Title: Southeast Asian Ministers of Education Organization (SEAMEO)'s role in digitalization for vocational education development: A comparative analysis of Indonesia and Thailand
Author: Miss Anastasia Sylvia
Year: 2022
Keywords: Regional Cooperation in Education, Vocational Education, Industry 4.0, Digitalisation in Education, Indonesia, Thailand, SEAMEO, GIZ, SEAMEO VOCTECH
Theme: Civil society and Democracy
Advisor(s): Vong-on Phuaphansawat
The full thesis available here.
Abstract: This thesis focuses on the role of the SEAMEO (Southeast Asian Ministers of Education Organization) role in vocational education development in Industry 4.0. Nowadays, there is a demand for the education sector to align with Industry 4.0, known as Education 4.0. In 2018, the SEAMEO, in collaboration with the GIZ, launched a Regional In-Service Training Modules project to support vocational education for Education 4.0. This study compares the impact of the Regional In-Service Training Modules project in two countries with a medium level of education performance in Southeast Asia: Indonesia and Thailand.This study employs a qualitative method with a case study. Data are collected from depth-interviews with 11 key informants, concept notes, original publications and literature from reliable sources. Data are analyzed using a thematic analysis method and Stuffle Beam's CIPP (Context, Input, Process, Product) evaluation model as a conceptual framework.Overall, this thesis concludes that SEAMEO matters for education development and supporting digitalisation in vocational education for Indonesia and Thailand.There are three significant findings from this study. Firstly, this study found that SEAMEO has provided access to conduct a project at the regional level and gather participants from 11 countries simultaneously. However, SEAMEO's level of intervention is limited due to their non-binding and non-intervention nature, like ASEAN. Secondly, this study found that digitalisation in vocational education does not mean going fully digital; Instead, vocational education shifts towards blended learning by combining online and face-to-face learning. The analysis concludes that practical skills in vocational education are hard to be taught online. Thirdly, the project's different outcomes at the national level are affected by national policy, participants' initiative, funding from GIZ and governments, and the center for practical training readiness in teaching about Industry 4.0.Based on the findings and analysis, this study recommends that SEAMEO collaborate with private sectors for their upcoming project to improve their quality. Secondly, vocational education institution in Indonesia and Thailand should strengthen their relationship with Industry to understand the criteria for skilled labor that Industry expects. Last, the Indonesian and Thai governments could learn from each other to improve education policiesThis thesis aims to study the role of SEAMEO (Southeast Asian Ministers of Education) in developing vocational education in the era of the Fourth Industrial Revolution, or Industry 4.0. Currently, there is a need for the education sector to develop in line with Industry 4.0, or Education 4.0. In 2022, SEAMEO, together with the German International Cooperation Agency (GIZ), launched the Regional In-Service Training Modules project to support vocational education in Industry 4.0. This research compares the outcomes of the Regional In-Service Training Modules project in two Southeast Asian countries with average educational outcomes: Indonesia and Thailand. This research employs qualitative methods with case studies. Data was collected through in-depth interviews with 11 key informants, recording key ideas, original publications, and literature reviews from reliable sources. The data was analyzed using thematic analysis and the Stuffle Beam's CIPP (Context, Input, Process, Product) evaluation model as the overall conceptual framework for this thesis. In summary, SEAMEO is crucial for the development of education and digital support in vocational education for Indonesia and Thailand. This study yielded three key findings: Firstly, the study found that SEAMEO provides access to implement regional projects and brings together participants from 11 countries simultaneously. However, SEAMEO's level of intervention is limited due to its lack of legally binding effect and its non-intervention compared to ASEAN. Secondly, the study found that the digital transformation in vocational education does not necessarily mean full digitalization, but rather a shift towards blended learning combining online and face-to-face classroom learning. The analysis concludes that teaching practical skills in vocational education online is challenging. Thirdly, the differing outcomes of projects at the national level are impacted by national policies, participant initiatives, funding from GIZ and the government, and centers for practical training readiness in industry-related instruction. 4.0 Based on this research and analysis, it is recommended that SEAMEO collaborate with the private sector on future projects to improve quality. Secondly, vocational education institutions in Indonesia and Thailand should strengthen their relationships with industry to understand the criteria for skilled labor that industry expects. Finally, the Indonesian and Thai governments can learn from each other to improve their educational policies more effectively.