Innovating Education in Response to Opportunities
and Challenges of Digital Industry:

The Case of Open and Distance Learning in West Java
Province, Indonesia
R. Alpha Amirrachman, M.Phil., Ph.DSEAMEO Regional Open Learning Centre (SEAMOLEC) Director
SEAMEO-University of Tsukuba Symposium VII
10 February 2019, Tokyo, Japan

Why Open and Distance Learning?
• Access and reach• Equity and gender• Quality and effectiveness• Relevance and life-long learning• Globalization and technology• Cost and efficiency(Sanjaya Mishra, 2010)

What is Open Learning?
Giving learners choice about:- medium or media, whether print, on-line, television, orvideo;- place of study, whether at home, in the workplace orcampus;- pace of study, whether closely paced or unstructured;- support mechanism, whether tutor on demand, audio
conferences or computer-assisted learning; and- entry and exit points(Sanjaya Mishra, 2010)

What is Distance Learning?
It refers to the following characteristics:- separation of teacher and learner- institutional accreditation- use of mixed-media courseware- two-way communication- possibility of face-to-face meetings- use of industrialized processes(Sanjaya Mishra, 2010)

Teaching-Learning Scenario(Sanjaya Mishra, 2010)

Globalization
Nairn (2009) in his article entitled ‘Globalization’:• Around the globe all kind of individuals and groups
are connected easily and no single crisis could slow
down their activities, not even an economic crisis.
• Globalization is such a diverse, broad-based, andpotent force that not even today's massive economic
crash will dramatically slow it down or permanently
reverse it.

Industrial Revolution

Challenges for Southeast Asia
• Inequality access to education in theregion• The transformative impact of thisrevolution will demand that countries
think deeply about their policies andpriorities at a national scale• Southeast Asian countries must
together develop education system
which is forward-looking, futureoriented, pragmatic and strategic

The future is NOW!

Factors to disparities in accessing education in Southeast Asia
1.
2.
3.
4.
5.
6.
7.
8.

lack of available school building and classroom with all required facilities
shortage of teachers, especially in remote areas
uneven spread of populationlack of good textbooks and other learning materials
geographical locationstudent’s and parent’s low appreciation toward educationlevel of socio-economic condition of the familylack of budget for building more schools, classrooms, learning facilities
Quoted from: “Challenges in Education in Southeast Asia”, Sadiman (2004)

Education Landscape in Indonesia

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

11WEST JAVA PROVINCE, INDONESIATOTAL NUMBER OF TEACHERS IN WEST JAVA PROVINCE –SENIOR HIGH SCHOOL AND VOCATIONAL HIGH SCHOOL
60,00052,37050,00040,00035,93230,00020,00010,0000High SchoolVocational School

TOTAL NUMBER OF SCHOOLS IN WEST JAVA PROVINCE –SENIOR HIGH SCHOOL AND VOCATIONAL HIGH SCHOOL
35002926

3000

2500

20001633

150010005000High School

Vocational High School

Problems of West Java2013-2014

234,180• enrolment rate of students was verylow• disparity in school capacity• the low economic status of parentsor community• the remoteness of student
residence• social and geographical difficulties
to reach regular education services

247,067

students unable to continue
education to high school

2014-2015

Gross Enrollment Rate
DATA SMA/SMK IN WEST JAVA 2015-2016
Penduduk Usia : 2.489.800
Siswa SM: 1.682.119
Siswa SMK: 903.343(53%)
Siswa SMA: 778.776(47%)

APK SM KAB/KOTA SE JAWA BARATJUMLAH LEMBAGA SM SE JAWA BARATJENJANGPENDIDIKANNEGERISWASTA

TOTAL

SMA

467931

1.398

SMK

271

2.254

2.525

MA77949

1.026

JUMLAH

8154.134

4.949

DAYA TAMPUNG SM SEDERAJAT DANJUMLAH LULUSAN SMP/MTS SEDERAJAT SE JAWA BARATJENJANGPENDIDIKANDAYATAMPUNG SM
SEDERAJAT*SMA

167.628

SMK248.582

MA53.357

JUMLAH

469.567

LULUSANSMP/MTS
SEDERAJATSELISIH

297.696(LulusanSmp/Mts(data UN 2016) Sederajat YngTidakTertampung)

767.262*Daya tampung SM = Lulusan SM(data UN TA 2015-2016)

Proyeksi laju pertumbuhan penduduk Jawa Barat dengan adalah 1,9 %untuk tahun 2013-2018 (BPS) sebagai berikut

TAHUN
RERATA
NASIONAL
76.45%
Sumber: Disarikan dari Neraca Pendidikan Kemdikbud dan Data Statistika
Pendidikan Provinsi Jawa Barat

20152016
2017
2018

PROYEKSI PERTUMBUHANANAK USIA 16-18 TAHUN
2,518,153
2,565,998
2,615,008

2.666.262

SEAMEOSEAMOLEC
SEAMEO Regional Open Learning Centre

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 and finding
alternative solutions for sustainable humanresource development through thedissemination and effective use of open anddistance learning

SEAME0 MEMBER COUNTRIESMission:To assist SEAMEO Member Countries in identifying
educational problems and finding alternativesolutions for sustainable human resource
development through the dissemination andeffective use of ODLSEAMOLECCARESCollaboration
AccountabilityResponsiveness and Relevance
Effectiveness and Efficiency
SynergyCore Programs

Training
Research &Development
Consulting…in Open and Distance Learning

Information
Dissemination

SEAMOLEC and its ROLESThe Provision of Distance Learning Programme for West Java ProvinceProgramme Objectives
1. to improve access, quality, and relevance of secondary education
2. to support the achievement target of Universal Secondary Educationin Indonesia
3. to improve access to secondary education for the junior high school
graduates who are unable to continue their education due toeconomic, geographical, time, social and cultural constraints
4. to increase the enrolment number of secondary education in WestJava Province
5. to improve the quality and access of education through distanceeducation system in Indonesia, especially in West Java province
6. At a wider scope, this programme is expected to reduce unskilledlabor and improve their working skills and capabilities

Number of schools as ODL providers
513515510505500495492490
48548020172018

Number of schools as ODL providers in 2017
350

311

300
250
200

181

150
100500High School

Vocational HighSchool

Number of schools as ODL providers in 2018
350325300
250200188

150
100500High School

Vocational HighSchool

Number of Community Learning Centres
1360

1339

1340
1320
1300
1280
1260

1257

1240
1220
1200

TKBIndustry

Number of ODL students in West Java Province
35000

32304

30000
25000
20000
15000

11802

10000
5000
0

Highschool

Vocational School

Number of teachers and tutors involved in ODL
2500

2113
2000

1500

1000

954

500

0Teacher

Tutor

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2 Types of Distance Learning Implementation

REQUIREMENT for conventional digital learning
InternetComputer lab
SatelliteServer
Personal Computer

How aboutremote areas?

This isSIERRASEAMOLEC Innovation on Educational
Resources for Remote Area

SIERRA Specification :ü Can be accessed by 30 Students (default)ü Can distribute more than 60.000 Contents
ü Can be used as local serverü Use less resource powerü Replace electricity using power bank or solar cellü Can be used for exam try out withmore than 1.000 questions

Cost comparation beetween conventional computer labvs SIERRA Device
Main devices

Computer Lab40 personal computer

Sierra40 Smartphone/ tablet

cost@ 500 USD x40@100 USD x40

Setup

Networking
Cable Staging and Installation
configuration and setup

cost

500 USD

Other component
cost

Switch 2 pcs + electricity 1 Power Bank 10,000 mAh
month
400 USD + 200 USD@ 10 USD x 40

Accessing Digital Content

Internet Connection-cost

1,000 USD / year-

Total Cost

22, 100 USD

4,500 USD

100 USD

Learning Centres

Open High School and Learning Activity Units§ SMAN 2 Padalarang as a
Main School§ TKB (Learning activity unittempat kegiatan belajar)1
located on Situwangi
Kecamatan Cihampelas§ Distance beetween Main
Schools to TKB is 17 km.

Learning Centres

Flexible learning processHybrid-mode of ICT-based ODL••••••

Delivers its learning materials via three types ofblended mode:
1. face-to-face based
2. video conference based
3. web-based
ICT based is ranging from 30-79%
Face-to-face delivery is 30%
Allows students to study while not leaving theirwork
Communication between students and tutors is
carried through emails, mobile communication
application
Uses web-based learning resources

Learning Management System (LMS)
Called:SIAJAR (Sistem Informasi Pembelajaran Jarak Jauh/ Distance
Learning Information System)
Access: http://jass.disdik.jabarprov.go.id
Available features:
1. To create and manage courses
2. To evaluate students’ learning
3. To serve as communication forum
4. To track student attendance and performanceSIAJAR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 not continuing for
education, in amount of:2016 = 787.664
2017 = 691.218
2018 = 468.874

OUTCOME OF GROSS ENROLLMENT RATE
85.00%

81.25%
80.00%

75.00%

70.00%

72.35%
68.27%

65.00%

60.00%

2016

2017

2018

--- Period of the Implementation of of ODL ---LMS Users
7000

Teacher
17000

Student

1.700
learning object material

Until now the LMS has been
facilitating:• more than 7,000 accounts
for teachers, tutors, andclass administrators• more than 17,000 students’accounts• more than 1700 learning
object material as student
learning modules

Room for improvements• Need more socialization about this programme to society by involving more
stakeholders or local public figure• Needs sociological and anthropological perspectives to ensure decent andappropriate implementation of ODL• Need more support from business/industrial sectors to open opportunities forstudents to do trainings/internships• Local MOE Offices need to maximize recruitment process from the targeted
possible students• Opening vocational study programmes should match with local content/potential
and the need of local, national or regional industry• Need more infrastructure facilities to support the learning process, i.e: internetconnection• Need more trainings for teachers to update them with ICT literacyOpportunities
Programme replication to be implemented in:
1. other provinces of Indonesia, and
2. Southeast Asian countries and beyond

Reaching The Unreachable Making The
World into One World of Learning

UO
T
A
GIR
A

M
I
R
E
T

M
IA
Z
GOK
A

H
IASUSAUOYKNAHT