Channeling agriculture innovation transferfrom universities and research centre tovocational high schools: Lesson learned fromIndonesia

Irdika Mansur, Supriyanto, HarryImantho, Slamet Widodo, JonerSitumorang
SEAMEO BIOTROPIntroduction• SEAMEO BIOTROP has succeeded in establishing the School Garden Programme inIndonesia, which was initiated in March 2016 as part of SEAMEO College Research
6: A Participatory Action Research on School and Community-based Food andNutrition Programme for Literacy, Poverty Reduction and Sustainable
Development with funding support from the Japan Fund for Poverty Alleviation
through the Asian Development Bank.
• Lesson learned from the programme, was that technology transfer to schools froma research and development centre like SEAMEO BIOTROP, is more effective andsustainable compares to direct transfer to the community.
• If a model has been established in a school, operated by students and supervisedby skillful teachers, the model could become the learning object for not onlystudents, but also the surrounding community, especially parents of the students.

• Following the successful implementation of the School Garden Programme,SEAMEO BIOTROP also launched another programme called Establishmentof School Fruit Garden for Education, Production, Genetic Conservation, andEntrepreneurship in Vocational Senior High Schools in Agriculture (SMARTSBE) in February 2018 during its 50th-anniversary celebration.
• The Agricultural Vocational Senior High Schools could play a significant rolein disseminating knowledge and mature technology on fruit trees
cultivation, production, and processing to the surrounding
communities/farmers.
• The schools could also become the hubs for technology transfer fromSEAMEO BIOTROP (i.e., together with its partner universities and researchcentres) to the community.

• Besides SMARTS-BE programme, SEAMEO BIOTROP has also been assignedby the Directorate of Technical and Vocational Education to train andsupervise Vocational Senior High Schools in Agriculture in Indonesia tosupport food security and teaching factory programmes. With thisprogramme, SEAMEO BIOTROP could transfer more expertise to thevocational schools, not only limited to fruit gardening.

Activities• SMARTS-BE programme: 1) selection of target schools in each cluster; 2)
setup coordination with the selected schools; 3) capacity building training
for Head Masters, Teachers, and Student representatives from each schoolon fruit trees cultivation and fruit processing; 4) identification of the sourceof seeds and seedlings; 5) distribution of seeds and seedlings to schools; 6)planting; and 7) monitoring and evaluation.
• Target schools were selected from those nominated by the Directorate of Technicaland Vocational Education of MoEC Indonesia (36 schools across Indonesia)• 13 500 fruit trees have been planted, mostly non-seasonal fruit trees, such as orange,guava, etc. (planted in the field and pot)
• Fruit processing: soft candy, fruit juice, concentrated fruit juice• Food Security and Teaching Factory programme: training and supervision on tissue
culture technique, production and processing of edible mushrooms, hydroponic,aquaponic, cultivation and processing of lemon, cultivation and extraction of plantessential oils, processing of essential oil to become various products, and soymilkproduction.
• The schools were directly selected by the Directorate of Technical and Vocational Education.
There were 40 schools selected in 2018 and become 80 schools in 2019 from 27 provinces inIndonesia.
• The schools free to select subjects they wanted to choose, to suit their school setting• Teachers attended training for several days at SEAMEO BIOTROP, then they implement what
they learn when return to their respective schools, few months later experts from SEAMEO
BIOTROP supervise the schools to observe the progress and to provide technical support.

SMARTS-BE PROGRAMMESMARTS-BE
PROGRAMMEFOOD SECURITY & TEACHING FACTORY PROGRAMME
Plant tissue cultureMushroom production

Soymilk
Production
In the Schools(TeachingFactory)

Soymilk production andmarketing by group ofstudents at home

FOOD PROCESSING
Training at IBTE Brunei
Darussalam
23-11-2018

Introduction of Industry 4.0• SMARTS-BE programme monitoring through application• Geo-tagging has been done for all the fruit trees planted in each schools• Students under teacher supervision will conduct regular measurement and take picture ofeach tree then send the data through an application to SEAMEO BIOTROP• Food Security & Teaching Factory Programme (ready to be transferred to schools)• Scientists at SEAMEO BIOTROP have developed model to monitor real time food security in aparticular area
• In collaboration with IPB University have developed model to evaluate nutrient status of oilpalm in a large scale• Communication and consultation through social media group, especially
WhatsAppGIS/Remote Sensing for Natural
Resource Management at SEAMEO
BIOTROPFRUIT TREE MONITORING
Interface WebGIS

EFFECT OF RICE FIELD CONVERSION ON FOOD (RICE) SUFFICIENCYResult of Scenario 1:• consumption per capita 139
kg/year (FAO);• rice surplus is distributed to any
other provinces;• no rice field conversion
allowed;• temperature is normal.

Nitrogen Status of Oil Palm Plantation
Based on Sentinel 2 Imagery, 25 Oct 2019

CONCLUSION• Channeling agriculture innovation transfer from universities and research centre to
vocational high schools is an effective and sustainable path to deliver technology
to the community• Universities could focus on the proliferating innovation and develop technology• Research centres would work on the adoption, adaptation, and transfer thetechnology to technical vocational schools• The technical vocational schools would become the front liner to upgrade thecapacity of teachers and student, and finally diffuse the technology to thesurrounding community• In the era industry 4.0 the roles of the vocational schools even greater since thenew technology could not be simply transferred to the existing traditional farmers