DOCSLIB.ORG

Annual Report Credits

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Annual Report Credits SEAMEO Regional Open Learning Centre2013 Annual Report Credits Advisors Dr. Ir. Gatot Hari Priowirjanto Ith Vuthy, M.Sc., MA. Dr. -Ing. Ir. Agus Maryono Editors Muhammad Andriansyah, MT. Novel Meilanie Abbas Supardi Layout Designers Nurul Arifah Copyright PRM SEAMOLEC © 2013 Muhammad Andriansyah, MT. Yusmar Hadi Saputra Open and Distance Learning: Reaching the Unreachable 2013 Making the World into One World of Learning SoutheastSEAMEO Asian Ministers of Education SEAMOLEC Organization Report Regional Open Learning Centre SEAMEO SEAMOLEC stands for Southeast Asian Ministers of Education Organization - Regional Open Learning Centre. Since its establishment in February 27, 1997, SEAMOLEC has played significant role on enhaching the field of open and distance learning in the region. Research and Development Vision Research and Development holds an important role To be the center of expertise in Open and Distance in the Centre. SEAMOLEC is confident that through Learning continuous research and development endeavours, the area of open and distance will be advanced. Mision To assist SEAMEO Member Countries in identiffying educational problems and finding alternative solutions for sustainable human resource development through the dissemination Training and Workshop and effective use of ODL. As the centre of open and distance learning in the region, SEAMOLEC has the responsibility to educate and promote the implementation of open and distance learning. SEAMOLEC carries out its assigned tasks, among others, through training and workshop programs. Aside from its core trainings, which deal with the implementation of ODL, SEAMOLEC also offers trainings based-on community needs. SEAMEO MEMBER COUNTRIES SEAMOLEC has partners to collaborate in achieving its vision, i.e: Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand, 1. SEAMEO centres Timor Leste, and Vietnam. 2. Directorate General of higher education, MoEC 3. 43 Indonesian Polytechnics/ Universities 4. 105 Indonesian High Schools 5. Cambodia • Royal University of Phnom Penh • National Polytechnic Institute of Cambodia • Cambodia-India Enterpreneurship Dev. Centre ASSOCIATE MEMBER COUNTRIES • National Technical Training Institute, etc 6. National Universities of Lao, Lao PDR Australia, Canada, France, Germany, Netherlands, 7. Philippines New Zaeland, and United Kingdom. • Central Luzon State University • Philippines Nikkei Jin Kai, Davao City • Tagum National Trade School, Tagum • Davao City National High School, etc 8. Indonesian International School Yangon 9. Open University of Malaysia 10. Indonesian School of Kuala Lumpur 11. Thailand • Bangsai College of Agriculture and AFFILIATE MEMBERS Technology • Tai Muang Industrial and Community • International Council for Open and Distance College Education (1999) • Nakhonsrithammarat Vocational College • University of Tsukuba, Japan (2009) • Surin Technical College • The British Council (2010) 12. Vietnam • Hanoi Open University • Ho Chi Minh City Open University 13. New Zaeland • University of Wakaito, Hamilton • Messey University, Palmerston North • University of Auckland, Auckland • Victoria University, etc 14. Australia • Young High School, NSW • Quabeyan High School, Canberra • Department of Education and Training, Darwin Contents5 Key Result Area Enhanced Program Excellence and Relevance KRA 1 33 Enhanced Quality and Efficiency Management of SEAMOLEC KRA 2 39 Enhanced Financial Visibility KRA 3 43 Contents Increase Access to Market SEAMOLEC Programs KRA 4 47 Strengthened and Increased Linkages with National, Regional and International Institutions KRA 5 57 Special Programs Foreword t is a great pleasure to present this annual report which Training division has conducted 128 training/ workshop provides details of our continued efforts to develop and activities, 106 trainings/workshops were conducted in Isupport an open and distance learning (ODL) in Indonesia Indonesia, while 22 trainings/workshops were conducted in as well as Southeast Asian countries. In the area of ODL, the region. We have successfully trained 4.179 participants, we may utilize the availability of information, communication, which is 551 participants were from the SEA region (13%). and technology (ICT) for addressing the pressing demand Participants are mostly teachers, lecturers, IT technicians, of knowledge and skills. Through ODL, learning is more and students. There are 20 trainings titles, e.g. ICT Integration flexible (in terms of time and place) so that it is capable of into Teaching and Learning, Seamless, catering to differing needs of different group of learners. Collaboration Tools in Teaching and Learning, The During the fiscal year of July 2012–June 2013, we have Utilization of Webinar Technology for Online Seminar conducted various of research and development, training, and Learning, ICT-based Curriculum Development, Self- IT development, staff development, and other programs learning Materials Development, The Readiness Workshop to support our vision and mission. All these programs may of SEAMEO Centres for SEAMEO Collage Program, Android, lead us to a better centre in ODL. E-Learning Development, Blog Utilization for Learning, E-Collaborative Learning, E-Training Content Development, In Research and Development (R&D), our focus is on Webinar Technology, SEA EduNet 2.0, Planning of Open identifying, exploring, developing, adopting, modifying, and Distance Learning System, Presentation and Video- utilizing, and evaluating ICT implementation on ODL. During based Learning Materials Development, Digital Book this fiscal year, SEAMOLEC have accomplished 6 Models Development, Animation Presentation Development, Self- of ICT-based in 2012 and 7 Models of ICT-based ODL Learning Materials Development, and Utilizing Collaborative in 2013. SEAMOLEC also produced 70 scientific papers E-learning Tools. in 2012 and 85 scientific papers in 2013 related to the development of ICT based distance learning materials, Improvement in internal management is still taking place aiming development of software/ hardware to support distance at establishing accountable working system and conducive education, development of distance learning models, working environment in SEAMOLEC. Staff development classroom action research, experimentally research of is routinely carried out, in house as well as sending staff distance learning method, and qualitative research in the implementation of distance education. to relevant training units. Efforts in improving products Last but not least, my and services through innovative means are continuously sincere thanks to all of you. encouraged, involving majority of SEAMOLEC managers As we embark on another and staffs. Networking efforts as well as marketing of journey next year, it is most SEAMOLEC services to various parties are continued appropriate to take our and maintained. Our consulting activities also increased efforts a step higher than significantly and it can be seen through the participation ever before. of SEAMOLEC in various activities and the more projects having been approved (USAID through Nathan Associates Jakarta, June 2013 Inc., ISTN, PTIK, etc.) Dr. Gatot Hari Priowirjanto SEAMOLEC has also carried out several other special activities Director namely: The Readiness of SEAMEO College Workshop in SEA Countries, USAID Grant Program, SEAMOLEC ODL Course, SEA Twinning & SEA EduNet 2.0, SEA CyberClass, SEA Students Mobility, School/ University Partnership, University Collaboration (Scholarship), Fast Track & Debt Swap German Programs, Multi Collaborations in Vocational Education between GIZ-MOEC Indonesia. All of these accomplishments were a reflection of joint efforts of all SEAMOLEC staff and partners, and of course, supported by The Ministry of National Education of The Republic of Indonesia, SEAMEO Members & Secretariat which always guides and supports us. May I take this opportunity to congratulate and thank them for their significant contribution to the development of SEAMOLEC. Enhanced Program Excellence and Relevance KRA-1 Research and Development Training/ Workshop Staff Development ICT Development KRA-1 KRA-1 6 Report on Research and Development The Research and Development (R&D) programs State Electronic Polytechnic of Surabaya, Surabaya are organized by R&D Division. SEAMOLEC has to Institute of Technology, Sanata Darma University, and accommodate Ministry of Education and Culture (MoEC) Indonesia Open University. Strategic Planning, since funded by the Government of Indonesia through the MoEC. The Strategic Plan June 2012 – June 2013 states that SEAMOLEC should develop 6 Models of ICT-based Open Distance Learning (ODL) in 2012 and The proposals submission were open for two months. 7 Models of ICT-based ODL in 2013. These models Around 71 proposals were submitted and 69 proposals are developed by SEAMOLEC staff. were accepted after reviewed. SEAMOLEC was also facilitating 70 scientific papers The activities in this timeframe are as follows: in 2012 and 85 scientific papers in 2013 related a. Reviewing proposals using the instrument of the to the development of ICT based distance learning guidelines materials, development of software/hardware to support b. Selecting the acceptable proposals based on the distance education, development of distance learning instrument models, classroom action research, experimentally c. 69 proposals were accepted. research of distance learning method, and qualitative d. Proposals were developed in 6 months by 2 or 3 research in
Load more

Recommended publications
  • Program Book for Social Sciene
    The 3rd International Conference of Applied Science and Technology (ICAST) 2020 October 24-25th 2020 Padang, Indonesia Editor Dedi Kuniadi, S.ST., M.Sc, Hendrick, ST., MT., Ph.D, Randy Heriyanto, SST., M.Sc, Dr. Yuli Yetri, M.Si, Gusri Yaldi, SST., M.Eng., Ph.D, Dr. Anda Dwiharyadi, SE.,M.Si.Ak, Dr. Eka Siskawati, SE.,M.Sc.Ak Publisher Atlantis Press Secretariat Kampus Politeknik Negeri Padang, Limau Manis, Kecamatan Pauh, Kota Padang, 25164. Provinsi Sumatera Barat, Indonesia. e-mail: [email protected] i Program Book The 3rd International Conference of Applied Science and Technology (ICAST) 2020 Social Engineering Track Politeknik Negeri Padang - PNP Padang, Indonesia, October 24-25th, 2020 ii Table of Contents The 3rd International Conference on Applied Science and Technology Committee ......................................................................... iv Welcome Message from General Chair of ICAST 2020 ....................... 1 Foreword of ICAST 2020 .......................................................... 2 Guidelines ICAST 2020 ............................................................ 3 Virtual Conference Rooms for ICAST 2020 ..................................... 4 Technical Program ................................................................ 6 Keynote Speaker ................................................................... 7 Room Parallel Sessions .......................................................... 11 iii The 3rd International Conference of Applied Science and Technology Committee Host Organizer Politeknik
    [Show full text]
  • Mapping Research Systems in Developing Countries
    Mapping research systems in developing countries Country report: the Science and Technology system in Indonesia Project Leaders: CREST: Centre for Research on Science and Technology, University of Stellenbosch, South Africa IRD: Institute for Research on Development, France 1 Table of Contents Introduction ....................................................................................................................................... 1 1. Scientific Activities in the Colonial Period ......................................................................... 2 1.1 Developments in S&T Policy Institutions after Independence, 1949 ................................. 2 2. Universities and Human Resources .................................................................................. 6 3. Indonesia’s Main Science Institutions .............................................................................. 9 4. Indonesia’s Agriculture Research ................................................................................... 11 5. Industry and High Technology ........................................................................................ 11 5.1 Aircraft Industry ............................................................................................................ 12 5.2 Biotechnology in Indonesia ............................................................................................ 12 6. Concluding Remarks ...................................................................................................... 13 7. References....................................................................................................................
    [Show full text]
  • CONICYT Ranking Por Disciplina > Sub-Área OECD (Académicas) Comisión Nacional De Investigación 2
    CONICYT Ranking por Disciplina > Sub-área OECD (Académicas) Comisión Nacional de Investigación 2. Ingeniería y Tecnología > 2.11 Otras Ingenierías y Tecnologías Científica y Tecnológica PAÍS INSTITUCIÓN RANKING PUNTAJE INDIA Indian Institute of Technology System (IIT System) 1 5,000 CHINA Harbin Institute of Technology 2 5,000 FRANCE Universite Paris Saclay (ComUE) 3 5,000 CHINA Tsinghua University 4 5,000 GERMANY Technical University of Munich 5 5,000 CHINA Zhejiang University 6 5,000 CHINA Shanghai Jiao Tong University 7 5,000 CHINA Beihang University 8 5,000 SINGAPORE Nanyang Technological University & National Institute of Education 9 5,000 CHINA Huazhong University of Science & Technology 10 5,000 SWITZERLAND ETH Zurich 11 5,000 USA University of California Berkeley 12 5,000 USA Massachusetts Institute of Technology (MIT) 13 5,000 ITALY Polytechnic University of Milan 14 5,000 ITALY University of Naples Federico II 15 5,000 USA University of Maryland College Park 16 5,000 IRAN Islamic Azad University 17 5,000 CHINA South China University of Technology 18 5,000 USA Stanford University 19 5,000 ITALY University of Bologna 20 5,000 SINGAPORE National University of Singapore 21 5,000 USA University of Wisconsin Madison 22 5,000 CHINA Jiangnan University 23 5,000 USA California Institute of Technology 24 5,000 USA Purdue University 25 5,000 BELGIUM Ghent University 26 5,000 USA University of Michigan 27 5,000 NETHERLANDS Wageningen University & Research 28 5,000 GERMANY RWTH Aachen University 29 5,000 BELGIUM KU Leuven 30 5,000 CHINA Wuhan
    [Show full text]
  • Library of Congress Classification
    L EDUCATION (GENERAL) L Education (General) Periodicals. Societies Class here, by imprint of country or larger geographic region as indicated, all periodicals and serials of a general character For works relating to the education of a specific region or country see LA190+ Cf. LB5 Serial collections 7 History, organization, etc. 10 International American. United States and Canada 11 Periodicals in English 12 Periodicals in other languages e.g. 12.F7 French 12.G3 German Societies. Conferences. Conventions 13.A2 General works 13.A22-Z Special. By name, A-Z British 16 Periodicals 18 Societies Dutch 21 Periodicals 23 Societies French 26 Periodicals 28 Societies German 31 Periodicals 33 Societies Italian 36 Periodicals 38 Societies Spanish and Portuguese Europe 41 Periodicals 43 Societies 45 Latin America Including West Indies, Mexico, Central America, South America Scandinavia 46 Periodicals 48 Societies Slavic 51 Periodicals 53 Societies Other European 56 Periodicals 58 Societies Asia 60 Israel. Palestine 61 India 62 Pakistan 64 China Japan 67 Periodicals 68 Societies 69 Philippines 71 Other 1 L EDUCATION (GENERAL) L Periodicals. Societies -- Continued 76 Arab countries 81 Africa Australia and New Zealand 91 Periodicals 94 Societies 97 Other (101) Yearbooks see L7+ 107 Congresses Including calendars of congresses Official documents, reports, etc. Class here documents of general character only For reports on special subjects, see the subject in LA-LC or the particular institution in LD-LG United States General 111.A3-.A8 Office of Education
    [Show full text]
  • Energy Policy Review
    INTERNATIONAL E NERGY AGENCY Please note that this PDF is subject to specific restrictions that limit its use and distribution.The terms and conditions are available online at www.iea.org/Textbase/about/copyright.asp Energy Policy Review of INDONESIA Energy Policy Review of I NDONESIA The Republic of Indonesia is the world’s fourth most populous nation and a developing economy in transition. It is now consolidating its democratic government and implementing governance and financial reforms. After the Asian financial crisis of 1997-99, Indonesia’s economy has returned to a strong and stable 5-6% annual growth. Over recent decades, its resource wealth, openness to trade and investment, and a strategically favourable location in East Asia have made Indonesia a key global exporter of oil, gas, and coal. However, Indonesia now faces the serious challenge of fast-rising domestic energy demand with declining oil and gas production. The country’s energy policy makers are looking closely at domestic energy requirements and best policies to meet these needs. This includes moving prices towards international parity, improving the energy sector investment climate, and developing electricity generation capacity. While some very difficult decisions have been made over recent years, many challenges remain. Energy Policy Review of Indonesia assesses the country’s major energy issues. The study was conducted by a team of IEA member country specialists – an approach which has also been used for national and sectoral reviews of other non-IEA countries, including Angola, China, India, Russia, and Ukraine, as well as the Western Balkan region. The Review offers an analysis of Indonesia’s energy sector, with findings and recommendations that draw on experience in IEA member countries.
    [Show full text]
  • Education Reform in Indonesia: Limits of Neoliberalism in a Weak State
    EDUCATION REFORM IN INDONESIA: LIMITS OF NEOLIBERALISM IN A WEAK STATE A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN SOCIOLOGY MAY 2014 By Sulaiman Mappiasse Dissertation Committee: Hagen Koo, Chairperson Patricia Steinhoff Sun-Ki Chai Hirohisa Saito Barbara Watson Andaya Keywords: Neoliberalism, Education, Reform, Indonesia ABSTRACT This is a study about the recent neoliberal education reform in Indonesia. With the strong support of the people, Indonesia has undertaken a large-scale education reform since the late 1990s. The government was highly confident that this would make Indonesia’s education more efficient and competitive. After more than a decade, however, Indonesia’s education has not significantly improved. Contrary to expectations, the series of policies that was introduced has made Indonesia’s governance less effective and has deepened the existing inequality of educational opportunities. This study examines how and why this reform ended up with these unsatisfactory outcomes. The argument is that Indonesia’s domestic politics and history have interfered with the implementation of the neoliberal policies and led to a distortion of the reform processes. Although neoliberal globalization was a powerful force shaping the process of the reform, domestic conditions played a more important role, especially the weakening of the state’s capacity caused by the crisis that hit Indonesia in 1997/1998. In the process of decentralization, the new configuration of relations between the state, business groups and classes and the emergence of new local leaders brought about unintended consequences.
    [Show full text]
  • College Codes (Outside the United States)
    COLLEGE CODES (OUTSIDE THE UNITED STATES) ACT CODE COLLEGE NAME COUNTRY 7143 ARGENTINA UNIV OF MANAGEMENT ARGENTINA 7139 NATIONAL UNIVERSITY OF ENTRE RIOS ARGENTINA 6694 NATIONAL UNIVERSITY OF TUCUMAN ARGENTINA 7205 TECHNICAL INST OF BUENOS AIRES ARGENTINA 6673 UNIVERSIDAD DE BELGRANO ARGENTINA 6000 BALLARAT COLLEGE OF ADVANCED EDUCATION AUSTRALIA 7271 BOND UNIVERSITY AUSTRALIA 7122 CENTRAL QUEENSLAND UNIVERSITY AUSTRALIA 7334 CHARLES STURT UNIVERSITY AUSTRALIA 6610 CURTIN UNIVERSITY EXCHANGE PROG AUSTRALIA 6600 CURTIN UNIVERSITY OF TECHNOLOGY AUSTRALIA 7038 DEAKIN UNIVERSITY AUSTRALIA 6863 EDITH COWAN UNIVERSITY AUSTRALIA 7090 GRIFFITH UNIVERSITY AUSTRALIA 6901 LA TROBE UNIVERSITY AUSTRALIA 6001 MACQUARIE UNIVERSITY AUSTRALIA 6497 MELBOURNE COLLEGE OF ADV EDUCATION AUSTRALIA 6832 MONASH UNIVERSITY AUSTRALIA 7281 PERTH INST OF BUSINESS & TECH AUSTRALIA 6002 QUEENSLAND INSTITUTE OF TECH AUSTRALIA 6341 ROYAL MELBOURNE INST TECH EXCHANGE PROG AUSTRALIA 6537 ROYAL MELBOURNE INSTITUTE OF TECHNOLOGY AUSTRALIA 6671 SWINBURNE INSTITUTE OF TECH AUSTRALIA 7296 THE UNIVERSITY OF MELBOURNE AUSTRALIA 7317 UNIV OF MELBOURNE EXCHANGE PROGRAM AUSTRALIA 7287 UNIV OF NEW SO WALES EXCHG PROG AUSTRALIA 6737 UNIV OF QUEENSLAND EXCHANGE PROGRAM AUSTRALIA 6756 UNIV OF SYDNEY EXCHANGE PROGRAM AUSTRALIA 7289 UNIV OF WESTERN AUSTRALIA EXCHG PRO AUSTRALIA 7332 UNIVERSITY OF ADELAIDE AUSTRALIA 7142 UNIVERSITY OF CANBERRA AUSTRALIA 7027 UNIVERSITY OF NEW SOUTH WALES AUSTRALIA 7276 UNIVERSITY OF NEWCASTLE AUSTRALIA 6331 UNIVERSITY OF QUEENSLAND AUSTRALIA 7265 UNIVERSITY
    [Show full text]
  • Inside Message from the Executive Director
    Volume 4 - March 2013 Inside Page 1 Message from the Executive Director Page 2-5 Summaries of 60/20 Anniversary Activities Page 6-9 American Grantees Section Page 10-24 Indonesian Alumni Section Page 25-28 Alumni Highlights Message from the Executive Director the Bureau of Educational and Cultural Affairs (ECA), our embassy colleagues in Jakarta and partners in the private sector, and our Indonesian colleagues in various ministries and offices, universities and secondary schools across the archipelago. We have collaboration on so many levels that when you hear people talk about a Comprehensive Partnership between the United States and the Republic of Indonesia, you can’t help but think of all the AMINEF is able to do in so many positive ways in this regard. While there are many I hope that as you read these components to such a comprehensive wonderful highlights and reflections of partnership, education can only be seen as AMINEF’s Fulbright and related grant one of the keystones of such cooperation. programs, you see what I did, there are Our ongoing collaborative programs with reflections that on a personal basis DIKTI, KEMLU, PT Freeport, and other demonstrate the richness, the essence, entities, are strong evidence of the desire Fulbright Indonesian and the power of educational exchange to collaborate even more in the future. Newsletter is published opportunities on individuals and on a by : broader level the communities with whom I would like to thank all of the grantees have the opportunity to learn, Indonesian and American grantees that AMINEF collaborate, and experience. have shared their stories for this edition of the newsletter and to all of our grantees CIMB Niaga Plaza Fulbright and the other many we wish continued success.
    [Show full text]
  • List of English and Native Language Names
    LIST OF ENGLISH AND NATIVE LANGUAGE NAMES ALBANIA ALGERIA (continued) Name in English Native language name Name in English Native language name University of Arts Universiteti i Arteve Abdelhamid Mehri University Université Abdelhamid Mehri University of New York at Universiteti i New York-ut në of Constantine 2 Constantine 2 Tirana Tiranë Abdellah Arbaoui National Ecole nationale supérieure Aldent University Universiteti Aldent School of Hydraulic d’Hydraulique Abdellah Arbaoui Aleksandër Moisiu University Universiteti Aleksandër Moisiu i Engineering of Durres Durrësit Abderahmane Mira University Université Abderrahmane Mira de Aleksandër Xhuvani University Universiteti i Elbasanit of Béjaïa Béjaïa of Elbasan Aleksandër Xhuvani Abou Elkacem Sa^adallah Université Abou Elkacem ^ ’ Agricultural University of Universiteti Bujqësor i Tiranës University of Algiers 2 Saadallah d Alger 2 Tirana Advanced School of Commerce Ecole supérieure de Commerce Epoka University Universiteti Epoka Ahmed Ben Bella University of Université Ahmed Ben Bella ’ European University in Tirana Universiteti Europian i Tiranës Oran 1 d Oran 1 “Luigj Gurakuqi” University of Universiteti i Shkodrës ‘Luigj Ahmed Ben Yahia El Centre Universitaire Ahmed Ben Shkodra Gurakuqi’ Wancharissi University Centre Yahia El Wancharissi de of Tissemsilt Tissemsilt Tirana University of Sport Universiteti i Sporteve të Tiranës Ahmed Draya University of Université Ahmed Draïa d’Adrar University of Tirana Universiteti i Tiranës Adrar University of Vlora ‘Ismail Universiteti i Vlorës ‘Ismail
    [Show full text]
  • AWS Educate Instituion List
    Educate Institution City Country 3aaa Apprenticeships Derby United Kingdom 3W Academy Paris France A P Shah Institute of Technology Thane West India A.V.C. College of Engineering Mayiladuthurai India AARHUS TECH Aarhus N Denmark Aarupadai Veedu Institute of Technology Kanchipuram(Dt) India Abb Industrigymansium Västerås Sweden Abertay University Dundee United Kingdom ABES Engineering College Ghaziabad India Abilene Christian University Abilene United States ABMSP's Anantrao Pawar College of Engineering and Pune India Research Pune Abo Akademi University Turku Finland Academia de Bellas Artes Semillas Ltda Bogota Colombia Academia Desafio Latam Santiago Chile Academie Informatique Quebec-Canada Lévis Canada Academy College Bloomington United States Academy for Urban Scholars Columbus United States ACAMICA Palermo Argentina Accademia di Belle Arti di Cuneo Cuneo Italy Achariya College of Engineering Technology Puducherry India Acharya Institute of Technology Bangalore India Acharya Narendra Dev College New Delhi India Achievement House Cyber Charter School Exton United States Acropolis Institute of Technology & Research, Indore Indore India Educate Institution City Country Ada Developers Academy Seattle United States Ada. National College for Digital Skills London United Kingdom Additional Skill Acquisition Programme (ASAP) Thiruvananthapuram India Adhi college of Engineering and Technology KAncheepuram India Adhiyamaan College of Engineering Hosur India Adithya Institute of Technology coimbatore India Aditya Engineering College Kakinada
    [Show full text]
  • Esp Needs Analysis: Case Study Engineering Programs State Polytechnic of Madura
    iNELTAL Conference Proceedings The International English Language Teachers and Lecturers Conference 2019 ESP NEEDS ANALYSIS: CASE STUDY ENGINEERING PROGRAMS STATE POLYTECHNIC OF MADURA Nurir Rohmah Politeknik Negeri Madura [email protected] Abstract: Selecting, implementing, and evaluating are among many steps of preparing for teaching materials. It is done as an attempt to fulfill student’s learning needs. This process is later called as investigation on students’ needs and is considered a necessary step in designing ESP courses. This study is an effort to discover the learning needs of students in all 3 departments (shipbuilding, heavy equipment mechanical and industrial electrical engineering) at the State Polytechnic of Madura. To fulfill such aim, questionnaires, FGD, and interviews were used as instruments of data collection. The data later were analyzed based on needs of analysis from the theory of Duddley-Evans and St. John (1998). The study involves the participation of students, 2 English lecturers, stakeholders’ representative and head of departments. The result of this study revealed that the students have a variety of learning needs such as learning in pairs or groups, lab/field works, and content specific tasks. It was also revealed (for example, English for shipbuilding engineering) that choosing the certain topics such as description on types of ships, simulation on navigation and safety manuals also plays important attention to the stakeholders because English has been widely used as a tool of communication at workplace setting. It was also discovered that the extent of ESP needs learning by the students was very high, about 75% of students thought ESP courses are useful for the future career.
    [Show full text]
  • List AWS Educate Institutions
    Educate Institution City Country 1337 KHOURIBGA Morocco 1daoyun 无锡 China 3aaa Apprenticeships Derby United Kingdom 3W Academy Paris France 42 São Paulo sao paulo Brazil 42 seoul seoul Korea, Republic of 42 Tokyo Minato-ku Tokyo Japan 42Quebec QUEBEC Canada A P Shah Institute of Technology Thane West India A. D. Patel Institute of Technology Ahmedabad India A.V.C. College of Engineering Mayiladuthurai India Aalim Muhammed Salegh College of Engineering Avadi-IAF India Aaniiih Nakoda College Harlem United States AARHUS TECH Aarhus N Denmark Aarhus University Aarhus Denmark Aarupadai Veedu Institute of Technology Kanchipuram(Dt) India Abb Industrigymansium Västerås Sweden Abertay University Dundee United Kingdom ABES Engineering College Ghaziabad India Abilene Christian University Abilene United States Research Pune Pune India Abo Akademi University Turku Finland Academia de Bellas Artes Semillas Ltda Bogota Colombia Academia Desafio Latam Santiago Chile Academia Sinica Taipei Taiwan Academie Informatique Quebec-Canada Lévis Canada Academy College Bloomington United States Academy for Career Exploration PROVIDENCE United States Academy for Urban Scholars Columbus United States ACAMICA Palermo Argentina Accademia di Belle Arti di Cuneo Cuneo Italy Achariya College of Engineering Technology Puducherry India Acharya Institute of Technology Bangalore India Acharya Narendra Dev College New Delhi India Achievement House Cyber Charter School Exton United States Acropolis Institute of Technology & Research, Indore Indore India ACT AMERICAN COLLEGE
    [Show full text]