully in the New Normal Era SEAMEO RECFON Call for Articles to be published in the RECFON AWESOME Newsletter.
REGIONAL VISIBILITY ANNUAL REPORT 2021 PAGE 51
PARTNERSHIP AND LINKAGES
SEAMOLEC established partnership with government and non government education institutions to collaborate and promote quality improvement and best practices in the field of open and distance learning (ODL). The purpose of the partnership programme is to strengthen collaboration between institutions, especially in the Covid-19 pandemic where most of the education institutions conducted ”Learning from Home” or Distance Learning which SEAMOLEC take a part as it’s roles and expertise in the field of ODL.
On the fiscal year Juli 2020 to June 2021, there were:
1. 78% of the MoU with Government, Non-Government institutions and universities have implemented programmes based on the MoA/FoC). 22% MoU on further discussion and follow up action.
2. The 94% MoA and FoC implemented by SEAMOLEC and institutions partners (universities, school, Government and Non-Government) and 6% was in preparation step and planned for the implementation in 2021.
The scope of MoA and FoC is about ODL models development and implementation (85%), training for lecturers and teachers of partner institutions (13%) and joint programme (2%).
Those numbers include the cooperation with 12 Indonesian vocational secondary schools in promoting Common ASEAN Tourism Curriculum and consultation services in the field of ODL capacity building for departments under Ministry of Transportation (Kemenhub) as well as the National Population and Family Planning Board (BKKBN), Indonesia.
All the partner institutions came from different backgrounds. There were 18 MoU documents in which 67% are new partners and 33% are MoU renewal with existing partners. There were also 47 MoA and FoC with schools and universities.
The percentage of institutional partner based on 65 MoU/MoA/FoC, there were:
• 49% (university) • 39% (school) • 9%(Government institution) • 3% (Non Government institution/international institution
SEAMOLEC is looking forward to the upcoming activities, as well as new potential collaboration and partner institutions.
Partnership and Linkages 2020-2021
a. Partnership with Government Institution
MoU
No Institution
1 Pusat Pengembangan Sumber Daya Manusia Perhubungan Udara 2 Majelis Ulama Indonesia PAGE 52 ANNUAL REPORT 2021
MoA
No Institution
Perwakilan Perwakilan Badan Kependudukan dan Keluarga Berencana Nasional (BKKBN) Provinsi 1 Banten 2 Komisi Dakwah Majelis Ulama Indonesia 3 Komisi Hubungan Luar Negeri dan Kerjasama Internasional Majelis Ulama Indonesia 4 Komisi Pendidikan Kader Majelis Ulama Indonesia
b. Partnership with Non Government Institution
MoU
No Institution
1 PAUD Muslimat Nahdlatul Ulama
c. Partnership with Universities
MoU
No Institution
1 Universitas Nahdlatul Ulama Surabaya 2 Sekolah Tinggi Ilmu Kesehatan Banten 3 Sekolah Tinggi Ilmu Kesehatan R.S Baptis, Kediri 4 Sekolah Tinggi Ilmu Bahasa Asing Invada Cirebon 5 Sekolah Tinggi Keguruan dan Ilmu Pendidikan INVADA Cirebon 6 Sekolah Tinggi Keguruan dan Ilmu Pendidikan Lubuklinggau 7 Sekolah Tinggi Manajemen Informatika dan Komputer Kadiri, Kediri 8 Sekolah Tinggi Manajemen Informatika dan Komputer AKAKOM Yogyakarta 9 Institut Ilmu Al-Qur’an (IIQ) Jakarta 10 Universitas Aisyah Pringsewu, Lampung 11 Sekolah Tinggi Keguruan dan Ilmu Pendidikan Muhammadiyah Bogor 12 Universitas Negeri Makassar 13 Universitas Nahdlatul Ulama Indonesia 14 Universitas Muhammadiyah Tangerang 15 Universitas Pembangunan Nasional Veteran Jakarta ANNUAL REPORT 2021 PAGE 53
MoA
No Institution
1 Daegu Catholic University (DCU), Korea Selatan 2 Sekolah Tinggi Keguruan dan Ilmu Pendidikan Muhammadiyah Bogor 3 Universitas Negeri Makassar 4 Universitas Nahdlatul Ulama Indonesia 5 Universitas Muhammadiyah Makassar 6 Universitas Muhammadiyah Tangerang 7 Fakultas Kesehatan Masyarakat Universitas Muhammadiyah Semarang 8 Sekolah Tinggi Ilmu Kesehatan R.S Baptis, Kediri 9 Politeknik Harapan Bersama Tegal 10 STIE Cirebon 11 STIKOM Poltek Cirebon 12 Universitas Nahdlatul Ulama Surabaya 13 Sekolah Tinggi Ilmu Kesehatan Muhammadiyah Ciamis 14 Institut Agama Islam Negeri Salatiga 15 Universitas Islam Negeri Raden Fatah Palembang 16 Universitas Pembangunan Nasional Veteran Jakarta 17 Universitas Aisyah Pringsewu, Lampung
d. Partnership with Schools
Framework of Cooperation
No Institution
1 SMKN 6 Yogyakarta 2 SMKN 9 Bandung 3 SMKN 1 Boyolangu 4 SMKN 57 Jakarta 5 SMKN 3 Malang 6 SMK Pariwisata Metland 7 SMKN 2 batam 8 SMKN 27 Jakarta 9 SMKN 6 Palembang 10 SMKN 1 Probolinggo 11 SMKN 3 Denpasar 12 SMKN 2 Mataram PAGE 54 ANNUAL REPORT 2021
MoA
No Institution
1 SMKN 3 Tangerang 2 SMK Islam Jipang 3 MA Negeri 1 Kota Kediri 4 SMK Baruna Dukuhwaru Tegal 5 SMK AL-Mahrusiah Kediri 6 SMK Madani Depok 7 SMK Islam Insani Tangerang 8 SMK Penerbangan Angkasa Lanud Iswahjudi, Magetan 9 SMK Kesehatan Riksa Indria, Tangerang Selatan 10 SMK Astrindo Tegal 11 SMKN 1 Pogalan, Trenggalek 12 SMA Muhammadiyah 4 Kabupaten Bandung 13 SMK Kristen Immanuel Pontianak
Partnership with international institution
MoA
No Institution
1 Deutsche Gesellschaft Fur Internationale Zusammenarbeit (GIZ) GmbH ANNUAL REPORT 2021 PAGE 55
INFORMATION EXCHANGE
1. Digital Resources Development SEAMOLEC annually develops digital learning content to support open and distance learning. In 2021, SEAMOLEC updated the Terms of Conduct and open license as a reference for digital content developers.
The artificial intelligence module is also undergoing an update, a new open educational resource (OER) for supervised learning in AI module is accessible at mooc.seamolec.org.
The OER for Basic Machine Learning module as follows.
• Introduction to AI and Machine Learning (available on text-based module in presentation format) • Recognizing and Identifying data (available on text-based module in presentation format and google collab hands on) • Utilization of Machine Learning Tools available on text-based module in presentation format and google collab hands on) • Data exploration using Python for Data Science (available on text-based module in presentation format, video tutorial, and google collab hands on) • Implement data visualization/exploration (available on video tutorial and google collab hands on)
Development of Chatbot, SEAMOLEC utilizes Dialogflow from Google for developing smart assist for e-Training, and is not yet available for Digital resource development. The prototype is available on: http://seamolec.org/chatbot.php
A chatbot is a computer programme that simulates human conversation through voice commands or text chats or both. Chatbot, short for chatterbot, is an artificial intelligence (AI) feature that can be embedded and used through any major messaging applications.
Chatbot modules related to artificial intelligence have started to be developed by SEAMOLEC to support the "Merdeka Belajar" programme and this year several modules have been compiled as follows.
• Decision Tree-Based module (available on text-based module in presentation and portable document format) • Pattern Machine module (available on text-based module in presentation and portable document format) • Contextual module (available on text-based module in presentation and portable document format) • Implementation of event, agent, and Scopus data (available on text-based module in presentation and portable document format)
This Chatbot module has learning objectives as follows. 1. Students are able to explain the utilization of AI Chatbot 2. Students are able to identify and create Decision tree-based, Pattern machine and Contextual. 3. Students are able to develop User Interface (UI) 4. Students are able to create and implement agents, events, and scope data All the digital resources related to Chatbot still in development and scheduled will be available online by the end of August 2021. PAGE 56 ANNUAL REPORT 2021
2. Promotion and Media Exposure SEAMOLEC believes that publication and promotion efforts are considered essentials in today’s digital era. All institutions and organizations, both small and big, need good publication to ensure their existence through its activities and programmes that are disseminated to the general public and its stakeholders. Even small events or activities, if covered in a well-planned publication, will be seen big in the eyes of the public. On the other hand, a big event, if not designed with proper publication, will seem as if it never happened.
To elicit social and public awareness, the Centre attempts to create positive publications in sharing information related to open and distance learning (ODL) within the region. The objectives of these activities are to create a wider impact by providing contributions to the public's knowledge and to encourage them to benefit from the Centre’s programme.
Various publication activities were conducted by the Centre as information dissemination is one of the four core programmes of SEAMOLEC. SEAMOLEC’s publications consist of two types: printed and digital publication. On the other hand, SEAMOLEC regularly took part in exhibition events and opens itself for visitation from other institutions in order to circulate its programmes directly to its stakeholders. Unfortunately, due to COVID-19 Pandemic, the Centre has been limiting its face-to-face activities, and finding alternative ways by using social media as a great way to stay connected with the public while physically separated.
a. Printed Publication
• Leaflet/Brochure. To better explain the Centre’s programmes, SEAMOLEC creates leaflets/brochures for its specific programmes/projects. Within the year 2020/2021 SEAMOLEC created booklets for Training Programmes and Assistance Programmes available in English and Indonesian language.
• SEAMOLEC Info. This four-monthly newsletter published in April, August, and December focuses on covering SEAMOLEC activities which includes cooperation, partnership, and ODL issues.
• Annual Report. Report of SEAMOLEC programmes based on its activities conducted annually. This report is made available in printed and non-printed format to support the Centre information for SEAMEO meetings, such as SEAMEO Council Conference, High Official Meeting, Centre Director Meeting, and SEAMOLEC Governing Board Meeting. This year's annual report is covering Centre’s activities from July 2020 to June 2021. It is opened for public to read online through this link https://seamolec.org/annualreport
• Layout and cover design for Southeast Asia Sales Competition (SEASAC Project) Coaching Manual Book.
• 23rd SEAMOLEC Working Papers (WP) designs, publication, and report. The result of the 23rd SEAMOLEC GBM Report was printed in book format as a report and archived in the library as the academic references. The e-file report was also sent to all SEAMOLEC GB members and observers of the GB meeting.
• The 2021 Calendar and Agenda Book. Disseminated to SEAMOLEC staff and as souvenirs for guests. ANNUAL REPORT 2021 PAGE 57
b. Digital Publication
• SEAMOLEC website (www.seamolec.org). The official website has been maintained and updated from time to time to catch up with the latest information to be shared with the public. The web is also decorated with banners/e-posters for every season of celebrations. There are three updates for SEAMOLEC website this year:
» Adding information on the home page related to Common ASEAN Tourism Curriculum (CATC) webinar series, including brief overview of the programme, schedule, and registration links. » Adding a new feature “SEAMOLEC ODL Articles” which is designed to provide information on various topics related to ODL and other relevant issues. It also serves as a means for exchange of ideas and issues on trends in education in general, and specifically in ODL, from our stakeholders. The articles adopt a less academic tone but focus on in-depth analysis of current issues in the field of ODL. SEAMOLEC invites its partners, training alumni, and stakeholders to contribute articles representing the current topics applied in each respective Southeast Asian country. The writing guideline is provided on the page. » Adding a new feature for partners’ testimonials, called “What People Say About Us.” Stakeholders are requested to voluntarily share their good and memorable experience in joining SEAMOLEC Programmes.
• Website for SEAMEO Centres in Indonesia (www.seameo.id) as report to the Secretariat General of Ministry of Education Culture Research and Technology of Indonesia. SEAMOLEC has been assisting as administrator in updating the news and information from the 7 SEAMEO Centres in Indonesia to the website, as well as designing the web banner for every season of celebrations. Information provided in this website is in Indonesian language.
• Social Media utilization. SEAMOLEC’s digital publication reaches a wider audience, which can be accessed at any time and anywhere. Social media as an alternative publication channel was selected as it has a wide range which is massive and has a viral effect. Last year SEAMOLEC Instagram account reached 10,000 followers and the number is still rising daily. Within the last year, interaction and engagement with SEAMOLEC social media followers is considered high and intense, especially when the Centre publishes its online training courses.
• Started in 2021 SEAMOLEC provides new type of posting in its social media accounts:
» ODL Facts. Explaining facts related to ODL in a simple manner and easy to understand. » One Minute English. A clear and practical overview of short materials to help followers improve their English. » Tips and Tricks. Ideas to be used by followers in improving their teaching and learning activities using technological tools.
SEAMOLEC social media accounts are as listed below:
Platform Account name Numbers Facebook @seameoseamolec 10,272 page likes 11.022 followers Instagram @seameoseamolec 12,589 followers 408 posts Twitter @seamolec 1,145 followers YouTube SEAMEO SEAMOLEC 8,990 subscribers 124 videos *data as of June 18, 2021
• E-fliers for promoting SEAMOLEC’s training programmes and e-posters to be displayed in websites/social media accounts for every season of celebrations. PAGE 58 ANNUAL REPORT 2021
• Promotional items/kit for the 2021 Southeast Asia Sales Competition (SEASAC Project); e-banners, social media posts, virtual background, screen freeze, twibbon campaign, press release, e-certificate, logo, and documentation.
• Video Profile and short videos. SEAMOLEC also updated its video profile according to the current condition of the Centre. In several events, SEAMOLEC also created short videos for celebration of events or to promote its flagship programmes. In fiscal year 2019/2020 SEAMOLEC:
» Updated its video profile » Created achievement report video for the 2020 Centre Director Meeting (CDM) » Created congratulatory video messages for partners − SEAMEO RECFON Anniversary − SEAMEO BIOTROP Anniversary
» Created video testimonials from partners; − Compilation of testimonials of SMK Immanuel Pontianak, SMK Bali Mandara, SMKN 1 Bandung, and SMK Metland Bogor, regarding SEAMOLEC’s technical supports to their schools in supporting Merdeka Belajar policy.
− Interview with rector of University of Sultan Ageng Tirtayasa (UNTIRTA) Banten regarding SEAMOLEC’s assistance for them in their blended learning-based programme. UNTIRTA’s learning platform is then claimed as a platform with the greatest number of visitors nationally.
− Interview with the Head of Learning Center of Jepara Regency, Central Java province regarding SEAMOLEC’s assistance for them in seTARA daring system (national e-learning platform for equity education).
» SEAMOLEC short video profile to be displayed on virtual exhibition events in two versions: English and Indonesian language. » Introduction video of SEAMEO 7 Centres in Indonesia for SEAMEO Outlook event. » Providing new playlist at SEAMOLEC YouTube account for Common ASEAN Tourism Curriculum (CATC) webinar series which consists of more than thirty videos (will be added continuously along the programme implementation) c. Exhibition ANNUAL REPORT 2021 PAGE 59
Every year SEAMOLEC routinely participates in several exhibition events to publish and interact directly with the public about the Centre’s previous, ongoing and upcoming programmes. Unfortunately, starting in the year 2020, the Covid-19 pandemic has cancelled all face-to-face events nationally and internationally. Instead, the Centre got invited to participate in virtual exhibition events, as listed below:
• SEAMEO Congress 2021, held by SEAMEO Secretariat on April 28-29, 2021.
• Virtual Exhibition on the 2021 National Education Day of Indonesia, held by the Ministry of Education Culture Research and Technology of Indonesia on May 21-25, 2021
d. Webinar
SEAMOLEC creates awareness to ODL for the public through its webinars conducted within national and international scope, with various interesting and relevant topics, as well as inviting highly qualified resource persons. All SEAMOLEC webinars’ recorded sessions can be accessed through its official YouTube account: SEAMEO SEAMOLEC.
In the year 2020/2021 SEAMOLEC has conducted webinar events, as follows:
• International Webinars on Educational Technology to Support Online Learning In cooperation with its partners, Eduten Finland and Cahaya Utara Indonesia (CUI), SEAMOLEC jointly initiated the International Webinar on “Educational Technology to Support Online Learning'' hosted on July 17, 2020. It was also supported greatly by the Embassy of Finland for Indonesia and the SEAMEO Secretariat in Bangkok. This programme is aimed to broaden digital learning experience and perspective on the mentioned topic to benefit both teachers and learners. PAGE 60 ANNUAL REPORT 2021
The four panelists presented in this international webinar were:
» Mr. Erkki Kaila, Ph.D, Head of Researcher, Eduten Co.Ltd, Lecturer, University of Turku, Finland » Prof. Dr. Paulina Pannen, M.L.S, Interim Director of Innovation System, the Ministry of Research and Innovation of Republic of Indonesia » Mr. Aaron Loh, Divisional Director, Educational Technology Division, the Ministry of Education, Singapore » Mr. M. Octaviano Pratama, Co-Founder and Chief Scientist, BISA AI, Indonesia
There were almost 2.500 participants who joined live on SEAMOLEC official YouTube account.
• National Webinars on The Challenges of Distance Learning in the Era of New Normal
This webinar was conducted on August 27, 2020. This forum was organized to provide information regarding problems encountered during distance learning and alternative solutions to cope with the situation.
The three resources persons were: » Dr. Praptono, M.Ed., Director of Teacher and Education Personnel for Basic, Secondary and Special Education, the Ministry of Education and Culture of Indonesia » Prof. Dr. Ojat Darojat, Rector of Open University of Indonesia » R. Alpha Amirrachman, Ph.D., Director of SEAMOLEC
There were around 650 participants who joined live on SEAMOLEC official YouTube account.
• International Webinar on “Learning from Southeast Asia: Response on Education in Coping with Covid-19”
As series of activities related to its 23rd GBM, SEAMOLEC hosted an Open and Distance Learning (ODL) Webinar entitled “Learning from Southeast Asia: Response on Education in Coping with Covid-19” on October 20, 2020.
The panel session presented four speakers who are experts from four Southeast Asian countries, they were:
» Assoc. Prof. Dr Wan Zuhainis Binti Saad from the Ministry of Higher Education of Malaysia » Ms Tham Yoke Chun from the Ministry of Education of Singapore » Asst. Prof Dr Anothai Ngamvichaikit from Sukhothai Thammathirat Open University (STOU) of Thailand » Ms Hendri Puspa Martasari from ICT Center of the MoEC of Indonesia ANNUAL REPORT 2021 PAGE 61
• International Webinar on Multimedia Utilization in Teaching History and Culture
Learning history and cultural heritage is most of the time considered dull and demotivating by young students. Probably this is because the learning process is disconnected from these students’ reality and experience. One possible way to overcome this state of matter is to use technology in creating the materials of history and cultural heritage subject in a collaborative experimental approach to learning historical concepts of the traditional curriculum. Combining history teaching with technological tools and multimedia runs into the motivation of the students as they find the screen and gadgets as the most natural way to learn.
In cooperation with the Directorate General of Culture, as well as Research and Development Body of the Ministry of Education and Culture (MoEC) of Indonesia conducted the Webinar on Multimedia Utilization in Teaching History and Culture on October 21, 2020. On the other hand, this programme was also aimed to serve as a forum to share best practices from the Southeast Asia region.
This webinar used English and Indonesia language in its different sessions according to each speaker. There were 2 main sessions, the first one was the opening and sharing session which was delivered in English, and the second session was the panel session which was delivered in Indonesian language.
There were nine speakers presented in six parts of the panel session, they were:
» Fitra Arda, M.Hum, Director of Cultural Protection, MoEC » Marlon Ririmasse, The Center for National Research of Archeology, MoEC » Jarwadi, M.Pd, The Center for Curriculum and Books, MoEC » Brigida Intan Printina, M.Pd, Lecturer, Sanatha Darma University, Yogyakarta » Alfan Pujo Laksono and Puryanto, Officers of IT Content and Knowledge Management, SEAMOLEC, Yohanna Novathalia, SEAMOLEC Intern. » Hirman Pratikto, History teacher, SMAN 2 Surabaya, and Drs. Adi Prawito, MSi, History teacher, SMAN 3 Malang
• International Webinar on Indonesia Sales Competition (ISAC): A First Step to Prepare Sales Professionals in Indonesia
In relation to the SEASAC Project, SEAMOLEC together with the Indonesian consortium partners agreed to have the competition for national scale business called Indonesia Sales Competition (ISAC). ISAC is a special competition arranged for Indonesian students conducted virtually using Zoom meeting and YouTube live as platforms on November 24-25, 2020. There were twenty students from five university members of SEASAC Project Consortium participated, they were from Universitas Putra Indonesia “YPTK” Padang, Universitas PAGE 62 ANNUAL REPORT 2021
Negeri Sebelas Maret (UNS), Universitas Bina Nusantara (Binus), Politeknik Negeri Batam (Polibatam), and Universitas Katolik Parahyangan (Unpar).
In the series of ISAC activities, an International Webinar was also held with the theme “Preparing Students Towards New Era of B2B Sales,” which aimed to introduce various strategies in preparing future sales professionals in a new era of B2B sales. It was opened for public participation, especially lecturers, students, sales practitioners, and business stakeholders in Southeast Asia.
The event invited three speakers:
» Benny Kusuma from Microsoft Indonesia » Harri Lappalainen from Turku University of Applied Sciences, Finland There were more than 300 participants registered to join in this event. For more information related to SEASAC project and ISAC please visit the website: https://seasalescompetition.com/
• CATC Webinar Series
In early 2021 SEAMEO SEAMOLEC initiated the development of twenty-one titles of competency units in CATC to be used in webinar series and online course development. This project is planned and implemented in cooperation with twelve vocational schools in Indonesia.
The international webinar series are held in two sessions every week starting from February to July 2021. Teachers of the twelve vocational high school partners act as the resource persons and moderators of the webinar, delivering materials in English. Participants are open for all vocational high schools, especially in tourism, but it is open too for other majors. SEAMOLEC invites educational institutions from other Southeast Asian countries as resource persons or participants.
More information related to this programme can be accessed through: https://seamolec.org/catc ANNUAL REPORT 2021 PAGE 63
• SEAMEO Outlook
The seven SEAMEO Centres in Indonesia held a joint-webinar event in the form of a talk show called SEAMEO Outlook on February 6, 2021 located in SEAMEO BIOTROP, Bogor. Directors from seven centres were invited to talk about the expertise and programmes of each centre to the audience. It was broadcasted through a zoom conference and shared live through SEAMEO BIOTROP’s and TV Edukasi’s Youtube accounts, where about 1000 participants joined.
The SEAMEO Outlook was designed as support from 7 SEAMEO Centres in Indonesia to the Priority Programme set by the Ministry of Education and Culture (MoEC) of Indonesia, which is Merdeka Belajar (in English: Freedom Learning) and Kampus Merdeka (in English: Freedom Campus). The support given through innovative learning methods developed by all centres to improve the quality of education in Indonesia. PAGE 64 ANNUAL REPORT 2021
The main objective of this event is to provide information related to various ways of synergizing with the seven SEAMEO Centres in Indonesia, offered to education institutions, such as schools and universities, decision makers, and other stakeholders.
• International Webinar by 7 SEAMEO Centres in Indonesia in Celebration of the 2021 National Education Day of Indonesia
Celebrating Indonesian National Education Day 2021, the 7 SEAMEO Centres in Indonesia (SCI) held a joint virtual event called International Webinar. The theme of this webinar was Contributions and Impacts of the SEAMEO Centres in Indonesia to Education in Indonesia and Southeast Asia on May 3, 2021.
The panelists of this webinar were the Directors of 7 SCI who presented programmes and services offered by each centre. At the end of each panelist presentation, a testimonial video from Centres’ partners was played to prove the contributions and good impacts of SCI. There were more than 1000 participants who joined in the event through zoom platform and SEAMOLEC’s YouTube account.
• SMILES for the 2021 National Education Day of Indonesia ANNUAL REPORT 2021 PAGE 65
Still in celebration of the National Education Day of Indonesia, held by the Ministry of Education Culture Research and Technology, SEAMOLEC contributed to the main stage of the virtual exhibition by holding a three-day programme of SEAMOLEC Mini Lecture Series (SMILES). The big theme was “Interactive Media Applications to Support Online Learning in the Era of New Normal”. There were three topics presented by instructors in each day:
» Day 1: Utilization of Authoring Tools to Support Online Learning, held on May 21, 2021 by Mr. Dona Octanary (SEAMOLEC Research and Development Officer) » Day 2: Interactive Online Learning using Mentimeter, held on May 22, 2021 by Mr Puryanto (SEAMOLEC Training Officer) » Day 3: 4 Easy Way to Create Infographics, held on May 23, 2021 by Ms. Zahrani Balqis (SEAMOLEC Marketing and Publication Officer) The three-day event was participated in by more than 200 people daily. PAGE 66 ANNUAL REPORT 2021
SHARING BEST PRACTICES
1. SEAMEO-The University of Tsukuba Symposium IX (Virtual) 2021 SEAMOLEC Director, Dr. R. Alpha Amirrachman has participated in SEAMEO-The University of Tsukuba Symposium, taking the sub-theme “Challenges in Education under Covid 19” he presents a paper with title “Fostering Global Citizenship through Sales Competition”. The paper explained that SEAMOLEC was involved in the Southeast Asia Sales Competition (SEASAC) programme. The programme aims to promote global citizenship as well as strengthen Southeast Asian Universities capability to provide highly skilled Business to Business (B2B) sales professionals for the emerging international markets. The programme integrated European knowledge and experiences in development pedagogy sales education and was utilized and adapted into rich Southeast Asian cultures. The SEASAC consortium consists of 4 European universities (Finland, Austria, Scotland), 2 Thailand universities, 5 Indonesian universities, and SEAMOLEC.
The Symposium was held on February 11, 2021, organized by SEAMEO Secretariat and The University of Tsukuba and attended by SEAMEO Centers’ Director, SEAMEO Secretariat’s stakeholders as well as The University of Tsukuba colleagues and partners. The symposium was supported by Japan government, and Mr. Minami Shinpei from The Ministry of Education Education, Culture, Sport and Technology-Japan (MEXT) was presented as a representative of the government. Due Covid-19 situation, this year the symposium was held through the online platform. The Symposium has become a great event with fruitful discussion on relevant education issues. SEAMOLEC hopes that this annual symposium could improve the quality of education for Southeast Asia.
2. SEAMEO Congress 2021 The Southeast Asian Ministers of Education Organization (SEAMEO) in collaboration with the Ministry of Education, Malaysia and the Ministry of Education, Thailand is convening the SEAMEO Congress 2021 with the theme “Transforming Southeast Asian Education, Science and Culture in the Digital Age” on 28-29 April 2021. The SEAMEO Congress 2021 has been conducted by virtually and mainly aims to serve policymakers, teachers, researchers, and educators in order to exchange effective policies, fruitful teaching experiences and share new learning paradigms and practices in the digital age. This event was attended by more than 7,500 participants on the “Floor” platform and more than 31,000 viewers on YouTube. ANNUAL REPORT 2021 PAGE 67
Together with SEAMEO center directors from SEAMEO RELC, SEAMEO QITEP in Science, SEAMEO QITEP in Mathematics, SEAMEO TED, SEAMEO QITEP in Language and SEAMEO CHAT. Dr. Alpha Amirrachman, the Director of SEAMEO SEAMOLEC presented the paper entitled “ICT Habituation: The Silver Lining of The Pandemic.”
In his presentation, Dr. Alpha Amirrachman explained that during the Covid-19 pandemic, Indonesia Government applied an emergency policy for its citizens to stay at home. Schools and universities are closed, and students stay at home for their own health and safety. This condition forced teachers and lecturers to design alternative learning methods to make sure students can continue their learning. To support them, SEAMEO SEAMOLEC has national and regional programmes to overcome those challenges by utilizing distance learning and educational technology. Since not all teachers are ready to organize online learning, SEAMOLEC is responsively arranged various supports and facilitation for them to be able to manage their online classes effectively.
Besides Dr Alpha Amirrachman, Ms Aline Almandha, Marketing & Publication Division Manager also participated as a Co- Moderator at the session of SEAMEO Centres Presentation on 28 April 2021. PAGE 68 ANNUAL REPORT 2021
3. International Webinar of 7 SEAMEO Centres in Indonesia Indonesian National Education Day or Hari Pendidikan Nasional (HARDIKNAS) is celebrated annually every 2 May. Celebrating Indonesian National Education Day 2021, the 7 SEAMEO Centres in Indonesia (SCI) held a joint virtual event called International Webinar on May 3, 2021. The theme of this webinar was “Contributions and Impacts of the SEAMEO Centres in Indonesia to Education in Indonesia and Southeast Asia.” The webinar featured the accomplishments and experiences of the Centres in performing its various mandates through their programmes and activities, as well as products and services for their respective stakeholders within and outside the education sector.
The general objectives of this event are to heighten public awareness and understanding on the importance of education for the national development of Indonesia and other SEAMEO member countries; to motivate relevant parties in the education sector to create and sustain the provision of quality education in partnership with SCI; and to support the national education vision through the implementation of relevant programmes, products and services of SCI.
In the opening ceremony, Dr Alpha Amirrachman, SEAMOLEC Director, on behalf of the SCI welcomed participants and gave an overview about the webinar. In his remark he mentioned that 7 SEAMEO Centres in Indonesia are fully supporting the Merdeka Belajar (Independent Learning) Policy sets by the Ministry of Education, Culture, Research, and Technology of Indonesia, by developing relevant programmes and activities.
The webinar was officially opened by Prof Ainun Naim, the Secretary General of the Ministry who was also the keynote speaker. He conveyed that education is the most important pillar in the national development plan of Indonesia, therefore, enhancing intellectual life through high quality education has become a constitutional mandate since the year 1945. To instill it in the public's heart and mind, and to honor the efforts and struggle of Ki Hajar Dewantara in developing Education in Indonesia, the national education day was celebrated every year, on May 2. Ki Hajar Dewantara was also the first Minister of Education of Indonesia. ANNUAL REPORT 2021 PAGE 69
Another support received from SEAMEO Secretariat Director, Dr Ethel Agnes Valenzuela. As keynote speaker, she delivered a presentation that highlighted the contribution of SEAMEO Centres to the region, especially the 7 SEAMEO Centres in Indonesia. In her speech, she stated that education is the most fundamental thing to alleviate poverty.
The panelists of this webinar were the Directors of 7 SCI who presented programmes and services offered by each centre. At the end of each panelist presentation, a testimonial video from Centres’ partners was played to prove the contributions and good impacts of SCI. There were more than 1000 participants who joined in the event through zoom platform and SEAMOLEC’s YouTube account. IMPLEMENTATION OF SEAMEO 7 PRIORITY AREAS ANNUAL REPORT 2021 PAGE 71
PROMOTING TVET
1. Common Asia Tourism Curriculum (CATC) Webinar Series and Online Course Development
In line with the promotion of Technical and Vocational Education and Training (TVET) as one of the education priorities stated on the SEAMEO Strategic Plan 2021-2030, especially in the Hospitality and Tourism sector, SEAMOLEC initiated on the development of Common ASEAN Tourism Curriculum (CATC) - based online courses in Southeast Asia.
This programme mainly aims to provide a platform of collaborative learning and resource sharing among Southeast Asia TVET institutes by utilizing CATC toolboxes.
The 1st pilot of CATC-based online courses was successfully conducted in February 2020, right before Coronavirus heavily affected Southeast Asia countries. This 1st pilot gave online learning experience for all participants prior to the school’s closure and enforcement of online learning.
Lessons learned from the 1st pilot were used to enhance further development of CATC-based online courses. One out of three housekeeping courses namely “Clean and Prepare Room for Incoming Guests'' was updated in collaboration with the Metland school.
a. 2nd Development of “Clean and Prepare Room for Incoming Guests”
On this 2nd development, rather than self-paced learning with MOOC, instructors lead the online course with a Learning Management System. In collaboration with Metland School, the “Clean and Prepare Room for Incoming Guests (D1.HHK. CL3.03)” was developed for 6 months started from June – December 2020.
In this course, students will learn competency standards related to the required skills and knowledge to clean and prepare guest rooms by room attendants in providing housekeeping services in accommodation facilities. In line with the current practices in hotel services, learning materials related to the health procedure to prevent the deployment of covid19 were also inserted in this online course. The development of this course utilizes the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation as described below:
Analysis
In this stage, the development team defined the project timeline as well as analyzed “Clean and Prepare Room for Incoming Guests (D1.HHK.CL3.03)” competency standards and its toolbox that consist of training manual, training guide, presentation file, and assessment manual. The team identified the characteristics of participants, considered various delivering options, and discussed various assessment possibilities.
Design
After several considerations in the analysis stage, the next step was designing the course plan as stated below. The learning materials will be delivered in synchronous and asynchronous modes. The synchronous mode will give opportunities for participants to have direct conversation with the instructor as well as other participants, while the asynchronous mode PAGE 72 ANNUAL REPORT 2021
will give participants enough time to learn the materials in various digital formats (presentation, video, quiz, or assignment) based on their preferences.
Course Plan
Title: Clean and Prepare Room for Incoming Guest This unit deals with skills and knowledge required to clean and prepare rooms for in-coming guests by room attendants to deliver housekeeping General Objective: services in an accommodation facility with added procedure for New Normal Era during COVID-19 Pandemic Duration: 30 hours (4 weeks) Faculty/Study Programme: Hotel Accommodations Learning Activities Blended Learning Introduction with trainer, Fun activity, Video conference, Pre-test, Reading, Tutorial video, Video assignment instruction, Quizzes, Project Session work, Post-test, Video assignment collection, Course conclusion, Sharing session Final Meeting & Closing Lesson Review Objectives (7 Elements) Element 1: Identify the role of room attendants (6 topics): 1. Describe the services delivered by a room attendant 2. Locate the position of room attendants within the enterprise 3. Identify the personal characteristics required of a room attendant 4. Describe grooming and personal presentation standards for a room attendant 5. Interpret enterprise policies and procedures for the provision of housekeeping services 6. Identify and explain the role of communication in the provision of housekeeping services Element 2: Prepare for cleaning duties (6 topics): 1. Replenish linen room supplies 2. Load housekeeping trolley with supplies for service 3. Check housekeeping trolley prior to use 4. Identify rooms to be cleaned for the shift 5. Wear standard “body protect equipment” 6. Access and enter guest room appropriately Element 3: Make beds (3 topics): 1. Disinfecting guest bed 2. Strip and re-make bed with fresh bed linen 3. Re-make bed using existing bed linen Element 4: Clean bathroom (5 topics): 1. Clean bath and shower area 2. Clean toilets 3. Clean vanity area 4. Clean floor 5. Replenish guest supplies ANNUAL REPORT 2021 PAGE 73
Element 5: Clean room (10 topics): 1. Disinfectant guest room 2. Follow in-house requirements and policies in relation to room cleaning 3. Clean fixtures and fittings 4. Vacuum floors and other areas 5. Clean kitchenette area, where applicable 6. Replenish guest supplies 7. Check operational readiness of all items and equipment 8. Report and remedy room defects and damaged items 9. Report suspicious items or situations 10. Handle guest property left in room from which guest departed Element 6: Provide additional housekeeping services (3 topics): 1. Provide turn-down service 2. Carry out rotational cleaning duties 3. Lend equipment to guests, as requested in accordance with house policies Element 7: Prepare for next shift (5 topics): 1. Complete required records and notifications 2. Dispose of rubbish 3. Clean and store trolleys 4. Replenish stock items as necessary Clean housekeeping equipment prior to storage
Development
Assisted by the SEAMOLEC team, those learning object materials were developed and then uploaded into the SEAMOLEC Learning Management System that can be accessed here: catc.elearning.seamolec.org
In summary, below is the number of learning materials in this course:
1. 7 elements of instructional material
2. Pre-test and post-test:(100 questions)
3. Quiz (fun activity) with 30 questions (15 questions for each matching and true false questions)
4. Assignment in the form of video project portfolio (3 questions)
Main interface of catc.elearning.seamolec.org PAGE 74 ANNUAL REPORT 2021
Screenshots of the “Clean and Prepare Rooms for Incoming Guests” Course
Documentation of face-to-face meetings and workshops at SMK Metland, Bogor
Implementation
Result of this development was piloted on 3 vocational schools:
1. SMK Metland which was held on September 14, 2020; 2. SMK 2 Batam on November 19, 2020; and 3. SMKN 2 Bogor on November 26, 2020
Guided by SEAMOLEC and SMK Metland team, this pilot is attended by limited students. The face-to-face meeting was chosen to get immediate feedback from students as well as in depth discussion with the school headmaster, teachers and students. As a result, 25 students from 3 different schools were satisfied with the current developed learning materials.
Pilot implementation at SMKN 2 Batam ANNUAL REPORT 2021 PAGE 75
Pilot implementation at SMKN 3 Bogor
Pilot implementation at SMK Metland
Evaluation
Review and evaluation conducted by instructional designer experts and ASEAN Master Trainers (AMT). AMT reminded that each performance criteria stated on “Clean and Prepare Room for Incoming Guests (D1.HHK.CL3.03)” competency standards need to be assessed within the course.
There are also some inputs from the pilot participants that need to be considered for further development. Those are:
1. Adding a glossary for specific terms. 2. More attractive user interface: by adding more illustrations, colors, choosing better font, etc. PAGE 76 ANNUAL REPORT 2021
Although the ““Clean and Prepare Room for Incoming Guests (D1.HHK.CL3.03)” online course development was successfully completed, further implementation targeted for bigger participants in Southeast Asia will be conducted in 2021.
b. 21 CATC-based Webinar Series and Its Online Courses Development
In Indonesia, utilization of CATC as well as its toolboxes by the Directorate of Technical and Vocational Education (DTVE), Ministry of Education (MoE) were started in 2019 by 21 Hospitality and Tourism schools as pilots. After those schools adopted it for more than one year, in the beginning of 2021, SEAMOLEC invited them to collaborate together in order to provide online learning experience for Southeast Asia students by utilizing common ASEAN materials in Hotel and Travel services.
There are 12 schools that volunteer themselves to conduct the CATC-based webinars as well as to develop 21 online courses assisted by SEAMOLEC under supervision of the Directorate of Partnership and Industry Alignment, Ministry of Education, Culture, Research and Technology (MoECRT). Those vocational schools are SMKN 1 Probolinggo, SMKN 6 Yogyakarta, SMKN 1 Boyolangu, SMKN 9 Bandung, SMKN 57 Jakarta, SMKN 3 Malang, SMK Metland, SMKN 2 Batam, SMKN 27 Jakarta, SMK N 6 Palembang, SMKN 3 Denpasar and SMKN 2 Mataram. This programme is also supported by the Indonesia Hotel General Manager Association (IHGMA) and also several hotel and travel industries in Indonesia.
This programme was officially launched on January 20, 2021, virtually. More than 200 participants joined this event, including teachers, students, representatives from industries as well as several MoECRT units. This programme is prepared to support one of Educational Priority Programmes set by MoEC, called ‘Merdeka Belajar’. The concept of ‘Merdeka Belajar’ is translated as in accordance with the objective of ODL which facilitates students to be able to study from anytime and anywhere, based on their talents, interests, and capabilities. SEAMOLEC expects this programme to be able to provide facilities for students to access learning resources.
The international webinar series is prepared for 21 CATC-based competency units and was held in English, 2 sessions every week from February to July 2021. Teachers of the 12 vocational high school partners will be the resource persons and moderators of the webinar, delivering materials in English. Participants are open for all vocational high schools’ students, especially in tourism, but it is open too for other majors. Since April 2021, SEAMOLEC has also invited other Southeast Asian TVET institutes students to be webinars’ participants.
Webinar recordings are available on SEAMOLEC YouTube: https://www.youtube.com/playlist?list=PLPmpC6u- H1jIceaJO9dARc_x5p0n_JqxU ANNUAL REPORT 2021 PAGE 77
Below is the schedule of the webinar series:
No Date Topics Resource Person February
1 February 2 & 4, 2021 D1.LAN.CL10.01 Prastowo Ismanto Converse in English at a basic operational level SMKN 1 Probolinggo 2 February 9 & 11, 2021 D1.HRS.CL1.04 / D1.HOT.CL1. 07 / D2.TCC. Dwi Nastiti CL1.05 SMKN 6 Yogyakarta Communicate on the telephone 3 February 16 & 18, 2021 D1.HRS.CL1.15 Ni Ketut Dhiras Pasyati Receive and resolve customer complaints SMKN 3 Denpasar 4 February 23 & 25, 2021 D1.HSS.CL4.09 Agus Sasongko Provide a lost and Found Facility SMKN 27 Jakarta March
5 March 2 & 4, 2021 D1.HHK.CL.3.01 Mawarlia Provide Housekeeping Services to Guest SMKN 3 Malang 6 March 9 & 10, 2021 D1HHK.CL3.02 Tatik Setyaningsih Clean public area, facilities, and equipment SMKN 9 Bandung 7 March 16 & 18, 2021 D1.HHK.CL3.05, Haryadi & Sondang Launder Linen and Guests’ Clothes SMKN 2 Batam 8 March 23 & 25, 2021 D1.HHK.CL3.06, Suriyana Provide Valet Services to Guests SMK Metland April
9 April 6 & 8, 2021 D1HFO.CL2.01 Patricia H. Parera Receive and Process Reservation SMKN 9 Bandung 10 April 13 & 15, 2021 D1.HFO.CL2.07 Listianing Provide BellBoy/Porter Services SMKN 6 Yogyakarta 11 April 20 & 22, 2021 D1.HFO.CL2.09 Lukman Receive and Place Incoming Telephone Calls SMK N 6 Palembang 12 April 27 & 29, 2021 D1.HFO.CL3.03 Anak Agung Ari Sutraningsih Provide Accommodation Reception Service SMKN 3 Denpasar May
13 May 4 & 6, 2021 D1.HBS.CL5.07. Susi Damayanti Prepare and Serve Non-alcoholic Beverages SMK N 6 Palembang 14 May 25 & 27, 2021 D1.HBS.CL5.16 Nur Hayati Taking Orders and Provide Table Service SMKN 27 jakarta June
15 June 2 & 3, 2021 D1.HCC.CL2.01 Nicky Fernando Apply Basic Techniques of Commercial Cookery SMK Pariwisata Metland 16 June 8 & 10, 2021 D1.HCC.CL2.08. Yuli Unggul Saptariwati Prepare a Variety of Sandwich SMK 6 Yogyakarta 17 June 15 & 17, 2021 D1.HPA.CL4.08 Sri Utami Dewi Prepare and Produce Cakes and Pastries SMKN 57 Jakarta PAGE 78 ANNUAL REPORT 2021
19 June 22 & 24, 2021 D1.H.P.A.CL4.09. Ni Ketut Hari Astuti Prepare and Produce Yeast Goods SMKN 3 Denpasar July
20 June 29 & July 1, 2021 D2.TTG.CL3.01 Fitria Renytasari Work as a Tour Guide SMKN 1 Boyolangu 21 July 6 & 8, 2021 D2.TTG.CL3.17 Dading Qalbuadi Provide Arrival and Departure Assistance SMKN 2 Mataram 22 July 13 & 15, 2021 D1.HGE.CL7.8 / D1.HGA.CL6.05 Dewi Kasiyani Plan, Manage and Conduct Meetings SMKN 27 Jakarta 23 July 21 & 22, 2021 Wrap up and closing for students and teachers SEAMOLEC team
In parallel with the webinar, those teachers are preparing the online courses assisted by the SEAMOLEC team. They started by designing the courses, developing the learning object materials in various formats (text, audio, and video), and then uploading it on SEAMOLEC’s platform. Those online courses will be available on https://catc.elearning.seamolec.org/. Those developments were started in May 2021 and it is still progressing.
Those schools have been integrating the CATC into their daily teaching and learning process. The professional’s certification body (PCB), which is attached in each school, is also currently using the scheme of ASEAN Common Competency Standards for Tourism Professionals (ACCSTP) in their assessment process. It means that their students who pass the competency certification exams, are competent in certain labour divisions and level based on ACCSTP and eligible to register themselves in the ASEAN Tourism Professional Registration System (ATPRS).
To support those 21 vocational schools to be recognized in Southeast Asia, SEAMOLEC facilitated them in a technical workshop to assist their registration on the ATPRS. The ATPRS is a web-based system to register and disseminate the certified ASEAN Tourism Professional (ATP) information. The ATPRS is one of the ASEAN Mutual Recognition Arrangement in Tourism Professionals (MRA-TP) cornerstone in order to promote Tourism professional mobility in ASEAN. This online workshop was held for two days on May 3-4, 2021 in collaboration with ASEAN Secretariat as well as Indonesia Professional Certification Authority (IPCA). ATPRS-IT consultant from PT. Codysseia Teknologi Nusantara was the resource person that guided the participants to register themselves in the system. As a result, those vocational schools were now registered as training institutions, their teachers who were certified as ASEAN National Trainer (NT) and or ASEAN National Assessors (NA) got the approval both from IPCA and ASEAN Secretariat that currently act as Regional Secretariat of MRA-TP, those schools’ alumni who hold ASEAN level II certification as well as industri partners were successfully registered as ATP.
c. Initiation of CATC-based consortium in Higher Education Institutes
As stated on the “Research and Development Report” under Regional Visibility heading, since 2021, in parallel with further development of online courses based on regional framework level II among vocational schools, SEAMOLEC also initiated the collaboration among vocational colleges and universities on the development of regional common online courses based on CATC level III and beyond.
In this programme, two vocational colleges from Indonesia and Thailand as well as two universities from Indonesia and Philippine, together with SEAMOLEC are working on the development 3 online courses in travel services namely: a. Prepare and submit quotations (D2.TCS.CL5.20/D2.TTA.CL2.16) by Pelita Harapan University (ID) and Lyceum Philippine University (PH) team. b. Lead tour groups in a responsible manner (D2.TTG.CL3.11) by Vocational college of Gadjah Mada University (ID) c. Coordinate and operate a day-tour (or short excursions) (D2.TTG.CL3.05) by Bangkok College of Business and Tourism (TH) ANNUAL REPORT 2021 PAGE 79
Meetings and workshops on the online course designs and also the development of learning object materials are conducted from March to August 2021 and then it will be continued by expert review, trial with limited students and programme evaluation until the end of this year. Those courses will be the initial microcredentials initiatives that will be commonly agreed by those colleges/universities. Individual learning achievement in those courses will be presented in the form of digital badges that may be connected/relevant to the other credentials.
2. GIZ E-commerce Training Digitalization has reshaped the way in performing business in many sectors. Especially in the hospitality and tourism industries, currently more than 70% of the hotel revenue comes from businesses that rely on an online approach rather than offline. Development of human resources in hotel and travel services is becoming more important to adapt with latest technology developments especially in e-commerce. In recent years, several Technical and Vocational Education Training (TVET) institutions have started to integrate e-commerce into their teaching and learning. However, there is still a gap of understanding and experience of TVET teachers related to recent e-commerce implementation in industry.
In response to this need, Directorate General of Vocational Education, Ministry of Education, Republic of Indonesia, in collaboration with the Innovation and Investment for Inclusive Sustainable Economic Development Project (ISED) project of GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit) and SEAMEO Regional Open Learning Center (SEAMOLEC) has been working together to deliver online training focusing on hotel e-commerce to TVET teachers in Indonesia and also extend the participations to other Southeast Asia countries. The main objective of this training is to increase the e-commerce literacy of teachers at tourism TVET schools from the perspective of hotel industry practitioners. In this collaboration, the resource persons were assigned by The ISED-GIZ while SEAMOLEC facilitated in conducting online registrations as well as the online training. PAGE 80 ANNUAL REPORT 2021
The course is designed to be practice oriented and foster the utilization of e-commerce tools and digital data aiming to generate hotel revenue. In the digital tourism era, the skill is crucial to support hotel’s management in data-driven decision- making. Upon the completion of the training, participants are expected to:
• obtain sound understanding on the current trend of e-commerce in the hotel industry • get better understanding on e-commerce players • better comprehend e-commerce strategy • get more familiar with the operationalization of extranet OTA, especially when setting up room pricing and promoting room availability • get basic understanding on revenue management and digital marketing • get introduced to hotel modern hotel selling and marketing strategies
From March to April 2021, there are four training batches that were successfully conducted online as below. Each session consists of 4 hours of synchronous meetings per day for 3 consecutive days. All digital learning materials were also prepared on the SEAMOLEC MOOC platform as self-learning materials for training participants. The 1st until the 3rd batches were focused on Indonesian TVET teachers and delivered in Bahasa Indonesia language. For Indonesian training, participants were attending from 24 provinces out of 34 provinces. Meanwhile the 4th batches were targeted for Southeast Asia TVET teachers and English was used as the main language of instruction. There were participants from 6 countries: Cambodia, Indonesia, Malaysia, Myanmar, Philippine, and Thailand presented in this training.
Batches Dates Number of Registered Participants Origin of Participants Batch 1 16 - 18 March 2021 300 participants Indonesia Batch 2 29 - 31 March 2021 300 participants Indonesia Batch 3 5- 7 April 2021 241 participants Indonesia Batch 4 19-21 April 2021 141 participants Southeast Asia TOTAL 982 participants
Based on the training evaluation, most of the participants are satisfied with the training sessions. It was shown also on the participants' enthusiasm by raising questions and answering the assigned questions. Most of the participants were new with this knowledge on e-commerce and they were eager to learn more. Industry practitioners must work closer with the TVET institutes to develop more courses related to e-commerce, revenue management, and hotel digital marketing. ANNUAL REPORT 2021 PAGE 81
REFORMING TEACHERS EDUCATION
Teacher education reform is a crucial part of a broader educational reform intended to improve teaching practice and, thus, student performance (Darling Hammond, 2005).
In the digital era, teachers should adapt to teaching using various forms of digital platforms instead of conventional classes. In general, teachers must have 4 core competencies, namely: pedagogical, personality, professional, and social. In the digital era, they must have additional competencies, such as using technology in the teaching and learning process. Regarding the use of technology, Mishra and Koehler (2006) has proposed the Technological Pedagogical Content Knowledge (TPACK) Framework which categorized knowledge into three groups, namely: Technological Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge. (CK) (See Figure below).
In general, teachers should have the following competencies, they are:
• Create interesting digital materials. • Select and use a learning platform for online learning. • Take advantage of social media for learning. • Use search engines to find learning materials. • Skilled in foreign languages (i.e English)
During Pandemic COVID -19 we have been forced to use technology in all aspects of life including education. Conventional learning has turned into online learning using Information Communication and Technology (ICT) and has become a major component in the teaching and learning activities. However, using ICT without pedagogical is useless, pedagogical competence is the master key for teaching and learning activities, so teachers should have competencies to integrate the pedagogical with ICT as well as change the way of learning of students itself, from conventional into online learning. To face PAGE 82 ANNUAL REPORT 2021
online learning in the pandemic era, teachers should have 3 (three) knowledge, they are: (1) pedagogical, (2) technology, and (3) content.
One of the important indicators for quality of learning measured by student’s involvement in the teaching and learning activities. In ODL, increasing student involvement in the learning process is a challenge itself, teachers should work harder to change students’ habits from face to face into online learning. Teachers should develop teaching materials and integrate with ICT which could engage students actively involved in learning activities.
SEAMOLEC to carry out one of its functions which is Capacity Building related on distance learning has developed various programmes to upgrade teacher competencies using ICT in teaching and learning activities or digital learning in the new normal era, such as, web-based Course Development, Multimedia learning Material Development, and Open Distance Learning Development. The material of Capacity Building Programme has been developed based on the Technological Pedagogical Content Knowledge (TPACK) Framework proposed by Mishra and Koehler (2006) which has been described previously, including: (a) strengthening pedagogy in ODL (Open and Distance Learning), (b) strengthening instructional design, (c) strengthening competencies of ICT tools and platforms, (d) and strengthening development of ODL content.
The programme also emphasized how to move face-to-face activities into digital/online learning. Participants should be able to use ICT for teaching and learning, transforming textbook into digital, shifting discussion into digital version and other attractive activities. Hopefully, the programme could develop teachers’ competencies and will have an impact on the quality of learning for their students, especially online learning in the digital era and in the new normal era.
For Fiscal year 2020-2021 we have upgrade 16,200 teacher from Southeast Asia, consisting of:
1. 2,000 participants on face to face (f2f) training, 2. 7,200 participants on online training, 3. 7,000 participants on reguler webinar.
In addition, we have a special programme called SMILES (SEAMOLEC Mini Lecture Series) and have more than 5,000 participants who have participated in this programme. For more information, please visit the website http://etraining. seamolec.org. ANNUAL REPORT 2021 PAGE 83
HARMONIZATION IN HIGHER EDUCATION AND RESEARCH
1. The South-East Asian Sales Competition (SEASAC) Project
Founded by Erasmus+ Capacity Building Programme, The South-East Asian Sales Competition (SEASAC) is a tangible output of the collaboration among European and Southeast Asia universities and education institutes. The main objective of this project is strengthening the capability of Southeast Asia universities to prepare future Business-to-Business (B2B) sales professionals in the emerging market. In this project, European pedagogical rich concepts of university and company partnership in sales education will be matched with Southeast Asian cultures. Together with 3 European universities, 5 Indonesian higher education institutes, and 2 Thailand universities, SEAMOLEC is an active member of this cooperative project.
SEASEC was started in November 2018, and it was supposed to end in November 2021. Due to the pandemic situation, the SEASAC consortium is currently requesting an extension period to the Erasmus+ European Union until May 2022. The timeline of the main activities (when the extension period is approved) is shown in the diagram above. After the implementation of the 1st SEASAC in February 2020 hosted by Business School, Mahasarakham University, all local, regional, and interregional sales courses and competitions were held online. As a leader of work package 6 (WP 6) that is responsible for promoting SEASAC for wider audiences, SEAMOLEC has been actively supporting and facilitating various SEASAC activities as below.
a. Indonesia Sales Competition (ISAC), 24-25 November 2020
The Indonesia Sales Competition (ISAC) is a sales competition with a format retrieved from SEASAC. Since the main objective of this competition is to prepare future B2B professionals to meet the national market, Bahasa Indonesia PAGE 84 ANNUAL REPORT 2021
is used as the main language of the competition. By conducting ISAC as an active learning method, hopefully it will provide opportunities for students to learn from Indonesia sales professionals and the Indonesian industry may recruit potential employees through simulations/role plays within ISAC. ISAC winners can also participate in the next level of sales competitions in Southeast Asia and Europe.
The 1st ISAC was conducted in two consecutive days from 24 to 25 November 2020. On the first day it was qualification and semifinal round followed by final round and International Webinar on the second day. Universitas Putra Indonesia (UPI) “YPTK” Padang and SEAMOLEC collaborated to host the ISAC and International Webinar. Considering the students’ readiness in the competition format, the 1st ISAC was attended only by 25 students from 5 SEASAC consortium member universities (Putra Indonesia University ‘YPTK’, Sebelas Maret University (UNS), Bina Nusantara University, State Polytechnic of Batam, and Parahyangan Catholic University).
The ISAC committee invited several lecturers from universities outside the consortium as well as representatives from the Ministry of Education and Culture of the Republic of Indonesia (MOEC) to participate as judges/observers in this competition. Zoom was used as the main platform to conduct the competition and webinar. In parallel, the final round and the webinar session was streamed through YouTube live. This 1st ISAC was officially opened by Rizal Alfian from Center for National Achievement, MOEC.
“Preparing Students Towards a New Era of B2B Sales” was chosen as the webinar theme. The webinar aimed to introduce various strategies (i.e., sales competition) to prepare future sales professionals in the new era of B2B sales to a wider audience (teachers, students, and business partners) in Southeast Asia. The webinar was officially opened by Firman Hidayat, Sub-coordinator for Partnership, the Secretariat of Directorate General for Higher Education, MOEC and then followed by panel presentation and discussion moderated by Ms. Ina Murwani from Bina Nusantara University. The panelists were Mr. Benny Kusuma, Education Lead, Microsoft Indonesia, Harri Lappalainen, SEASAC Project Leader, Turku University of Applied Sciences, and Watjana Poopanee, SEASAC 2020 Organizer from Mahasarakham University. They discussed several issues related to careers in sales, enhancing student’s competencies with various active learning methods, as well as implementation of sales competition for Southeast Asia students.
This competition was also supported by Indonesian business partners. The main sponsor was GISTRAV Corp that provided competition ‘cases’ as well as monetary support for winners. Bank Syariah Mandiri, Gojek, and Silungkang Art Center also gave appreciation for the competition winner. The ISAC winners are:
(1) 1st winner : Gabriella Stephani Siregar, State Polytechnic of Batam (2) 2nd winner : Aditya Putra, Parahyangan Catholic University (3) 3rd winner : Rajendra Khalil Alif, Bina Nusantara University (4) 4th winner : Noel Steven Limbong, State Polytechnic of Batam
The whole session was closed by Mr. Beny Bandanadjaja the Director of Vocational Higher Education and Professional Education, Directorate General of Vocational Education MOEC.
b. Sales Competition Training for Gadjah Mada University Vocational College Lecturer, 26-27 January 2021
Based on the discussion with the Dean of Vocational College, Gajah Mada University (SV-UGM), the head of study program of Economic and Business, and their team during the WP 6 Dissemination meeting, they proposed to conduct the lecturers training in the form of sales competition. This online competition was held virtually on 26-27 January 2021. The first day was used as a qualification session followed by a final round. The competition went for 2 hours per day, starting from 3 to 5 pm (UTC+7). Dr. Colin Mackenzie from Edinburgh Napier University ANNUAL REPORT 2021 PAGE 85
acted as the director of this competition assisted by the SEAMOLEC team. The case description was supported by recruitment company iMultiply (https://imultiplyresourcing.com/) located in Edinburgh, UK. This competition was attended by 9 SV-UGM lecturers: 6 from foreign languages, arts and culture management study program and 3 from economics and business study program. There were four international buyers, three of them are lecturers from SEASAC partner universities and one an experienced businessman. Meanwhile, the judges were also coming from several business and charities such as Smart pa, a UK provider of Personal Assistants; The Lens, an organization that creates intrapreneurs; Cotswold loudspeakers, a manufacturer of loudspeakers; GravitateHR a service company providing HR services; Juniper Trust, a social enterprise. This sales competition training was held in the same format and situation with the ‘real’ sales competition. The only difference is at the end of each competition session was a reflection session to discuss with the judges related to their performance. In the end, Ms. Agnes Siwi Purwaning Tyas from foreign languages, arts and culture management study program was the winner of this competition training.
c. The 2nd South-East Asian Sales Competition (SEASAC), 3-5 March 2021
The 2nd South-East Asian Sales Competition (SEASAC) was held from 3-5 March 2021 it was the biggest event for the consortium members. Hosted virtually by Parahyangan Catholic University (Unpar), this competition successfully invites 187 registered participants from 40 institutions: 81 students as competitors from 11 countries and 106 lecturers/educators/business representatives as judges/buyers. This competition was held virtually by utilizing the Talque platform integrated with Zoom.
List of registered participants on SEASAC 2021:
No Institutions Number of Number of Students Judges/Buyers Austria 1 Technische Hochschule Aschaffenburg - 1 2 University of Applied Sciences Wiener Neustadt 1 2 Brunei Darussalam 3 Universiti Teknologi Brunei 4 - Cambodia 5 National Institute of Entrepreneurship and Innovation 2 - Finland 6 Haaga-Helia University of Applied Sciences 2 4 7 Turku University of Applied Sciences 2 20 Indonesia 8 Bina Nusantara University 4 13 9 Parahyangan Catholic University 4 8 10 State Polytechnic of Batam 4 9 11 Universitas Putra Indonesia YPTK Padang 4 8 12 Vocational College, Gadjah Mada University 2 5 13 Baiturrahmah University 2 - 14 Padjajaran University 2 - 15 Atma Jaya Catholic University 2 - 16 Pakuan University Bogor 2 4 17 Podomoro University 2 1 PAGE 86 ANNUAL REPORT 2021
No Institutions Number of Number of Students Judges/Buyers 18 Soegijapranata Catholic University 2 2
19 Batam International University 2 2 20 Jenderal Ahmad Yani University 2 - 21 Universitas Nahdlatul Ulama Surabaya 2 1 Lao PDR 22 National University of Laos 2 - Malaysia 23 Universiti Teknologi Mara Puncak Alam 2 1 Philippine 24 Lyceum of the Philippines University Manila 2 1 Singapore 25 Nanyang Technological University 2 - Thailand 26 Mahasarakham University 4 4 27 Rangsit University 4 5 28 Chulalangkorn University 1 - 29 Khon Kaen University 2 1 30 Mahidol University International College 5 - 31 Srinakharinwirot University 2 - United Kingdom 32 Edinburgh Napier University - 1 Vietnam 33 Duy Tan university 2 - 34 Danang University of Economics 2 - Other Educational Institutes/Business 35 SEAMOLEC - 2 36 Salesforce - 4 37 Batam Community Network - 1 38 McGraw-Hill International Enterprise - 1 39 Nordic Business Forum - 1 40 Scriberlee - 1 TOTAL 81 106
This first virtual competition was officially opened by H.E Nadiem Anwar Makarim, Ministry of Education and Culture (MOEC) of the Republic of Indonesia (RoI). He emphasized that international cooperation and collaboration is playing a significant role for sustainable development. Joint effort through this competition and webinar in Southeast Asia level is one of the best strategies of cooperation among students, educational institutes, between educational institutes and business as well as government. In the end, it will expose students to a much higher learning outcome than before. The other remark was delivered by H.E Suphat Jumpathong, Ph.D, Permanent Secretary for Education, Ministry of Education of Thailand. In his speech, he emphasized the importance of students' active learning approach and by this competition, students will have the opportunity to gain network ANNUAL REPORT 2021 PAGE 87
and will be able to be ready for the future market and industry needs. The Secretariat of Southeast Asian Ministers of Education Organization (SEAMEO) represented by Dr. Wahyudi, the Deputy Director for Programme and Development also congratulated the competition organizer; this competition is a great way to combine lecturers, practices, and innovative assessments in such a way to build the B2B sales competencies.
Sponsored by Salesforces and supported by Nordic Business Forum, iMultiply, and Vincit Plc, the winners of SEASAC 2021 are:
1st winner : Sean Tan Zhong Yue, Nanyang Technological University, Singapore 2nd winner : Gabrielle Stephanie Siregar, State Polytechnic of Batam, Indonesia 3rd winner : Noel Steven Limbong, State Polytechnic of Batam, Indonesia 4th winner : Ivan Sim Ding Hao, Nanyang Technological University, Singapore.
Meanwhile, the best European performer at SEASAC2021 is Lee Sauer from Turku University of Applied Sciences.
SEAMOLEC was also playing an important role in this competition, especially to promote and disseminate this event. Together with Edinburgh Napier University, Scotland, SEAMOLEC facilitated two familiarization meetings that were held in order to share general introduction as well as the expectation of the competition. SEAMOLEC also supported the competition’s host to recruit potential Southeast Asia universities to join this competition. Press releases were also actively distributed by SEAMOLEC in several publishers and social media. In the end, as a joint effort with other partners, there are 42 publications in 5 languages (English, Finnish, German, Indonesian, and Thai) including social media posts, articles on printed and digital newsletters. During the competition, Ms. Cahya Kusuma Ratih, SEAMOLEC Research & Development manager as well as Ms. Aline Almandha, Marketing and Publication manager were contributed as judges. SEAMOLEC also prepared all graphic designs (i.e. digital posters, virtual backgrounds, Twibbon campaign) and facilitated one virtual room in this competition.
In the end of this competition a webinar was held with the theme: “Dealing with Uncertainty: Confronting the Unknown''. This webinar was moderated by Syayu Zhukhruffa, Parahyangan Catolic University, Indonesia and there were three panelists who shared their insight; two from business: Arijit Roy, Salesforce Vice President and General Manager for Indonesia and Agustinus Miranda, Astra TSO, Indonesia, and one from Rangsit University, Bruce Edward Weeks.
d. Promoting SEASAC
SEAMOLEC was actively updating SEASAC websites and social media. https://www.seasac.eu/ is a project website that mainly aims to share the progress of the projects, the other website is https://seasalescompetition.com/ focus on the external viewers, it give more information related to the sales competition itself rather than the project structure/activities. Various social media were also managed by the SEAMOLEC Marketing and Publication team. Below is the link as well as the current achievement based on the number of digital contents/posts and followers.
No Social Media Link Number of Posts and Followers (as of 25 May 2021) 1 YouTube https://bit.ly/seasacproject 53 videos 212 subscribers 2 Instagram https://www.instagram.com/seasac_project/ 125 posts 210 followers 3 Facebook @SeasacProject 66-page likes 72 followers 4 Twitter @SeasacP 10 followers 5 LinkedIn https://www.linkedin.com/groups/13920200/ 17 members PAGE 88 ANNUAL REPORT 2021
To ensure the sustainability of this project, SEAMOLEC facilitated meetings with the Education, Youth and Sports Division ASEAN Secretariat as well SEAMEO Secretariat as representatives of educational organizations in the region. Together with the head of the SEASAC project, Harri Lappalainnen from Turku University of Applied Sciences, Finland. SEAMOLEC also facilitated meetings with two high officials from the Directorate General of Higher Education and Directorate General of Vocational Education, as well as the head of Center for National Achievement, MOEC. Based on those meetings, MOEC, ASEAN University Network (AUN) and the SEAMEO Secretariat also expressed their support to extend participation of the future SEASAC to other Southeast Asia Universities. The list of the meetings are:
No Date Meetings with
Monday, · ASEAN Secretariat, Education, Youth and Sports Division 1 · Dr. Paristiyanti Nurwardani, Secretary of Directorate General of Higher 7 September 2020 Education, MoE Indonesia
Tuesday, Prof Dr Paulina Pannen, Interim Director of Innovation System 2 8 September 2020 The Ministry of Research and Innovation of Republic of Indonesia
Thursday, Wikan Sakarinto, Ph.D 3 17 September 2020 Director General of Vocational Education, MOEC
Tuesday, 4 Executive Director of AUN Secretariat 22 September 2020
Wednesday, · SEAMEO Secretariat 5 · Asep Sukmayadi, Interim Head of Center for National Achievement, 23 September 2020 MOEC.
Friday, Follow up meeting – preparation for ISAC with representative of Center for 6 16 October 2020 National Achievement and DG of HE MOEC.
SEAMOLEC also conducted a meeting with three business partners to share their lessons learned from the development of sales courses and competitions at State Polytechnic of Batam. The current update was available on the SEASAC website as well as social media.
R. Alpha Amirrachman, Ph.D, Director of SEAMOLEC actively shared and presented the current progress of the South-East Asian Sales Competition entitled “Fostering Global Citizenship Through Sales Competition” at the University of Tsukuba Japan Symposium IX on 11 February 2021 which was held virtually.
SEAMOLEC will maximize the efforts and impacts of this project by various dissemination workshops and meetings with various policy makers as well as the business representatives to secure and form the sustainability of the project. ANNUAL REPORT 2021 PAGE 89
2. Kampus Merdeka (Independent Campus)
The changes of social, culture, as well as the rapid technological advances has led to the impact on the world of work. Preparing student competencies to be more relevant to current needs is a must. Link and match not only with the world of industry or work, but also with a rapidly changing future. Higher education institutions are required to be able to design and implement innovative learning processes to assist the students in achieving learning outcomes involving aspects of attitude, knowledge, optimal and relevant skills.
The aim of “Merdeka Belajar - Kampus Merdeka” is to carry out 1 to 3 semesters of independent learning. This programme is expected to perform outcomes as follows.
• increase the competence of the graduates, both soft skills and hard skills become more ready and relevant to the needs of the times, and
• prepare the graduates as future leaders of the nation with superior personality.
Learning experience programmes with flexible pathways are expected to facilitate students to develop their potential according to their passions and talents. 3 semesters are including 1 semester on taking courses apart from the study programme and 2 semesters experiencing learning activities apart from the university.
Merdeka Belajar - Kampus Merdeka programme has 8 (eight) forms of learning activities as follows.
• Internships/work practices
• Community service project
• Teaching in school
• Student exchanges
• Research
• Entrepreneurial
• Independent project
• Humanitarian programme
The Directorate General of Higher Education invited 7 (seven) SEAMEO Centers of Indonesia to participate in Merdeka Belajar - Kampus Merdeka entitled Microcredentials Programme. The programme allows students to hold Internship and Independent Study in world-class organizations, as well as SEAMEO Centres as a regional organization. The Internship programme is able to be conducted within companies, non-profit and multilateral organizations, government Institutions, as well as start-up companies. As for the Independent Study programme, students are able to take a short course or non- degree programme within world-class companies or universities.
The Microcredentials programme is designed with the following characteristics:
• Actual problem-based and group work
• Interns are given actual problems to project the impact to company performance
• Work in multidisciplinary groups
• Students are guided and provided with learning objectives PAGE 90 ANNUAL REPORT 2021
• Guided by full-time professional mentors
• Definable and measurable learning objectives
• Immersive and complemented by industry certificate
• The conducted activities are equal to replace 1 full semester learning activity in campus
• Awarded by verifiable industry certificates
SEAMOLEC proposed 3 (three) Internship programmes and 9 (nine) Independent Study programmes, as follows:
Internship Programme
• Trend in Digital Publication
• The Development and Implementation Artificial Intelligence (AI) for Supporting Publication and Information
• The Development of Learning Management System (LMS) Costume-based
Independent Study Programme
• XR (Extended Reality: AR, VR, MR) Learning Media Development
• 3D-based Learning Media Development
• Data Visualization
• Microlearning Contents development
• Video Lecturing Development
• DevOps Engineer
• Cisco (Routing and Switching Network)
• Internet of Things and Cloud Computing
• Management and Regulation on Instructional Materials Copyright ANNUAL REPORT 2021 PAGE 91
ADOPTING 21ST CENTURY CURRICULUM
1. Artificial Intelligence (AI) Integrating 21st century skills into the curriculum is not only beneficial to students and teachers, but also necessary to prepare our youth for their future career. Understanding about the current and most updated technology in this era will surely be great advantages for the students.
Artificial intelligence (AI) is the innovation that is most capable of creating new transformations in life, its growth has even reached 60 percent compared to last year 2020. In the 21st century, it is inevitable that SEAMOLEC, as one of the centers that handles open and distance learning, should start thinking about utilizing this technology to support and improve the quality of learning.
One of the biggest challenges is that AI has not been specifically included in the national curriculum. Therefore, SEAMOLEC must conduct research and references partially and collaborate with other educational institutions and associations to be able to make further progress in developing and implementing AI in curriculum or SEAMOLEC can provide recommendations on AI curriculum for MOEC at the secondary school and vocational high school levels.
The 21st century skills in the curriculum are not only beneficial to students and teachers, but also necessary to prepare our youth for their future careers. The 21st century skills in the curriculum are not only beneficial to students and teachers, but also necessary to prepare our youth for their future careers.
SEAMOLEC is continuously developing AI Technology into education. Since 2018, SEAMOLEC has made several AI prototypes including: Introduction and education of fruit and nutrition as piloting with the SEAMEO RECFON (developing an AI SIMULATOR (2018-2023) with the aim of helping more people get to know the basics of AI.
In 2021 SEAMOLEC AI initiates research about developing chatbot technology with trials in one subject area in English subject, and this will continue to be evaluated and refined.
2. Augmented Reality (AR) & Virtual Reality (VR) Indonesian Creative Camp 2020
The impact of COVID-19 pandemic in Indonesia is huge in education sector. The MOEC and related institutions must present an alternative solution to every problem that exists in the education system. One of the efforts to increase the commitment and application of the latest industry 4.0 technology in the learning process at vocational high school, in 2020 The Directorate of Technical and Vocational Education (DTVE) MOEC conducted the 2nd Indonesian Creative Camp for Vocational High School known in Bahasa Indonesia as “Kamp Kreatif SMK Indonesia (KKSI)” 2020. SEAMOLEC supported the 2020 KKSI programme by facilitating as a mentor in AR/VR Technology and IoT Technology. ORGANIZATIONAL DEVELOPMENT ANNUAL REPORT 2021 PAGE 93
STAFF DEVELOPMENT
The staff development programmes for June 2020 to July 2021 focusing on publication competences. There were 3 (three) workshop and training events participated by 7 (seven) SEAMOLEC staff:
No Programmes Time Staff Agun Gunawan Mobile Application, 1 Photography and Video 25-27 November 2020 Aqil Aulia Production Nathan Kala Zahrani Balqis
Daniah Adjani 31 April – 1 May 2021 Zul Setiawan Public Relation and 2 Partnership (2 Phases) Syarif Hidayat
Zahrani B 17-18 May 2021 Syarif Hidayat
The output and outcomes of both skills area has implemented at their workplace on:
1. The quality and quality of information and publication presented in SEAMOLEC Website 2. The development of SEAMOLEC ODL clearing house by publication ODL articles which contributed by SEAMOLEC partner 3. The utilization of Social Media on sharing trend and issues of ODL PAGE 94 ANNUAL REPORT 2021
FINANCIAL VIABILITY
During the fiscal year 2020/2021, SEAMEO SEAMOLEC reported a decrease in the admission of Grant and Income. As of April 2021, SEAMEO SEAMOLEC had received a total US $985,048. It decreased by 10% compared to fiscal year 2019/2020. SEAMEO SEAMOLEC operation is mainly funded by the Government of Indonesia (GoI) through the Ministry of Education Culture Research and Technology (MoECRT).
Statement of Grants and Income received by FY 2020/2021 is shown in the table below.
Grant and Income Received Fiscal Year 2020/2021 Cut of as per April 2021 (US Dollars) Funds FY 2020/2021 FY 2019/2020 Variance (Unaudited) (Audited) (%) Capital Funds 189,108 10,397 95% Operating Funds 596,358 729,115 -18% Special Funds 197,218 324,733 -39% Other Funds - - - Unallocated Funds 2,363 32,140 -92% Total 985,048 1,096,385 -10%
Note: • Capital funds represent funds which are used to finance the acquisition of fixed assets. • Operating funds represent funds which are used for ordinary expenses relating to the general administration of the Centre. • Special funds are used to conduct Research, Training, Consultation, and Information Dissemination programmes. • Other funds represent funds received from donors. • Unallocated funds represent funds received from donors or earned as income generating.
The Capital funds increased by 95 % from last year. SEAMEO SEAMOLEC received the total amount of US $189,108 from the MoECRT for renovation of office equipment, new vehicle, and additional mini studio equipment. SEAMEO SEAMOLEC also received US$ 596,358 for Operating funds; those amounts decreased by 18 % compared to fiscal year 2019/2020. The funds were allocated for office operation and facilities are tally represented by GoI. Same with the Operating funds, the Special funds were also reported to decrease by 39 % compared to fiscal year 2019/2020. The greatest decline was in Unallocated funds, which decreased by 92 %. ANNUAL REPORT 2021 PAGE 95 SEAMEO SEAMOLEC
Jl. Cabe Raya, Pondok Cabe, Tangerang Selatan 15418, Indonesia.
(62-21) 7423725, 7434154
[email protected] www.seamolec.org