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The Information and communications technologies is becoming something familiar and fundamental requirement for the public. Whether it’s the students, oficers, employees, employers, farmers, merchants, and all other professions are already
well-informed about what is ICT and almost all of their activities, they do by using ICT services. All ields there also did not want to lose to take advantage of ICT services; even those made itself dependency and can’t be separated from ICT.
As we all know that early childhood 0-6 years is the best time to build and develop ICT culture. At an early age the child is also experiencing growth and developing highly sensitive. It becomes important to be discussed by all of us, especially the
government to create an early childhood education quality in order to educate the life of the nation, creating a good generation, highly competitive and do not forget the moral values and nationalities, also in order to prepare Indonesian children healthy,
independent, and capable of mastering science and technology. Therefore, the governmentministry announced early childhood learning based on ICTs.
Early Childhood Care and Education Based On Information Communication and Technology
ICT-based learning is an innovative learning model. We have seen that children early age have a tendency to be easily bored,
so that with the learning based on ICT they probably will not feel tired and bored, because a lot of displays multimedia
and other applications that make the child’s learning fun. It certainly won’t make the child feel burdened, but instead
make the child feel challenged to try again and do not give up, if the task given is in a game packaged. Kids will also feel
more conident and excited if he managed to create a project or create something using computer media.
SEAMOLEC assisted Directorate General of Early Childhood and Community Education, MoEC of Indonesia in developing
web-based platform that provide information about early
childhood education and learning contents that are able to support the children. This platform also allows interaction
among students, parents and early childhood teachers within the media, namely Anggunpaud http:anggunpaud.
kemdikbud.go.id. In the Anggunpaud website, parents and early childhood
teachers can search information with several menu categories, namely:
1. Nilai Agama dan Moral Religion and Moral Values 2. Fisik dan Motorik Physical and Motoric
3. Kognitif Cognitive
6. Seni Art 7. Buku Kurikulum Books of Curriculum
8. Penumbuhan Budi Pekerti Character Growth 9. Kebijakan Direktorat Paud PAUD directorate
policy 10. Mitra Paud PAUD Partner
11. Rumah Cerita House Story 12.
Parenting Rights of the Child, Dedication of Early Growth and Development, and the Violence and
Radicalism
The information can be accessed directly at any time from smartphones or personal computers. With information being
so readily available is expected of parents and early childhood teachers can add insight to educate and make children become
more creative. The Anggunpaud website provide a platform as parents and
early childhood teachers can write the articles to be published on the website.
On Anggunpaud there are several kind of contents such as songs, video and digital books for children. All the content
can be viewed and downloaded free of charge. The digital
books are available in pdf and epub format. With the existence of such content it is expected that children
can learn in easy and fun way. It is also easier for parents and early childhood teachers in providing early childhood
education. Kids will also be familiar with the technology and more interesting learning contents.
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1
st
HOM on SEA TVET, Chiang Mai, Thailand, August 2015
Promoting Technical and Vocational Education and Training TVETProgram
In relation to the establishment of ASEAN Economic Community 2015, where all ASEAN nations will relatively
have mobility in term of labors, products, services, and investments through the agreement, the ten countries in
Southeast Asia will have to pay more attention in preparing the
education development especially in improving the quality and relevance of graduates to meet the challenges of an increasingly
competitive world of work. Technical and Vocational Education and Training TVET would be the best areas to
be explored for cooperation within the countries as it provides skills acquisition.
Skill is considered to be very vital to the growth of developing country’s economy, especially in
this era of technological integration. It would be needed by many life sectors, not only in a modern
environment, but also in agricultural and other informal sectors. It is through technical vocational
education and training a more relevant graduate could be produced to meet the evolving needs of
industry or employer. TVET has been identiied as a priority area in
the Southeast Asian Ministers of Education. This
development resulted from consultations held in 2012, initiated by the Southeast Asian Ministers
of Education Organization SEAMEO and the Asian Development Bank ADB under the SEAMEO College
Project. After two years, SEAMEO afirmed the importance of TVET by naming it as one of its post-2015 priority areas
during the Strategic Dialogue of Education Ministers in September 2014.
As a form of education that results in poverty reduction, economic recovery and sustainable development, TVET has
received greater attention from policy makers, particularly in
A. Southeast Asia Technical and Vocational Education and Training SEA TVET
Southeast Asia is a region of Asia with distinctive feature of cultural diversity from the ten independent countries: Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Singapore, Thailand, The Philippines, and Vietnam.
The countries reach from eastern India to China and are generally divided into ‘mainland’ and ‘island’ zones. Virtually all of Southeast Asia lies between the tropics, and so there are similarities in climate as well as natural resources, and tourists’
attraction throughout the region, while there is also signiicant diversity in culture, language, and religion.
the quest for economic integration into ASEAN at the year- end of 2015. With this context in mind, and considering the
perceived increase in mobility of skilled workers in the region, SEAMEO in cooperation with other institutions, Ministries
of Education of SEA countries, SEAMEO Centres, NGOs, have been conducting several programs related to the SEA
TVET development within the region. As the irst initiative, SEAMEO in cooperation with Ofice
of the Vocational Education Commission OVEC Thailand, British Council, SEAMEO VOCTECH and SEAMEO
SEAMOLEC organized the irst High Oficials Meeting HOM on SEA-TVET. This meeting was held under the
theme: “Working Together towards Harmonization and Internationalization of TVET in Southeast Asia”. The event
took place on August 24-16, 2015 in Chiang Mai, Thailand. The objectives of these SEA-TVET activities are:
1. to leverage the standard and competency of TVET in Southeast Asia through internationalization and
harmonization; 2.
to promote and develop the curriculum harmonization, and internationalization of study programs through
lecturerstudent exchange, joint research programs and industrial linkages; and
3. to create a sustainable networking platform among TVET leaders and institutions in Southeast Asia and
industry, as well as other related development agencies.
Meeting delegates discussed policy direction for the development and collaboration of TVET in Southeast Asia
and they identiied a strategic framework and priority areas of development, especially regarding the harmonization
and internationalization of TVET. The Chiang Mai Joint
Statement on Harmonization and Internationalization of TVET in Southeast Asia was oficially announced at this meeting,
based on regional policy directions that emerged from the TVET High Oficials Round Table Meeting.
As one of SEAMEO Regional Centres, SEAMEO SEAMOLEC plays a role and actively assisting SEAMEO Secretariat in
coordinating all SEA TVET events and programs including; HOMs on SEA TVET, Country level workshops, and
Leadership workshops.
1. Country Level Workshops
One of the results of the High Oficials Meeting was to conduct the country-level workshops in several SEA countries. There
have been 7 country-level workshops being conducted ever from August 2015 to May 2016, and they are:
a. The 1
st
Country-Level Workshop: Solo, Indonesia
The workshop was held at Lor In Solo Hotel, Solo, Indonesia on September 10-12, 2015. About 300 participants from the
10 Southeast Asian countries attended this event; Timor Leste
was unable to participate. There were 5 priority areas of this workshop identiied, and they are:
» Electronics, mechatronics, manufacturing, applied
chemistry; »
Agriculture, and isheries; » Constructioncivil engineering;
» Hospitality and tourism; » Commerce banking
The major outputs of this workshop are; development of networking platform for each priority area, development of
SEA-TVET Consortium Website, commitment of institutions for student and teachers exchange, and development of School
Principal Leadership Training Course for Thailand-Indonesia-
Malaysia. b. The 2
nd
Country-Level Workshop: Siem Reap, Cambodia The workshop was held at Borei Angkor Resort and Spa, Siem
Reap, Cambodia on October 9-10, 2015. The workshop was attended by 54 participants from 5 SEA countries, comprising
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TVET policy makers from Cambodia, directorsdeputy- directors of TVET institutions in Cambodia, and policy makers
and directorsprincipals of TVET institutions from Indonesia, Laos PDR, Malaysia, and Thailand.
There were four group discussions according to the priority areas of Cambodia, namely:
» hospitality and tourism; »
agriculture and isheries; » construction; and
» policy level were conducted for TVET institutions to develop bilateraltrilateralgroup agreements and
joint action plans for piloting teacher and student exchanges and other joint activities.
Some outputs being discussed in the workshop are: commitment for sharing curriculum and study visit in March 2016, as well
as exchange of teachers starting in May 2016.
c. The 3
rd
Country-Level Workshop: Ubon Rachathani, Thailand
The workshop was held at Laithong Hotel, Ubon Rachathani province, Thailand on November 26-28, 2015. About 200
directors of TVET institutions from ten countries in Southeast
Asia except Timor Leste and the Asian region attended the three day workshop and meeting.
The priority areas of this workshop are: » Hospitality and Tourism;
» Electronics, Mechatronics and Manufacturing;
» Agriculture and Fishing; » Construction and Civil Engineering;
» Commerce and Banking; and » Marine and Maritime Research.
In this workshop 8 Frameworks of Cooperation were signed by 112 TVET colleges, commitments are such as management
visit, joint conference, sharing curriculum, teacher and student exchange programs.
d. The 4
th
Country-Level Workshop: Yangon, Myanmar The workshop was held at Singapore Myanmar Vocational and
Technical Institute SMVTI, Myanmar, December 4-5, 2015. The Country-Level Workshop in Myanmar was participated by
approximately 46 participants who are TVET policy makers and experts from Ministry of Education and related government
agencies from Myanmar, Directorsrepresentatives from TVET
