THE ICT- LITERATE HUMAN RESOURCE INDONESIA

©  DEPARTEMEN KOMUNIKASI DAN INFORMATIKA REPUBLIK INDONESIA, 2006 Halaman 1

THE STRATEGIC BLUE PRINT ON PLANNING AND DEVELOPING

THE ICT- LITERATE HUMAN RESOURCE IN INDONESIA

MINISTRY OF COMMUNICATION AND INFORMATION TECHNOLOGY THE REPUBLIC OF INDONESIA

Richardus Eko Indrajit - [email protected]

Version 1.0 – December 2006


Highlights of the Concepts

should we plan and develop our HR-ICT ? should we do properly and conduct it seriously ?

Why

characteristics of HR-ICT should we prepare and empower ? kind of programs are appropriate for our needs ?

What

the development of HR-ICT should be focused and undergone ? the target model should be well implemented ?

Where

the efforts should be scheduled and executed ? the national target in terms of HR-ICT development should be achieved ?

When

should responsible for the planning and development of HR-ICT ? should participate within the innitiatives and determine the success ?

Who

all initiatives can be effectively implemented within the existing condition ? to increase the success level of execution within the national level ?

How


Table of Content

The Challenge Ahead on Developing ICT-Literate HR 1

The Existing Profile on Developing ICT-Literate HR 2

The National Target on Developing ICT-Literate HR 3

The Architecture Model on Developing ICT-Literate HR 4

The Program Roadmap on Developing ICT Literate HR 5

The Governance Strategy on Developing ICT Literate HR 6

from International Perspective

from National Perspective

from Country Perspective

from Best-Practice Perspective

from Project Management Perspective

from Stakeholders Perspective


Chapter One

The Challenges Ahead on Developing ICT-Literate HR

from International Perspective


THE ICT LITERATE HUMAN RESOURCE IN INDONESIA




The HR and Technology

National Competitive Advantage

Quality of Human Resource

Advance of Knowledge and Competencies

Speed and Characteristics of Learning Model

Ability on Accessing and Managing Information as Source of Knowledge

Effective Use of Information and Communication

Technology

The effective use of ICT determines the quality of human resource developed to gain national competitive advantage …


The Learning Ecosystem Paradigm

reshaping Human Resource redefenine Learning

reinvent Institution reconceive Education

The ecosystem to increase human resource quality is emerged.

is institutionalised and systemised through formal and non formal

is delivered effectively through the existence of

is formed because of the intellectual asset

collection of

is performed by its quality of D

emand

Supply

ICT Value


HR-ICT Development Approach

Parallel approach should be taken into consideration in developing HR.

People Institution Environment


Visioning HR, Learning, and ICT

Implementing LIFE-LONG LEARNING concept to increase people’’s quality of life

Promoting ICT as the main enabler to implement LIFE-LONG LEARNING concept

Information and Communication Technology (ICT) is used as tool to meet the unmet learning process …

Vision

Mission

““To learn is to become capable of doing things that we were unable to do before…””


Scharffenberger’’s ““Three S’’s””

Technology can be brought to the SCHOOL OF LIFE to

SUSTAIN

what is already being done there

SUPPLEMENT

what is being done there

SUBVERT

what is done there

The impact of technology will depend on our being either CONSERVATIVE, or REFORMATIVE, or then REVOLUTIONARY

Technology induces change if accompanied by changes in ideas, in the way people view things …


Negroponte’’s Law

The introduction of technology into SCHOOL OF LIFE (e.g. education institutions) will probably be much more innovative and transformative in places where the present quality of the education is perceived as quite bad

Even for good institutions, the time to change is NOW and change must not be merely reformative: it needs to be truly transformative

(and that means: revolutionary)

Change has to be achieved first in the field of ideas, in people ““mindsets””.


ICT Roles in Life-Long Learning

align with individual life project (context)

promote active interaction

use modular approach material

enable just-in-time learning needs

increase practical competencies

match with unique personal learning style

Information and

Communication Technology


Life-Long Learning is for Everybody

Veterans Pre-1946

Baby Boomers 1946-1964

The Xers 1965-1981

Millenials 1982-beyond

Dominant

Influencing

Steady

Cautios

Generation Cohorts

Individual Type


The Stages on HR-ICT Literacy

PEOPLE Literacy

INFORMATION Literacy

INTERNET Literacy

COMPUTER Literacy

DIGITAL Literacy

ICT Literacy

ICT Literacy should be developed in several stages …


Stages in Building ICT-Literacy

““the ability to read and write”” (The United Nations, 2001)

People Literacy

““the ability to access, evaluate, and use information from multiple formats

– books, newspapers, videos, CD-ROMs, or the Web”” (Britanica Encyclopedia)

““the ability to use computer to satisfy personal needs””

(Rhodes, 1986)

““the collection of skills, knowledge, understanding, values, and relationships

that allow a person to function comfortably as a productive citizen

in a computer-oriented society”” (Watt, 1980)

Information Literacy

Computer Literacy


Stages in Building ICT-Literacy (continue)

““the ability to understand and use information from a variety of sources

when presented via digital devices”” (Gilster, 1997)

““the ability to understand how information is generated and

communicated in all formats through the creation of critical frameworks for the retrieval, organisation, evaluation, presentation, and use of information by using digital technology devices””

(Central European University)

““the ability to use theoretical and practical knowledge about the internet as a medium of communication and

information retrieval”” (Doyle, 1996)

Digital Literacy Internet Literacy

““a combination of intellectual capabilities, fundamental concepts, and contemporary skills that a person should posses in order to navigate and use information

and communication technology effectively”” (Young, 1999)

ICT Literacy


Definition of ICT-Literate HR

””Situations where both social interaction and collaboration as well as ICT has a fundamental role in learning and the acquiring of knowledge””

ICT-Literate HR = Fpeople (informationlit, computerlit, digitallit, internetlit)


Chapter Two

The Existing Profile on Developing ICT-Literate HR

from Indonesia Perspective






Indonesia Profile as Developing Country

  National Statistics –  The largest archipelago worldwide –  Population of 230 million –  National GDP of US$865 billion –  Annual economic growth of 6% –  Unbalanced regional development

  People Characteristics –  Almost equal balance of gender –  Labor force of 94 billion –  Farmer as majority occupation –  583 dialects across the country –  66% people in productive age –  Unbalanced community density

  Geographic Spread –  Over 18,000 islands –  Almost 2 million km2

–  Coastline length of 55,000 km –  33 provinces –  440 districts –  5,263 municipalities –  62,806 villages

  Government Agencies –  20 Departments –  15 Ministries –  26 Non-Departmental Bodies –  5 High Institutions

Source: Badan Pusat Statistik, 2006

The country profile create huge opportunities and challenges at the same time …


Indonesian HR Profile in a Glimpse

  School enrollment ratio –  7-12 year old (95.26%) –  13-15 year old (82.09%) –  16-18 year old (51.85%)

  Unemployment rate –  Open (11.24%) –  Under (27.3%)

  Poverty –  National (35%, BPS) –  International (50%, Worldbank)

  Human Development Index –  108 in 2006 (World Bank)

  Education –  # of schools (>> 250,000) –  # of students (>> 40 million) –  # of teachers (>> 4 million) –  National expenditure (<<20%)

  Other Statistics –  Population growth (1.6%) –  Life expetancy (66 year old)

Source: Badan Pusat Statistik, 2006

The quality of HR is perceived to be bad creating a non competitive situation in facing globalisation …


Issues in Developing Country

Since the majority of the world population had remained untouched by the ICT revolution, concern was expressed that the huge potential of ICT for advancing

development of the developing economies has not been fully captured, thus manifesting the DIGITAL DIVIDE

For bridging the digital divide, it is imperative to put ICT firmly in the service of development, for which urgent and concerted action at the national, regional

and international levels is required

It is everybody’’s job in the world to bridge the digital gap encountered.


Digital Gap Definition

INEQUALITY in the ICT network infrastructure and distribution of the ICT knowledge, skills and resources necessary to access online services and

information among different sections of a modern society

Digital Gap

Communication infrastructure, computer availability, Internet access and availability of alternative access, e.g. through cable, satellite and digital TVs are

Basic to the issue at the country level, and, availability of content in the local language is an important factor too

The digital divide among households appears to mainly depend on two factors, viz. INCOME and EDUCATION; higher the incomes and the level of education,

it is more likely that more number of individuals will have access to ICTs

HR-ICT strategy should be developed within the educational system.


Indonesian ICT Market Segment

Hardware

Software

Services

consulting

implementation

support and services

operations management

training

application solutions

application tools

system infrastructure

servers

personal computers

data communication

peripherals

HR-ICTs become the main player in every industry segment determining the growth performance of such technology sector …

Source: International Data Center, 2006


Indonesia ICT Market Growth


$793$947

$1,085 $1,177$1,300

$1,460$1,620

$1,801$2,038

$2,312

$118

$140$166

$145$158

$176

$196

$217

$240

$270

$133

$145

$179$198

$215

$239

$272

$313

$361

$417

$-

$500

$1,000

$1,500

$2,000

$2,500

$3,000

$3,500

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Hardware Software Services


ICT Contribution to National GDP

ICT contribution to national GDP still the lowest among other countries…



ICT Indicators Comparison



ICT Infrastructure Profile


INDONESIA INDIA CHINA MALAYSIA SINGAPORE

POPULATION (,000) 230,390 1,110,396 1,315,209 26,396 4,323

INTERNET USERS (,000) 12,000 28,809 137,138 11,392 2,682

INTERNET USERS (PER 100 PEOPLE) 5 3 10 45 62

PHONE CONNECTIONS 14,295 51,273 408,624 4,431 1,849

PHONE CONNECTIONS (PER 100 PEOPLE) 6 5 31 17 43

CELLULAR PHONES 58,770 78,615 433,209 4,431 1,849

CELLULAR PHONES (PER 100 PEOPLE) 26 7 33 75 95


ICT PC Hardware Market

Source: Gartner and International Data Center, 2006


ICT Software Developers Population



ICT Development Stage

Key Indicators

  # Local SW Companies   # Prof Developers   PC Penetration   Piracy Rate   IT Spend/GDP


ICT Growth within the Nation

The growth of ICT industry is among the highest within regional …



Chapter Three

The National Target on Developing ICT-Literate HR

from Country Perspective






National WSIS Target and Digital Gap

to connect universities, colleges, secondary schools and primary schools with ICTs

to connect scientific and research centers with ICTs

to adapt all primary and secondary school curricula to meet the challenges of the Information Society,

taking into account national circumstances

1

2

3

The strategy should be developed to ensure that more than half the nation’’s inhabitants have access to ICTs within their reach.

Source: WSIS Declaration, Geneve 2003


Types of HR-ICT

HR-ICT

ICT Workers or ICT Professionals

PROFESSION-BASED INDIVIDUAL

ICT-Enabled Workers or ICT Users

COMPETENCIES-BASED INDIVIDUAL

Source: The United Nations


The Two Domain Relationship

ICT WORKER or PROFESSIONALS

ICT-ENABLED WORKER or USERS

ICT

-Pro

fess

ion

al C

omp

eten

cies

an

d S

kill

s

ICT-Literate HR Maturity

HR-ICT PROFESSION TAXONOMY

HR-ICT COMPETENCIES

TAXONOMY

HR-ICT = Fpeople (ICT Workerprovision, ICT-Enabled Workerprovision)


The Distribution of HR-ICT

Internal Needs

External Needs

Outbound (Export)

Inbound (Import)


ICT Worker Taxonomy

Executives

Managers

Supervisors Assistant Managers

Administrators

Staffs - Coordinators Operators – Specialists

Technicians - Clerks

10 professions

74 professions

33 professions

84 professions

Source: Internet and Information Technology Position Descriptions HandiGuide, 2006 Edition


ICT Worker: Executives

Security Officer

Technology Officer

Information Officer

Knowledge Officer

Administration Consulting Services

Human Resources

Information Services

Strategy and Architecture

Technical Services

Chief

Vice President


ICT Worker: Manager

IT Management and Control

IT Planning

IT Deployment

IT Infrastructure

Electronic Commerce

Information Technology

Technical Services

Telecom. Services Systems Systems and

Programming

Production Services and Data Center

Standards Compliance

Availability and Automated Operations

Change Control Application Development

Application Technology

Accounting for IT

Administration and Facilities

Customer Service Customer Service Center

Contracts and Pricing Controller Competitive

Intelligence Computer

Operations

Data Warehouse Database Data Communications Data Security Customer Site

Support

Data and Systems

Engineering

Help Desk Support

Information Architecture

Enterprise Architecture

Facility and Equipment

Support

Disaster Recovery

Disaster Recovery and Business

Continuity

Dir

ecto

r M

anag

er


ICT Worker: Manager (continue)

Microcomputer Technology

Network and Computing

Services

Media Library Support Metrics Internet and

Intranet Activities Internet Systems

Output Processing Outsourcing

Operating Systems

Production

Operations Support Network Services Office Automation

Applications

Production Support

Property Management Point of Sale Production

Services

Personal Computing and Auto. Support

Planning and Integration

Services

Site and Shift Operations Site Management Security and

Workstations Service Level

Reporting Quality Control Re-engineering

Man

ager

Systems and Programming

Technical Services Store Systems Systems Software Site Software and

Device Services Software

Engineering

Transaction Processing

Telephone and Wireless Services

Training and Documentation

Telecom. Installation

and Maintenance

Wireless Systems Voice and Data Communications

Voice and Wireless

Communications User Support


ICT Worker: Supervisor

Computer Operations

Asst. Supervisor

Computer Operations

Shift Manager

Communications Administrator

Computer Operations

Asst. Manager

Capacity Planning Supervisor

Change Control Supervisor

Network Services

Supervisor

Procurement Administrator

Information Center

Manager

Microcomputer Support

Supervisor

Disaster Rcvry. & Special Projects

Supervisor

Hardware Installation Supervisor

Project Manager Network

Technical Servcs.

Project Manager Systems

Project Manager Distributed

Systems

Project Manager Implementation

Deployment

Production Services

Supervisor

Project Manager

Applications

System Administrator

Linux


Windows



Lead Supervisor POS Supervisor POS

Training

Su

per

viso

r –

Ass

ista

nt

Man

ager

- A

dm

inis

trat

or

Word Processing Supervisor

Voice Communications

Manager Webmaster

Data Entry Supervisor

Database Administrator

Customer Service Supervisor

Data Communications

Asst. Manager

Computer Operations

Shift Supervisor

Customer Service Coordinator Lead


ICT Worker: Staff

Hardware Installation Coordinator

Help Desk Analyst

E-Commerce Specialist

Forms and Graphics Designer

Database Specialist

Disaster Recovery Coordinator

Librarian Maintenance

Contract Administrator

IT Planning Analyst

LAN Applications Support Analyst

Internet Developer

Internet and Intranet

Administrator

Network Engineer

Network Security Analyst

Network Control Analyst

Assistant

Network Control Analyst Media Librarian

Metrics Measurement

Analyst

Object Programmer

Object Programmer

Senior

Network Technician

Network Specialist

Senior

Network Services Administrator

Network Specialist

Accounting Analyst Business Analyst Account

Representative Accountant 4th GL Specialist 4th GL Specialist Senior

Computer Operator

Junior

Computer Operator

Competitive Intelligence

Analyst

Computer Equip. and Network

Analyst

Business Services Analyst

Change Control Analyst

Data Entry Clerk Data Security Administrator Data Analyst

Data Center Facility

Administrator

Computer Operator Lead

Customer Service Coordinator

Sta

ff –

Coo

rdin

ater

– O

per

ator

etc

.


ICT Worker: Staff (continue)

Systems Analyst Senior

Systems Programmer

Software Engineer Systems Analyst Programmer

Senior

Quality Measurement

Analyst

Technical Services

Specialist

Technical Specialist

Systems Support Specialist

Senior Tape Librarian

Systems Programmer

Senior

Systems Support Specialist


Coordinator


Specialist

Linux Programmer

Linux Programmer

Senior

Technical Specialist

Senior

Telecom. Technician

Word Processing Operator

Word Processing Lead Operator

Web Site Designer

Wireless Coordinator

Voice Wireless Communications

Coordinator Web Analyst

Personal Computer Specialist

Planning Integrt. and Control

Administrator

Operations Analyst Senior

Operations Training

Coordinator

On-Line Transaction

Processing Analst.

Operations Analyst

Procurement Assistant

Procurement Coordinator

POS Senior Coordinator Print Operator POS Coordinator POS Hardware

Coordinator

Programmer Assistant Programmer

Production Control

Specialist

Programmer/ Analyst

Production Control Analyst

Production Control

Analyst Senior

Sta

ff –

Coo

rdin

ater

– O

per

ator

etc

.


ICT-Enabled Worker Taxonomy

Core Competencies

Special Skills

2 class of competencies

5 class of skills


ICT-Enabled Worker: Core Competencies

Personal Computer(s) and Digital Peripherals Operations

Network-Based Operating System Facilities Utilisation

Managing File

Connecting Device

Troubleshooting Error

Maintaining Technology

Operating Features

Personal Computer PDA Smart

Phone

Printer Scanner Modem

Hard Drive Memory


ICT-Enabled Worker: Special Skills

Information Management

Gathering

Storing

Organising

Selecting

Accessing

Synthesising

Transfering

Distributing

Communication Media

Asynchronus 1-1 (e.g. email)

Asynchronus 1-M (e.g. newsgroup)

Asynchronus M-1 (e.g. website)

Asynchronus M-M (e.g. mailing list)

Synchronus 1-1 (e.g. chatting)

Synchronus 1-M (e.g. teleconference)

Synchronus M-1 (e.g. telereporting)

Synchronus M-M (e.g. IRC)

Productivity Tools

Word Processor

Spreadsheet

Presentation

Database

Image Processor

Internet Browser

Publication

Personal Assistance

Cyber Discourse

e-Marketing

e-Advertisement

e-Publication

e-Journalism

e-Public Relations

e-Broadcasting

e-Telephony

e-CRM

Various Applications

Application #1

Application #2

Application #3

Application #4

Application #5

Application #6

Application #N

. . .


WSIS Target on ICT-HR

0-5 years old INFANCY AGE

5-17 years old SCHOOL AGE

15-64 years old PRODUCTIVE AGE

65-up years old SENIOR AGE

PRE-SCHOOL PRIMARY SCHOOL

SECONDARY SCHOOL

HIGH SCHOOL

IND

UST

RY

COLLEGE AND UNIVERSITIES

GOVERNMENT SECTOR

BIG COMPANIES

SMALL AND MEDIUM ENTERPRISES

COMMUNITIES AND ORGANISATION

INDIVIDUALS AND CONSUMERS

COLLEGE AND UNIVERSITIES

GOVERNMENT SECTOR

BIG COMPANIES

SMALL AND MEDIUM ENTERPRISES

COMMUNITIES AND ORGANISATION

INDIVIDUALS AND CONSUMERS

IND

UST

RY

65.8% 28.8% 5.4%

By year 2015, 50% of national inhabitants should become ICT-Literate people.


The Target Gap in Number

0

50,000,000

100,000,000

150,000,000

200,000,000

250,000,000

300,000,000

2000

2002

2004

2006

2008

2010

2012

2014

Total Population [1]

Total Internet Users [2] WSIS Target

Total Internet Users [2] No Target


Scenario Matrix to Fill the Gap

Target Audience

by Sector Domain

Minimum Gap in 2015

Maximum Gap in 2015

Average Gap in 2015

0-14 year old (PRE and K12

SCHOOLS)

24,67 million 74,70 million 49,69 million

15-64 year old (INDUSTRY and GOVERNMENT)


>64 year old (ORGANISATION

and CONSUMERS)


Approximately 165 million people should be educated nationwide in 10 years.


Chapter Four

The Architecture Model on Developing ICT-Literate HR

from Best-Practice Perspective






The Demand vs. Supply of Learning Activities

reshaping Human Resource

redefenine Learning

reinvent Institution

reconceive Education

The Wheel of HR Competencies as Demand Oriented Requirements

The Eight Pillars of ICT Excellence as Supply Oriented Capabilities


The Wheel of HR Competencies

Source: Robert W. Eichinger and Michael M. Lombardo

HR

Organisation Skills

Courage

Individual Excellence

Strategic Skills

Operating Skills

Results


Change in Learning Process

teacher-centered instruction

single-sense stimulation

single-path progression

single media

isolated work

information delivery

passive learning

factual

knowledge-based

reactive response

isolated

artificial context

student-centered instruction

multisensory stimulation

multipath progression

multimedia

collaborative work

information exchange

active/inquiry-based learning

critical thinking

informed decision making

proactive and planned action

authentic

From… To…

real-world context


Change in Learning Institution

studying once a life

ivory towers

single-mode institutions

broad scope institutions

isolated institutions

single-unit curricula

broad basic studies

curricula-oriented degrees

term-oriented learning

linear curricula

content-based learning

supply-oriented programs

life-long learning

competitive markets

multiple-mode institutions

profiled institutions

cooperating institutions

inter-unit curricula

just-in-time basic studies

knowledge certificates

learning on demand

learning spaces

competencies-based learning

From… To…

demand-oriented programs


The 8 Pillars of ICT Excellence

Learning Infrastructure and Superstructure

Integrated Learning Administration and Resource Management System

Learning Performance Analysis Tool

Knowledge Source and

Repositories

Delivery Support Devices

Transformative

Enablers

Agent Capabilities

Center of Excellence

1 2 3 4

5

6

7

8

Ap

pli

cati

ons

Fac

ilit

ies

Inst

itu

tion


ICT Role #1: Knowledge Source

Knowledge is dynamically growing so fast.

Update the scholars with state-of-the-art knowledge.

Great teachers are everywhere around the world.

Learn from the masters through modern communication models.

Books and references are continually updated.

Download the sources periodically at the most affordable way.

Innovations require group-base thinking.

Connect with the community of interests.

Learning consumes too much time to acquire knowledge.

Undergo LOD (Learning-On-Demand) mode in a very fast and

entertaining way.

Driving Principles ICT Values


ICT Role #1: Knowledge Source (continue)

  Cyber Net Exploration – how knowledge can be found, accessed, organized, disseminated, and distributed through the internet;

  Knowledge Management – how knowledge in many forms (e.g. tacit and explicit) can be shared through various approaches;

  Community of Interests Groupware – how community of lecturers, professors, students, researchers, management, and practitioners can do collaboration, cooperation, and communication through meeting in cyber world;

  Institution Network – how school can be a part of and access a network where

its members are education institutions for various learning-based activities;

  Dynamic Content Management – how data or content are dynamically managed, maintained, and preserved;

  Standard Benchmarking and Best Practices – how school can analyze themselves by comparing their knowledge-based acquisition with other education institutions worldwide and learning from their success; and

  Intelligence System – how various scholars can have the information regarding the latest knowledge they need without having to search it in advance.


ICT Role #2: Delivery Support

Knowledge delivery should consider the use of real world context.

Simulate the real world situation and bring it into the class.

The more the illustrations are being given, the faster the process of knowledge acquisition.

Develop multimedia presentations to create astounding animations.

The students are expected to explore more of what they already know independently.

Offer various CBT software for conducting ““what-if”” scenarios.

The acquisition of knowledge are coming from the interaction among students and teachers.

Use digital-based communication commonly known by many people.

Ratio between the number of teachers and students really makes difference

on facilitation process.

Leverage the technology applications to mimic one-to-one relationship.



ICT Role #2: Delivery Support (continue)

  Event Imitation – using technology to create animation of events or other learning subjects representing real life situation;

  Case Simulation - enabling teachers and students to study and to perform ““what if”” condition in many cases simulation;

  Multimedia Presentation – mixing various format of texts, graphics, audio, and video to represent many learning objects;

  Computer-Based Training (CBT) – technology module that can help students to conduct independent study;

  Student Learning Tools – a set of programs to help students preparing and storing their notes, presentation, research works, and other learning related stuffs;

  Course Management – an application that integrates all course related activities such as attendees management, materials deliverable, discussion forum, mailing list, assignments, etc.

  Workgroup Learning System – a program that can facilitate teachers and students group-based collaboration, communication, and cooperation;


ICT Role #2: Delivery Support (continue)

  Three-Party Intranet – a network that links teachers, students, and parents as main stakeholders of education;

  Examination Module – a special unit that can be used to form various type of test models for learning evaluation purposes;

  Performance Management System – software that can help teacher in managing student individual learning records and tracks for analyzing his/her specific study performance;

  Interactive Smart Book – tablet PC or PDA-based device that is used as intelligent book;

  Electronic Board – a state-of-the-art board that acts as user interface to exchange the traditional blackboard and whiteboard; and

  Blogger – a software module that can help the teacher keep track of student progress through their daily experience and notes written in the digital format.


ICT Role #3: Transformative Enabler

In learning, ““the sky is the limit”” philosophy should be emphasised.

Allow a 24/7 learning activities in an anywhere, anytime, and anyhow mode.

The number and quality of library and laboratory have positive and significant

impact on education.

Access a great number of e-library and e-laboratory provided within the internet.

Limited physical resources shall not become the burden of delivering good education.

Implement virtual class and e-learning system through distance educational

learning mode.

Strategic resources and product(s)/ service(s) should be improved

in number and quality. Join an inter-educational institution network.

Managing IPRs are considered as a very expensive effort.

Share and collaborate with the IPR owners in various arrangements.



ICT Role #3: Transformative Enabler (continue)

  Virtual Library - A library which has no physical existence, being constructed solely in electronic form or on paper;

  E-learning Class - any learning that utilizes a network (LAN, WAN or Internet) for delivery, interaction, or facilitation without the existence of physical class;

  Expert System - computer with 'built-in' expertise, which, used by a non-expert in an education area as an exchange of a teacher or other professional in particular field (expert);

  Mobile School – a device that can be used to process all transactions or activities related to student-school relationships (e.g. course schedule, assignment submission, grade announcement, etc.);

  Digital-Based Laboratory – a laboratory consists of computers and other digital

devices directly linked to many network (e.g. intranet, internet, and extranet) that can be freely used by teachers or students for their various important activities; and

  War Room Lab - a room or building that occupied by a good number of computers

to be used for scientific testing, experiments or research through diverse digital simulation system.


ICT Role #4: Agent Capabilities

Every stakeholder should have competencies, skills, and passion in using technology for education.

Increase the e-literacy level of stakeholder in a gradual-based mode.

““Information is the raw materials of knowledge paradigm”” should be

well understood by teachers.

Help the teachers to exchange information among scholars all over the world.

Share of knowledge within the archipelago continent of Indonesia is a must-to-do activity.

Offer high speed yet affordable communication lines.

““Learning how to learn”” is for the students, teachers, and other stakeholders.

Provide with easy to use devices that make learning process entertaining and enjoyable.

Learning is a process of a lifetime and belongs to everybody.

Enable the activities required by people who are willing to learn.



ICT Role #4: Agent Capabilities (continue)

  Word Processing - witting software that allows the computer to resemble a typewriter for the purpose of creating reports, making assignments, etc.;

  Spreadsheet - type of program used to perform various calculations, especially popular for mathematic, physics, statistics, and other related fields;

  Presentation Tool – a software to be used for creating graphical and multimedia based illustration for presenting knowledge to the audience;

  Database - a collection of information that has been systematically organized for easy access and analysis in digital format;

  Electronic Mail - text messages sent through a computer network to a specified individual or group that can also carry attached files;

  Mailing List - a group of e-mail addresses that are used for easy and fast distribution of information to multiple e-mail addresses simultaneously;

  Browser - software used to view and interact with resources available on the internet;

  Publisher – an application to help people in creating brochures, banners, invitation cards, etc.;


ICT Role #4: Agent Capabilities (continue)

  Private Organiser - a software module that can serve as a diary or a personal Database or a telephone or an alarm clock etc.;

  Navigation System – an interface that acts as basic operation system that is used to control all computer files and resources;

  Multimedia Animation Software - system that supports the interactive use of text, audio, still images, video, and graphics;

  Website Development– a tool that can be used to develop content easily;

  Programming Language – a simple yet effective programming language to help people in developing small application module;

  Document Management – a software that can be used in creating, categorizing, managing, and storing electronic documents;

  Chatting Tool – an application that can be utilized by two or more individuals connected to Internet in having real-time text-based conversations by typing messages into their computer; and

  Project Management - an application software to help people in planning, executing, and controlling event based activities.


ICT Role #5: Performance Tool

Every individual has its own talents and characteristics in learning.

Allow teachers and parents (sponsors) to keep track on individual learning development in a very effective way.

Teachers should improve their competencies and skills in various field of study.

Help the management to monitor teachers performance in a timely basis.

Resources are limited, the effective management of such assets should be in place.

Support the executives and managers with tools to govern institution assets

and resources.

Institution should grow from time to time in terms of its scope and quality.

Provide management with institution performance dashboards system.

Government should have the knowledge about education institution profiles.

Ease the government in monitoring and supporting all education institutions.



ICT Role #5: Performance Tool (continue)

  Executive Information System - a computer-based system intended to facilitate and support the information and decision making needs of senior executives by providing easy access to both internal and external information relevant to meeting the strategic goals of the school;

  Decision Support System - an application primarily used to consolidate, summarize, or transform transaction data to support analytical reporting and trend analysis;

  Management Information System - an information collection and analysis system, usually computerized, that facilitates access to program and participant information to answer daily needs of management, teachers, lecturers, or even parents; and

  Transactional Information System – a reporting and querying system to support managers and supervisors in providing valuable information regarding daily operational activities such as office needs inventory, student attendance, payment received, etc.


ICT Role #6: Resource Mngt. System

Each individual needs unstoppable learning support everyday.

Manage all individual needs through cyberspace in a 24/7 mode.

Interactive interaction and transaction among all education stakeholders require strong

back office management.

Perform asynchronous processes and activities to serve all education stakeholders.

Quality of services in managing education administration should be improved gradually.

Leverage assets and resources for increasing institution efficiency.

People are the most valuable yet limited resources in the institution.

Assign the human resources in the best optimum possibility.

Inter-organisational educational system emerges to exist.

Enable cross administration system among different institutions.



ICT Role #6: Resource Mngt. System (continue)

  Student Management System – a program that records and integrates all student learning activities ranging from their detail grades to the specific daily progresses;

  Lecturer Management System – a module that helps the school in managing all lecturer records and affairs;

  Facilities Management System – a unit that manages various facilities and physical assets used for education purposes (e.g. classes, laboratories, libraries, and rooms), such as their schedules, allocations, status, etc.);

  Courses Management System – a system that handles curriculum management and courses portfolio where all of the teachers, students, and facilities interact;

  Back-Office System – a system that takes care all of documents and procedures related to school’’s records;

  Human Resource System – a system that deals with individual-related functions and processes;

  Finance and Accounting System – a system that takes charge of financial

management records; and

  Procurement System – a system that tackles the daily purchasing processes.


ICT Role #7: Infrastructure

Today’’s books are stored in the digital format. Enable keeping the knowledge resources in multi-storing devices.

Students and lecturers are more active and very mobile.

Use range of digital products as learning devices.

Learning should be done from any place at anytime with anyhow mechanism.

Provide broadband infrastructure to enable multimedia presentation of communication.

Physical geographical differences should not be the constraints of learning.

Install affordable network for better richness and reachness.

““The network is the school”” paradigm should be well introduced as new concept.

Gain competitive advantage for the new learners over the others.



ICT Role #7: Infrastructure (continue)

  Transmission Media – the physical infrastructure that enables digital data to be transferred from one place to another;

  Network and Data Communication – the collection of devices that manage data

traffic in one or more network topology system(s);

  Operating System – the core software to run computers (digital devices);

  Computers – the digital-based processing devices that can execute many tasks as programmed;

  Digital Devices – computer-like gadgets that can have a portion of capability

as computers;

  Programming Language – a type of instructions set that can be structured to perform special task run by computers;

  Database Management – a collection of digital files storing various data/information;

  Applications Portfolio – a set of software that have various functions and roles; and

  Distributed Access Channels – special devices that can be used by users to access any of the eight components mentioned.


ICT Role #8: Center of Excellence

All people should have an access to any educational institution node.

Enable every individual in the country to attach and to access any

educational institution.

Education should be able to produce innovations for the betterness of the society.

Support all inventor candidates with resources they need regardless

their limitation.

““Long life learning”” paradigm should be implemented in the society.

Provide the society with 24/7 learning-enabled activities.

Knowledge-based society is the ultimate targeted profile of the humanitarian.

Become the center of community gathering to acquire knowledge.

Quality education should be provided to all people regarding their economy status.

Ensure the benefits gained from the economic of scale phenomena.



ICT Role #8: Center of Excellence (continue)

  Internet Access – ability to connect the center of excellence to the cyberworld;

  Applications Portfolio – spectrum of education-based software that can be shared by the center’’s partners;

  Database Jukebox – collection of knowledge content that can be accessed by related parties;

  Open Network – standard infrastructure that is easily be connected to other individual, private, or public networks; and

  IT Governance – structure of processes and their relationships to enable the implementation of community-based sharable IT resources.


The Phases on Developing Institution

Phase One Prepare

Phase Two Deliver

Phase Three Excel

Phase Four Share


Chapter Five

The Program Roadmap on Developing ICT-Literate HR

from Project Management Perspective






Attaching to the Context of Life

People Institution

Environment


Four Domains in The Golden Triangle

Government

Industry Education

Community

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Short Term Medium Term Long Term


Target Audience: Government

Project

Code

Short Term (Year 2007) Medium Term

(2008-2009)

Long Term

(2010-2015)

Training and Workshop

GTW1

GTW2

GTW3

GTW4

Research and Development

GRD1

GRD2

GRD3

GRD4

Empowering District Government CIOs

Introducing Knowledge Management Concept within Government Institution

Revitalising E-Government Initiatives

Improving Public Services Excellence Human-ICT Interaction

Conducting Study on Civil Servants ICT Readiness

Mapping ICT-HR Government Set of Competencies and Skills

Defining National Standard Competencies for Civil Servants

Studying on the Readiness Level for Knowledge-Based Society


Target Audience: Government (continue)

Project

Code


(2008-2009)

Long Term

(2010-2015)

Construction and Implementation

GCI1

GCI2

GCI3

GCI4

Advisory and Consultancy

GAC1

GAC2

GAC3

GAC4

Empowering Government ICT Centers within the Nation

Increasing HR Capabilities through Knowledge Sharing

Develop E-Government Learning Gateway

Conducting IT Governance Audit

Coordinating Range of HR-ICT Development Initiatives within the National Government Framework

Developing Concept for National ICT-Learning Nexus

Forming National Agency for e-Government Initiatives Reform

Developing Knowledge-Based Society Concept for Public Sector


Target Audience: Education

Project

Code


(2008-2009)

Long Term

(2010-2015)


ETW1

ETW2

ETW3

ETW4


ERD1

ERD2

ERD3

ERD4

Empowering Teachers and School Management with ICT Knowledge

Conducting Special Program for ICT-Center Owners and Managers

Transfering Knowledge and Skills on Developing ICT Contents for Learning

Partnering with Local Training Providers to Conduct Contiuous Improvement

Measuring School Maturity on using ICT within the Nation

Assessing Existing Environment Readiness in Implementing E-Education System

Educational Institution Needs to Execute E-Learning Concept

Developing ICT Blue Print for Education Institution


Target Audience: Education (continue)

Project

Code


(2008-2009)

Long Term

(2010-2015)


ECI1

ECI2

ECI3

ECI4


EAC1

EAC2

EAC3

EAC4

Selecting Education Institutions as National COE

Equipping Selected COEs with Learning Technologies

Implementing National E-Learning System

Constructing and Testing National E-Learning Gateway

Developing National Standards on Professions and Competencies

Preparing Contents and Materials for National Education System

Developing Full Concept of E-Education and E-Learning

Connecting All Schools and Learning Institutions


Target Audience: Industry

Project

Code


(2008-2009)

Long Term

(2010-2015)


ITW1

ITW2

ITW3

ITW4


IRD1

IRD2

IRD3

IRD4

Introducing National ICT-HR Architecture to the Private Sectors

Managing the Shared-Services ICT Center

Developing CBT Collections for ICT Professions

Integrating and Connecting ICT Learning Gateway

Studying Industry Requirements of ICT-Literate People

Developing Framework for Link-and-Match Program

Assessing the Industry Readiness to Implement Shared-Services Infrastructure

Analysing Industry Needs for Knowledge Society


Target Audience: Industry (continue)

Project

Code


(2008-2009)

Long Term

(2010-2015)


ICI1

ICI2

ICI3

ICI4


IAC1

IAC2

IAC3

IAC4

Developing IT Incubators Center

Introducing ICT Professional Certification Agencies

Promoting ICT Center for Professional Development

Developing Shared-Services National Learning Nexus

Developing ICT Career Development Plan

Empowering SMEs through ICT Implementation

Forming National Task Force for ICT-HR Development

Advising Center of Business Developments in Implementing ICT


Target Audience: Community

Project

Code


(2008-2009)

Long Term

(2010-2015)


CTW1

CTW2

CTW3

CTW4


CRD1

CRD2

CRD3

CRD4

Conducting Roadshow for Transfering ICT Knowledge to Community of Interests

Empowering Community COE People in Using ICT

Conducting TOT for Local Leaders and Players in ICT Industry

Increasing People Literacy on ICT through Special Training Programs

Analysing Communities Needs and Requirements w.r.t. ICT Capabilities

Mapping ICT Skills Level of Community of Interests

Measuring Qualitative and Quantitative Gap on HR-ICT Competencies

Studying and Developing National Framework for Human Capacity Building


Target Audience: Community (continue)

Project

Code


(2008-2009)

Long Term

(2010-2015)


CCI1

CCI2

CCI3

CCI4


CAC1

CAC2

CAC3

CAC4

Empowering ICT Community Center

Supervising ICT Centers with Strategy to Guarantee Sustainability

Constructing e-Communities National Technology Infrastructure

Promoting the Concept of Knowledge-Based Communities

Connecting the Network of ICT Community Centers

Developing Strategy to Replicate the Successful Communities-Based ICT Initiatives

Assist Multiple Parties in the Efforts to Build ICT Community Centers

Benchmarking the Performances of Various ICT Center Models


Chapter Six

The Governance Strategy on Developing ICT-Literate HR

from Stakeholders Perspective






GTW1 Project

Empowering District Government CIOs

Issues Objective

  There is no person in district government who has a function as real Chief Information Officer (CIO)   The highest authority related to the ICT implementation is in the

hand of people who have never been trained to think strategically with respect to ICT roles within the government organisation   Acquisition of knowledge related to how ICT should be managed

has never been in the priority of district government leaders

  To prepare and to equip senior leaders within district government with appropriate knowledge and competencies of world class Chief Information Officers, so that they can plan, develop, execute, and monitor the ICT projects required by the region for the purpose of increasing public services quality and performance.

Value

  Producing a good number of change agents within the district government who has enough knowledge and competencies to manage ICT plan and implementation in such a way that the initiatives are bringing significant value to the public at large.   Equipping the CIO candidates with some necessary knowledge, competencies, and skills related to ICT management for the purpose of

promoting and executing good ICT governance concept within the government agencies.   Ensuring that any decision made by ICT executives with respects to ICT implementation is aligned with organisation vision, mission, and

strategy.


National Web of Learning Nexus

The challenge is to build a national learning nexus for all people …


Public Private Partnership Requirement

Limited resources post crisis should be well allocated to cover nationwide needs.

Most of the problems lie upon building effective strategy to handle scalability and sustainability.

To achieve significant impacts, revolutionary yet fundamental approch should be taken.

Workable governance and business model should be established to satisfy multiple stakeholders.

PUBLIC PRIVATE

PARTNERSHIP


Replication Mode within the Nation

Connect the COE to form the National

Learning Nexus Gateway

Build or Choose Center of Excellence

Entity to be used as Neuron Model

Connect to the Next Level Institutions as the Downstreamers

Use both Physical and Logical Clusters as the Learning Web

S C A L A B I L I T Y

UTILITY SHARED

SERVICES MODEL

S U S T A I N A B I L I T Y

2 1

2 3


Cluster

Process Illustration

COE

COE

Dow

nstream

ing

Cluster

4

1

2

3

1

2

2

3


Characteristics of Utility Model

Consist full array of learning contents and materials; 2

Provide complete range of learning tools, devices, features and capabilities; 1

Operating within a shared-services environment; 4

Invested by private sectors within the educational industry that meet certain standards; 3

Adopt pay-per-use mechanism as main business model; 6

Consist of modular technology that can be easily tailored to the personal needs; 5

Offered widely to any individual or learning entities on demand mode. 8

Governed by self-regulated agency accredited by national government; and 7


PPP Mechanism Model

The Learning Nexus

COE

COE

COE

COE

COE

COE

Government

Private Sectors

Cluster

Cluster

Cluster

b invest

d pay per use

c built and shared

d pay per use

d pay per use

a subsidise

e return investment

f pay tax


Start with the Existing COE Candidates

EDUCATION

GOVERNMENT

INDUSTRY

COMMUNITIES

Community Access Point

National ICT

Center

District Tele

Center

Vocational School

OSOL Center

Campus Learning Gateway

Training Center Warnet Business

Incubator

Community Development

Center

Interest Group Center

Mobile ICT

Center


Roadmap: Government

2007 2008-2009 2010-2015

Sh

ort

Med

ium

L

ong

33 centers

440 centers

5,263 centers


Roadmap: Education

2007 2008-2009 2010-2015

Sh

ort

Med

ium

L

ong

250 centers

2,500 centers

25,000 centers


Roadmap: Industry

2007 2008-2009 2010-2015

Sh

ort

Med

ium

L

ong

330 centers

3,300 centers

33,000 centers


Roadmap: Communities

2007 2008-2009 2010-2015

Sh

ort

Med

ium

L

ong

99 centers

990 centers

9,900 centers


Existing Learning Centers Condition

Poor Rich

LOW INCOME

ENTITIES

MEDIUM INCOME

ENTITIES HIGH

INCOME ENTITIES

economy of scale (volume)

economy of scope (transactions)

variable cost based behavior

trusted and strong fundamentals

shared resources

real sectors

development target

micro finance

high purchasing

power

basic needs

SOTA products &

services excellent performances

benchmarked overhead

standard life styles hungers of

spectrum of products/services

default Income

allocated

switching behaviors


Key Success Factors of Implementation

Strong Leadership

Appropriate Skills

System Incentives

Sufficient Resources

Action Plan Change

Appropriate Skills

System Incentives


Action Plan Confusion

Strong Leadership

System Incentives


Action Plan Anxiety

Strong Leadership

Appropriate Skills


Action Plan Stagnancy

Strong Leadership

Appropriate Skills

System Incentives

Action Plan Frustration

Strong Leadership

Appropriate Skills

System Incentives

Sufficient Resources False Starts

1 0 0 0 0


End of Chapter

Thank You





For comment and enquiry, please contact:

Center of Research and Development

Ministry of Communication and Information Technology

The Republic of Indonesia

http://www.depkominfo.go.id


Contributors

Board of Advisors

Contributors Coordinators

Barata Wardana, INDOWLI Hari S. Noegroho, IASII Hidajat Tjokrodjojo, APKOMINDO Jarot S. Soebiantoro, ASPILUKI Judith, AWARI Bambang Gunadi, IPKIN Peter Ong, I2BC Retno Renggana, MASTEL Suryo Guritno, APTIKOM Sylvia Sumarlin, APJII Teddy Sukardi, FTII

PT Praweda Ciptakarsa Informatika Sutrijono, Project Director Edwari Bastaman, Project Manager Alexandra Ryan, Member Arifin Adam, Member Astrid Andrayani, Member Awianto Ajisasongko, Member Indra Tjahjadi, Member Irma Pramarini, Member

Board of Editors

Richardus Eko Indrajit, Chief Editor Abdul Hamid, Member Daliyo, Member Norma Sosiawan, Member Once Kurniawan, Member Sigit Prianta, Member Tri Kuntoro Priyambodo, Member Wahyuni Reksoatmodjo, Member

Agus Pramusinto, Universitas Gadjah Mada Djamaludin Ancok, Universitas Gadjah Mada Iping Supriatna, Institut Teknologi Bandung Jazi Eko Istiyanto, Universitas Gadjah Mada Marsudi W. Kisworo, Swiss German University Riyanarto Sarno, Institut Teknologi Sepuluh Nopember Warsito Utomo, Universitas Gadjah Mada Widodo Priyodiprojo, Universitas Gadjah Mada Zaenal A. Hasibuan, Universitas Indonesia

Krispinus Parman, Member Muhammad Rusydi, Member Rudi Harsaputra, Member Rudi Satriadi, Member Wisnu Ardianto, Member






End of Document

End of Document

THE ICT- LITERATE HUMAN RESOURCE INDONESIA

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