ELearning for Society: A Great Potential to Implement Education for All (EFA) Movement in Indonesia UNESCO has designed the education concept through the EFA movement; thus, the SDGs can be achieved optimally. This movement is expected to create quality education that can be reached by all people, mainly to whom live in villages far from big cities. The effort to equalize education must be supported by recent technology, especially since the penetration of technology into various fields had been introduced simultaneously. Elearning has many benefits, and it can support widescale learning. The elearning concept in Indonesia has been adopted through a digital platform, namely Massive Open Online Courses (MOOCs). There are various publications related to elearning application for formal education, while the discussion of elearning for nonformal education is still limited and has not much explored. Following are the results of this literature study (1) elearning is a digitalbased learning tool that has been implemented in most of the universities and higher educations; (2) elearning application for society cannot be realized because there are many problems (such as low technical skill of the society, so they have difficulty in accessing technology and the facilities support have not been distributed well. Hence it can not be reached massively by the society), resulting the technology utilization for training or counseling have not been implemented optimally yet; and (3) MOOCs are part of elearning that can be employed by everyone, not only for academics but also for the general public, providing various features like formal education.

Perspectives on Curriculum Inclusive MOOCs for Engineering Education: Reflection & Learning The world is moving towards new and innovative approaches for providing education to the students and enhance their learning. MOOC which stands for Massive Open Online Courses is one such approach which has been quite popular in the recent times and is believed to have high potential to improve the learning of the students drastically. Universities are moving towards adopting these MOOCs by implementing various models to merge these MOOCs in their curriculum. The paper highlights the implementation of new form of blended MOOCs that has been termed as Curriculum Inclusive MOOCs which was offered by a Private University in India to its students through their academic planning worksheet as proposed by the authors in the framework of ciMOOCs. Major focus of the study was the integration of MOOCs in curriculum of Universities. Comparative of the studentxe2x80x99s performance in ciMOOCs and conventional MOOCs was the objective of this study. To complete the study, ciMOOC was implemented in a private University in India by selecting a particular course in Computer Science discipline from National Program on Technology Enhanced Learning (NPTEL). As a result we were able to compare the performance of students in the ciMOOC with the performance of learners of that particular MOOC on the platform.