Green to strengthen human capital Highlights from - Netherlands cooperation Green education to strengthen human capital 2

CONTENTS This one-off magazine is a joint publication of Dutch and Indonesian partners in the INNOCAP and vegIMPACT NL programmes. These partners worked together to strengthen in poultry, horticulture and ruminant production at SMK level. SMKs (Sekolah Menengah Kejuruan) are vocational upper secondary schools. All programme partners share the conviction that educational cooperation and private sector development should go hand in hand. The digital version of this magazine is enriched with links to websites and videos of the programme partners and their highlights of the joint Indonesian - Dutch programmes. Green education to strengthen human capital 3

PREFACE

Starting from 2016, Indonesia and the Nether­ from vocational to are between vocational schools and the indus- Indonesia continues the educational coopera- lands work together to improve vocational working closely together with the agri­cultural try. There is a close collaboration between tion under the Orange Knowledge Programme , in particular in agri- industry to benefit as much as possible from from the two countries, IPB (OKP). culture. We believe that improving vocational each other’s knowledge and experience. and Wageningen and Research, education will have a direct impact on the Because good education on agriculture is amongst other in the vegIMPACT NL pro- We are confident that these efforts mutually quality of human resources and the welfare essential for every step in the value chain, gramme. Nuffic Neso Indonesia coordinates benefit both our countries. With this maga- of the population in both countries. from production, processing, transport up the ‘Innovation In Capacity building’ (INNO- zine we will provide you with insights in both to promotion and sales. CAP) programme focusing on agriculture with the results achieved so far and the future The Netherlands is the second largest three Dutch green Universities of Applied opportunities to continue with this intensive exporter of agricultural products in the world. To bring in Indonesia to Sciences. Aeres, HAS and Van Hall Larenstein Indonesian - Dutch cooperation. Without good education at all levels, we would a next level we are working together with the and their partners joined forces to optimise never be able to sustain our success in this Indonesian Government and selected SMKs. the Dutch contribution and to benefit all Peter van Tuijl field. In the Netherlands, agricultural schools A number of partnerships have been created parties involved. Furthermore, Nuffic Neso Director Nuffic Neso Indonesia

TIMELINE

Poultry Horticulture Ruminants Teacher training Integrated Pest Management (IPM) and (IPM) Management Pest Integrated training Teacher Jember innovation didactical Committee Advisory Workfield of and start training Teacher sector with ruminant private in Subang EWINDO company PT by training Teacher Management and Problem- Harvest Post training Teacher and Jember Batu Learning Based in training potato Start Subang Mini Job Fair and Bawen Cibadak, Lembang from staff SMK teaching for On-line coaching sector ruminant private from lectures Guest the Netherlands in Emmeloord, training Potato the Netherlands visit to exchange student Horticulture and Jember at SMK Subang Development Factory Teaching Horti Expo Subang in Jember, Mini job fair Preparations for the activities started in November 2016, a 2016, in November started the activities for Preparations on and the Netherlands Indonesia signed between MoU was Education. Upper Secondary Agricultural of the Revitalisation Launch “CowSignals in Bahasa Indonesia” Roodbont Publishers Roodbont Indonesia” in Bahasa • Launch “CowSignals the Netherlands to tour • Joint study in poultry in Bawen and didactics training • Teacher •  Subang Materials on Learning workshops • Teacher •  •  •  •  VHL students two internship • Start in Bawen poultry system on Bromaxx® mission • Advisory production building in broiler in capacity training • Teacher PBL Subang Chain Management, Value • Training education and improved on e-learning workshop • Teacher •  and Cibadak in Bawen workshop • Gender awareness •  •  •  •  on SMK revitalisation Forum • Upscaling industry with horticulture SMKs on linkages workshops • Trainer •  and IPM Learning on Problem-Based training • Teacher •  at SMKs Environment Learning on Creative training • Teacher in Barneveld poultry system on Bromaxx® training • Teacher

A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F 2018 2019 2020 Green education to strengthen human capital 4

IPB Bogor AU SMKN 2 Subang SMKN 1 Bawen SMKN 2 Batu Institut Pertanian Bogor Agricultural University Website: www.smkn-2sbg.sch.id Website: www.smkn1bawen.sch.id Website: www.smkn2batu.wordpress.com Website: www.ipb.ac.id Total students: 2,051 Total students: 2,180 Total students: 554 Total students: 7,949 Total teachers: 125 Total teachers: 103 Total teachers: 72 Total teachers: 84 INNOCAP and vegIMPACT NL support for: INNOCAP support for: INNOCAP support for: • Poultry and Horticulture • Poultry and Ruminants • Horticulture

SMK (Sekolah Menengah Kejuruan) are vocational upper-secondary schools. There are about 500 SMKs that offer agricultural specializations. SMK programs are typically three years in duration and cover general topics as well as vocational oriented subjects. INNOCAP and vegIMPACT NL programmes strengthened 50 km 7 SMKs in Java in partnership with IPB Bogor.

Nuffic Neso Indonesia Website: www.nesoindonesia.or.id

SMKN 1 Cibadak SNAKMA Lembang SMK IPP Ciamis SMKN 5 Jember Website: www.smkn1cibadak.sch.id Website: www.snakma.com Website: www.smkippciamis.sch.id Website: www.smkn5jember.sch.id Total students: 1,082 Total students: 437 Total students: 410 Total students: 2,352 Total teachers: 86 Total teachers: 28 Total teachers: 17 Total teachers: 189 INNOCAP support for: INNOCAP support for: INNOCAP support for: INNOCAP and vegIMPACT NL support for: • Ruminants • Ruminants • Poultry • Horticulture Green education to strengthen human capital 5

Aeres HAS Den Bosch Wageningen UR Van Hall Larenstein, Velp Website: www.aeres.eu Website: www.hasuniversity.nl Website: wur.eu Website: www.vhluniversity.com Total students: 10,000+ Total students: 3,000+ Total students: 10,000 Total students: 4,200 Total staff: 1,245+ Total staff: 450+ Total staff: 5,500 Total staff: 394 INNOCAP Poultry partners: INNOCAP Horticulture partners: vegIMPACT NL partners: vegimpact.com INNOCAP Ruminants partners: - Roodbont Publishers, Zutphen - HollandDoor, Wageningen - IPB Bogor - Zone , Doetinchem - Jansen Poultry, Barneveld - Lentiz, Naaldwijk - 20 horticulture private sectors - Nordwin College, Leeuwarden - BLES Dairies, Leeuwarden - Roodbont Publishers, Zutphen - AgriProFocus Indonesia The Dutch partners organised their - IPB Diploma, Bogor support for the SMKs around three sub sectors in agriculture: ruminants, poultry and horticulture. Aeres, HAS and VHL all Leeuwarden Groningen involved other Dutch partners from private Assen sector and from vocational education. This way, they shared the Dutch Lelystad Zwolle Amsterdam experience of engaging private sector Almere in vocational education. Enschede The Hague Utrecht Arnhem In the vegIMPACT NL programme, the Delft Wageningen NETHERLANDS Rotterdam Nijmegen partners also involved the horticulture 50 km ‘s-Hertogenbosch Breda industry based in Indonesia. Middelburg Eindhoven

Maastricht Green education to strengthen human capital 6 Partnership for Exchange

For many , vocational (SMK in Bahasa Indonesia) is a popular educational choice in pursuing a professional career. Students learn skills through a hands-on approach and gain the competencies to start a professional career. With the domestic agriculture sector leaning towards intensification, the demand for more skilled workers is becoming increasingly urgent. This is in short the challenge for the agricultural courses at vocational schools. Ms Heni Mahendrayani, Principal of SMKN 2 Batu, with Private Sector

The Indonesian-Dutch programmes INNOCAP study tour for teachers and school managers, linkages between SMKs and the private sector and vegIMPACT NL both aimed at SMK later followed by expert missions, training in their area.” strengthening by partnering between of teachers, student exchange visits and Ms Wulandaru adapted the approach and agricultural vocational schools in Indonesia internships. The activities helped participants started with organising guest lectures as a and Netherlands. While INNOCAP worked on to understand and compare the vocational first contact. “It is a fine art of balancing a “Internships are a big educational exchange in poultry, ruminants education systems in both countries. match in time and in content. The business part of the school and horticulture courses, vegIMPACT NL practitioner should talk about the topic for career” focused on horticulture with a strong private Ms Mitha Wulandaru, then working at AgriPro- that week and from his or her own experience. sector link. Focus Indonesia, helped organise the study When that match is OK, students and teachers The programmes organized a number tour for a delegation of 24 teachers who vis- react with enthusiasm, which makes it easier of exchanges between Indonesia and ited Aeres, HAS, VHL, WUR and their private to take it to the next level. And that is getting the Netherlands. First there was the sector partners in the Netherlands. “In this them to join the workfield advisory commit- tour, I noted that the Dutch have two layers of tees.” In these committees, teachers and com- engagement. At the operational level, schools pany staff discuss how the school’s coordinate with companies around guest can meet the industry requirements for hiring “Companies are like a lectures and internships. But there is also a staff. sparring partner for strategic level, in which companies are like a the school” sparring partner for the school when it comes Mr Jan Steverink is one of the experts that Ms Mitha Wulandaru to updating the subjects in the course. When worked with the three ruminant sections at Mr Jan Steverink AgriProFocus Indonesia I got back, my job was to promote similar SMKs in Lembang, Cibadak and Bawen. Being Zone College Green education to strengthen human capital 7 the team leader at Zone College, an agricul- Action planning at the end of the study tour Students Fikri, Hanna, Siri and Nicolien talking to farmers during internship tural school at MBO (secondary vocational education) level, he noticed: “We like to com- pare the SMKs here to Dutch MBO, but there are two main differences. The SMKs do more general education, so there is less time for vocational specialisation. Second, MBOs have stronger relation with the private sector.

In our case, students come to school three days a week. The other two days they spent working and learning with a partner company. These companies have been certified for a safe and adequate on-the-job learning envi- ronment. As these internships are such a big part of the school career, there are individual plans and strict monitoring. Ideally, for these students the internship becomes their first job, after they graduate.”

Ms Ratna Komala was one of the some want to start a farm or business, others students of SMKN 2 Subang that joined the prefer to continue their studies.” Ms Siri adds: student exchange tour to the Netherlands. “We think it is a great idea to promote intern- “I saw they all use digital technology over ships, as we learned so much ourselves. I hope there, at the HAS university and also in the the SMKs consider how to make internships a horticulture companies we visited. I have safe learning experience, especially for female never seen this before in Indonesia.“ Ms Ratna students.” joined workshops at school with East West Seed Indonesia Company and with Winaya see short film about study tour Mukti University and did an internship at a strawberry farm. “I keep learning from every experience, from packing strawberries to visiting modern greenhouse technology.” “I learned a lot from my internship and In 2019, two Dutch students from VHL travel­ participating in guest led to Java and did their internship with the ruminant majors of SMKs in Lembang, lectures” Bawen and Cibadak. Ms Siri Sauer: “Actually, it felt like an exchange visit with Fikri and Hanna. They had been with us in Velp first, as students from IPB Diploma in Bogor. So, they helped us with our tour along the three SMKs.” Ms Nicolien van der Horst: “Our assignment was to see the current practice at the SMKs. For us, the striking difference was that SMK see interview students are quiet in class and rarely ask questions. They do like practical lessons more. Ms Ratna Komala Ms Eti Rohayati, the teacher of SMKN 2 Subang with her students When we interviewed students, we found that SMKN 2 Subang Green education to strengthen human capital 8 Engaging the Private Sector

The benefit of agricultural SMKs engaging with the private sector is a two-way street. In a nutshell, private sector engagement allows teachers and students to understand the interests and needs of the industry. And it helps schools to keep abreast of the latest market trends. This way, schools can adjust their curriculum to include actual issues in the industry. Students that know about these issues are better prepared for work after graduation. For the private sector, finding skilled workers is extremely important. Their involvement with SMKs allows them to tap into the next generation of young, well-trained, and knowledgeable staff. Mr Ujang Karsandi see interview

Teachers engage at the strategic level, In , SMKN 1 Cibadak started to Mr Ujang Karsandi is a teacher at SMKN 1 “We want to hire one students enjoy the partner with PT Waluya Wijaya Farm in Cibadak in ruminant agribusiness also visited concrete activities Sukabumi. The teachers and the owner, the Netherlands. Mr Ujang witnessed the of the interns as a Mr Septian Hasian Wijaya got inspired during collabo­ration between schools and private milking operator” Workfield advisory their study tour to the Netherlands. sectors. “In the Netherlands, schools do not committee have their own farms, they make arrange- TEACHER - Curriculum development “The bottleneck for growth of my business is ments with nearby farms. Now at our school - Job profiles skilled staff, who know how to handle cows we are equipped for beef cattle, not for and run modern dairy equipment. I am having dairy business, so we are happy to liaise with ten interns from the SMK and I am seriously Waluya Wijaya Farm in Bogor. They allow us SMK PRIVATE considering recruiting one student as a to use their dairy farm for practical learn- SECTOR milking operator.” Mr Septian invested in the ing on dairy. The company allows us to use relation with SMK by giving guest lectures their facility for practical learning. And most - Internships and joining the workfield advisory committee. importantly, they provide internship programs STUDENT - Guest lectures He urges the school to be more proactive for students. - Farm visits in reaching out to the companies. And he Mr Septian Hasian Wijaya - Job market also recommends his fellow businessmen Mr Johan Meinderts, INNOCAP Ruminants PT Waluya Wijaya Farm and women to get involved with the SMK in coordinator at VHL, notes: “Some SMKs had Cibadak or elsewhere. ongoing interactions with the private sector already. Our programme strenghtened this Green education to strengthen human capital 9 further. One observation is that teachers have from the industry players and uses farmers research facilities all in the same building. “Students exposed to to dedicate most of their time to lecturing. and industry actors to provide lectures and It is just designed for cross-fertili­sation. Which leaves limited time to link with the hands-on training. Here in Indonesia we find not all private private sector become private sector. It is clear to me that students A key partner for SMKN 2 Subang is EWINDO, sectors are equally supportive. But we have active learners in class” who get the opportunity to learn from private part of the Dutch company East West Seed. business partners that do take interns and sector in result become curious for theory. They were already partnering for internships give lectures to our students. So we appreciate So, this combination of knowledge, skills and and guest lectures. Now they also signed an their commitment with putting their names work attitude makes them better prepared for MoU on plant trials. The SMK happened to and logos at the main entrance of our school a job in the real world.” have two hectares of land available, while building.” EWINDO’s R&D department needed land for In addition to these direct links between SMKs In the horticulture sector, workshops for SMKs testing plant varieties. And the company and the private sector, some teachers also and private sector partners were organised in invited the SMK teachers for training. thought about mobilising alumni networks. Jember, Batu and Subang. In each workshop, SMK graduates may hold the key to more about 15 companies showed up to explore or Mr Tito Wahyu Anggoro is happy how SMKN 2 private sector involvement: they have a per- deepen the linkages with SMKs. The work- Batu established partnerships with the private sonal link with the SMK where they graduated Mr Johan Meinderts shops resulted in joint action plans. sector. Mr Tito is a teacher in Biology and and they are inside the world of work. They Van Hall Larenstein SMKN 5 Jember partners with local seed com- Micro­biology Analysis. He recalls from can help build the initial contact, trust, and pany PT Benih Citra Asia on a new curriculum the study tour: “In the World Horti Center in cooperation between SMKs and industry. on seed production and seed quality assess- the Nether­lands you can find Lentiz vocational see interview video impression ment. The SMK is incorporating feedback school, the business exposition, and see interviews SNAKMA Lembang SNAKMA Lembang

Mr Tito Wahyu Anggoro Horticulture Expo and Knowledge Transfer at SMKN 2 Subang

“Our graduates can help us link up to many of the relevant companies in horticulture” Mr Tito Wahyu Anggoro SMKN 2 Batu

see interview Green education to strengthen human capital 10 Blended learning: a new approach to active learning

Blended learning is an approach to education that combines online educational materials with practical learning and traditional classroom methods. To a certain extent, the student can shape his or her learning process: it allows for online interaction and it is flexible for time, place, path and pace of learning. Blended learning can also be used in professional development and training situations. The way in which blended learning is delivered is dependent Students at SMKN 1 Bawen handling a poultry flock on circumstances.

Aeres is a Dutch educational organisation, Benefits for vocational schools “Blended Learning specialized in agricultural education and train- • It reduces training costs. ing at vocational and applied university level. • Various e-learning methods result in better brings theory and Poultry is a key expertise area within Aeres. student participation. practice together” For several years Aeres teachers and trainers have built up experience with blended learning In the INNOCAP programme Aeres shared its techniques that work well for their students. knowledge on blended learning techniques blended Mr Harm Holleman, INNOCAP Poultry coordi- with poultry teachers and management from nator at AERES MBO listed the following bene- SMKs in Bawen, Ciamis and Subang. Aeres in the at home learning fits for students and for education institutes. involved two Dutch companies in the process. classroom The first one is Roodbont Publishers, that pro- Benefits for students vided e-learning materials in the Indonesian • Students have the ability to control their language on poultry health and poultry feed. learning pace and learn remotely. The other one is Jansen Poultry Equipment • It gives students a more comprehensive that agreed to build a Bromaxx® broiler understanding of the course content. housing system at SMKN 1 Bawen. In this way Mr Harm Holleman • Students can easily interact with teachers both the e-learning component and a new Aeres MBO in practice and fellow students. innovative practical component were added to the programme. Green education to strengthen human capital 11

Students of SMKN 2 Batu in a practical The impact of the project was that Indonesian Blended learning offers new opportunities when we session on young plants teachers improved the curricula by making these more student-centred and better consider the growth of the internet and use of adapted to the requirements of the poultry smartphones and tablets among young people. industry. Students gained practical compe- tences and became more aware of feed and health issues in the poultry sector. This was strengthened by the practical experience Bawen, SMK IPP Ciamis and SMKN 2 Subang they gained during their internships in the the use of blended learning techniques will poultry industry. In the course of the INNOCAP be the gateway towards becoming regional programme, SMK teachers noticed that their knowledge institutes. New student groups will students were sharing a lot of pictures and be identified, especially in lifelong learning videos from practice. This is the best proof programmes (farmers, managers and workers that blended learning was happening: educa- in the poultry industry). tion, practical learning and e-learning came Soon Aeres will launch a brand new learning together. platform that can be adopted and customised by SMKs, universities and training institutes. The future Through this learning platform innovative Despite some technical problems during the learning pathways can be integrated and, Illustration of the e-learning module programme, the overall conclusion was that best of all, joint learning communities can be developed by Aeres and Roodbont blended learning offers new opportunities for organized on a regional, national and inter­ Publishers education in Indonesia. Especially when we national scale. These communities will form consider the growth of the internet and the a bridge between Indonesia and The Nether- see e-learning module widespread use of smartphones and tablets, lands, and will be the basis for developing new especially among young people. For SMKN 1 knowledge and sharing new experiences.

Students of SMKN 1 Bawen are doing research in the school lab Green education to strengthen human capital 12 Problem-Based Learning

Problem-Based Learning is actually a positive learning method which puts the student at the center. Called PBL for short, this learning method builds students’ knowledge and skills by giving them a complex, real- life problem to solve. At HAS Den Bosch, the method follows a 10-step approach in which groups of students organise themselves, analyse the case given, define learning goals, and explore and discuss these in cumulative steps. A tutor accompanies the group and the process. The students learn in three ways: they acquire knowledge but also train skills and develop Students at SMKN 2 Subang working on step 2 of the PBL method attitudes.

During the study tour in the Netherlands, the moisture, benefitting the health and growth 1. context, clarify terms horticulture teachers experienced the PBL of vegetables and leading to a better harvest. TUTORIAL approach at HAS university Venlo campus Since then, Kevin has been looking at the PROBLEM GROUP and chose to learn more. Their interest was to possibilities for the vegetable farm back home. apply this approach to enhance the ‘soft’ skills He listed the issues he expected to deal with of SMK students: communication - collabo- to achieve his goal. He talked with teachers, 2. organisation team roles ration - and critical thinking. It was private sectors and advanced farmers and 3. activation prior knowledge agreed to further train SMK teachers how to sought out the options and solutions. For each 9. integration, applying 4. brainstorming, identify apply this approach as an extra tool, adding to option, he assessed the strength and weak- knowledge existing didactical practice. ness and costs of different systems before questions, learning goals 10. feed-back results & deciding what type of greenhouse would best 5. pre-structuring teamwork A case story as used in the PBL is about Kevin. fit his needs. 6. organisation self-study Imagine he just graduated from SMKN 5 Jem- The group of students that have this case are ber and wants to follow his father’s footsteps expected to gradually dive into the cultivation as a vegetable farmer. While he was at school, of peppers, the technical options for protected TUTORIAL SELF- he saw on the Internet how advanced farmers cultivation, the costs, benefits and the invest- GROUP STUDY 7. present, share, in other countries use protective structures ments needed. Their final presentation would such as greenhouses with plastic, shade nets include a comparison of options plus an advice evaluate results or screens. He understands these struc- to Kevin. 8. re-structuring of tures help to regulate the temperature and knowledge Green education to strengthen human capital 13

In the horticulture training weeks, the PBL • How to organise it in a practical way? In PBL, “Inviting the private sector in a way adapted to SMK students. She also “We need a hybrid approach was explained and then first groups are max 12 people, which is smaller for guest lectures” started to invite more private sector for guest curriculum that practised with the teachers themselves. In than regular classes. It would require addi- lectures. In her opinion, this collaboration the last training week, the approach was tional teachers or staff to guide the process. could go to another level, if her students could combines policy piloted with students of SMKN 2 Subang. The • How to describe a case for the SMK level actively join competitions to show their skills guidelines and teachers took on the role of tutors and gave of education? The Dutch examples were to the business industries. private sector the students a case about Integrated Pest unfit and meant for BSc level. Teachers are Management (IPM). The students had a few to integrate this approach in their lessons Mr Hartono is teaching agronomy at SMKN needs” days to solve this problem in groups and then where and when possible: still some topics 5 Jember, and also joined the study tour to presented their findings. require traditional ways of teaching. Netherlands and sits in the Workfield Advisory There was some unease at the start, tutors • The Dutch trainers also learned to take Committee. SMKN 5 Jember is now collabo- found it difficult to refrain from giving instruc- enough time and use repeat events for the rating with seed company PT Benih Citra Asia, tions and students hesitated in taking up the proper introduction of the PBL method. with Naura Farm, a dragon fruit plantation and leadership roles in the groups. However, the As the focus on skills and attitudes is quite Ms Viva Hardini also with EWINDO / East West Seed Indonesia. final results were very encouraging. Students different from standard teaching methods, SMKN 2 Batu Mr Hartono organises internships for 130 had been able to find and understand the teachers and their school managers want to students, so he knows many of the compa- relevant documentation on their own and truly familiarize themselves with it before nies. And also he knows the competencies had used their smartphones to search for starting any experiment. they look for when hiring staff. According additional information related to IPM. Even to Hartono, the action needed is to create a Mr Hartono more traditional teachers were surprised by At SMKN 2 Batu, Ms Viva Hardini teaches hybrid curriculum. This means, the curriculum SMKN 5 Jember the student performance. Agribusiness in Food and Horticultural Crops. follows the guidelines from the Ministry of She joined the study tour and was particu- Education but also responds to the competen- Challenges: larly interested to see how the private sector cies as requested by industry partners. In his • How to assess the students? A regular exam engages with the TVETs in the Netherlands. view active learning approaches such as PBL scores the knowledge, but how to score for She also participated in the follow-up training help to prepare students for a career in this skills and attitude in a school setting. Espe- events on PBL for the horticulture sector. industry. see more interviews cially as PBL is a group exercise. After the training, she applied this method “Active learning methods helps to prepare students for a career in horticulture”

Ms Engelie Beenen INNOCAP Horticulture coordinator

Students of SMKN 2 Subang are studying in the field Students of SNAKMA Lembang in the classroom Green education to strengthen human capital 14

Poultry Sector Highlight

Context Indonesia’s poultry industry was val- Teachers are equipped with the skills ued in 2017 at about US$ 34 billion. and knowledge to integrate all these It provides 12 million jobs and means practical issues in their lessons. a cheap source of protein for many Indonesians. It is estimated that Bromaxx® Broiler Colony Indonesia has 3.5 billion broilers, System for SMKN 1 Bawen 200 million layers, and 24.8 million During the study tour, SMKN 1 poultry farmers. The farming system Bawen staff got interested in continues to evolve and modernize, upgrading their poultry facilities. with scaling to reduce cost price and With the support of Aeres experts, growing attention for food safety as the options were analysed. SMKN 1 the key trends in this industry. So, Bawen took the decision to acquire the poultry industry requires well- the Bromaxx® broiler system, which educated­ professionals to flourish. was developed by Jansen Poultry Equipment. The advantages are in INNOCAP Poultry increased productivity and better The partnership between Aeres bio-security through its design with and the poultry sections of SMKs in five levels of cages. The Bromaxx® is Ciamis and Bawen included training yet to be built at the SMKN 1 Bawen, of teachers on poultry husbandry but the teachers already made an and technology. Experts from Aeres extra visit to Barneveld for further in Barneveld shared the latest training in working with the system. insights on practices: preparing the house for a new flock, assess- see Bromaxx® video ing chicken quality, vaccination techniques, brooding management, monitoring barn climate and health status, reduction of antibiotic use. In addition, the training included guided farm visits and also finan- cial-economic issues like cost price calculations, recording and analysis of key financial indicators. Aeres introduced two online interactive modules in Bahasa Indonesia to test Blended Learning with the SMKs. The students bring practical issues from the barn to the classroom. Teachers from SMKN 1 Bawen at the Bromaxx® training Green education to strengthen human capital 15

Horticulture Sector Highlight

Context Fruits and vegetables are tradition- • Horticulture value chain manage- ally part of the Indonesian diet. ment. This is about coordination Domestic demand is increasing as a between all the actors for collective result of the growing population and growth. It starts with understand- purchasing power of middle-income ing the consumer and delivering households. The fruit and vege­table their requirements in the most sector was worth US$ 10 billion efficient way. in 2018 and is important for rural • Post harvest management. This is employment. Most of the fruit and about the proper storage, transport vegetables are grown by hundreds and handling to make sure the con- of thousands of small farmers. The sumer gets fresh produce and food inconsistent supply and the variation losses are kept to a minimum. in quality, size and shape are recur- • Crop nutrient management ring problems for traders, processors training. This training was based and retailers in the domestic market. on proven examples of nutrient It makes it difficult to compete with management technologies so SMK imported fruit and vegetables. There teachers could include these tech- are clear market and employment niques in their teaching practices. opportunities in the sector to increase production and supply On all these topics, practical readers quality products for a growing and were co-developed in Bahasa urbanizing population. Indonesia and are now being used by the SMK teachers. Horticulture education The support for the horticulture sections of SMKs in Subang, Jember, and Batu combined the institutional, educational and technical dimen- sions. Examples of the technical dimension addressed include: • Integrated pest management (IPM), which helps to reduce the use of pesticides on a routine basis. IPM has 8 practical steps for growers, from preventive measures like planting appropriate varieties, to monitoring pests and responsible use pesticides. Horticulture eduction in SMKN 5 Jember Green education to strengthen human capital 16

Ruminant Sector Highlight

Context In Indonesia, dairy is a growth ing, housing, hoof trimming. This market due to the growing mid- work coincided with the launch of dle-class. The average milk consump- CowSignals in Bahasa Indonesia, tion increased to 11.8 liters per capita a very practical training guide in 2017 and is likely to grow further. from Roodbont Publishers in the The supply of milk is dominated by Netherlands. The manual is for smallholder farmers, who keep 90% training the skills of observing of the national dairy herd, and chan- natural cow behavior, both individual nel their milk through dairy coopera- animals as well as dairy herds. tives. There is also a small but grow- Deviations of natural behavior are ing number of modern, productive analysed and the obvious next step and efficient dairy companies. Most is to find and test solutions. of the dairy industry is concentrated The partners acquired 350 copies in Java. The Friesian-Holstein breed of the CowSignals Bahasa Indonesia is the most dominant type of dairy manual and distributed them to the cow in Indonesia. three SMKs in the ruminants pilot. In the subsequent training of teachers, Ruminants education the use of CowSignals manual, Van Hall Larenstein University of handouts and matching worksheets Applied Science led a broad coalition was introduced. to strengthen the ruminant courses The worksheets are at three SMKs. The coalition inter- used at the school ventions focused mostly on sustaina- farm, the manuals ble development of human resources do not leave the and infrastructures present at the classroom. SMKs. After the study tour, need assessments were done and these resulted in action plans for strength- ening the ruminant departments and personal development of teachers.

On the technical part, trainers and teaching staff developed handouts and matching worksheets for prac- tical lessons in animal husbandry including: body condition scoring, download fertility, feeding, milking, calf rear- worksheets Ruminant education in SNAKMA Lembang Green education to strengthen human capital 17

KNOWLEDGE The way forward: basics, theories, information, facts, figures, descriptions, investing in vocational learning, science, etc. education for agricultural growth

ATTITUDES SKILLS self motivation goal setting self confidence time management integrity reasoning honesty communication optimism inter-personal skills enthusiasm co-operative commitment

“The cooperation between Indonesia and the Netherlands can build on the lessons learned from INNOCAP and vegIMPACT NL programmes” Indonesia is a fast-growing economy, with and supporting young students to reach their challenges. Joint teaching in Indonesia and substantial potential for growth in the full potential and be able to participate and visits of staff and students to the Netherlands agricultural sector. At the same time, it is an contribute to the Indonesian society and laid the foundation for fruitful cooperation. important trade partner of The Netherlands. economy. The Netherlands is a global leader in agricul- Especially connecting to the private sector via tural research and education. Acknowledging The cooperation between Indonesia and well-organized internships have proven to be that technical and vocational education Netherlands can build on the lessons useful in motivating students and preparing and training is an intrinsic part of economic learned from INNOCAP and vegIMPACT NL them for future work. Involvement of private development in Indonesia, the Government programmes. Such is the opinion of Mr Eko sectors in school canvassing and promotion of Indonesia started a process to strengthen Hari Purnomo from the Project Management programs provided significant improvement vocational secondary schools (SMKs) in their Office and Mr Jan Verhagen from Wageningen on the quality of student input. Learning from task to educate and train young students. University and Research. Together, partners the pilot project, partnership with the private Mr Eko Hari Purnomo Mr Jan Verhagen have worked on strengthening cooperation sector may start from the student recruit- Project Management Office Senior scientist Indonesia and the Netherlands worked and between SMKs and the private sector, created ment, curriculum development, learning pro- IPB Bogor Wageningen UR learned together to improve the Vocational structures to enable continued learning and cesses (e.g. guest teachers, factory visits, and Education and Training (TVET) system by forged collaboration between institutes, staff internships), student competencies assess- enhancing the quality of the education and students within and between the two ment, until job recruitment process. Besides, at SMKs and strengthen the cooperation countries. Instrumental in this was the familia­ online professional platforms are handy for between education, private sector and risation with each other’s educational system, students to create visibility on the job market government. Central to all this is preparing the agricultural sector, its successes and and look for internships and jobs. Green education to strengthen human capital 18

The revitalization programme for ruminants There is also potential for online communica- and poultry courses addressed SMKN 1 tion and coaching between Dutch and Indone- Cibadak, SNAKMA Lembang, SMKN 1 Bawen sian teachers to exchange experiences, teach- and SMK IPP Ciamis. For horticulture, the revi- ing methods and teaching materials. Online talization program was implemented at SMKN courses or e-learning modules can be jointly 5 Jember and SMKN 2 Subang and coordi- developed. In the near future, it may also open nated with the vegIMPACT NL programme. more opportunities for students from both The interventions included curriculum countries to work on projects together. develop­ment, strengthened partnerships between school and private sectors, infra- To conclude, this joint cooperation is more structure and facilities investment, and than an exchange of knowledge, it is also capacity building of teachers and students. an investment in young farmers lives, the education systems and relation between both Since vocational education is strongly driven countries. The developed integrated approach by the job market, the role of the private offers great potential for the revitalization sector to contribute to the creation of a more of SMKs in Indonesia on a larger scale in the sustainable flexible and adaptive vocational near future. education system, for example through the chamber of commerce could be jointly explored.

PARTNER WITH US We welcome your ideas to join forces in supporting green education in order to strengthening human capital in agriculture. For more information please contact us at [email protected] Colophon magazine Colophon | © 2020 AgriProFocus Production: Goris Wim Burki, Harm Holleman, Nanya Jan Verhagen, Johan Meinderts, Engelie Beenen, Concept: Nur Al Hafidz Salma Korevaar, Anim Jalil, Teus Mumpuni Ardiyani, Danumurthi Mahendra, Text: Pangestu Satrina Nungky Santoso, Yusak Fikri Wibiksana, Indrawan, Puji Yudha, Yoyok Fiqi Ainur Ramadhan, Mahardika Romansyah, and video: Moch. Rosyid Photo & Media GLD Print Lab - Arnhem | Print: Het Design: