Reaching Everyone inEducation Towards
SocietalTransformation
By: R Alpha Amirrachman, M. Phil, Ph.D
Director of SEAMEO SEAMOLEC

Society 5.0

SEAMEO SEAMOLEC

SEAME0 SEAMOLEC: VISION AND MISSION
Vision:To be the Centre of expertisein Open and Distance Learning

Mission:To assist SEAMEO Member Countries inidentifying educational problems andfinding alternative solutions for sustainablehuman resource development through thedissemination and effective use of openand distance learning

7 PRIORITY AREAS

Research and Development in Distance Learning• SEAMOLEC provides research grants annually• Objective: to support, promote and motivate
teachers, lecturers, educators from primary to higher
education level to pursue their enthusiasm in areas ofdistance learning and ICT for education in Southeast
Asia
SEAMOLEC Online Journal,“https://journal.seamolec.org/index.php/journal”

Workflow of Research Grant ProgramOpen and Distance Learning Model• Distance learning: a way of learning remotely to provide access toeducation while keeping the quality without being in regular face-to-faceclassroom setting
Opportunities:
1.
2.
3.
4.

time flexible
reducing geographical barriers
competitive cost/valuelearner centred• It has been considerably demonstrated its ability to meet a wide range oflearning needs and different types of learners

Open and Distance
Learning inWest Java Province,Indonesia

SEAMOLEC Best Practice in ODL Model
Open and Distance Learning in West Java Province, Indonesia (2016-now)• Background: To improve access, quality, and relevance of secondary
education, as well as in supporting the access for dropouts and primaryschool graduates who are unable to continue their education due toeconomic, geographical, time, social and cultural constraints.

Education Landscape in Indonesia

Source: ICT Center of Ministry of education and culture – presentation at Bangkok 10-11-28

West Java Province, Indonesia

234,180• enrolment rate of students
was very low• disparity in school capacity• the low economic status ofparents or community• the remoteness of student
residence• social and geographicaldifficulties to reach regulareducation services

247,067

Problems of West Java

Scheme of Distance Learning Implementationin West Java ProvinceLearning Centers

Learning CentersFlexible learning processProgramme Objectives
1. to improve access, quality, and relevance of secondary education
2. to support the achievement target of Universal Secondary Education in Indonesia
3. to improve access to secondary education for the junior high school graduates who
are unable to continue their education due to economic, geographical, time, socialand cultural constraints
4. to increase the enrolment number of secondary education in West Java Province
5. to improve the quality and access of education through distance education system
in Indonesia, especially in West Java province
6. at a wider scope, this programme is expected to reduce unskilled labor andimprove their working skills and capabilities

SEAMOLEC’s RolesSEAMOLEC involved in:
1. developing the programme design
2. creating guidelines
3. curriculum adjustment
4. programme and system development
5. instructional materials development and teacher trainingHybrid-mode of ICT-based ODL• Delivers its learning materials via three types ofblended mode:
1.
2.
3.

face-to-face based
video conference based
web-based• ICT based is ranging from 30-79%• Face-to-face delivery is 30%• Allows students to study while not leaving their work
• Communication between students and tutors is carriedthrough emails, mobile communication application• Uses web-based learning resources

OUTCOME OF GROSS ENROLLMENT RATE
From population aged between
16 – 18 years old:2016 = 2.516.800
2017 = 2.500.300
2018 = 2.482.200
From this numbers there are
dropped out students or notcontinuing for education, inamount of:2016 = 787.664
2017 = 691.218
2018 = 468.874--- Period of the Implementation of of ODL ---Opportunities
Programme replication to be implemented in:
1. other provinces of Indonesia, and
2. Southeast Asian countries and beyond

Online Course
Development byUtilizing Common
ASEAN Tourism
Curriculum (CATC)
Toolboxes

ASEAN Mutual Recognition Arrangement on
Tourism Professionals (MRA-TP)
1999: Task Force
2006

2007

2012-2015
Tourism
Professional
Mobility

Regional Qualification Framework and Skills Recognition System (RQFSRS)
2010

Initiatives on online courses development• To attract
more learners• To provide
flexibility inlearning

Distance learning is an alternative toaccelerate and expand the massive useof CATC Toolboxes
Distance learning approach can beapplied to enhance ‘TVET students'
competencies' by utilizing the potential
common standards and tools inTourism.

Milestones

Phase 1 (2018):
Feasibility Study: The Use of Distance
Learning By Application of CATC Toolboxesin Southeast Asia

Feasibility Study
The Use of Application of Common ASEAN Tourism Curriculum (CATC)Toolboxes
For Distance Learning In Southeast Asia
FIND OUT THE POSSIBILITY OF CONDUCTING A DISTANCE LEARNINGPROGRAM IN THE TOURISM SECTOR ― BY IMPLEMENTING CATC AND
RQFSRSSEAMOLEC AS A SEAMEO REGIONAL CENTER THAT FOCUSES ON OPENAND DISTANCE LEARNING CONDUCTED FEASIBILITY STUDY TO FINDOUT THE POSSIBILITY OF IMPLEMENTING ODL PROGRAM IN TOURISMSECTOR, ONE OF THE HIGHEST POTENTIAL AREAS TO PROMOTEHUMAN RESOURCE DEVELOPMENT IN SEA.

Feasibility study• The feasibility study was carried out toØ determine the policies and directions of vocational
education, as well as the implementation of CATC
Ø identify needs and constraints in different contexts ofSoutheast Asia member countries, andØ comparison of the experience on the application ofdistance learning.
• The feasibility study was conducted in first 6 countries:
Cambodia, Indonesia, Lao PDR, Philippines, Thailand and TimorLeste.
• The feasibility study methods were conducted through face toface meetings with relevant parties in each country together
with study on authoritative literature.

Findings of feasibility study
1. Those 6 initial countries shown different levels ofdevelopment in MRA-TP among countries, since it wassigned in 2012
2. Since the application and implementation of MRA-TP byvarious education and training providers of each country isvoluntary, it leads to the differences in quality of teaching,evaluation and curriculum standards.
3. Differences in level of English proficiency as the international
language for professional mobility in ASEAN.
4. To assist the enhancement of professional competency
development in tourism among studied countries, distancelearning is considered an effective solution to provide
linkage and accessibility of tools, learning resources andtrainings

https://seamolec.org/researchreportPhase II (2019):
Development ofHousekeeping Series
CATC-based Online
CoursesONLINE COURSE DEVELOPMENT¡ SEAMOLEC MOOC platform¡ On the 1st phase, from 6 labor divisions with 242 unit-competencies

provided in the toolbox, 3 unit-competencies in Housekeeping(level II) have been chosen namely:¡ 1. Provide housekeeping service to guests¡ 2.Clean and prepare rooms for in-coming guests¡ 3. Provide a lost and found facility¡ To prepare the online course, SEAMOLEC is working together with:¡ the Center for Business and Hospitality Teachers and Education

Personnel Development and Empowerment, Ministry ofEducation and Culture, Republic of Indonesia as contentspecialist.

¡ Consultative partner: Indonesia NTPB & TPCB

http://mooc.seamolec.org/

Implementation scenario of 1st PILOT
Course recognition of each piloted
country will be determined by each NTPB.
Before implementation,
NTPB will:
1. Review and give feedback to thecourse
2. Identify the qualify tutors
3. Jointly sign the certificate of course
completionTrainers are ASEAN Master Trainers
from Indonesia

Selected teachers ineach institutions
participated in the pilot
will be tutors.

Online Course Development by Utilizing Common
ASEAN Tourism Curriculum (CATC) Toolboxes

1st Pilot: Target Participants
NoCountry

Nominated Education Institutions

1Cambodia

Hun Sen Champuvoin High School

2Indonesia

SMKN 3 Malang, SMKN 27 Jakarta, SMKN 57 Jakarta, SMK Metland

3

Lao PDR

Pakpasak Technical College, LANITH, National University of Lao

4

The Philippine

Lyceum of the Philippines University

5Thailand

Inthrachai Commercial College,College of Business Administration and Tourism Bangkok

6Timor Leste

Institute of Business (IOB), Labour Force Development Institutes (INDMO) & Sefope, National
Centre for Employment and Professional Training of Tibar (CNEFP)Phase III (2020): 1st pilot• Implementation of online courses in 6 countries• Getting feedback and reviewing those 3 courses• Development of 3 new courses for other competency units• Invitation of 2nd pilot participants from countries of the 1st pilot
and other SEAMEO member countries• Invitation of ASEAN Master Trainers for other countries as online
trainers of 2nd pilot• Workshop for tutors and technical assistance for 2nd pilot

Phase IV (2021): 2nd pilot• Online courses implementation (2nd Pilots)• Project, Benefit, Monitoring and Evaluation

Expectedoutputs

SEAMOLEC
Online Training

TA R G E T M A R K E T

Lecturers

Teachers

Technicians

Staff

Students

ONLINE TRAINING PLATFORM INTEGRATION SYSTEM
Courseregistration
Training
information

Registration
Form

MOOC
mooc.seamolec.org

E-Training
etraining.seamolec.org

Ecertificate

Schedule

Statistic

Communicationand Discussion

OnlineCommunication

ONLINE TRAINING ACTIVITIESPREONLINE COURSE• How to get started to MOOC
• How to join course• How to use video conference

LEARNING••••

Read learning materials
Finish self assessment
Have a discussion
Submit final project

COMPLETION• Announce the graduates onwebsite• Download ecertificate
through website

ONLINE TRAINING SCHEDULE

COURSE TITLES

Digital Class Development- Basic

Whiteboard Animation
Based Digital Learning

Blog as Learning Media

3D Visualization

Android Programming Basic

EPUB Based Learning
Material

GDevelop Based
Education Game

Windows 10 Mobile

Material

GNS3 Based LANSimulation

Comic Digital asLearning Material

ONLINE TRAINING DISCUSSION SESSIONONLINE TRAINING DISCUSSION SESSION

Consultancy
Services in ODLand ICT forEducation

As contribution to its
partners, SEAMOLEC provides
consultancy services related
to the ODL system and its
technology to regional
partners from the level ofMinistries, universities,
organizations and other
SEAMEO Centres.

THANK YOU
ARIGATOU GOZAIMASUTERIMA KASIH