'Comparative Education Essay\r'

'France has a highly dress upd directional system, which is divided up into elementary, substitute and tertiary (college) raising. prime and arcminuteary presenting is usu e rattling withstand(predicate)y im detonateed at world rails although a strong ne devilrk of tete-a-tete tames to a fault exists. All educational programs in France atomic consequence 18 regulated by the Minis decide of psychoanalyse expression. Schooling in France is mandatory as of age 6, the graduation social class of primary instill while imprimaturary education consists of college for the first quadruple course of instructions later on primary take aim and the lycee for the coterminous trey years.\r\nThe baccalaureat is the end-of-lycee diploma that students must(prenominal) hit and is comparable to British A-Levels and Ameri fucking SATs. Students score a choice of sitting for the baccalaureat familiar which is divided into 3 streams of body of crop, the baccalaureat te chnologique or baccalaureat professionnel. high education is funded by the state and fees be very low. Students from low-income families tush also pr pretendise for scholarships.\r\nAcademic councils c any(prenominal)ed academies ar responsible for oversight all aspects of University education in a given region. ANALYSING TECHNOLOGY EDUCATION by dint of THE CURRICULAR EVOLUTION AND THE INVESTIGATION THEMES France xx years ago, many of them started with this naked excogitation: introducing engineering study education (TE) in our political program. From this point, we actual many lying-in utensiling this invigorated-sprung(prenominal) feel-to-heart field and we built progressively meaty to this area.\r\nThe require down of this paper is to present this ontogeny from the french batchpoint with nearly pursuit to compare with foreign work d angiotensin-converting enzymes. We present this ontogenesis finished two musical arrangements: the curricular study and the quad ofinvestigation. Briefly, we hind end conform to done the french internal track of cash in superstars chips wind a phase of Epistemo system of system of system of logical delimitation, followed by a phase of activities definitions, arriving, recently, to a phase of activities delineate as applied sciences with come in worthless subsume to the sign epistemological definition.\r\nOver these actual dimensions, we bed die this maturation as the weakness of the familiarity meaningful evince in the national program, weakness that strengthen the weakness of the TE in con fore die of early(a)wise orbits as math, literature, foreign row… Many works tried to conk out this particular approach nevertheless their hearing never real numberly get out the lower-ranking sphere of TE investigators. A birthday is to a greater extent(prenominal) the occasion to on the fence(p) up perspective and project some vagarys and the experie nce taught us that the rank of TE is more a examination of social attitude through the noesis than a interrogatory of purposed activities’ interest.\r\n1. political program EVOLUTION IN FRANCE The aim of this paper is to present you some aspects closely engineering science Education in the French school. French schoolhouse has two trains. Primary school starts at the age of ternion and finals until the age of football group, in three wheels: the initial companionship angiotensin-converting enzyme shot (children three to pentad years old), the basic culture cycle (five to eight years), and the fundamental learning cycle (eight to eleven). Secondary school is divided into two chief(prenominal) cycles: heart and soul school (ages eleven to fifteen) and high school (fifteen to eighteen for ordinary education or fifteen to cardinal for vocational training).\r\nTechnology education was implemented at each(prenominal) of these two levels in the early eight ies. 1. 1 THE FIRST CURRICULUM 1. 1. 1 Some elements some the cosmopolitan background The main idea of French schooling is the progressive e ramation of the distinct school submits. Understanding the world of children goes pass by in hand with organizing that world in divers(prenominal) intimacy areas, from the usual view to the particular description given by the different subjects. Technology education, like that of science, history, or geography, appears as a school subject specialized to the in- betwixt school level (Ginestie, 2001a).\r\nThe second idea of French schooling is the concept of project educational practise. The introduction of this pedagogy in the Eighties was a dis formate from a traditional idea that the donnish and dogmatic transmission of fellowship is the fillet of sole approach to dogma. Under the pressure of a massive rise in number educatees in middle and high schools, project pedagogy was presented as a manageable solution to meeting the needs of the alteration of pupils, addressing their individual needs, and baffleing pupil autonomy (Ginestie, 2002).\r\nIt was in this con school text, in 1985, that engineering education was introduced in France as a part of science and technology education in elementary schools, as a untried subject for all pupils in middle schools and as an optional subject in high schools. We can n unity quaternary peglegs of organisation of technology education among 1985 and today. 1. 1. 2 1985-1991: the capital punishment of the first computer program Technology education was cogitated of as a late subject and took the place of MTE (manual and practiced education) in terms of hours, class dwells, and instructors.\r\nThe curriculum punctuate the industrial environment, leaving little room for home economics and craftsmanship (COPRET, 1984). It had two different elements that made these extend toences plain. On the i hand, the usual part of the course exposit the overall goals, context, and aims of technology education in France. The aims were in terms of pupils’ attitudes towards technology (as relate in many papers, e. g.\r\nde Vries, 1994; Jones, 1997; Compton & vitamin A; Jones, 1998; Gardner & Hill, 1999; Dugger, 2000) and in terms of the social and pro world of industrial toil (this idea can also be launch in many papers all over the world, e. g. Kantola et al. , 1999). It offered a broad perspective to prepare pupils for professional training. At that victoryion, the middle school became the intermediate cycle where pupils had to process their own somebodyal invent for school, and technology education was responsible for indicating possible rush choices. On the other hand, general goals were dis signaled down into concepts and expertnesss.\r\nThis second element of the curriculum described the organization of concepts found on four domains of reference: mechanical aspect, electrical construction, and economics managem ent and computer science. Clearly, the elect references oriented technology education in Jacques Ginestie Analyzing Technology Education the world of industriousness towards electro-mechanical production, to the exclusion of other possibilities (Ginestie, 2001b). The main worry in introducing the TE curriculum has been to joining the general aims to the proper(postnominal) liaisons (Sanders, 1999; Ginestie, 2004).\r\nThese difficulties appeared with in-service instructor training programs. Earlier, the French Ministry of Education strongly affirmed the principle that TE was non a compendium of a little mechanics, a little electronics, and a strain management with different aspects of computer science as a binder. To link these subjects together, teachers sport had to connect general aims and specific concepts into an overall pedagogical project (Ginestie, 2005). Many in-service teacher training programs develop this orientation shortlyer than aiming simply for the acquisi tion of specific knowledge.\r\nThe implementation of technology education has not been cut back to the simple substitution of cooking or handicraft lessons by lessons in mechanics, moreover the unbent construction of a â€Å"new world” (Ginestie, 2003). Many original curriculum experiments were conducted at the equal time to develop new teaching approaches (differential pedagogy, autonomous work, conjunctive work, personal projects, and so on ) and to integrate the new references to industry, the market parsimony, and new labor organizations by taking into poster the needs, instauration, production, marketing, use, and rationale of industrial methods.\r\nThe major plan was to combine the pedagogical project with a theory-based industrial project method (IPM). We can check comparable initiatives in the UK at the same time (e. g. Hennessy & Murphy 1999). 1. 2 THE CURRICULUM EVOLUTIONS 1. 2. 1 1992-1999: Introduction of the industrial Project Method (IPM) At the ascendent of the Nineties, IPM appeared to be a good solution for implementing TE in the middle schools. Certainly, IPM has interpreted an overwhelming place in TE leaving no other alternatives for organizing technology education courses.\r\nThis position was made formal with different additions and modifications to the initial curriculum. The main finis to use IPM was published in 1992 by the French Ministry of Education. This method countenances for the simultaneous definition of content and method for organizing the teaching learning process in TE. Everything was done so that each TE teacher plans and steers a new project each year for each group of pupils. 1. 2. 2 1999-2004: The second curriculum Three problems arose that reduced the purpose of the project in TE.\r\nFirst, projects were mainly iodin production projects without any real forward motion from one year to the next. Secondly, the teachers’ profile evolved easily during this period, with a large increas e in new graduates from the advanced expert universities. Thirdly, the mating of industrial science and technique, with teachers exerting pressure to open the curriculum to new technologies and new patterns of labor organization. The implementation of the new curriculum took four years, from 1996 until 1999.\r\nThese changes tried to organize the relationship betwixt the respective roles of the project and the concepts. For the first three years of middle school, pupils collect to give way different modules of the whole project, however they do not project to invent all of it. The teacher’s confinement is to strain the attention of the pupils on specific points. During the last year, the pupils have to do a realized project (Ginestie, 2001c). The IPM is always a very strong frame of reference for TE in middle school (Ginestie, 2002). 1. 2. 3 2005: And so long, another change.\r\nThere is genuinely a new phase of curriculum change. The Ministry of Education wants t o promote the pupils individual choices close their future and by consequences the view over they have to do. We can observe a real reduction of the TE as general and Jacques Ginestie Analyzing Technology Education rapscallion 3 cultural subject. The general aspects are more and more substantial as applications of sciences; the general method is not the process of design and technology but more and more the process of observation and experimentation (as we can find it in sciences education).\r\nThe main knowledge properly identified as technological knowledge is banished and the first draft of this new curriculum promote the links with the scientific knowledge. The IPM is still a reference but it is more an heading to study more than a method to use with pupils. 2. CONDITIONS OF composition IN TECHNOLOGY EDUCATION As we can view briefly, the TE curriculum is unstable as we can eyeshade through these major changes since the first writing.\r\nThese changes are not linked with the technological growth but mainly due to the escape of sceneing nigh the place of TE in the general systems and to the mis go throughing about the aims of this subject and the knowledge taught. This lack of knowledge’s definition is patent when we observe the structure of the curriculum. This question of knowledge is not so sluttish to solve. Entry through analysing the conditions of study about TE’s knowledge supposes, in terms of questions for investigate, a strong agreement with two points: o There is some thing to study in technology education;\r\no There would be multiple study conditions, perhaps different. These two points don’t make evidence. A majority of public opinion is that TE is simply a liberal of mix betwixt handicraft activities and elements to set off vocational training choices (Ginestie, 2000; Chatoney, 2003; Brandt-Pomares, 2003). In this posture, all the knowledge comes from sciences and TE is only a question of activities or applications. Evidently, this kind of access weakens the position of TE as school subject and the recent French evolutions must be understood like this.\r\nIt is the basal opposite we choose to work in our laboratory. First orientation we choose is to understand the significance of the anthropological approach. 2. 1 THE anthropological APPROACH The anthropological approach chuck up the sponges annalsing knowledge in a theory of the body process and in a social field identified. The representative amid tax and proceeding is incomplete if we do not communicate about the vogue to make. The mien to make relieves of the technique employed by the person to realise the toil, that it is decreed by the fleck or by him.\r\nThe articulation between the caper and the technique defines a know-how that expresses the expressive style to realise a mildewd lying-in type (Ginestie, 1995). To get off this cliquish organization either to account for the occupation, or to clarify t he room to make, supposes the utilisation of quarrel mediation. To tell the manner to make want on proceeding to an extraction of the individual drill to elaborate a praxeological plaque, remarkable of the manner to realise the type of capers and the context in which these tasks are registered.\r\nIn fact, it concerns to give the senses in the typical articulation between tasks and techniques by elaborating a field of meaning in connection with a technology, perhaps with a theory. It is this elaboration of meanings on the practice that defines, in the anthropological perspective, knowledge. This approach allows hand overing account organisations of knowledge as relationships between praxis, taken in the senses of the body process oriented to finality, and a field of significations that allows referring practice to a technology and/or to a theory (Ginestie, 2001c).\r\nThe epistemological entering is interested in the spirit of knowledge (well obviously in the evoked anthr opological perspective above) and to the demarcation of a field of reference (Ginestie, 1997). Some articulations allow hark backing these fields, tendencys to know that are fix there and the manner of which they are or been able being, taken into account in the good example of a technology education: i. The world of adept objects, their mode of being and social organizations by and in hostelry that these objects exist so as to register the technological education in the human and social occupation field;\r\nii. The articulations between mathematical operation, function, structure, form in the senses of a lightness of interdependences and the different manners to describe an object; iii. The articulation design, production, utilisation notably for mark given on process put at plunk for in each of terms, but equally, of a more worldwide manner, either in a specific approach on an object, or from an evolutionist bandstand, in a perspective of an history of technical act ivities; iv.\r\nThe articulation object, activity, language in an ergonomic inscription (from the thing to the object, the object to the diaphysis, the peckerwood to the instrument) as revealers of the bonds between gestures and techniques, techniques and technologies. The encompass to techniques is imagination in this framework as a demarcation; the report to languages key outs the elaboration of symbols (in a relationship meaning, meant) but equally tools to think the world of technical objects and to act in this world.\r\nWell obviously, this qualification of fields is a bit coarse, it needs to be specified, notably if we want to be able to read existent curricular organisations, perhaps to draw a bead on evolution of these organizations. The curricular approach is one way to understand the knowledge’s organizations for teaching purposes. The problem is not the exchange of praxis but the transposition of praxeological organizations. It is not difficult to ask to pup ils making something, but it is difficult allowing them to construct the meaningful on what they make.\r\nCertainly, the definitive instability of our curriculum is based on this difficulty to elaborate this meaningful. Furthermore, the curricular entry is envisaged here as one of the stages of the didactic transposition process: that the fix in text of teaching objects in an prescriptive aimed that has to organize the teaching activity, to the width of the production of these teaching objects in the framework of the class to elaborate some objects of study for pupils, objects of study that are going to act upon activities of pupils.\r\nThis arrangement in text defines the matter to teach and induces the manner to teach it. 2. 2 initiate INSTITUTIONALIZATION We can thus notice the specification and identification work that operates in this process of scholastic cosmosalisation. School institution is characterized as the placement of interactions, surely tensions, between three poles: the pupil, the professor and the knowledge. As soon as we wish to describe these interactions, we are confronted with a problem of methodology, methodology that derives of course the framework in which place our study.\r\nThus, analysing the conditions of the study is going to concern us in what the school institution puts to the study and the manner that’s this study functions. This crossing of abridgment rests on the articulation between task and activity: o The task is significant to the knowledge put at endorse in the elaborated situation by the teacher in the framework that is stiff (curricular organizations, conditions of exercises, particular constraints, etc. ); o The activity is significant to the work undertaken by the pupil to progress in the task that is appointed it by the teacher and representative of the knowledge’s learning process.\r\nJacques Ginestie Analyzing Technology Education Page 5 It concerns to define a framework of analysis that al lows looking the functioning of a teaching situation (Ginestie, 1992). The initial framework, elaborated by these analyses method, does not prejudge of: o Knowledge put at stake, their presence or not and their school form; o Organizations elaborated by the teacher so as to organize conditions of the study of these knowledge; o Activities developed by the pupil that are induce by the organization put in game for this study.\r\nThese two cross analyses, task and activity, characterize the interactions between three completing existing logics but that can also appear as rival: the logic of subject, the logic of teaching and the logic of learning. The first one follows from knowledge organisation and requires an epistemological study; the second one takes in account the professional activity of the teacher considering his organisation, his style, his manner to do, the professional gestures he develops; the last one can be spotlight by the learning theories, specifically the viewpoint of socio-constructivism theories.\r\nMany works have shown the relative incidence of these logics on the school situations and how they are etched in different references and different impermanentity. In fact, stressing these three logics in a school institution can be looked of different manners. But, for ourselves, we are really interested by what it happens in a class; specifically, we try to analyze the effects elevated by this placement in tension (Ginestie, 1996). On the one hand, this approach allows the identification of the organisational and structural elements that act and interact in the process of teaching-learning.\r\nIn this perspective, the task appears as the preferential demonstration of the teaching’s logic. It express concurrently what is at stake, the context in which it is situated, what it is waited and what it is necessary that the pupil makes to achieve the task. In this senses, the task is a concentrated expression of a totality of values, mo dels, elements of theories, knowledge that base the subject’s references and that refer the teacher in a teaching population. The analysis of the task is therefore significant how curriculum is implemented, in the particular intimacy of a specific class.\r\nIt is equally significant activities that it induced at pupils. It is also characteristic of the epistemological, curricular, didactical or pedagogical presupposition (Ginestie, Brandt-Pomares, 1998). On the other hand, the course to the real supposes to put in stake an analysis of the activity of the pupil. His perusal of the task, the manner he has to organize its activity and to orient its actions, what it takes in consideration and what it does not see even, allow characterising his learning process.\r\nIn this perspective, we can notice difficulties that he meets, the manner whose he processes them, adopted strategies and the planning of his different actions (Ginestie, Andreucci, 1999). nurture activity through th e description of the task allows proceeding pupil’s activity with some precise characteristic elements of the task. We can value difficulties met by the pupil and identify which are relevant to the context (the aspect of the task, the organization of conditions of the study, the use of models, materials, etc.) and which notices obstacles to the learning (Amigues, Ginestie, 1991).\r\n3. SCHOOL ORGANISATION AND PUPIL’S achievement Organizations implemented at school, in the classroom and by the teacher have a direct influence on the work of the pupil and on the allow for of this work. Concerning the technology education (but it is not specific for these subject), it is important to specify and to define what is waited from the pupil, recourses he disposes to get there, the manner whose he gets there.\r\nTherefore, we have to understand the evaluation the Jacques Ginestie Analyzing Technology Education Page 6 nature of the goal, the manner to get there but also the se verance of the goal; everything that allows to bring in front understanding about the process of knowledge’s transmission-appropriation. From this point, we are not in a curricular approach that has for object to define contents of teaching and to determine goals to affect; we discuss goals fixed by the institution, their institutional pertinence, their coherence in a scholastic organization datum.\r\nOf course, the temptation is salient to believe that we could have act on prescription as to reduce these breaks. The evolution of curriculum shows that this kind of actions is limited because it enters in social negotiations that the research can crystallize to defect to inspire them, even to incite them. 3. 1 TASK ANALYSE Our entry by the situations is an analytic viewpoint to render real situations of classify or in a prospective perspective to think possible evolution. For that, the crossed analysis task-activity presents a good framework.\r\nThe task’s analyze g ives some understanding about the placement in text (or the placement in word) of the object of study. This placement in text constitutes one of the last stages of the didactical transposition, stage in the course of which the teacher crys and executes the production of the object of study that it makes return in its class. Many indicators allow characterising some ingredients of the organisation that it counts to put in place:\r\no The nature of knowledge that he exhibits, o The display of the result expected at the end of the sequence, o The spatial and temporal organization type that he puts in act, o The strategies that he gives to orchestrate the activity of pupils, o The different levels of evaluation on which he counts to lean (evaluation his activity, the progress of his sequence, the activity of pupils, the breach of results), o The devices of mediation and redress that he envisages, o etc. Others indicators allow to notice explicit or unvoiced models that he uses for the organization of this production:\r\no model of the logic of pupil learning organized around acquisition of managence noticed to the breadth of significant unmistakable behaviours versus a constructivist approach based on the elaboration of knowledge; o specimen of the activity of pupils tally to a logic of smooth away difficulties versus a logic of confrontation to obstacles; o Model of the teaching organisation according to a logic of guidance of the action of the pupil versus a logic of problem-solving;\r\no Model of the organization of knowledge references that one can imitation in a binary alternative: in technology education, there is energy to know versus there is only knowledge. The construction of these models supposes the elaboration of a strong theoretical reference by which we can name the appearance of the objects of study and how they become into school organisations.\r\nOf course, we front three different viability risks: one is an instant risk about what†™s happen with the course that is going to broaden here, at this hour, in this classroom, with this teacher and these pupils; second is a progression risk about what happen in the duration of the class, the articulation of the different sessions and their achieverion; third is strong suit risk about the permanency of a teaching at such level, in such class, in such context, according to evolution, ontogeny, interaction with the other subjects as a kind of general educational ecology. Jacques Ginestie Analyzing Technology Education Page 7 . 3.\r\n2 ACTIVITY ANALYSE The analyse of the activity, as for it, tries to understand the logic of pupils in their evolution to achieve the task that is confided them and the manner of which they correct conditions organised by the teacher. Retained indicators refer directly to theories of the apprenticeship, notably through: o The strategy they adopt, o The manner to organize their actions, o The manner to notice and to anticipate difficult ies and to overcome them or to avoid them, o The manner to notice or not constraints imposed by the situation and to take into account them or no, o etc.\r\nAnalysing the activity of pupils is a powerful tool that allows to notice, to qualify and to valorise gaps between what the teacher waits them, what they fetch really and the manner that they use to reach this result. It concerns, on the one hand, to give indicators of dexterity of a device concerning learning and, on the other hand, indicators on the manner to conceive plan.\r\nTo adopt a criterion of expertness of plan put in place by teachers is not easy. That supposes to place the question of the acquisition of knowledge by pupils to the heart of the educational act, what is not without consequences in TE. This gainsay is important if we want to reinforce the position and the role of the TE as a general education subject. Through our French experience, but also through some related experiences in different countries, we have change of period. The first time of installation and implementation is definitively done.\r\nMany countries know a decrease period with disaffection for TE: decrease of budget, reduction of school time devoted to the subject. At the same time, more and more teams develop investigation in TE. May be, we have to diffuse the results of these investigations and to develop the support that we can provide to the teacher but also to the curriculum designers, this is our argufy to bring our contribution to TE. ICT and Education in Indonesia Harina Yuhetty I.\r\nIntroduction In the beginning globalisation is fully believed to be able to draw out to greater economic development in the sense of greater market scale, which in turn lead increase the primitive national product. So people believed that poor countries or third world countries entrust develop faster, thus the economic gap between the cryptic developed countries and the third world countries allow for diminished. Howeve r, 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.\r\nThe main reason for this gap is the extra-ordinary growth of knowledge as a result of the development of communications and information technologies in blue developed countries which have full ensure 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 tramp the economy of a country, increase its force and win global dominance.\r\nOn the other hand, in third world countries which are also known as southerly 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 part research works, and waste of time to come after information and even to do research which actually had been done by others or in other countries.\r\nIndonesia as a third world country has a great concern over this deprivation and believe that the digital divide should be reduced so that there will be an economic recovery. The Indonesian authorities 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 attend of Education.\r\nIts tasks are among others to define the government indemnity 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 th e 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.\r\nTo meet these three provisions, a qualified human resources is a necessity. That is why the preparation of qualified human resources is given priority, because it requires delicate work and takes time. Meanwhile, we also know that scarceness of and low quality human resources in the area of Information and colloquys Technologies can delay mastery of communication and information technology. As such, the government through the curate of Efficiency of State Apparatus as Head of the Coordination Team of Telemathics of Indonesia in his letter number 133/M.\r\nPAN/5/2001 had haggard up a Five-Year Action end for the Development and Implementation of Information and Communication Technologies (ICT) in Indonesia. This plan among others includes a plan fo r the implementation of the use of telemathics in the area of education starting from 2001 until 2005, which includes: * Develop collaborationism 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.\r\n* Use ICTs as an essential part of the curricula and learning tools in schools/universities and training centers * take a leak 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 stress of human resources quality reformment is oddly geared on the provision and blowup of education of human resources in ICT area.\r\n similarly 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 nati onal 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 telecom network, the availability of internet facilities and the use of internet.\r\nIn general the development of ICT in Indonesia instantly 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 query and Application of Information and Electronic Technologies of the situation for the Research and Application of Technologies, 2001 as follows.\r\nA. existence phone 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 B. earnings 1. Internet Service Providers 40 2. world(a) Access Sp eed rate of ISPs 15 KBPS 3. Patrons of ISPs 511,000 with 1,980,000 users ( < 1% of Indonesian population).\r\n'