T A B L E of C O N T E N T S
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ASEAN STUDIES CENTER
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CEEDINGS
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"Mapping and Assessing
University-based Farmer Extension Services
in ASEAN t hrough an
Agro-ecological/ Organic Lens"
Chula longk orn Unive rsit y, Ba ngk ok
M a i n Audi t ori um, 2 nd Floor
Thursday, 23 Feb 2017, 8:30 am to 5:00 PM
PROCEEDINGS:
(Selected Full Papers & Rapporteurs' Summary)
from
REGIONAL SYMPOSIUM
on
"Mapping and Assessing University-based Farmer Extension Services in ASEAN
through an Agro-ecological/Organic Lens"
Chulalongkorn University, Bangkok
Main Auditorium, 2 n d Floor
Thursday, 23 Feb 2017,
8:30 am to 5:00 P M
T A B L E of C O N T E N T S
Acknowledgements
P-2
P- 3
Selected Full Papers
R E G I O N A L PERSPECTIVES
Wayne Nelles, Introduction to Research Project on Mapping and Assessing University-based Farmer Extension
Services in ASEAN through an Agro-ecological/Organic Lens
p.4
Pierre Ferrand, Laurent Levard and Htet Kyu, Comparative analysis of the policy frameworks in each country
of the Mekong region (Cambodia, Laos, Myanmar and Vietnam) supporting agroecology
p. 11
CAMBODIA
Chun Nimul and Buntong Borarin. Sustainable Agricultural Research and Extension in Cambodian Higher
Education Institutions
..p. 17
INDONESIA
Helmi with Rafael Azhari. Integrating Sustainability Factor into University-based Agriculture Extension
p.26
Services: A case study from Indonesia
Siti Amanah and Epsi Euriga. Challenges and Opportunities for Universities-based Agricultural Extension
Services from an Agro-ecological/Organic Perspective: the Case of Indonesia
p.42
LAOS
Saythong Vilayvong and Malavanh Chittavong Mapping and Assessing University-based Farmer Extension
Services in Laos through an Agro-ecological/Organic Lens
p.57
MALAYSIA
Norsida Man. University-based Agriculture Extension Services in ASEAN through an Agroecological/Organic Lens: Malaysian Case
p.68
MYANMAR
Nyein Nyein Htwe and Khin Oo. University-based Farmer Extension Service in Myanmar.
p.83
PHILIPPINES
Teodoro C. Mendoza, Cely S. Binoya and Virginia Cardenas. Mapping and Assessing University Based
Farmer Extension Services in the Philippines through Agro-Ecological Organic Lens
p.94
THAILAND
Supawan Visetnoi, Unchalee Sanguanpong, Pradtana Yossuck, Kanyanat Sirithunya, Budsara Limnirankul, Sukit
Kanjina and Chanan Phonprapa'C Higher Education and Agricultural Extension Services in Thailand:
Current Situation and Future recommendations"
p. 108
VIETNAM
Nguyen Thanh Binh and Tran Thi Thien Thu. Agricultural Extension in Vietnam: Current Status and
Challenges
Nguyen Thi Hao and Pham Van Hoi. University-based agroecological extension services in Vietnam
APPENDIX 1 Author Bios
p.116
p. 124
... p.133
APPENDIX 2 Rapporteurs' Meeting Summary
p. 139
1
Challenges and Opportunities for Universities-based Agricultural Extension Services from an Agroecological/Organic Perspective: the Case of Indonesia
Siti Amanah and Epsi Euriga
Abstract
Education, research and community services are three pillars of higher education in Indonesia. The Law Number
16 Year 2006 about agricultural, fisheries, and forestry extension system states that extension services providers
are the government, community, and private sectors. Extension service on organic farming can also be provided
by the university and this is a concrete action of the three pillar of higher education. A number of research and
extension related to agro-ecological practices conducted by researchers from universities in Indonesia. Also, a
number of experts in ecological background have promoted organic agriculture, however, majority of farmers
practice less and partially organic farming. Thus, the research objectives are twofold. The first is to gather
information about the scope of university-based agro-ecological extension services; and the second is to analyze
strengths, weaknesses, threats, and opportunities for universities managed agro-ecological extension services. A
survey was conducted to collect information about perception from graduates, faculty staff, and university
managers to agro-ecological extension services. From 112 universities that have agriculture study program, 56
respondents took part in the surveys. Following the survey, a focused group discussion with 20 participants from
16 different universities was held to discuss challenges and opportunity for the university-based extension
services from agro-ecology perspective. Data were analyzed using descriptive statistic and Kendal Tau
Correlation test. Strengths, Weaknesses, Opportunity, and Threats (SWOT) analysis were used to analyze
challenges and opportunity of university- based extension services. Research results show that more than 55.4%
faculty or staff have been involved in university-based extension services addressing agro-ecological principles,
and 94.6% respondents have positive perceptions to agro-ecology. The respondents perceived that universitybased extension services should be strengthened due to the lack of financial support. Support from all
stakeholders has significant positive correlations to the perception that agro-ecology/organic farming is the best
solution for ecosystem sustainability and human welfare. SWOT identification shows that the most strength for
university-based extension services is the numerous students body that are potentials to engage in the services;
the weakest is limited financial support; the most threat is that agrochemicals products from industries attract
farmers to postpone the organic farming practice; the most possible opportunity is to strengthen collaboration
between universities and related stakeholders to promote, conduct joint research and development in extension
services and organic farming. The strategy formulated for university based extension services to respond the
challenges is to focus on SO, meaning to better manage the strengths and take opportunities; at the same time
threats and weaknesses should be overcome.
Keywords: university-based extension, agro-ecological perspective, training and education.
Introduction
The Law of Government of Indonesia Number 16/2006 on Agriculture, Fishery and Forestry Extension System
(AFFES) has guided agricultural extension as educational approach towards fanners' welfare. The Law has
become as an umbrella in providing extension services without neglecting environmental functions. Farmers and
producer organizations arc educated to drive up productivity by the use of appropriate technology for conserving
environment, as well as increasing income towards sustainable livelihoods.
In terms of extension education, a university has an important role in extension-education as stated in the Law of
Government of Indonesia Number 12/2012 on Higher Education. Section 1, item 9 of Law Number 12/2012
mentions a university is responsible to implement education, research and community services. Those three
responsibilities are known as three pillars of higher education or "Tridharma Perguruan Tinggi". As a
consequence of the first pillar, a university has an obligation to provide quality education to produce competent
graduates. The second pillar, which is research, conveys a message that research conducted by the universities
should contribute to science and knowledge development as well as solutions to practical issues. The third pillar
is a community services program, meaning the universities should contribute to situation improvement of the
42 •
ecology or organic approach. Previous studies mention that agro ecology or organic agriculture can provide more
et al.
resilience to climate change (Rodale Institute 2012), increasing productivity (Rodale Institute 2012, Prettyzyxwvutsrponmlk
2003), be favorable economically (Agunga and Igodan 2008) and increase food security (Altieri and Toledo
2011, Pretty et al. 2003) and support the sustainability of agriculture (Pretty et al. 2003, Agunga and Igodan
2008) as well as empowering and moving farmers organization (Altieri and Toledo in 2011).
Agro-ecology or organic approach helped farmers to reduce the reliance on chemical fertilizers and gave
economic advantageous, reducing the production costs and also safe for the environment. Nevertheless there are
concerns about the lack of knowledge of farmers and limitations of agricultural extension officers' support for
organic agriculture (Agunga and Igodan 2008). This is even though all relevant parties (farmers, academic
institutions, NGOs and Government) have begun to show significant improvement by pioneering the approach
agro-ecology (Altieri and Toledo 2011). Indonesia as a country with large populations getting their livelihood
from agriculture also started paying attention more with agro-ecology or organic approach. This is demonstrated
by die presence of 7 accredited organic certification agencies in Indonesia (Jahroh 2010). The Government is
also very supportive of agriculture with the agro-ecology approach or through the granting of aid organic
fertilizer through organic farmer groups and doing organic agriculture outreach. Research on agro-ecology or
organic has also done a lot in various educational institutions and research institutes.
Agro-ecological approach needs to be practiced for sustainability of the resources. To extend the practice for
agro-ecological principle by organization producers, supports from the government, private sectors and other
stakeholders are needed (Wu and Zhang, 2013). The Government as policy makers may develop policies (Wu
and Zhang, 2013) and political will (Dabbert et al. 2004), and by increasing research, cooperation and
discussions to increase understanding of the organic farming (Larsson et al. 1995).
The diffusion of agro-ecology as innovation must involve coordination of agro-ecology various actors and
organizations to access knowledge and the necessary resources such as land, seeds, government service and
market (Altieri 2012, Birner and Resnick 2010). In addition the diffusion of innovations that concern with
environmental conditions assessed very fragile so needed a strong farm support system among educational
institutions, agricultural extension, universities and agricultural research (Ragasa etal. 1999; Davis etal. 2010),
as well as require institutional knowledge management system of informal and formal (Brooks and Loevinsohn
2011) to enhance the capacity of farmers (Ragasa et al. 1999).
Extension-education plays an important role in promoting the principle of agro-ecological system. The lack
number of government extension workers in Indonesia has affected extension services in some areas. Ragasa et
al. (2016) reports that Democratic Republic of Congo (DRC) has a ratio of 540 farmers per agent. This situation
is better than that in Indonesia (1.670 farmers per agent) (Davis et al. 2010). The Law of Government of
Indonesia Number 16/2006 on Agriculture, Fishery and Forestry Extension System (AFFES) states that
extension services can be also provided by community groups (farmer to farmer extension services) and by
private sectors. This means, extension services could also be provided by community and private sectors under
coordination with government's extension services. As part of implementing the three pillars of higher
education, the university has also managed community services in many forms including agricultural extension
services and rural innovation systems. Extension services from an agro-ecology perspective have been
implemented by the universities by co-operating with other stakeholders. Farmers are engaged in the process,
from planning to evaluation of the extension programs.
University-based Extension Services on Agro-ecology
Bogor Agricultural University (IPB) and some major state universities in Indonesia have supported the
Government of Indonesia to educate farmers to new principles for crop production for food security since 1960ies. The engagement of the universities in supporting the movement for increasing food production is called by
Bimas (Mass-Guidance). The universities have assigned the students to educate farmers the agricultural
practices, from seed selection, appropriate used of fertilizer, plant protection, irrigation, and postharvest
management (including handling, processing and marketing). The students played the roles as extension workers
until late 1970-ies. After that, since the students should complete the studies, the Government through the
44
Methods
The research focused on reviewing university-based extension services to facilitate change in agricultural
practices from conventional to agro-ecological practices. Multiple techniques were used to gather data from
respondents and participants of the study. Data were gathered through multi-procedures. Online surveys and
direct interviews with the respondents were administered from November 2016 to January 2017. On-line survey
using Google-forms was sent to 30 e-mail addresses of university teachers associated with agricultural field of
study. 75 percentages of online responses were received through online surveys (21 respondents). Direct
Interviews were also conducted involving 35 respondents from universities having agricultural field of studies.
So, the total numbers of respondents were 56 respondents.
The respondents for online survey and direct interviews were categorized into three types: graduates, university
managers, and lecturers. The questionnaire consists of 10 closed-ended questions/ statements to know
perceptions of the respondents to extension-education from organic agriculture perception; and five open-ended
questions: The respondents were asked to give value (from 1 to 7) to the statements based on the agreement to
the statements. The highest value means the respondent is strongly agree (positive perception to university-based
extension from organic farming perspective) and the lowest value means the respondents is strongly disagree.
Table 1 shows the questions/statements of the survey. The level of agreement was divided into three categories,
strongly agree, agree, and strongly disagree. For open-ended questions, the respondents fill the answers in the
box provided in the questionnaire. In direct interviews, some questions were added to know the number of
experts, involvement of the experts to the organic-agricultural extension, priority of commodity, financial
supports, and supporting infrastructures.
Table 1. Closed and open-ended questionnaire of the survey universities-based agricultural extension services
from an agro-ecological/organic perspective
No
A
1
2
3
4
5
6
7
8
9
10
B
11
12
13
14
15
Statement or Question
Abbreviation
Closed-ended Questions
Involvement of Indonesian universities in implementing agro-ecological
Extedl
extension-education with farmers.
University has appropriate course contents in sustainable agriculture
Coursebach2
Universities have played a significant role in increasing agriculture
Roleprod3
production (through organic farming)
Demonstration plot (demplot) and supporting infrastructure are available in
Demplot4
university to practicing agro-ecology or organic farming
Research on agro-ecology related aspects and extension services
Research5
Programs on community services focusing in organic farming
Organicext6
Extension-education curriculum having the topics or contents on agroCoursext7
ecology/organic farming
Involvement of the respondent to university extension services about
Partisipext8
practicing agro-ecology/organic farming
Supporting from all stakeholders of the university to agro-ecology/organic
Agrosupport9
farming
Agro-ecology/organic farming is the best solution for ecosystem
AgroperceptlO
sustainability and human welfare.
Open-ended Questions
Description of agricultural extension system in Indonesia, including explanation about its role
in supporting the principle of organic farming
Type of the extension services in agriculture and advisory services
Quality and effectiveness of agricultural extension system in Indonesia
Involvement of respondent in agricultural extension services (from the perspective of organic
farming) in the last of five years
Strengths and weaknesses in implementation of extension services from agroecological/organic farming perspective.
46
58.9percent of respondents strongly agree that universities have moderate supporting facility for extension
service in organic farming. On the other hand, universities need to increase research and extension services from
organic farming perspective. Also agro-ecological perspective need to be more integrated in courses. Nearly
20% of respondents have never participated in university-based extension services. One reason for this is the
capacity in organic farming of graduates related to their major background. Those who graduate from major of
agricultural science, biology, and conservation management have better capacity in practicing organic farming.
The idea for integrating extension with sustainable perspective has also been proposed by Gabathulerzyxwvutsrponmlkjihgfed
et al.
(2011), that extension in sustainability perspective concerns to improvement of socio-economics and ecological
aspects, and require adjustmet in communication approach, extension, learning, and capacity development.
Table 4. Distribution of the respondents according to perception on university-based extension services
from agro-ecology/organic perspective
Strongly
agree
No
Aspect of questions
Strongly
disagree
(n)
%
1
Extedl
7
12.5
28
50
21
37.5
2
Coursebach2
6
10.7
26
46.4
24
42.9
3
Roleprod3
2
3.6
18
32.1
36
64.3
4
Demplot4
2
3.6
21
37.5
33
58.9
5
Research5
5
8.9
33
58.9
18
32.1
6
Organicext6
3
5.4
30
53.6
23
41.1
7
Coursext7
3
5.4
29
51.8
24
42.9
8
Partisipext8
11
19.6
14
25
31
55.4.
9
Agrosupport9
28
50
5.4
28
50
53
94.6
'
Agree
10
AgroperceptlO
3
Note: for the meaning of abbreviations used, please refer to Table 1
%
%
Table 5 shows that there are twenty two significant correlations between several aspects related to perception of
the respondents to university-based extension services from agro-ecology/organic farming. Age of the
respondent has significant correlation to education and position in the university (managers). Gender of the
respondent has a negative significant correlation with research in agro-ecological aspects. This means more
males conducting research in agro-ecology rather than female. Education has a significant correlation with
manager's position. This is rationale, because to there are certain positions in higher education that require
certain levels of educations. For example: to be the Dean or Rector, one should be a doctor and have specific
academic status.
Table 5. Coefficients of Kendal Tau Correlations between aspects related to perception of the respondents
to university-based extension services and agro-ecology/organic farming
Gend
er
(m=l
Age
Age
Gender
(m=l,
f=2)
f=2)
Educalio
n
Man
ager
Exte
dl
Cour
se
bach
2
Rese
Role
prod
3
1
0.11
1
48
Dem
plot
4
arch
5
Organ
icext6
Cou
rsext7
Parti
sipext
8
Agro
suppo
rt9
Agro
percept
10 _
Tabl e 6. Scope of activities of universitv-based extension services from organic perspectives
Stakeholders Involved
%
No Scope of activities
Conducted*
A
1
2
i
j
4
5
Research topics
Farmers' empowerment based on agroecosystems
Policy review on extension systems and
approach Performance of Extension
Services
Farmers field school
Farmers accessibility to microfinance
institution
Verti-culture fnlantinu technionest
V v l l l
6
7
8
9
in
11
12
C> U 1 . CI J1 V
I W i l l i 11111 t l
University, research center, students,
lecturers
75
National government, related ministry,
university
Ministry of Ag, farmers, university,
students, extension workers, civil society
organizations (CSO)
University, research centers, students,
and farmers groups
Farmers, extension workers, Agricultural
Extension College, students
Ministry of Forestry, University,
Research center, CIFOR, ICRAF
University, farmers, Extension
organization
Agricultural Extension College, Farmers,
Ministry
University, farmers, extension workers
80
60
60
I v v l 1 1 1 1 VJ LAV^O J
Agro-forestry for conserving land and
increasing income of the farmers
Model for extension-system for food
security
Land quality index on organic farming
75
80
50
Plant extraction as biological pest
management
Agribusiness partnership and farmers
entrepreneurship
75
80
Ministry of Ag, University, Farmers
Students
Consumers' willingness to pay for
agricultural products
70
Research center, Farmers, Private
Sectors, university
University, farmers, local government,
and national government, research
center, private sectors
Research centers in related Ministries,
ICRAF, University, CSO
Plant varieties, biodiversity,
sustainability issues
13
Others (Good agricultural/fisheries
practices, bioenergy, biodiesel
sustainability fisheries, forest
sustainability, payment for
environmental services and so on)
B
Extension Practices
Training on Bio-fertilizer, organic
pesticide
Facilitation to farmers and women
farmers by lecturers and students
Strengthening farmers' organization
1
70
75
60
80
University, CSO, farmers,
University through outreach and services
85
2
learning program
3
80
University, Ministry of Ag, Local
government
4
University media, students, public
75
Media campaign/awareness for organic
figures,
the government, CSO
agriculture (inch information delivery)
5
University, private sectors, international
60
Piloting (such as: Agricultural
Development Services)
foundation
6
Bio-pori practices (for the betterment of 70
University, Extension Workers,
Community
soil structure)
*according results of FGD attended by participants from 18 universities in Indonesia
50
The most strength of university-based extension services is high number of student body for 10 main states
universities range from 20 thousands to 40 thousands. The weakest aspect of university based extension services
is limited financial support. The most dominant threat for university based extension services is chemical
industry still producing agro-chemicals that attract farmers to use it because it's effectiveness and efficient in
combating pest and diseases. The most opportunity that can be done to strengthen university-based extension
services is to collaborate between universities to promote, conduct joint program (R&D) on organic agriculture.
Strategy for University-based Extension Services from Agro-ecology/Organic Farming Perspective
Table 7 shows the results of SWOT analysis as a basis to formulate strategy for university-based extension
services from an agro-ecology/organic perspective. There are six strengths, four weaknesses, five threats, and
four opportunities regarding university-based extension services from agro-ecology/organic farming perspective.
Based on the. score calculation, it is apparent that combination of strengths and weaknesses is still in positive
value, meaning strengthen university-based extension is a strategic action. Combination of threats and
opportunities is in negative value, meaning minimizing the threats is a must.
Table 7. Rating, weight and score of strengths and weaknesses of the university-based extension services from
an agro-ecology/organic farming perspective
Rating to
recent
situation
iii
No. SWOT factors selecting by respondents
i
ii
1
Strengths
Score
iv
V
(*l-5)
1.1 Student body numbers for 10 main state
universities (ITB, UI, UGM, IPB, UNDIP,
UB, UNPAD, USU, UNAIR, UNS)
S
1.2 Strength curriculum for agricultural
extension (university having agricultural
faculty, agricultural extension college)
S
2
Weight
5
0.03
0.15
3
0.07
0.21
1.3 Demo plot/field station
S
3
0.05
0.15
1.4 Network and collaboration
S
4
0.1
0.4
1.5 Outreach/service learning programs (KKN) S
4
0.2
0.8
1.6 Number of experts
Total strengths score
S
3
0.1
0.3
2.01
2.1 Limited financial support
w
-5
0.2
-1
2.2 Infrastructure
w
-3
0.1
-0.3
w
-3
0.1
-0.3 •
w
-4
0.05
-0.2
Weaknesses
2.3 Productivity of organic agriculture are
lower than conventional system
2.4 The producers have difficulty in accessing
the market
-1.8
Total weaknesses score
Total S+W
3
1
Threats
52
0.21
Implementing strategy in SO and T W should follow score consecutively (fifth column in Table 7). For example;
for managing the strengths should be done by engaging the students to the services, followed by curriculum
development for agricultural extension, managing the facilities (demonstration plot, field stations) for practicing
extension methods in organic farming, strengthening networks, managing service learning, and involvement of
the experts in the services.
Conclusion
It can be concluded that university-based extension services from agro-ecology/organic farming perspectives are
implemented in various types, mainly in form of learning and teaching, research and community services. Most
people tend to have view organic farming as positive actions for conserving the environment, as well as
improvement of quality of human life.
The challenges for the university-based extension from agro-ecology/organic farming are the dependency of the
farmers to agro-chemicals to ensure there is no failure of farm business. Opportunity to strengthen collaboration
between universities and support from related institution is a need for university-based extension to continue to
serve community. The strategy for further develop university-based extension from agro-ecology/organic
farming is to manage the strengths and opportunities including: including involvement of students in facilitating
farmers to practice organic farming. Financial support to undertake continuous actions is essential to maintain
the actions.
Acknowledgement
We would like to gratefully thank our colleagues from universities in Java, Sumatra, Sulawesi, Maluku, Papua,
Lombok and Bali that have participated in this study. We would also like to express our gratitude to
Chulalangkorn University School for Agricultural Resources that has invited us to share a case study on
university-based extension services. Appreciation is also extended to Nurul Dwi Novikarumsari and Asri
Sulistiawati for the assistance during the discussions in the FGD.
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( Ed u c a t i o n a l . S c i e n t i f i c a n d
Cu l t u r a l O r g a n i z a t i o n
Or g a n i s a t i o n
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CEEDINGS
S
"Mapping and Assessing
University-based Farmer Extension Services
in ASEAN t hrough an
Agro-ecological/ Organic Lens"
Chula longk orn Unive rsit y, Ba ngk ok
M a i n Audi t ori um, 2 nd Floor
Thursday, 23 Feb 2017, 8:30 am to 5:00 PM
PROCEEDINGS:
(Selected Full Papers & Rapporteurs' Summary)
from
REGIONAL SYMPOSIUM
on
"Mapping and Assessing University-based Farmer Extension Services in ASEAN
through an Agro-ecological/Organic Lens"
Chulalongkorn University, Bangkok
Main Auditorium, 2 n d Floor
Thursday, 23 Feb 2017,
8:30 am to 5:00 P M
T A B L E of C O N T E N T S
Acknowledgements
P-2
P- 3
Selected Full Papers
R E G I O N A L PERSPECTIVES
Wayne Nelles, Introduction to Research Project on Mapping and Assessing University-based Farmer Extension
Services in ASEAN through an Agro-ecological/Organic Lens
p.4
Pierre Ferrand, Laurent Levard and Htet Kyu, Comparative analysis of the policy frameworks in each country
of the Mekong region (Cambodia, Laos, Myanmar and Vietnam) supporting agroecology
p. 11
CAMBODIA
Chun Nimul and Buntong Borarin. Sustainable Agricultural Research and Extension in Cambodian Higher
Education Institutions
..p. 17
INDONESIA
Helmi with Rafael Azhari. Integrating Sustainability Factor into University-based Agriculture Extension
p.26
Services: A case study from Indonesia
Siti Amanah and Epsi Euriga. Challenges and Opportunities for Universities-based Agricultural Extension
Services from an Agro-ecological/Organic Perspective: the Case of Indonesia
p.42
LAOS
Saythong Vilayvong and Malavanh Chittavong Mapping and Assessing University-based Farmer Extension
Services in Laos through an Agro-ecological/Organic Lens
p.57
MALAYSIA
Norsida Man. University-based Agriculture Extension Services in ASEAN through an Agroecological/Organic Lens: Malaysian Case
p.68
MYANMAR
Nyein Nyein Htwe and Khin Oo. University-based Farmer Extension Service in Myanmar.
p.83
PHILIPPINES
Teodoro C. Mendoza, Cely S. Binoya and Virginia Cardenas. Mapping and Assessing University Based
Farmer Extension Services in the Philippines through Agro-Ecological Organic Lens
p.94
THAILAND
Supawan Visetnoi, Unchalee Sanguanpong, Pradtana Yossuck, Kanyanat Sirithunya, Budsara Limnirankul, Sukit
Kanjina and Chanan Phonprapa'C Higher Education and Agricultural Extension Services in Thailand:
Current Situation and Future recommendations"
p. 108
VIETNAM
Nguyen Thanh Binh and Tran Thi Thien Thu. Agricultural Extension in Vietnam: Current Status and
Challenges
Nguyen Thi Hao and Pham Van Hoi. University-based agroecological extension services in Vietnam
APPENDIX 1 Author Bios
p.116
p. 124
... p.133
APPENDIX 2 Rapporteurs' Meeting Summary
p. 139
1
Challenges and Opportunities for Universities-based Agricultural Extension Services from an Agroecological/Organic Perspective: the Case of Indonesia
Siti Amanah and Epsi Euriga
Abstract
Education, research and community services are three pillars of higher education in Indonesia. The Law Number
16 Year 2006 about agricultural, fisheries, and forestry extension system states that extension services providers
are the government, community, and private sectors. Extension service on organic farming can also be provided
by the university and this is a concrete action of the three pillar of higher education. A number of research and
extension related to agro-ecological practices conducted by researchers from universities in Indonesia. Also, a
number of experts in ecological background have promoted organic agriculture, however, majority of farmers
practice less and partially organic farming. Thus, the research objectives are twofold. The first is to gather
information about the scope of university-based agro-ecological extension services; and the second is to analyze
strengths, weaknesses, threats, and opportunities for universities managed agro-ecological extension services. A
survey was conducted to collect information about perception from graduates, faculty staff, and university
managers to agro-ecological extension services. From 112 universities that have agriculture study program, 56
respondents took part in the surveys. Following the survey, a focused group discussion with 20 participants from
16 different universities was held to discuss challenges and opportunity for the university-based extension
services from agro-ecology perspective. Data were analyzed using descriptive statistic and Kendal Tau
Correlation test. Strengths, Weaknesses, Opportunity, and Threats (SWOT) analysis were used to analyze
challenges and opportunity of university- based extension services. Research results show that more than 55.4%
faculty or staff have been involved in university-based extension services addressing agro-ecological principles,
and 94.6% respondents have positive perceptions to agro-ecology. The respondents perceived that universitybased extension services should be strengthened due to the lack of financial support. Support from all
stakeholders has significant positive correlations to the perception that agro-ecology/organic farming is the best
solution for ecosystem sustainability and human welfare. SWOT identification shows that the most strength for
university-based extension services is the numerous students body that are potentials to engage in the services;
the weakest is limited financial support; the most threat is that agrochemicals products from industries attract
farmers to postpone the organic farming practice; the most possible opportunity is to strengthen collaboration
between universities and related stakeholders to promote, conduct joint research and development in extension
services and organic farming. The strategy formulated for university based extension services to respond the
challenges is to focus on SO, meaning to better manage the strengths and take opportunities; at the same time
threats and weaknesses should be overcome.
Keywords: university-based extension, agro-ecological perspective, training and education.
Introduction
The Law of Government of Indonesia Number 16/2006 on Agriculture, Fishery and Forestry Extension System
(AFFES) has guided agricultural extension as educational approach towards fanners' welfare. The Law has
become as an umbrella in providing extension services without neglecting environmental functions. Farmers and
producer organizations arc educated to drive up productivity by the use of appropriate technology for conserving
environment, as well as increasing income towards sustainable livelihoods.
In terms of extension education, a university has an important role in extension-education as stated in the Law of
Government of Indonesia Number 12/2012 on Higher Education. Section 1, item 9 of Law Number 12/2012
mentions a university is responsible to implement education, research and community services. Those three
responsibilities are known as three pillars of higher education or "Tridharma Perguruan Tinggi". As a
consequence of the first pillar, a university has an obligation to provide quality education to produce competent
graduates. The second pillar, which is research, conveys a message that research conducted by the universities
should contribute to science and knowledge development as well as solutions to practical issues. The third pillar
is a community services program, meaning the universities should contribute to situation improvement of the
42 •
ecology or organic approach. Previous studies mention that agro ecology or organic agriculture can provide more
et al.
resilience to climate change (Rodale Institute 2012), increasing productivity (Rodale Institute 2012, Prettyzyxwvutsrponmlk
2003), be favorable economically (Agunga and Igodan 2008) and increase food security (Altieri and Toledo
2011, Pretty et al. 2003) and support the sustainability of agriculture (Pretty et al. 2003, Agunga and Igodan
2008) as well as empowering and moving farmers organization (Altieri and Toledo in 2011).
Agro-ecology or organic approach helped farmers to reduce the reliance on chemical fertilizers and gave
economic advantageous, reducing the production costs and also safe for the environment. Nevertheless there are
concerns about the lack of knowledge of farmers and limitations of agricultural extension officers' support for
organic agriculture (Agunga and Igodan 2008). This is even though all relevant parties (farmers, academic
institutions, NGOs and Government) have begun to show significant improvement by pioneering the approach
agro-ecology (Altieri and Toledo 2011). Indonesia as a country with large populations getting their livelihood
from agriculture also started paying attention more with agro-ecology or organic approach. This is demonstrated
by die presence of 7 accredited organic certification agencies in Indonesia (Jahroh 2010). The Government is
also very supportive of agriculture with the agro-ecology approach or through the granting of aid organic
fertilizer through organic farmer groups and doing organic agriculture outreach. Research on agro-ecology or
organic has also done a lot in various educational institutions and research institutes.
Agro-ecological approach needs to be practiced for sustainability of the resources. To extend the practice for
agro-ecological principle by organization producers, supports from the government, private sectors and other
stakeholders are needed (Wu and Zhang, 2013). The Government as policy makers may develop policies (Wu
and Zhang, 2013) and political will (Dabbert et al. 2004), and by increasing research, cooperation and
discussions to increase understanding of the organic farming (Larsson et al. 1995).
The diffusion of agro-ecology as innovation must involve coordination of agro-ecology various actors and
organizations to access knowledge and the necessary resources such as land, seeds, government service and
market (Altieri 2012, Birner and Resnick 2010). In addition the diffusion of innovations that concern with
environmental conditions assessed very fragile so needed a strong farm support system among educational
institutions, agricultural extension, universities and agricultural research (Ragasa etal. 1999; Davis etal. 2010),
as well as require institutional knowledge management system of informal and formal (Brooks and Loevinsohn
2011) to enhance the capacity of farmers (Ragasa et al. 1999).
Extension-education plays an important role in promoting the principle of agro-ecological system. The lack
number of government extension workers in Indonesia has affected extension services in some areas. Ragasa et
al. (2016) reports that Democratic Republic of Congo (DRC) has a ratio of 540 farmers per agent. This situation
is better than that in Indonesia (1.670 farmers per agent) (Davis et al. 2010). The Law of Government of
Indonesia Number 16/2006 on Agriculture, Fishery and Forestry Extension System (AFFES) states that
extension services can be also provided by community groups (farmer to farmer extension services) and by
private sectors. This means, extension services could also be provided by community and private sectors under
coordination with government's extension services. As part of implementing the three pillars of higher
education, the university has also managed community services in many forms including agricultural extension
services and rural innovation systems. Extension services from an agro-ecology perspective have been
implemented by the universities by co-operating with other stakeholders. Farmers are engaged in the process,
from planning to evaluation of the extension programs.
University-based Extension Services on Agro-ecology
Bogor Agricultural University (IPB) and some major state universities in Indonesia have supported the
Government of Indonesia to educate farmers to new principles for crop production for food security since 1960ies. The engagement of the universities in supporting the movement for increasing food production is called by
Bimas (Mass-Guidance). The universities have assigned the students to educate farmers the agricultural
practices, from seed selection, appropriate used of fertilizer, plant protection, irrigation, and postharvest
management (including handling, processing and marketing). The students played the roles as extension workers
until late 1970-ies. After that, since the students should complete the studies, the Government through the
44
Methods
The research focused on reviewing university-based extension services to facilitate change in agricultural
practices from conventional to agro-ecological practices. Multiple techniques were used to gather data from
respondents and participants of the study. Data were gathered through multi-procedures. Online surveys and
direct interviews with the respondents were administered from November 2016 to January 2017. On-line survey
using Google-forms was sent to 30 e-mail addresses of university teachers associated with agricultural field of
study. 75 percentages of online responses were received through online surveys (21 respondents). Direct
Interviews were also conducted involving 35 respondents from universities having agricultural field of studies.
So, the total numbers of respondents were 56 respondents.
The respondents for online survey and direct interviews were categorized into three types: graduates, university
managers, and lecturers. The questionnaire consists of 10 closed-ended questions/ statements to know
perceptions of the respondents to extension-education from organic agriculture perception; and five open-ended
questions: The respondents were asked to give value (from 1 to 7) to the statements based on the agreement to
the statements. The highest value means the respondent is strongly agree (positive perception to university-based
extension from organic farming perspective) and the lowest value means the respondents is strongly disagree.
Table 1 shows the questions/statements of the survey. The level of agreement was divided into three categories,
strongly agree, agree, and strongly disagree. For open-ended questions, the respondents fill the answers in the
box provided in the questionnaire. In direct interviews, some questions were added to know the number of
experts, involvement of the experts to the organic-agricultural extension, priority of commodity, financial
supports, and supporting infrastructures.
Table 1. Closed and open-ended questionnaire of the survey universities-based agricultural extension services
from an agro-ecological/organic perspective
No
A
1
2
3
4
5
6
7
8
9
10
B
11
12
13
14
15
Statement or Question
Abbreviation
Closed-ended Questions
Involvement of Indonesian universities in implementing agro-ecological
Extedl
extension-education with farmers.
University has appropriate course contents in sustainable agriculture
Coursebach2
Universities have played a significant role in increasing agriculture
Roleprod3
production (through organic farming)
Demonstration plot (demplot) and supporting infrastructure are available in
Demplot4
university to practicing agro-ecology or organic farming
Research on agro-ecology related aspects and extension services
Research5
Programs on community services focusing in organic farming
Organicext6
Extension-education curriculum having the topics or contents on agroCoursext7
ecology/organic farming
Involvement of the respondent to university extension services about
Partisipext8
practicing agro-ecology/organic farming
Supporting from all stakeholders of the university to agro-ecology/organic
Agrosupport9
farming
Agro-ecology/organic farming is the best solution for ecosystem
AgroperceptlO
sustainability and human welfare.
Open-ended Questions
Description of agricultural extension system in Indonesia, including explanation about its role
in supporting the principle of organic farming
Type of the extension services in agriculture and advisory services
Quality and effectiveness of agricultural extension system in Indonesia
Involvement of respondent in agricultural extension services (from the perspective of organic
farming) in the last of five years
Strengths and weaknesses in implementation of extension services from agroecological/organic farming perspective.
46
58.9percent of respondents strongly agree that universities have moderate supporting facility for extension
service in organic farming. On the other hand, universities need to increase research and extension services from
organic farming perspective. Also agro-ecological perspective need to be more integrated in courses. Nearly
20% of respondents have never participated in university-based extension services. One reason for this is the
capacity in organic farming of graduates related to their major background. Those who graduate from major of
agricultural science, biology, and conservation management have better capacity in practicing organic farming.
The idea for integrating extension with sustainable perspective has also been proposed by Gabathulerzyxwvutsrponmlkjihgfed
et al.
(2011), that extension in sustainability perspective concerns to improvement of socio-economics and ecological
aspects, and require adjustmet in communication approach, extension, learning, and capacity development.
Table 4. Distribution of the respondents according to perception on university-based extension services
from agro-ecology/organic perspective
Strongly
agree
No
Aspect of questions
Strongly
disagree
(n)
%
1
Extedl
7
12.5
28
50
21
37.5
2
Coursebach2
6
10.7
26
46.4
24
42.9
3
Roleprod3
2
3.6
18
32.1
36
64.3
4
Demplot4
2
3.6
21
37.5
33
58.9
5
Research5
5
8.9
33
58.9
18
32.1
6
Organicext6
3
5.4
30
53.6
23
41.1
7
Coursext7
3
5.4
29
51.8
24
42.9
8
Partisipext8
11
19.6
14
25
31
55.4.
9
Agrosupport9
28
50
5.4
28
50
53
94.6
'
Agree
10
AgroperceptlO
3
Note: for the meaning of abbreviations used, please refer to Table 1
%
%
Table 5 shows that there are twenty two significant correlations between several aspects related to perception of
the respondents to university-based extension services from agro-ecology/organic farming. Age of the
respondent has significant correlation to education and position in the university (managers). Gender of the
respondent has a negative significant correlation with research in agro-ecological aspects. This means more
males conducting research in agro-ecology rather than female. Education has a significant correlation with
manager's position. This is rationale, because to there are certain positions in higher education that require
certain levels of educations. For example: to be the Dean or Rector, one should be a doctor and have specific
academic status.
Table 5. Coefficients of Kendal Tau Correlations between aspects related to perception of the respondents
to university-based extension services and agro-ecology/organic farming
Gend
er
(m=l
Age
Age
Gender
(m=l,
f=2)
f=2)
Educalio
n
Man
ager
Exte
dl
Cour
se
bach
2
Rese
Role
prod
3
1
0.11
1
48
Dem
plot
4
arch
5
Organ
icext6
Cou
rsext7
Parti
sipext
8
Agro
suppo
rt9
Agro
percept
10 _
Tabl e 6. Scope of activities of universitv-based extension services from organic perspectives
Stakeholders Involved
%
No Scope of activities
Conducted*
A
1
2
i
j
4
5
Research topics
Farmers' empowerment based on agroecosystems
Policy review on extension systems and
approach Performance of Extension
Services
Farmers field school
Farmers accessibility to microfinance
institution
Verti-culture fnlantinu technionest
V v l l l
6
7
8
9
in
11
12
C> U 1 . CI J1 V
I W i l l i 11111 t l
University, research center, students,
lecturers
75
National government, related ministry,
university
Ministry of Ag, farmers, university,
students, extension workers, civil society
organizations (CSO)
University, research centers, students,
and farmers groups
Farmers, extension workers, Agricultural
Extension College, students
Ministry of Forestry, University,
Research center, CIFOR, ICRAF
University, farmers, Extension
organization
Agricultural Extension College, Farmers,
Ministry
University, farmers, extension workers
80
60
60
I v v l 1 1 1 1 VJ LAV^O J
Agro-forestry for conserving land and
increasing income of the farmers
Model for extension-system for food
security
Land quality index on organic farming
75
80
50
Plant extraction as biological pest
management
Agribusiness partnership and farmers
entrepreneurship
75
80
Ministry of Ag, University, Farmers
Students
Consumers' willingness to pay for
agricultural products
70
Research center, Farmers, Private
Sectors, university
University, farmers, local government,
and national government, research
center, private sectors
Research centers in related Ministries,
ICRAF, University, CSO
Plant varieties, biodiversity,
sustainability issues
13
Others (Good agricultural/fisheries
practices, bioenergy, biodiesel
sustainability fisheries, forest
sustainability, payment for
environmental services and so on)
B
Extension Practices
Training on Bio-fertilizer, organic
pesticide
Facilitation to farmers and women
farmers by lecturers and students
Strengthening farmers' organization
1
70
75
60
80
University, CSO, farmers,
University through outreach and services
85
2
learning program
3
80
University, Ministry of Ag, Local
government
4
University media, students, public
75
Media campaign/awareness for organic
figures,
the government, CSO
agriculture (inch information delivery)
5
University, private sectors, international
60
Piloting (such as: Agricultural
Development Services)
foundation
6
Bio-pori practices (for the betterment of 70
University, Extension Workers,
Community
soil structure)
*according results of FGD attended by participants from 18 universities in Indonesia
50
The most strength of university-based extension services is high number of student body for 10 main states
universities range from 20 thousands to 40 thousands. The weakest aspect of university based extension services
is limited financial support. The most dominant threat for university based extension services is chemical
industry still producing agro-chemicals that attract farmers to use it because it's effectiveness and efficient in
combating pest and diseases. The most opportunity that can be done to strengthen university-based extension
services is to collaborate between universities to promote, conduct joint program (R&D) on organic agriculture.
Strategy for University-based Extension Services from Agro-ecology/Organic Farming Perspective
Table 7 shows the results of SWOT analysis as a basis to formulate strategy for university-based extension
services from an agro-ecology/organic perspective. There are six strengths, four weaknesses, five threats, and
four opportunities regarding university-based extension services from agro-ecology/organic farming perspective.
Based on the. score calculation, it is apparent that combination of strengths and weaknesses is still in positive
value, meaning strengthen university-based extension is a strategic action. Combination of threats and
opportunities is in negative value, meaning minimizing the threats is a must.
Table 7. Rating, weight and score of strengths and weaknesses of the university-based extension services from
an agro-ecology/organic farming perspective
Rating to
recent
situation
iii
No. SWOT factors selecting by respondents
i
ii
1
Strengths
Score
iv
V
(*l-5)
1.1 Student body numbers for 10 main state
universities (ITB, UI, UGM, IPB, UNDIP,
UB, UNPAD, USU, UNAIR, UNS)
S
1.2 Strength curriculum for agricultural
extension (university having agricultural
faculty, agricultural extension college)
S
2
Weight
5
0.03
0.15
3
0.07
0.21
1.3 Demo plot/field station
S
3
0.05
0.15
1.4 Network and collaboration
S
4
0.1
0.4
1.5 Outreach/service learning programs (KKN) S
4
0.2
0.8
1.6 Number of experts
Total strengths score
S
3
0.1
0.3
2.01
2.1 Limited financial support
w
-5
0.2
-1
2.2 Infrastructure
w
-3
0.1
-0.3
w
-3
0.1
-0.3 •
w
-4
0.05
-0.2
Weaknesses
2.3 Productivity of organic agriculture are
lower than conventional system
2.4 The producers have difficulty in accessing
the market
-1.8
Total weaknesses score
Total S+W
3
1
Threats
52
0.21
Implementing strategy in SO and T W should follow score consecutively (fifth column in Table 7). For example;
for managing the strengths should be done by engaging the students to the services, followed by curriculum
development for agricultural extension, managing the facilities (demonstration plot, field stations) for practicing
extension methods in organic farming, strengthening networks, managing service learning, and involvement of
the experts in the services.
Conclusion
It can be concluded that university-based extension services from agro-ecology/organic farming perspectives are
implemented in various types, mainly in form of learning and teaching, research and community services. Most
people tend to have view organic farming as positive actions for conserving the environment, as well as
improvement of quality of human life.
The challenges for the university-based extension from agro-ecology/organic farming are the dependency of the
farmers to agro-chemicals to ensure there is no failure of farm business. Opportunity to strengthen collaboration
between universities and support from related institution is a need for university-based extension to continue to
serve community. The strategy for further develop university-based extension from agro-ecology/organic
farming is to manage the strengths and opportunities including: including involvement of students in facilitating
farmers to practice organic farming. Financial support to undertake continuous actions is essential to maintain
the actions.
Acknowledgement
We would like to gratefully thank our colleagues from universities in Java, Sumatra, Sulawesi, Maluku, Papua,
Lombok and Bali that have participated in this study. We would also like to express our gratitude to
Chulalangkorn University School for Agricultural Resources that has invited us to share a case study on
university-based extension services. Appreciation is also extended to Nurul Dwi Novikarumsari and Asri
Sulistiawati for the assistance during the discussions in the FGD.
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