Design and Development of Lifelong Skills-Enhancement e-Programmes Using Monitoring/Evaluation Tools: Exemplars with Policy Recommendations

Developing ‘Future Ready’ learners in preparation of Industrial Revolution (IR) through implementation of lifelong skills-enhancement programmes collaborating with various sectors is the recent global governmental aspiration. In response to call for quality technology-enhanced ‘Science, Technology, Reading, Engineering, Arts, Mathematics’ (STREAM) education, SEAMEO RECSAM initiated the ‘Learning Science and Mathematics Together’ [LeSMaT (Borderless)] project-based programme under the Golden SEAMEO Basic Education and Student Networking involving blended-mode lifelong education. This article reports SEAMEO Inter-Centre Collaboration (ICC) Education 4.0 project initiative as an offshoot programme of LeSMaT involving Design and Development Research (DDR) in developing lifelong skills-enhancement e-programmes integrating STREAM education with evidence-based output under sub-themes identified from LeSMaT(Borderless) involving ‘Analysis, Design, Development, Implementation, Evaluation’ (ADDIE) instructional model. ‘Analysis’ of these sub-themes were made to develop criteria as guiding focus for project teams to design technology-enhanced learning (TEL) output that could showcase the knowledge/skills required during IR4.0. Literature research was also made on existing e-programmes fulfilling SEAMEO’s priorities. During ‘Design and Development’ phases, e-surveys were developed as monitoring/evaluation tools for tracking of skills-enhancement e-programmes in line with Sustainable Development Goals (SDGs).  During ‘Implementation/Evaluation’ phases, qualitative/quantitative data collection/analysis methods were implemented involving case study and validation of e-survey entitled ‘Motivation towards STREAM education’ (MoToS). The qualitative analysis integrating ‘type 4’ multiple-case design includes analysing output illustrating curriculum innovation through transdisciplinary studies reflecting Education 4.0 and SDGs whereas quantitative method involved Rasch model to validate MoToS  to monitor/evaluate participants’ engagement  in 1st Regional Workshop on SEAMEO-ICC Education 4.0. The findings using Rasch analysis in the ‘Evaluation’ phase revealed that MoToS is reliable with measure of CA 0.98 internal consistency and ‘feeling stressed on STREAM’ is the most difficult item.  After the e-course series 2020-2022, participants' output was examined using ‘Cross-Case Analysis’ (CCA), ‘Within/Exemplary-Case Analysis’ (WCA/ECA). The e-course series produced evidence-based SDG-related outputs with exemplars integrating SEAMEO Priority Areas No.7 and No.5. Policy recommendations and suggestions for future studies related to Education 4.0 are discussed including developing innovative programmes to improve transdisciplinary quality educatio

RETROSPECTIVE ANALYSIS AND ANTICIPATION OF CURRICULUM DESIGN FOR FUTURE SOUTHEAST ASIA

Background and Purpose: The curriculum design underwent chronological pattern adjustment globally; however, the alterations are heavily contextualized. Therefore, this article is aimed to understand how futuristic curriculum design is perceived in South East Asia (SEA). The understanding of how futuristic curriculum design is perceived in the past is achieved through retrospective examination of published documents. After identifying past trends, anticipation from historical trends refer to a systematic projection of how the curriculum would be constructed for the future generation in the SEA region.   Methodology: This study presents an in-depth bibliometric analysis and visual scientific mapping of 2733 published documents in a reputable database. To examine how a futuristic curriculum is regarded throughout time, temporal, geographical, institutional, partnership and keyword mapping were quantitively analyzed. The succession of events in the past and the emerging keywords visible in the present were then qualitatively assessed in order to anticipate what is viewed as future curriculum in SEA.   Findings: According to the findings, the design of the futuristic curriculum has changed since the 1980s in terms of 1) centricity, 2) measured dimensions, 3) technological advances to support the 4) learning dynamics between internalization, regionalization and localization. Based on past and current trends, it is anticipated that curriculum design for the future will be 1) centered on an individual as a unit of a larger society, 2) focuses on measuring the tangible and intangible one’s performances using indicators by benefitting the technologically advanced 3) seamless and self-regulated learning.   Contributions: The findings and recommendations of this article serves as the baseline evidences in curriculum design in SEA education ecosystem to inform pedagogy and policy by exploring new areas of research and fostering the evidence-based knowledge in education.   Keywords: Future studies, Southeast Asia, foresight, bibliometric, anticipatory.   Cite as: Zainun, M., Farida, N., Saedah, S., Deva Nanthini, S., Shah Jahan, A., & Wan Nor Adzmin, M. S. (2023). Retrospective analysis and anticipation of curriculum design for future Southeast Asia. Journal of Nusantara Studies, 8(2), 266-286. http://dx.doi.org/10.24200/jonus.vol8iss2pp266-28