ICT and Education in Indonesia

Harina Yuhetty

I. Introduction

In the beginning globalization is fully believed to be able to lead to greater economic development in the sense of greater market scale, which in turn will increase the gross national product. So people believed that poor countries or third world countries will develop faster, thus the economic gap between the rich developed countries and the third world countries will diminished.

However, facts show the contrary. It is true that the gross national product of countries will increase, but the gap between the income of the rich and poor countries is also getting wider.

The main reason for this gap is the extra-ordinary growth of information as a result of the development of communications and information technologies in northern developed countries which have full control of these technologies. This information boom enables multinational companies to compete with changes in market demands, new products and new technologies, which in turn can boost the economy of a country, increase its efficiency and win global dominance.

On the other hand, in third world countries which are also known as southern hemisphere countries, they have difficulties to seek, to receive, to process and to produce information. The lack of appropriate information at the right time will result in low productivity, low quality research works, and waste of time to pursue information and even to do research which actually had been done by others or in other countries.

Indonesia as a third world country has a great concern over this deficiency and believe that the digital divide should be reduced so that there will be an economic recovery. The Indonesian government is determined to utilize the information technology effectively to support efforts to increase the national competitiveness. This aspiration is reflected in the Indonesian

Presidential Decree Number 50 year 2000 about the establishment of the Coordination Team of Telemathics of Indonesia. This team consists of all the ministers in the cabinet including the Minister of Education. Its tasks are among others to define the government policy in the area of telemathics; to decide the phases and priorities of development in the area of telemathics and its uses in Indonesia; to monitor and control the implementation of telemathics in Indonesia; and to report the development of telemathics in Indonesia to the President.

The government realizes that the success of the development and utilization of telemathics depends mostly on the infrastructure which can provide easy access, and also ensure availability of information and subjects. To meet these three provisions, a competent human resources is a necessity. That is why the preparation of qualified human resources is given priority, because it requires hard work and takes time. Meanwhile, we also know that scarcity of and low quality human resources in the area of Information and Communications Technologies can delay mastery of communication and information technology.

As such, the government through the Minister of Efficiency of State Apparatus as Head of the Coordination Team of Telemathics of Indonesia in his letter number 133/M.PAN/5/2001 had drawn up a Five-Year Action Plan for the Development and Implementation of Information and Communication Technologies (ICT) in Indonesia. This plan among others includes a plan for the implementation of the use of telemathics in the area of education starting from 2001 until 2005, which includes:

• Develop collaboration between ICT industry and ICT educational institutions through training and R & D collaboration, and found a network for skill and capacity development
• Develop and implement Curricula of ICT
• Use ICTs as an essential part of the curricula and learning tools in schools/universities and training centers
• Establish distance education programs including participation in Global Development Learning and other networks
• Facilitate the use of internet for more efficient teaching and learning

From this action plan we can see that the emphasis of human resources quality improvement is especially geared on the provision and expansion of education of human resources in ICT area. Besides that, utilization of ICT for education and learning purposes, as an effort to fill digital divide, which in turn is hoped to be able to improve the national competitiveness to revive the economy is another emphase.

II. ICT in Indonesia

As mentioned above, the success of utilization of ICT is among others depends on the infrastructure which includes the telecommunication network, the availability of internet facilities and the use of internet.

In general the development of ICT in Indonesia nowadays is less encouraging compared to the developed countries, or even compared to neighboring countries such as Singapore, Malaysia, Thailand and others.

To give a general picture of the ICT condition in Indonesia let us consider the data quoted from the Center for Research and Application of Information and Electronic Technologies of the Office for the Research and Application of Technologies, 2001 as follows.

1. Public Telephone Lines for 203,456,005 populace

1. The number of Telephone kiosks 228,862

2. The number of Telephone booths 345,307

3. Telephone patrons 6,304,798

2. Internet

1. Internet Service Providers 40

2. General Access Speed rate of ISPs 15 KBPS

3. Patrons of ISPs 511,000 with 1,980,000

users ( <>

4. The Internet users comprise of 42% for commerce, 30% for higher education, 21% for government, 6% for research institutions, and 1% for non-government offices.

5. The users of Internet based on their professions can be divided as follows: students 39%, workers 22%, managers 17%, assistant managers 5%, professionals 5%, directors 4%, entrepreneurs 3%, and others 5%.

6. The users of Internet based on their educational backgrounds are as follows, elementary school/junior high school 2%, high school 41%, college graduates 9%, undergraduates 43%, and graduates 5%.

III. ICT and Education in Indonesia

A. ICT Education

In the development of human resources through ICT education, there are two objectives which are desired to meet the need for skilled human resources: those who can use ICT products (ICT users) and those who can produce ICT products (ICT producers).

Some ICT education which have been done and are still being done in Indonesia are among others:

1. Formal Education

a. Vocational School program in Information Technology

Through this program it is anticipated to get skilled manpower at the basic level in ICT, who can fill the position of ICT operator, technical support, help desk and web designer.

b. Diploma program in ICT

This program is anticipated to produce semi-skilled manpower to meet the need for skilled ICT manpower for industry.

c. Undergraduate program in ICT

This program is expected to produce ICT programmers, software engineers, analysts and designers.

d. Graduate program in ICT

Through this program it is expected to provide manpower with more specialized skills in the areas of ICT engineering.

2. Non-formal Education (out-of-school)

Besides ICT educational programs through formal educational institutions/schools in various levels, in Indonesia there are many out of school educational efforts which teach various areas of ICT skills, which covers certain areas for example preparing manpower for responsibilities as network technicians, computer technicians, programmers, graphic artists, animators, operators, Web designers, etc. Some of these non-formal educational institutions or ICT training centers are organized in partnership with foreign ICT training center, while others are totally motorized by local experts.

3. ICT Literacy

a. Development of softwares in the Indonesian language

One of the obstacles to the use of computer for the Indonesian society is their low mastery of English, so that they are reluctant to use computer. To overcome this obstacle and to support efforts to make the populace ICT literates, the government had issued the Presidential Decree Number 2/2001 about the Utilization of Computer with Application Programs in Indonesian Language through the development of application programs in Indonesian language based on an open source platform, LINUX. Until 2002 two programs have been developed called WinBI (Windows in Indonesian Language) and Kantaya (Virtual Office) by the Office for the Research and Application of Technologies.

b. APEC Cyber Education Network (ACEN)

In general, this network which is being coordinated by the Office of Educational Research and Development of the Ministry of National Education is aimed to decrease and lessen the gap between the skills of high school teachers in Indonesia and their colleagues in APEC countries in using ICT in multimedia-based education.

c. ICT training in schools

The Directorate of Vocational Education has started this program since 2001. Its objective is to train teachers and students in using information technology especially the internet. For this activity the Directorate of Vocational Education cooperates with the Network of School Information, a community of Vocational Schools which are internet users. This network provides the training.

d. Socialization of computer-assisted learning media in High Schools

In September 2002 the Directorate of Secondary Education conducted a training program on the use of computer-assisted learning media in cooperation with the Center for Information and Communication Technology for Education (Pustekkom). This program was conducted in face-to-face interaction involving 800 high school teachers from 200 schools in 20 provinces.

e. Millenium Internet Roadshow 2001 (MIR 2001) program

This program was initiated by some private companies in 2001. Its objective is to enhance the general public’s awareness and to disperse knowledge on ICT. This program was conducted by Association of Indonesian Internet Service Providers which gets full support from other parties such as mass media, local government, Network of School Information, etcetera. In 2001 this roadshow had reached 15 provinces.

f. Healthy Internet

There are indications that internet users in Indonesia comprising mostly of youths, especially use it to get access of negative information such as pornography, racial issues, etcetera. To make community of internet users avoid such negative contents, some private parties motored by ICT Watch (an NGO organization), Association of Indonesian Internet Service Providers and Network of School Information had done a campaign called Healthy Internet. This activity consists of campaigns, training and distribution of information through print materials.

B. ICT for Education

As mentioned above, to improve the quality of human resources, the government had used ICT to expand the educational opportunity, to improve the quality and relevance of education, and to increase the efficiency of the educational system.

Until this year, various efforts to use ICT in education are among others:

1. E-learning

Starting from 2002, the Center for Information and Communication Technology for Education (Pustekkom) in cooperation with the Directorate of Secondary Education, and the Directorate of Vocational Education are developing an e-learning program called “e-dukasi”. The objective of this program is to improve the quality of education at high school and vocational school levels through the use of internet. Besides the two directorates, the Center also gets support from the Indonesian Telephone Company (PT Telkom), the Office for the Research and Application of Technologies, Association of Indonesian Internet Service Providers, Network of School Information, Detik.com, and ICT Watch.

At this preliminary stage, learning materials are being developed for the following subjects: Mathematics, Physics, Chemistry, Biology, Electronics, and Information Technology.

2. Online Courses

Some private universities have provided lectures through the internet for some courses. One such institution is Petra Christian University of Surabaya.

3. Online Tutorials

One use of information technology for education at higher education is for tutorial purpose for institutions of distance education. One institution that has made use of tutorial via internet is the Indonesian Open University.

4. Joint Research

As a medium which provides for collaboration through the use of information technology, a joint research program has been conducted. This collaboration involves five universities of higher learning, i.e. the Bandung Institute of Technology (ITB), Bogor Institute of Farming (IPB), University of Gadjah Mada and University of Diponegoro.

5. Electronic Library

Nowadays, there is a network of electronic library called Indonesian Digital Library Network which is a network of electronic libraries from the ITB central library (Digital Library), the Post-Graduate Study Library of ITB, the Research Institute of ITB, Eastern Indonesia Universities Development Project (the CIDA project), University of Brawijaya Malang Central Library, University of Muhammaddiyah Malang Library, University of Islamic Religion Library (supported by McGill University Canada) and The Central Data Bank of the Institution of Science of Indonesia (LIPI), Jakarta.

Indonesian Digital Library Network is meant to support efforts to improve the quality of university graduates, to increase sharing of information among institutions of higher learning and research institutions in Indonesia.

6. Computer Assisted Instruction (CAI)

This is an off-line instruction program so it does not depend on access to the internet. The Center for Information and Communication Technology for Education (Pustekkom) have developed computer assisted instruction learning materials for various subject matters and courses. These are interactive learning materials which students can learn on his/her own with minimal assistance from the teacher/lecturer.

4. Issues and Problems

1. Issues Concerning Education

1. Preparation of New Legislation Draft on National Education System

At present the government (cq. The Ministry of Education) and the Indonesian Legislative Assembly Preparation of New Legislation Draft on National Education System. The draft also includes arrangement on ICT education and ICT for education.

2. ICT Curriculum for general school

With the development of a new curriculum for elementary and secondary schools which is competency –based, this year the government is doing some limited try-outs in certain schools. This curriculum also include ICT education which will be taught since elementary school, junior high school and senior high school and vocational school. Hopefully by teaching ICT from the very beginning, Indonesia will have enough qualified ICT manpower.

3. Preparation of ICT teachers for general school.

To implement the competency-based curriculum especially in correlation with ICT teaching in schools, the government need to do various activities to prepare the teachers who will teach in schools.

4. Increasing the role of non-formal education

Non-degree education to train skilled manpower in ICT needs to be encouraged. Because non-formal education has a significant role, even a decisive role, to help prepare skilled non-degree educated manpower in ICT in the future.

5. Inducing the local government to do its role

With the newly implemented decentralization system of administration, where the local government has autonomy to self-administer in their province, the success of provision and development of ICT skilled human resource will be determined by the role of the local government. As such, the central government through the Office for the Research and Application of Technologies and the concerned Ministry had done and are doing a series of activities to induce the local government in socializing, utilizing and providing ICT trained human resources.

6. Promoting private sector participation

The role of the private sector in ICT mastery is very important. Either its role in developing ICT resources and its infrastructure, or in developing human resources, the private sector has a very important role. They have done a lot. However, the government needs to collaborate with the private sector to take greater role to promote ICT education.

1. Problems faced

1. Economic Crisis

No wonder the biggest obstacle faced by Indonesia regarding ICT is the economic crisis. This condition forces the government to prioritize on short term programs to help improve the economy of the general population through social security net, aids to poor students to decrease drop-out rate, improvement of teacher’s welfare, etc.

As such the government has to postpone various programs that had been planned including the program to support ICT development, Nusantara 21 etc.

The despondent economy also makes the people’s spending capacity shrunk, so they prioritize their spending on primary needs such as food and clothing, so that the need to use ICT to get access to information become the last choice.

2. Infrastructure

Another obstacle to the development of ICT is the poor condition of the infrastructure, in terms of quantity and also quality. Of course this poor condition affects the ease to get access to information. In connection with the availability of infrastructure it makes access to information costly, which in turn makes the use of ICT low.

3. General public awareness and knowledge of ICT low

The public ICT literacy is still very low. What concerned us most is that ICT literacy among students and teachers are also low, especially those that live in the perimeters or remote areas.

School Libraries

What Is The Situation In 2008?

During 1998-2000 I conducted some research in order to address issues of inproving the role of technology in language learning in Public Senior High Schools (for MoE Indonesia). I visited hundreds of schools in Java, Bali, and Lombok. One of the issues that is very important for developing the use of technology in language learning is the facilities and sources of materials that are available in the school libraries. Does your school library look like the one in the photo? From the research eight (8) issues emerged that were of significant concern: Ususlly there are no students in the libraries. The libraries are only open during class times (plus about 15 minutes). Teachers don't send students to the library during class times to conduct tasks, find information, or find solutions for themselves. Clearly, teachers can't ask students to go to the library out of class times because the library is only open for 15 minutes at best. Teachers themselves rarely go to the library and don't really know its contents. Often the library manager is one of the teachers and they also rarely go to the library . In general, the library managers appear not to actively or creatively promote their libraries (or try to achieve increased interest in reading). School communities (including the public) are not very active in developing their school libraries (if at all). In Fact, School Libraries In General Are Nothing More Than "Book Storerooms" ! This situation has not improved in most schools until now (2008). However, school libraries are supposed to be the "Heart of the Schools". Many students attempt to learn under difficult circumstances in their homes because their homes are often quite small, there are lots of disturbances from younger siblings, the students often have to study on the dining table during times when it is free, they can't study together with their classmates, etc. Why don't schools keep their libraries open for one or two hours after school so that students can use them? For instance close at 3.00 or 3.30pm. From my experience recommending this over the past ten years the excuses given are many and varied! For instance the cost of library staff, security staff, transport for the students, etc. However, I have never encountered a legitimate reason for not keeping the libraries open and converting them into useful facilities that would greatly advantage the students! School libraries also provide an ideal venue for the students to access sources of information from the Internet outside class time because they are supervised (to protect the students from violent and pornographic sites, etc.), and the students also have access to the assistance of the librarian without the need for special staff. In senior secondary schools the libraries are often run and maintained by general administration staff (Tata Usaha). We only need to find one staff member who is happy to start work 2 hours later and go home 2 hours later, there is no cost involved. If you have dedicated library staff just create a shift system. Often coming in later and going home later is highly appealing to some staff. From what I have seen in the field, in most schools the security staff already work until late in the afternoon. If they don't, again a shift system can be implemented. If the problem is transport this is something that can be negotiated by the school staff. Usually the business from schools is very important to the transport companies, minivan drivers, pedicab drivers, or motorcycle taxis, and they should be flexible. It may even be to their advantage by breaking-down the rush hour problems. I personally believe that it is just easier to come up with an excuse than to actually do something about keeping libraries open. You will note that I haven't even discussed the issues "numbers and types of books in the collection", which is usually very low with few really valuable books. But as long as the library remains an inaccessable "book storeroom" the number of books, etc, and management or catalogue systems is practically irrelevant.. We must work to resolve the issues highlighted above (points 1-8 section 1 which do not require any funding or budgets) and improve the desire and opportunities to read, and strive to create the habit of reading. If not then the libraries will fail to become the heart of the schools. The reading habit is the key to opening up and developing opportunities for lifelong learning. "Online or Digital Libraries" are not a realistic option for the majority of students (or the public in general) in Indonesia because they don't have computers or access to the Internet at home. The time available to access the Internet at school is very limited (for those who actually have Internet), and the cost of printing documents or ebooks from the Internet is very expensive compared to borrowing books "for free" from the school libraries. Real books borrowed from school libraries can be read anytime and anywhere (in pedicabs, in bed, etc.), and school library books can be 'accessed by all students' and are the only equitable way to address the issue for all students. Ok, let's develop our school libraries and improve access for our students. The Indonesian National Library states that school libraries have to become "centres for learning and teaching". ( In my report (Bahasa Indonesia) [1999] ) School Library Upgrade - Guidelines ( Report in English [1999] )

A few months ago I was reading one of the sample writing questions for one of the major international English langauge testing systems: "Discuss the benefits and weaknesses of your local library". The writers of this test claim that it is not culturally biassed. But when I asked a group of Indonesian students preparing for this English test 'where is your local library' not one of them could answer. These students were all graduates with Bachelor Degrees from a high ranking university in Jakarta. Local or community libraries would appear not to exist, or at least are certainly not well used by their communities if they do exist. I have asked this question with many groups and the answer is always the same - silence. Then why does this question emerge in an international examination? Internationally community libraries are facilities that are fairly standard, even in developing countries. If that is the case, why doesn't the public seem to use community libraries in Indonesia? Why aren't community libraries, that are generally centres for community information and the sources for free reading materials for their communities an important issue in Indonesia? Where do people go to access free reading materials, how do they continually improve their knowledge and non-formal education (lifelong learning)? Like school libraries, and overseas this is generally the case, community libraries also serve as community access points to the Internet where the public can access cheap (or free) Internet facilities and also have the assistance of experts in finding information available, compared to the situation in Internet cafe's where the staff usually aren't trained in searching or researching, only in maintaining the facilities.

As I mentioned above "Online or Digital Libraries are not a realistic option for the majority of students (or the public in general) in Indonesia because they don't have computers or access to the Internet at home. The time available to access the Internet at school is very limited (for those who actually have Internet), and the cost of printing documents or ebooks from the Internet is very expensive compared to borrowing books "for free" from the school libraries. Ref: Electronic School Books (BSE). Ref: "The policy of producing electronic books (e-books) is rated as not effective" (Indonesian Teachers Forum) Online libraries are more suited to use by university students where they can search for and order books from their own campus (which generally have reasonably sized collections). Online libraries are also excellent for university students who are conducting research and are looking for sources and references at other campuses, national libraries, or overseas. You can access and view a number of online libraries at: di: Digital Library UI Digital Library BATAN Digital Library Brawijaya Central Library Unikom Online Library UGM ITS Digital Library Library STIE MCE Live Community Technology Industry ITB UMS Digital Library Airlangga Library DigiLib AMPL ITB Central Library Pendidikan NonFormal MoE Library Senayan Open Source Library Management System

(Education Network)

If we look at the school library issues (top of the page 1-8) we have to ask: Is the "Senayan Library Management System" (a computer program), really going to resolve the main library issues in schools? Will it even be useful? We still haven't discussed a number of issues like numbers and types of books, book management systems (like Senayan), and the fact that "7.000 Schools Need Librarians" because the main issues with school libraries that need to be addressed first are; Student Acccess to Libraries, Quality of Human Resources, and Staff Attitudes to School Libraries. Without addressing these issues first, the best library mangement systems in the world aren't really going to help students or schools, are they?. Especially in those schools that have very small book collections (most of the schools). Library Managers must Play an Active Role in promoting books to the teachers and students. For instance, make a "Library Information Noticeboard" near the main entry point to the schools where all staff and students will see it every morning when they come to school. The information must be regularly updated. This is easy to do just by featuring different books each day (a few photocopies). We made our noticeboard from second-hand materials and it only cost Rp.60.000 (US$7.50) and it was made by the school administration staff so there were no labor costs. Create Library Displays In The Library that are regularly changed. For instance the products of student work can be displayed in the library (at no cost). If your teachers are using "Themes" in their teaching methodology, find and display materials and books that are relevant. Take an active role in finding used books, magazines and newspapers from your community and local industry. For instance if there is a local hotel that is close to the school they usually change their newspapers every day, and rather than throwing them away they can become excellent information and materials sources for both students and teachers (again at no cost). Ref (Primary & Junior Secondary School): The Parents Start to Play a Role Using School Libraries Pati District Facilitators Develop Their Own Schools SLTP 4 Batu: Most school libraries are underused Clearly, it is very important that all community sectors (including industry) need to work together to develop their school libraries and try to change the attitudes to libraries in general. Why industry? Because the students of today will become the employees of tomorrow and the knowledge and skills of your employees can greatly influence the development of your business or industry, and ultimately the future of Indonesia itself. [Personal Note] For Parents: I am often asked; "How can I raise my child's interest in reading?" In general, children learn from what we exemplify (show them as an example), not from what we say or try to teach them. In my opinion the best way is to regularly read books yourself in view of your children, and frequently relate your comments about information or aspects of the book that are interesting. From this small beginning we can sow the seeds that will hopefully develop their interest in books and reading. Rather than buying them toys or clothing for their birthday try buying them a book. If your child is still very small, read suitable stories from childrens books to them. If the stories interest them hopefully when they are older they will already have a strong interest in books and reading. For Teachers: One strategy to interest your students in reading is frequently relate interesting items or issues that you personally read in the school's library books. What's that, you haven't read any books from your school library? Well, it's best that you start now! By deploying this strategy hopefully we can increase the student interest in reading the books in your school library. Another strategy is to give them an assignment (HW) where they have to read and evaluate one of the books in the library. Their evaluations can be put on display in the library, and the good ones can also be recorded in the library catalog as helpful information for other students. It is our responsibility to be creative in the ways that we try to motivate a high level of interest in reading amongst our students. Send your strategy! (don't forget your name and the name of your school). I wish you success! Formal Education is only the beginning of the road to an educated society. To develop a smart society it is most important that our citizens can access information throughout their whole life so that "lifelong learning" can become a reality. We really need to develop effective local community library facilities and actively promote the advantages and benefits of reading to the general community. We don't need to wait for funding. We can start with one room at somebody's house, or at somebody's office (this could benefit their business as well) or a room at one of the local government offices, etc. We can commence with used books, magazines, newspapers, comics, etc. donated from our local community. There is no publication that is not useful to someone in some way. The main thing is that we start! I love reading! If we provide coffee, tea and snacks (from donations), our community library can become an informal recreation and sharing centre for community information and news. In many countries facilities like this are called "Drop-In Centres" and they are usually open till evening and are very useful facilities for their communities. Advance Libraries Around The World! Phillip Rekdale Draft: 29-12-2007

Language Laboratories

(Indonesian Context)
Primary Issues

The affectiveness of language laboratories in Indonesian schools is currently very low and is solely dependent upon the individual skills and resourcefulness of the teachers and headteachers within the schools. This situation exists because; the existing language laboratory model most commonly used is not practical, the implementation of quality language laboratory installations in schools is not monitored (no strict quality standards appear to exist), and operational issues (including proactive and reactive maintenance, spare parts, maintenance, training, and materials budgets,) are not being affectively addressed. Language laboratory installations are not usually based upon long-term planning for sustainability and lack coordination. Technology planning, teacher training, and the production of teaching materials are issues that must be addressed before equipment is installed.

The Existing Situation

In 1982/83 500 Tandberg (System 500) Audio Active Comparative (AAC) language laboratories were installed in Indonesian schools. Many of these original Tandberg laboratories are still in operation. However, there is enormous variation in the level of their serviceability, and acquisition of spare parts is now a serious problem. There have been "waves" of new installations (mainly Panasonic language laboratories) continuing through till today.

Towards and Improved Model

The main prerequisites for almost any professional or semi-professional employment in Indonesia are foreign language and computing skills. In the workplace the main emphasis is upon oral/ aural communication. Considering that nationally only about 30% of SMU graduates continue on to tertiary education (70% go into the workforce) the emphasis upon workplace skills (communication) must rate at least equal if not higher than the need for reading and writing skills (usually considered to be more academically oriented). It is clear that the current (low) time allocation allowed for language skills practice in school study programs is one of the key issues which needs to be addressed.

Any new Indonesian Model must address the following factors;

• practical language skills acquisition (listening and speaking practice, exposure to native speaker voices, confidence building exercises)
• class size (currently the maximum number of students is 48), flexibility of teaching style (the communicative approach to language teaching employed is not reflected in the current model's design)
• ability to monitor and work individually with students (in any mode of learning).
• systems for routine preventive maintenance.

This floor-plan shows a 24 student position U-shaped laboratory. It is an attempt to address the myriad of issues specifically associated with the needs of school language programs. The primary focus while designing this new language laboratory model was quality. The initial concern which needed to be addressed was class size. Laboratory sessions, by definition, must provide an opportunity for monitored experimentation, with assistance available as required. Attempting to monitor and assist 48 students in a 45 minute teaching session (minus lesson introduction and review time) is not realistically feasible. The original concepts for addressing this issue centered around reducing the class size (by half), and dividing the existing laboratory space with a glass partition. In the second (glassed-in,) self-access (SA) area facilities such as cassette recorders, video/TV, and learning kits related to curricular needs would be provided (extra cassette units no longer used in the old labs, most schools have a video and TV somewhere, and the SA materials could be produced from materials in the library and the school's Languages Other Than Indonesian (LOTI) collections).

However, upon visiting many school libraries to review resources (and resource needs) for the establishment of SA facilities a common phenomena was uncovered. Almost every library visited was empty except for the librarian or a staff member who was "supervising the books". Upon enquiry as to why the libraries were not being used by students the reason given was that the students were all in classes. It then became apparent that teachers do not normally utilize library facilities as part of their classroom teaching strategies. Libraries basically function as "book storerooms" (gudang buku). This being the case it appeared logical and far more beneficial to focus upon improving/ upgrading the library facilities rather than to construct a special (used only by language students) glassed-in area. Language laboratory classes could be divided into two (24 students in each) with the non-laboratory group being scheduled into the library. This plan also more effectively utilizes the library staff, and allows the language teacher more freedom to focus upon the language laboratory learning activities.

A further free benefit of this approach is that the enhanced library facilities will become available for use by the whole school community during library open hours. This concept raised another important issue (possibly one of the most important) required to be addressed by schools generally - "library access". School libraries are normally only open during class time, and for a short period afterwards (typically 15 minutes) to allow students to borrow books. The concept of students going to the library to study after class is not supported. In Indonesia, where families are generally large and private space at home is minimal, it is often difficult for students to concentrate on homework, or to find a quiet place to read. Reading, and an interest in reading (minat baca) are fundamental to developing an educated society. However, the current school library hours generally do not support and encourage students to use their facilities. This is not a situation confined only to schools some tertiary institutions also have relatively short library hours. The Indonesian National Library states that school libraries should 'become centers of learning and teaching' ("sebagai pusat belajar mengajar"). However, this is a very different role to their current situation.

The new language laboratory model, upon implementation, has the potential to generally improve the quality of language learning programs through the:

• improved teacher/ student ratio for macro and specific skills training and also for individual student skills assessment,
• improved flexibility of teaching modes,
• provision of a venue for role-playing and direct interactivity to enhance speaking/ listening practice sessions, and to help increase student self confidence (center of U-shape),
• elimination of partitions between students during practice sessions which will stimulate student/ student interaction and further support the development of self confidence,
• improved teacher access to students for monitoring during cloze and other listen/ write exercises,
• improved visibility of teaching aids (white/black boards, OHPs, etc.),
• increased student use of self-access and library facilities.

NOTES:

1. It is hoped that increased exposure and access to libraries will encourage students to use library facilities more (generally) and help improve student reading interest levels (crucial). A further desired outcome of introducing self-access is that students may become more aware of their responsibility for their learning, and learn how to learn independently (mandiri). This is a skill which must be addressed in preparation for both tertiary studies and workplace participation.

2. It is most important to note that the consideration of any form of educational technology (including computer aided learning) will similarly require a careful analysis and understanding of all needs and sustainability issues long before implementation commences. In order for any educational technology to be effective, efficient, and sustainable it is imperative that it is thoughtfully integrated into a supportive system which best meets the needs of curriculum, teachers, and students. THE SUPPORT SYSTEM MUST COME FIRST - THEN THE TECHNOLOGY.

3. You may have noticed that most of the discussion in this brief paper centers around the modification of existing laboratories. If you are thinking of installing a laboratory please feel free to discuss it with me.

4. Please read the notes about Language Laboratories at:

EducationLaboratories.Com

Technology and Education

A Major responsibility of schools entering this new era of globalization is to prepare students for the new challenges that are rapidly changing our society.

One of the greatest challenges currently facing our youth is finding meaningful employment. The ability to speak a foreign language and computer literacy are currently two of the most common criteria required from people wishing to enter the workforce in Indonesia (and globally).

As only about 20-30% of Senior Secondary School SMA graduates nationally continue on to formal tertiary education, and with computers now infiltrating every aspect of human life it places a high burden of responsibility upon our education system to improve the development of our students' language and computer literacies. The study of technology is very important and schools are responsible for teaching technology (ICT) at all levels because many students are still failing to continue their education beyond primary and junior secondary levels. .

We fully support the development of technology in education, however, we also feel that we must ascertain whether technology and its application is appropriate to the needs, and also question whether in fact it meets the needs at all.

For instance, Improve The Role and Quality Of Our School Libraries.

Is Technology The Solution For Our Libraries?

We need quality management, policy and planning in our schools before we can maximize the utilization of technology. For example: Laptops In Schools.

Technology (for instance laptops) have the potential to assist learners in schools, however like every aspect of quality in education, management and policy are the key issues that need to be addressed first.

The implementation of technology in education in Indonesia must be in accordance with a master plan for the overall development of education generally. Technology must be rationally integrated into the development plan considering all of the many other high priority development issues (a Holistic Master Development Plan) , a plan that addresses all education issues and priorities in balance (Not another project-based disaster!).

Often public announcements about the role of technology in education appear in our newspapers that don't appear to have considered global education research or experience at all. Frequently specific remote cases or sources of information are projected as general education solutions.

However, important issues here in Indonesia like: "Schools can't protect themselves against pornography" haven't been given sufficient consideration and only emerge as issues after they have been encountered in the field. The solution lies in diligent high quality human resources in our schools which is also the key to addressing most of the other education issues as well.

Of course we must search for creative solutions, however we must also learn from the general pool of world experiences so that we don't replicate the failures experienced in other countries.

We really need some quality research

Is the fact that increasing numbers of students are spending time in Internet cafes rather than spending the time at home reviewing their school work or doing their homework one of the reasons for decreasing performance in their National Exams (UN)? We need to know!

With all Technologies, for instance; the Electronic Whiteboard, OHP, Video, Television, e-Learning, Internet, etc., the quality and therefore the usefulness relies 100% upon the quality of the content and the teaching process deployed. Technology itself is just a medium. Whether it succeeds or fails depends 100% upon the content and process, not the technology.

It appears that the importation of cheap laptops at prices like those quoted in the marketing still cannot be achieved, for instance:

$150 Linux Mini-PC dari Cina A Chinese company is touting an inexpensive Linux-based computer as a way to close the "digital divide." YellowSheepRiver's $150 "Municator" appears to be available now, with a three-month leadtime, suggesting it could reach market well ahead of MIT's $100 "One Laptop Per Child" (OLPC) device. More Information

E-Pendidikan Supports The "One Laptop Per Child" Program

"Mission Statement: To create educational opportunities for the world's poorest children by providing each child with a rugged, low-cost, low-power, connected laptop with content and software designed for collaborative, joyful, self-empowered learning".(at a price of $100 currently still $188).

One Laptop Per Child : "To provide children around the world with new opportunities to explore, experiment and express themselves." Informasi lanjut.

One of our (Education Network) objectives is to locate laptops and other technologies at the cheapest prices possible for our education community.

How can we (citizens, government and industry) work together to improve technology facilities for our young learners? How can we achieve "One Laptop Per Child?"

What Is Quality Education?

Teacher-based education where the welfare and abilities of the teachers are satisfactory, and the schools are in good condition, with a curriculum that meets the needs of the students, and is 'well balanced' (includes many forms of skills training including technology), that is implemented using contextual learning is the solution for preparing our children for the challenges of the future.

"Quality" : See also Teaching & Learning Activities (TLA)

Dear Minister of Education, let's work together to address all education issues so that we acheive true quality education in Indonesia for all...

Education Budget 20% - Clean!!! Without Corruption and Price Mark-Ups ... Please give your attention to the real issues in the field!

"We Must Find A Medicne For Corruption Virus" - Virus?
Not A Pack Of Thieves That Needs Arresting?
Please read!

"Bambang Sudibyo (our Minister of Education) added that, with ICT facilities we will be capable of addressing access to quality education, that till now is difficult to access by those in isolated areas." (ANTARA News).

Excuse me Sir, what do you mean by "access to quality education" what quality education, where is it?
Please let us know Sir!

We are currently looking for sources of learning and teaching mateials on the Internet for students and teachers. Please send links to our DataBase sections: "Learning Materials Sites" or "Teaching Materials Sites"

Advance Education Indonesia!

Education Indonesia Network

This website is part of the Indonesian Education (Pendidikan) Network and we are primarily concerned with the development of education in Indonesia. However, we have received letters of thanks to our websites from education consultants working in other developing countries so we would like to try to bring together as much practical information as possible from actual practitioners in the field - for the benefit of developing countries generally. When it comes to education, which country isn't a developing country? Visit:

Prior to decentralization, some schools in Indonesia had already independently commenced programs using School Based Management (SBM) processes and this had enabled them to begin to address many of their own issues of school development themselves. These schools, some of which are listed (on the left), were viewed as pioneers and their developments were quite amazing. Also their school principals were quite courageous considering the education environment and education management systems in place at that time.

Now, in several provinces in Indonesia we are beginning to see the true power of SBM because of the support being provided by the regional governments and the District Education Offices. The transformations that are taking place, to say the least, are truly spectacular. SBM is not new to Indonesia however, current implementations are proving very effective in bringing about both the cultural and systemic changes necessary for it to be affective.

What is making these current implementations effective?
Bottom line - Good Implementation Management. Like all initiatives good management is the key to affective implementation. If the systemic changes are implemented without the necessary organizational cultural change taking place, the implementation frequently fails and reverts back to its original state, as we have seen in the past when school principals, who were providing the driving force have been relocated.

Good implementation requires a clear understanding of the roles of all stakeholders. Consistent with SBM ethos their roles cannot be defined initially in black and white, they need to, through a process of open discussions and exchanges of ideas, define their own roles with the overall objective being to provide the maximum support possible for the teachers in the field, and thus the teaching and learning process. In the current programs, nobody comes from a position of superiority, each stakeholder regardless of whether they are member of the house of representatives, a new teacher, or a parent who is a farmer, all bring their inputs and needs to the table to work out how they can best serve the other stakeholders while fulfilling their own particular needs. Additionally, what is making the thrust of SBM so effective in Indonesia is the simultaneous implementation of Contextual Learning.

If the above processes have been followed, and are working effectively we should begin to see improved teaching and learning conditions, however, unless we begin to address the way in which our students are learning, and what they are learning the benefits may not be apparent in terms of student outcomes. Firstly, what do we mean by "what they are learning". This doesn't refer to the school curriculum, clearly this won't change. What it refers to is, they need to begin learning 'how to learn', how to learn by discovery, to be creative, analytical, and critical, so that they can become effective life-long learners.
Interesting reading: What Is Education For?

Secondly, "the way in which our students are learning", what is this Contextual Learning?
"A conception that helps teachers relate subject matter content to real world situations and motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers." (BEST, 2001).
In Indonesia we call it PAKEM, which is an acronym for Learning which is Active, Creative, Effective, and Enjoyable. And I personally believe that this sums up Contextual Learning fairly well. The focus is upon student activity through group, individual, and classroom learning activities, participation in projects, research, investigation, discovery, and an endless list of strategies which is only limited by the imagination of the teacher.

Phillip Rekdale (Jakarta, November 2005)

See Examples Of Contextual Learning Here

Download Contextual Learning & School-Based Management Materials Here Visit:


Teaching & Learning Activities (TLA)

AND

Education in Indonesia

Education in Indonesia is the responsibility of the Ministry of National Education of Indonesia (Departemen Pendidikan Nasional Republik Indonesia/Depdiknas). Education in Indonesia was previously the responsibility of the Ministry of Education and Culture of Indonesia (Departemen Pendidikan dan Kebudayaan Republik Indonesia/Depdikbud). In Indonesia, every citizen has to have nine years of education, six years at elementary level and three in middle school.


Law No. 20/2003
Based on the correct constitution, education is defined as a planned effort to establish a study environment and education process so that the student may actively develop his/her own potential to gain the religious and spiritual level, consciousness, personality, intelligence, behaviour and creativity to him/herself, other citizens and for the nation. The constitution also noted that education in Indonesia is divided into two major parts, formal and non-formal. A formal education is divided again into three levels, primary, secondary and tertiary education.

Primary education

Early childhood
From birth until the age of 5, Indonesian children do not generally have access to formal education. From the age of 5 to 6 or 7, they attend kindergarten (Taman Kanak-kanak). This education is not compulsory for Indonesian citizens, as the aim of this is to prepare them for primary school. The majority of kindergartens are private schools, with more than forty-nine thousand kindergartens, 99.35% of the total kindergartens in Indonesia, privately operated[1]. The kindergarten years are usually divided into "Class A" and "Class B" students spending a year in each class.

Elementary School
Children ages 7-12 attend Sekolah Dasar (SD) (literally Elementary School). This level of education is compulsory for all Indonesian citizens, based on the national constitution. In contrast to the majority of privately run kindergartens, most elementary schools are government operated public schools, accounting for 93% of all elementary schools in Indonesia[2]. Similar to education systems in the U.S. and Australia, students must study for six years to complete this level. Some schools offer an accelerated learning program, where students who perform well can finish
elementary school in five years.



Secondary Education

Middle School
Middle School, generally known by the abbreviation "SMP" (Sekolah Menengah Pertama) is part of primary education in Indonesia. After graduating from elementary school, students attend Middle School for three years from the age of 13-15. After three years of schooling and graduation, students may move on to High School or College, or cease formal education. There are around 22,000 schools in Indonesia with a balanced ownership between public and private sector.

High School
In Indonesia, generally known as by the abberviation "SMA" (Sekolah Menegah Atas), "SMU" (Sekolah Menengah Umum), and SMK (Sekolah Menengah Kejuruan) . SMA/SMU differ than SMK in their studies. The students at SMU are prepared to advance to tertiary education while students of SMK are prepared to be ready to work after finishing their school without going to university/college. Based on the national constitution, Indonesian citizens do not have to attend high school as the citizens only require nine years of education. This is also reflected by the number of high schools in Indonesia, with just slightly below 9,000 schools.

Tertiary education
After graduation from High school or college, students may attend a university.


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