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Indonesia initiates ASEAN road map for digital transformation of education systems
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ndonesia, which has the largest number of students and teachers in Southeast Asia and the fourth largest education system in the world, has shined a spotlight on the importance of digital transformation in the education system, especially after the COVID-19 pandemic.
The hosted ASEAN’s Second Regional Meeting on Roadmap on Declaration on Digital Transformation of Education Systems on Aug. 8 in Surabaya, East Java.
A total of three key agenda items were discussed at the meeting: the Post Transforming Education Summit 2022: How the world reaffirms digital learning and transformation; a presentation by ASEAN member states (AMS) on the strategy to incorporate digital transformation in the education system; and the AMS overview on the Roadmap on Declaration on Digital Transformation of Education Systems in ASEAN.
Ahead of the meeting, Anang Ristanto, the acting head of the ministry’s Bureau of Cooperation and Public Relations, emphasized the need to increase access to safe digital learning opportunities, boost digital literacy and develop digital skills, especially in the ASEAN region.
Within the framework of Indonesia's 2023 ASEAN chairmanship, he continued, the education ministry initiated a coordination effort to prepare the road map.
"The development of this road map is a joint effort among ASEAN member countries, with support from the ASEAN Secretariat," said Anang.
Education ministry secretary-general Suharti said the benefits of information and communications technology (ICT) in the educational sphere had been widely discussed in the past decade.
“However, the COVID-19 pandemic marked an important moment during which the education system discovered the true potential of ICT in transforming the learning process to be more relevant to the challenges of the 21st century," she said at the meeting.
During the pandemic, digital technology was initially used to ensure that the teaching and learning processes could continue during the closure of some or all schools. As it developed, education stakeholders grew to realize the potential of digital technology in accelerating the education sector’s recovery and in resuming the efforts to realize Sustainable Development 4 on Quality Education.
"The pandemic has increasingly emphasized the need to strengthen collaboration and renew our commitment and efforts to reorganize and rebuild the education system," said Suharti.
"Indonesia consistently fights for transformation at all levels of education. During last year's G20 [Group of 20] presidency, Indonesia put forward the importance of using ICT in education to support learning recovery and to create more inclusive and relevant education," she said.
Digitalizing Indonesian education
Suharti also highlighted Indonesia’s efforts to transform its education system through the Merdeka Belajar (Emancipated Learning) movement that optimized the use of ICT in education, with a key focus on overcoming the learning crisis.
"As of 2019, Indonesia has entered a new paradigm in which technology plays a role as a driving force for transformation in the education system," she said.
Suharti added that Merdeka Belajar aimed to establish a system that created lifelong, competent learners who embodied the character of a “Pancasila student”.
The movement also offered a fun learning experience and empowered students to explore their subjects, while teachers were trained to be more efficient in working with their principals to design the best curriculum to match their school’s characteristics and their students’ needs.
According to Suharti, Merdeka Belajar promoted transformational policies that supported four priority aspects: commitment to basic learning; support for teaching skills; dedication to targeted groups; and improved and accelerated progress by leveraging technology.
"Among these four aspects, we started by establishing a national assessment as a means of implementing the first priority. With a comprehensively designed assessment and computer-based tests, the National Assessment is designed to better grasp student abilities," she said.
Through the National Assessment, the education ministry encourages learning that focuses on knowledge mastery instead of exam performance. The assessment instruments include cognitive abilities, input and the processes of learning, such as learning quality, leadership of school principals and teacher perception, as well as risk of violence, bullying and intolerance.
"Along with assessment reform, we also changed the curriculum so it focuses more on depth, rather than breadth, of knowledge. That way, fewer topics are discussed, but [involves] more meaningful engagement in class," explained Suharti.
The second priority is to support teaching skills by changing the orientation of preservice teacher education from theory to practice. In addition, teachers receive practical training and gain real teaching experience, and are encouraged to form supportive learning communities with colleagues to generate creative learning ideas.
The third priority is a series of interventions to support the needs of schools, teachers and students, and includes the provision of extra tutoring for students interested in teaching through the Merdeka Belajar, Kampus Merdeka (Emancipated Learning, Emancipated Campus) policy.
“This policy offers a win-win solution for students and schools that need educators, while on the other hand, students receive full academic credit for their participation," Suharti said.
As for schools grants, Ministry of Education, Culture, Research, and Technology (MoECRT) is allocating more funds for schools in remote areas so they can better meet their logistical needs and procure learning tools.
The fourth Merdeka Belajar priority is to use technology in improving and accelerating the learning process.
The first step in ensuring the useful and sustainable digital transformation of the education sector involves gathering, integrating and utilizing data. Regional stakeholders, such as schools and technical implementation units (UPT), then validate and organize the data for further use in creating and developing digital platforms.
The ministry has launched several platforms, including Merdeka Mengajar, Rapor Pendidikan, Belajar.id and Kampus Merdeka, to improve the quality of learning. It has also launched three digital tools related to school resource management: the School Activity and Budget Planning Application (ARKAS), the School Procurement Information System (SIPLah) and TanyaBOS.
"Digital transformation through the Merdeka Belajar movement can strengthen Indonesia’s education ecosystem and inspire ASEAN member countries," Suharti emphasized.
Digitally transforming ASEAN education
During Indonesia's ASEAN chairmanship, seeks to foster stronger commitment among AMS to use ICT as a driver in transforming education systems in the region.
"We initiated the preparation of a road map to realize the commitments outlined in the Declaration on the Digital Transformation of Education Systems in ASEAN. This road map also serves as a tool for ASEAN countries to achieve the digital transformation goals in the education sector through agreed key areas, common milestones, indicative timeframes and potential partners," said Suharti.
Rodora T. Babaran, human development director in the ASEAN Socio-Cultural Community (SOCA) Department at the ASEAN Secretariat, said the bloc’s 2025 vision underscored the importance of skills and knowledge in the digital era, with education being the cornerstone of the vision on an inclusive ASEAN.
"ASEAN Community Vision 2025 puts forward efforts to increase regional integration and connectivity through digital technology, and encourages a collaborative education ecosystem to support the exchange of knowledge among institutions, educators and students throughout ASEAN," she said.
The ASEAN Declaration on Human Resources Development for the Changing World of Work recognizes the dynamic nature of the modern workforce and the imperative for continuous skills upgrading and training, given that digital transformation plays a role in reshaping industries and job markets.
“Education must play an important role in preparing individuals for the ever-evolving world of work. To achieve this, we need sustainable and strategic efforts,” said Babaran.
“The road map for the Declaration on Digital Transformation of Education Systems in ASEAN holds the key to realizing this transformation. This road map is not a static document, but a living document that will continue to adapt and develop along with changes in technology and educational needs.”
The Indonesian chairmanship’s road map aims to operationalize the commitments and actions of the Declaration on the Digital Transformation of the Education System in ASEAN; reaffirm the vision to build a resilient ASEAN community; advance the process of recovering from learning losses; and utilize the potential of digital technology in increasing access to and participation in education, improving teaching and learning practices, and improving the management of educational information.
The document is also intended as a tool for ASEAN member countries to coordinate their efforts to achieve these objectives, and will thus outline key areas, achievements, indicative time frames and potential partners.
The Roadmap for the Digital Transformation of Education Systems in ASEAN will be presented at the 35th Senior Officials Committee for the ASEAN Socio-Cultural Community (SOCA) Meeting dan 30th ASEAN Socio-Cultural Community Council (ASCC) Meeting. Meeting to be held in late August 2023. The road map will also be submitted to ASEAN leaders at the 43rd ASEAN Summit in September 2023 for approval.
