2
Learning Domain and Space from My Satria Point of View: Bobby Bola Kiki Kelinci Jump Start Encarta Kids Google Image
Meet My Son, Satria…..
3
His grandfather sends him email. His mom read the email to him. He tells them what to write back to grandpa. He has many software programs that are for problem solving,
exploration and FUN!! He checks out stuff on kids’ websites. He “reads” kids’ books online. He will take classes online when he goes to school. His high tech realities are endless…
and will be an integrated part of his life.
…IS YOUR SCHOOL READY FOR MY SON ?
Satria’’s Reality Everyday
4
The Fourth Turning, 1997, Strauss and Howe Generational
Name: GI Silent Boom Thirteenth Millennial Born: 1901-24 1925-42 1943-60 1961-81 1982-03
Length (Years): 24 18 18 21 22 Age in 2005 104 to 81 80 to 63 62 to 45 44 to 24 23 to 2
Generations at Work, 2000, Zemke, Raines and Filipczak Generational
Name: Veterans Baby
Boomers Generation
Xers Generation
Nexters Born: 1922-43 1943-60 1960-80 1980-00
Length (Years): 22 18 21 22 Age in 2005 83 to 62 62 to 45 45 to 25 25 to 5
The Four Generation Cohorts TECHNOLOGY-ORIENTED LEARNERS
5
The Essence of Learning
The competitive advantages gained by the nation are highly depending on the quality of human resources
People become smarter from day-to-day because they are learning
Learning is the process of knowledge, competencies, and skills acquisition which are being done for a life time
ICT is introduced within the education industry “to meet the existing unmet learning process”
A good number of studies have proved a significant similar result: “the higher the Technology Achivement Index, the better the nation’s Human Development Index”
6
Issues in Developing Country
Since the majority of the world population had remained untouched by the IT 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.
7
Digital Gap Definition
The digital divide may be defined as inequality in the ICT network infrastructure and distribution of the IT knowledge, skills and resources necessary to access online services and information among different sections of a modern society.
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.
8
Related Goals and Targets
1. to connect universities, colleges, secondary schools and primary schools with ICTs
2. to connect scientific and research centers with ICTs 3. to adapt all primary and secondary school curricula to
meet the challenges of the Information Society, taking into account national circumstances
to ensure that more than half the nation’’s inhabitants have access to ICTs within their reach.
9
Spectrum of E-Literacy
People Literacy Information Literacy Technology Literacy Internet Literacy Computer Literacy Digital Literacy Information Technology Literacy
10
Various Definitions of Literacy
People Literacy – the ability to read and write
Comptuer Literacy – 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)
11
Various Definitions of Literacy
Digital Literacy – 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)
12
Various Definitions of Literacy
Internet Literacy – the ability to use theoretical and practical knowledge
about the internet as a medium of communication and information retrieval (Doyle, 1996)
ICT Literacy – a combination of intellectual capabilities, fundamental
concepts, and contemporary skills that a person should posses in order to navigate and use information technology effectively (Young, 1999)
13
Various Definitions of Literacy
Information Literacy – the ability to access, evaluate, and use information from
multiple formats – books, newspapers, videos, CD-ROMs, or the Web (Britanica Encyclopedia)
14
E-Literacy Domain
e-literacy = f (ICT literacy, computer literacy, digital literacy, i-literacy)
””Situations where both social interaction and collaboration as well as ICT has a fundamental role in learning and the acquiring of knowledge””
16
Indonesian Profile
Number of Islands : 17,508+ with 6000 inhabited (CIA) Area : 1,919,440 km2 (CIA) Coastline : 54,716 km (CIA) GDP : $865.6 billion with growth rate 5.6% Government Structure :
– 33 provinces – 440 districts – 5,263 municipalities – 62,806 villages
17
Indonesian HR Profile
Population : 220+ million Ratio Male and Female : 51%:49% Population Growth : 1.41% Productive Age (15-64) : 65,8% Labor Force : 94.2 million Majority Occupation : 99 million farmers People Dialects : 583 Community Density : 100-850 people/km2
Poverty Rate : 16.7% Life Expectancy : 66 year-old
18
Indonesian HR-ICT Profile
Human Development Index : rank 112 Read and Write Population : 87.9% Internet Users per 1000 people : 52 PC per 1000 people : 19 Broadband Subscribers per 1000 people : 0.3 Telephone Main Lines per 1000 people : 46 Mobile Subscribers per 1000 people : 141 Households with Television : 66%
19
Indonesian Education and ICT Profile
K12 to Colleges : 250,000+ schools Number of Students : 40.5+ million Number of Teachers : 4+ million Public Expenditure : <20% Primary School Enrollment Rate : 93% of age group Statistical Assumptions:
– From 1 PC for 11 students to 1 PC for 90 students – From 1 internet user per 4 students to 1 internet user per 36 students
20
Education as Long Life Learning
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%
Target of WSIS of e-Literacy : minimum 50% of population in 2015
21
The Value of ICT in Learning Activities
StakeholderUtama
LembagaPendidikan
Karyawan
Pelajar
$$
Pemilik
Orang Tua
Guru
Pemerintah
Manajemen
Masyarakat
IT Value IT Value
IT Value IT Value LEARNING
22
ICT as Learning Enabler
IT as Educational Infrastructure and Superstructure
IT as Integrated Administration and Resource Management System
IT as Management Information and Performance Analysis Tools
IT a
s K
now
ledg
e So
urce
and
Rep
osito
ry
IT a
s In
stitu
tion
Tran
sfor
mat
ion
Enab
lers
IT a
s St
anda
rd C
ompe
tenc
ies
and
Skill
s
IT a
s Le
arni
ng D
evic
es a
nd S
uppo
rts
IT as Center of Excellence Incubator
1
2
4 3 5
6
7
8
23
Development Strategy
IT as Educational Infrastructure and Superstructure
IT as Integrated Administration and Resource Management System
IT as Management Information and Performance Analysis Tools
IT as Standard Competencies and Skills
IT as Institution Transformation Enablers
IT as Learning Devices and Supports
IT as Knowledge Source and Repository
IT as Center of Excellence Incubator
Step One
Step Two
Step Three
Step Four
Step Five
Step Six
Step Seven
Step Eight
STAGE 1
STAGE 2
STAGE 3
STAGE 4
24
IT a
s St
anda
rd C
ompe
tenc
ies
and
Skill
s
Pelajar Guru
Karyawan
Manajemen
Driver(s) as Principles IT Value(s) and Capabilities
1. 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.
2. “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.
3. Share of knowledge within the archipelago continent of Indonesia is a must-to-do activity.
Offer high speed yet affordable communication lines.
4. “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.
5. Learning is a process of a lifetime and belongs to everybody.
Enable the activities required by people who are willing to learn.
Principles of the Role #4
25
Applications 1. Word Processing - witting software that allows the computer to resemble a typewriter for the purpose of creating reports,
making assignments, etc.; 2. Spreadsheet - type of program used to perform various calculations, especially popular for mathematic, physics, statistics,
and other related fields; 3. Presentation Tool – a software to be used for creating graphical and multimedia based illustration for presenting knowledge
to the audience; 4. Database - a collection of information that has been systematically organized for easy access and analysis in digital format; 5. Electronic Mail - text messages sent through a computer network to a specified individual or group that can also carry
attached files; 6. Mailing List - a group of e-mail addresses that are used for easy and fast distribution of information to multiple e-mail
addresses simultaneously; 7. Browser - software used to view and interact with resources available on the internet; 8. Publisher – an application to help people in creating brochures, banners, invitation cards, etc.; 9. Private Organiser - a software module that can serve as a diary or a personal database or a telephone or an alarm clock
etc.; 10. Navigation System – an interface that acts as basic operation system that is used to control all computer files and
resources; 11. Multimedia Animation Software - system that supports the interactive use of text, audio, still images, video, and graphics; 12. Website Development– a tool that can be used to develop web-based content management system; 13. Programming Language – a simple yet effective programming language to help people in developing small application
module; 14. Document Management – a software that can be used in creating, categorizing, managing, and storing electronic
documents; 15. 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 16. Project Management - an application software to help people in planning, executing, and controlling event based activities.
27
Pemerintah Masyarakat
$$
Pemilik
Driver(s) as Principles IT Value(s) and Capabilities
1. Today’s books are stored in the digital format. Enable keeping the knowledge resources in multi-storing devices.
2. Students and lecturers are more active and very mobile.
Use range of digital products as learning devices.
3. Learning should be done from any place at anytime with anyhow mechanism.
Provide broadband infrastructure to enable multimedia presentation of communication.
4. Physical geographical differences should not be the constraints of learning.
Install affordable network for better richness and reachness.
5. “The network is the school” paradigm should be well introduced as new concept.
Gain competitive advantage for the new learners over the others.
IT as Educational Infrastructure and Superstructure
Principles of the Role #7
28
Applications
1. Transmission Media – the physical infrastructure that enables digital data to be transferred from one place to another such as through: fiber optic, VSAT, cable sea, etc.;
2. Network and Data Communication – the collection of devices that manage data traffic in one or more network topology system(s);
3. Operating System – the core software to run computers or other microprocessor-based devices;
4. Computers – the digital-based processing devices that can execute many tasks as programmed;
5. Digital Devices – computer-like gadgets that can have a portion of capability as computers;
6. Programming Language – a type of instructions set that can be structured to perform special task run by computers;
7. Database Management – a collection of digital files that store various data and information;
8. Applications Portfolio – a set of diverse software that have various functions and roles; and
9. Distributed Access Channels – special devices that can be used by users to access any of the eight components mentioned.
29
Pemerintah Masyarakat
$$
Pemilik
IT as Educational Infrastructure and Superstructure
Screen Shot Samples
30
IT a
s Le
arni
ng D
evic
es a
nd S
uppo
rts
Pelajar Guru
Driver(s) as Principles IT Value(s) and Capabilities
1. Knowledge delivery should consider the use of real world context.
Simulate the real world situation and bring it into the class.
2. The more the illustrations are being given, the faster the process of knowledge acquisition.
Develop multimedia presentations to create astounding animations.
3. The students are expected to explore more of what they already know independently.
Offer various CBT software for conducting “what-if” scenarios.
4. The acquisition of knowledge are coming from the interaction among students and teachers.
Use digital-based communication commonly known by many people.
5. Ratio between the number of teachers and students really makes difference on facilitation process.
Leverage the technology applications to mimic one-to-one relationship.
Principles of the Role #2
31
Applications
1. Event Imitation – using technology to create animation of events or other learning subjects representing real life situation;
2. Case Simulation - enabling teachers and students to study and to perform “what if” condition in many cases simulation;
3. Multimedia Presentation – mixing various format of texts, graphics, audio, and video to represent many learning objects;
4. Computer-Based Training (CBT) – technology module that can help students to conduct independent study; 5. Student Learning Tools – a set of programs to help students preparing and storing their notes, presentation,
research works, and other learning related stuffs; 6. Course Management – an application that integrates all course related activities such as attendees management,
materials deliverable, discussion forum, mailing list, assignments, etc. 7. Workgroup Learning System – a program that can facilitate teachers and students group-based collaboration,
communication, and cooperation; 8. Three-Party Intranet – a network that links teachers, students, and parents as main stakeholders of education; 9. Examination Module – a special unit that can be used to form various type of test models for learning evaluation
purposes; 10. Performance Management System – software that can help teacher in managing student individual learning
records and tracks for analyzing his/her specific study performance; 11. Interactive Smart Book – tablet PC or PDA-based device that is used as intelligent book; 12. Electronic Board – a state-of-the-art board that acts as user interface to exchange the traditional blackboard and
whiteboard; and 13. 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.
33
IT a
s K
now
ledg
e So
urce
and
Rep
osito
ryPrinciples of the Role #1
Pelajar Guru
Driver(s) as Principles IT Value(s) and Capabilities
1. Knowledge is dynamically growing so fast. Update the scholars with state-of-the-art knowledge.
2. Great teachers are everywhere around the world.
Learn from the masters through modern communication models.
3. Books and references are continually updated.
Download the sources periodically at the most affordable way.
4. Innovations require group-base thinking. Connect with the community of interests.
5. Learning consumes too much time to acquire knowledge.
Undergo LOD (Learning-On-Demand) mode in a very fast and entertaining way.
34
Applications
1. Cyber Net Exploration – how knowledge can be found, accessed, organized, disseminated, and distributed through the internet[1];
2. Knowledge Management – how knowledge in many forms (e.g. tacit and explicit) can be shared through various approaches;
3. 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;
4. Institution Network – how school can be a part of and access a network where its members are education institutions for various learning-based activities;
5. Dynamic Content Management – how data or content are dynamically managed, maintained, and preserved;
6. 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
7. Intelligence System – how various scholars can have the information regarding the latest knowledge they need without having to search it in advance.
36
Manajemen Karyawan Guru Pelajar
$$
Pemilik
Driver(s) as Principles IT Value(s) and Capabilities
1. Each individual needs unstoppable learning support everyday.
Manage all individual needs through cyberspace in a 24/7 mode.
2. Interactive interaction and transaction among all education stakeholders require strong back office management.
Perform asynchronous processes and activities to serve all education stakeholders.
3. Quality of services in managing education administration should be improved gradually.
Leverage assets and resources for increasing institution efficiency.
4. People are the most valuable yet limited resources in the institution.
Assign the human resources in the best optimum possibility.
5. Inter-organisational educational system emerges to exist.
Enable cross administration system among different institutions.
IT as Integrated Administration and Resource Management System
Principles of the Role #6
37
Applications
1. Student Management System – a program that records and integrates all student learning activities ranging from their detail grades to the specific daily progresses;
2. Lecturer Management System – a module that helps the school in managing all lecturer records and affairs;
3. 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.);
4. Courses Management System – a system that handles curriculum management and courses portfolio where all of the teachers, students, and facilities interact;
5. Back-Office System – a system that takes care all of documents and procedures related to school’s records;
6. Human Resource System – a system that deals with individual-related functions and processes such as: recruitment, placement, performance appraisal, training and development, mutation, and separation;
7. Finance and Accounting System – a system that takes charge of financial management records; and
8. Procurement System – a system that tackles the daily purchasing processes of the school.
38
Screen Shot Samples
Manajemen Karyawan Guru Pelajar
$$
Pemilik
IT as Integrated Administration and Resource Management System
39
IT a
s In
stitu
tion
Tran
sfor
mat
ion
Enab
lers
Pelajar Guru
$$
Pemilik
Orang Tua
Manajemen
Driver(s) as Principles IT Value(s) and Capabilities
1. In learning, “the sky is the limit” philosophy should be emphasised.
Allow a 24/7 learning activities in an anywhere, anytime, and anyhow mode.
2. 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.
3. Limited physical resources shall not become the burden of delivering good education.
Implement virtual class and e-learning system through distance educational learning mode.
4. Strategic resources and product(s)/service(s) should be improved in number and quality.
Join an inter-educational institution network.
5. Managing IPRs are considered as a very expensive effort.
Share and collaborate with the IPR owners in various arrangements.
Principles of the Role #3
40
Applications
1. Virtual Library - A library which has no physical existence, being constructed solely in electronic form or on paper;
2. E-learning Class - any learning that utilizes a network (LAN, WAN or Internet) for delivery, interaction, or facilitation without the existence of physical class;
3. 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);
4. 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.);
5. War Room Lab – 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
6. Digital-Based Laboratory - 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.
41
IT a
s In
stitu
tion
Tran
sfor
mat
ion
Enab
lers
Pelajar Guru
$$
Pemilik
Orang Tua
Manajemen
Screen Shot Samples
42
Pemerintah Masyarakat
$$
Pemilik
Driver(s) as Principles IT Value(s) and Capabilities
1. Today’s books are stored in the digital format. Enable keeping the knowledge resources in multi-storing devices.
2. Students and lecturers are more active and very mobile.
Use range of digital products as learning devices.
3. Learning should be done from any place at anytime with anyhow mechanism.
Provide broadband infrastructure to enable multimedia presentation of communication.
4. Physical geographical differences should not be the constraints of learning.
Install affordable network for better richness and reachness.
5. “The network is the school” paradigm should be well introduced as new concept.
Gain competitive advantage for the new learners over the others.
IT as Educational Infrastructure and Superstructure
Principles of the Role #7
43
Applications
1. Transmission Media – the physical infrastructure that enables digital data to be transferred from one place to another such as through: fiber optic, VSAT, cable sea, etc.;
2. Network and Data Communication – the collection of devices that manage data traffic in one or more network topology system(s);
3. Operating System – the core software to run computers or other microprocessor-based devices;
4. Computers – the digital-based processing devices that can execute many tasks as programmed;
5. Digital Devices – computer-like gadgets that can have a portion of capability as computers;
6. Programming Language – a type of instructions set that can be structured to perform special task run by computers;
7. Database Management – a collection of digital files that store various data and information;
8. Applications Portfolio – a set of diverse software that have various functions and roles; and
9. Distributed Access Channels – special devices that can be used by users to access any of the eight components mentioned.
44
Pemerintah Masyarakat
$$
Pemilik
IT as Educational Infrastructure and Superstructure
Screen Shot Samples
45
IT as Center of Excellence Incubator
Masyarakat Pemerintah
Driver(s) as Principles IT Value(s) and Capabilities
1. All people should have an access to any educational institution node.
Enable every individual in the country to attach and to access any educational institution.
2. Education should be able to produce innovations for the betterness of the society.
Support all inventor candidates with resources they need regardless their limitation.
3. “Long life learning” paradigm should be implemented in the society.
Provide the society with 24/7 learning-enabled activities.
4. Knowledge-based society is the ultimate targeted profile of the humanitarian.
Become the center of community gathering to acquire knowledge.
5. Quality education should be provided to all people regarding their economy status.
Ensure the benefits gained from the economic of scale phenomena.
Principles of the Role #8
46
Applications
1. Internet Access – ability to connect the center of excellence to the cyberworld;
2. Applications Portfolio – spectrum of education-based software that can be shared by the center’s partners;
3. Database Jukebox – collection of knowledge content that can be accessed by related parties;
4. Open Network – standard infrastructure that is easily be connected to other individual, private, or public networks; and
5. IT Governance – structure of processes and their relationships to enable the implementation of community-based sharable IT resources.
48
IT as Educational Infrastructure and Superstructure
IT as Integrated Administration and Resource Management System
IT as Management Information and Performance Analysis Tools
IT as Standard Competencies and Skills
IT as Institution Transformation Enablers
IT as Learning Devices and Supports
IT as Knowledge Source and Repository
IT as Center of Excellence Incubator
Guru Orang Tua PemerintahManajemen Masyarakat
$$
PemilikKaryawanPelajar
Guru Orang Tua PemerintahManajemen Masyarakat
$$
PemilikKaryawanPelajar
Guru Orang Tua PemerintahManajemen Masyarakat
$$
PemilikKaryawanPelajar
Guru Orang Tua PemerintahManajemen Masyarakat
$$
PemilikKaryawanPelajar
Guru Orang Tua PemerintahManajemen Masyarakat
$$
PemilikKaryawanPelajar
Guru Orang Tua PemerintahManajemen Masyarakat
$$
PemilikKaryawanPelajar
Guru Orang Tua PemerintahManajemen Masyarakat
$$
PemilikKaryawanPelajar
Guru Orang Tua PemerintahManajemen Masyarakat
$$
PemilikKaryawanPelajar
5 5 2 3 2 4 3 3
8 Konteks dan Peranan IT
dalam Sistem
Pendidikan
Stakeholder Involvement Proportion
49
Application Completeness Percentage
IT as Educational Infrastructure and Superstructure
IT as Integrated Administration and Resource Management System
IT as Management Information and Performance Analysis Tools
IT as Standard Competencies and Skills
IT as Institution Transformation Enablers
IT as Learning Devices and Supports
IT as Knowledge Source and Repository
IT as Center of Excellence Incubator
25% x % of 9 applications
25% x % of 16 applications
15% x % of 7 applications
10% x % of 13 applications
5% x % of 6 applications
5% x % of 4 applications
5% x % of 8 applications
10% x % of 5 applications
Summary of Application Completeness Level
+
50
Maturity Level
Parents
Students
Lecturers
Owners
Employees
Management
Government
Society
0 ignore
Do not care about it
Do not care about it Do not care about it Do note care about it
Do not care about it Do note care about it
Do not care about it
Do not care about it
1 aware
Know about it, but do not take
into account
Know about it, but do not demand such existence
Know about it, but do not use it
Know about it, but do not decide
to allocate resources
Know about it but do not use it
Know about it, but do not use it
Know about it, but do not do anything
significant
Know about it, but do not do anything
significant
2 Plan
Know about it and advise the
candidates
Know and demand for the
implementation
Know about it, and prepare for
implementing it a.s.a.p.
Know about it and decide to do some investment
Know about it and prepare for changing
work environment
Know about it and agree to implement
it
Know about it and have develop
master plan as roadmap
Know about it and have significant demand from it
3 Execute
State as the main mandatory
requirements
Use it in the class for learning purposes
Use it for teaching devices in the class
Build and Develop the facilities for institution
Acquire and use various applications
for daily activities
Acquire and use it for various decision
making purposes
Build the technology for widely use by
education institution
Require to be connected by using
technology
4 Measure
Compare and benchmark one
institution to another
Frequent use inside and outside
the class
Often use it for teaching inside and
outside the class
Invest more money based on
cost-benefit analysis
Agree to insert it as one criteria for performance
indicators
Decide all matters based on the
indicators analysis
Aim for cheaper, better, and faster
access by the society
Measure the performance of
technology
5 Excel
Select for the best recognized
institution
Go for ““one student-one tool””
environment
Equip themselves with complete set of
teaching devices
Periodically allocate money for maintaining state-of-the-art
technology
Fully use all features of the applications
effectively
Implement expert and intelligence
system
Define and classify technology as public goods
Expect to be part of the world of knowledge
Maturity Level Assessment
52
The Type of HR-ICT
ICT WORKER or PROFESSIONALS
ICT-ENABLED WORKER or USERS
PROFESSION-BASED ENTITY COMPETENCY-BASED ENTITY
ICT-HR
53
The Relationship ICT WORKER
or PROFESSIONALS
ICT-ENABLED WORKER or USERS
HR
-ICT
Tech
nica
l Com
pete
ncie
s an
d Sk
ills
HR-ICT e-Literacy Level and Maturity
HR-ICT PROFESSION TAXONOMY
HR-ICT E-LITERACY TAXONOMY
54
HR-ICT Profession Taxonomy
Management Level Chief Information Officer Executive Management Senior Management Middle Management Staff
Governance Category Administration Applications Technical Support Operation
57
HR-ICT e-Literacy Taxonomy Aspects
Main Competencies Personal Computer and
Peripherals Operation Network-Based Operating
System Utilisation
Special Skills Information Management Communication Means Productivity Tools Cyber Discourses Generic and Special
Applications
59
Information Technology
Telecommunication System
Com
munication
Media
Computer
Communication
Content
Aplikasi
Telekomunikasi
Media
ICT Industry Convergence
60
Information Technology
Telecommunication System
Communication Media
ICT-BASED PROFESSION STANDARD
The Main Convergence Profession Domain
61
HR-ICT Capabilities Profile
Descriptions Job Responsibilities
and Accountabilities
Authority Competencies and Skills
Prerequisites
Training Requirements
Executive Management
Senior Management
Middle Management
Staff
Esel
on d
an G
olon
gan
Profil Sumber Daya Manusia
Profession or User
HR Aspect
62
Digital Gap: Quantity
0
50,000,000
100,000,000
150,000,000
200,000,000
250,000,000
300,000,000
2004 2005 2006 2007 2008
ICT Worker
ICT Enabled Worker
Total HR-ICT
Accumulation
Total Population
%HR-ICT
WSIS Target 50% of HR-ICTGAP
63
Digital Gap: Quality
ICT for Government – 95/123 by Brown University – 8/16 by UNDESA and CRG (South and Eastern Asia) – 75/133 by United Nations – 59/64 by IBM – 69/80 by Columbia University – 85/178 by Orebro University
ICT for Industry – 123/178 by independent research institution
ICT for Education – bottom/lowest quartile in Asia
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HR-ICT Workers (Professionals)
STRATEGY A change the
existing educational
system
STRATEGY B revamp the whole
existing educational
system
STRATEGY C maintain the
existing educational
system
STRATEGY D replicate the
existing educational
system
QUANTITY GAP
QUALITY GAP
low high
high
low
Target: Colleges Universities Vocational Schools ICT Training Centers ICT R&D Institutions
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HR-ICT Enabled Workers (Users)
STRATEGY E improve people competencies
and skills through standardisation
STRATEGY F introduce the new
standardised system with
greater incentives
STRATEGY G maintain and support the
existing efforts
STRATEGY H train more people
and introduce more programs
QUANTITY GAP
QUALITY GAP
low high
high
low
Target: ICT Training Industry HR Department Government Academician E-Literate People
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The Big Issues
1. Converting Strategy into Action 2. Providing Scalability Mechanism 3. Guaranteeing Sustainability Initiatives 4. Establishing Workable PPP Ecosystem 5. Offering Effective Business Model 6. Achieving the Acceleration Target Pace 7. Managing Fundamental Change
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The Main Strategy
Aim to achieve the WSIS target Concentrate for scalability and sustainability Use the combination of MLM and community-based
models Governance model:
– Accountable à central government – Responsible à local government – Consulted à related departments – Informed à learning/education stakeholders
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Achieving Scalability
Learn from the success of other similar initiatives (healthcare, SME, and higher-learning institutions)
Methodology: – MLM model to select the 440 schools – Community-based model to replicate to other 10 schools as down
streamers – Stop until achieving level 2 (44,000 schools) and leave it
To maintain those 44,000 schools and reach the minimum number of 125,000 schools, the local industry, government, and education institutions should build their own workable ecosystem
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Achieving Sustainability
Advise the central government and parliament to allocate at least 1% of the national budget to support the 4,400 selected schools (level one) with the effective contract agreement for maintaining sustainability – The 20% budget for education has been already mandated by the constitution – The ICT roles within the education have been enforced by the national policy – The ICT target of education has been set up to follow the WSIS agreement – This national project should be institutionalised by the government
Enforce the industry to become “the school’s ICT father” through piggy backing its community development and corporate social responsibility programs
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IT ACADEMYAS A CENTRAL
OF EXCELLENCE
1
2
3
45
6
7
8
IT as Educational Infrastructure and Superstructure
IT as Integrated Administration and Resource Management System
IT as Management Information and Performance Analysis Tools
IT a
s K
now
ledg
e So
urce
and
Rep
osito
ry
IT a
s In
stitu
tion
Tran
sfor
mat
ion
Enab
lers
IT a
s St
anda
rd C
ompe
tenc
ies
and
Skill
s
IT a
s Le
arni
ng D
evic
es a
nd S
uppo
rts
IT as Center of Excellence Incubator
Center of Excellence
The Chosen School as COE
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IT ACADEMYAS A CENTRAL
OF EXCELLENCE
1
2
3
45
6
7
8
IT ACADEMYAS A CENTRAL
OF EXCELLENCE
1
2
3
45
6
7
8
radius = x km
MLM and Community-Based Model
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IT ACADEMYAS A CENTRAL
OF EXCELLENCE
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3
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IT ACADEMYAS A CENTRAL
OF EXCELLENCE
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IT ACADEMYAS A CENTRAL
OF EXCELLENCE
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IT ACADEMYAS A CENTRAL
OF EXCELLENCE
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2
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IT ACADEMYAS A CENTRAL
OF EXCELLENCE
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IT ACADEMYAS A CENTRAL
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8IT ACADEMY
AS A CENTRALOF EXCELLENCE
1
2
3
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Start with Physical Location ...
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IT ACADEMYAS A CENTRAL
OF EXCELLENCE
1
2
3
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IT ACADEMYAS A CENTRAL
OF EXCELLENCE
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2
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IT ACADEMYAS A CENTRAL
OF EXCELLENCE
1
2
3
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6
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IT ACADEMYAS A CENTRAL
OF EXCELLENCE
1
2
3
45
6
7
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IT ACADEMYAS A CENTRAL
OF EXCELLENCE
1
2
3
45
6
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IT ACADEMYAS A CENTRAL
OF EXCELLENCE
1
2
3
45
6
7
8IT ACADEMY
AS A CENTRALOF EXCELLENCE
1
2
3
45
6
7
8
Continue with Internetworking System …
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Converting Strategy into Action
Develop workable, scalable, and sustainable PPP (Public Private Partnership) arrangements Concentrate on “win-win” business model and
effective natural governance structure Stop asking about the “5W” but more focus on the “How” strategy Start from the end as the expected outcome, and
fulfill the gap encountered
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End with Indonesia Education Exchange
INDONESIA
EDUCATION
XCHANGE
Industry
Schools
Gov.
Intl. Partners
Society
NGOs.
Personal.
Inst./Org.