Report No. 3249b-IND FILE COPY Indonesia: Technical and Professional Manpower in Agriculture (In Two Volumes) Volume II: Annexes August 20, 1981 Projects Department East Asia and Pacific Regional Office FOR OFFICIAL USE ONLY Document of the World Bank This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World F.ank authorization. CURRENCY EQUIVALENTS Currency Unit - Indonesian Rupiah US$1.00 = Rp 625 Rp 1.00 = US$0.0016 GLOSSARY AND ABBREVIATIONS /1 AAETE - Agency for Agricultural Education, Training and Extension AARD - Agency for Agricultural Research and Development AAUCS - Australian-Asian Universities Cooperation Scheme ADB - Asian Development Bank ADC - Agricultural Development Council BAKN - Badan Administratif Kepegawaian Negara - National Personnel Administration BAPPENAS - Badan Perencanaan Pembangunan Nasional - National Development Planning Board BIMAS - Bimbingan Masal Swa Sembada Bahan Makanan - Mass Guidance for Self-Sufficiency in Foodstuffs BP3K - Badan Penelitian dan Pengambangan Pendidikan dan Kebudayan - Office of Educational and Cultural Research and Development CAS - Consortium for Agricultural Sciences CHE - Consortium for Higher Education DGHE - Directorate General of Higher Education DTVE - Directorate of Technical and Vocational Education DIPLOMA (SO) - Two to Three Year University Graduate FAO/CP - Food and Agriculture Organization/Cooperative Program GOI - Government of Indonesia IIE - Institute for International Education IKIP - Institut Keguruan dan Ilmu Pendidikan - Teacher Training Institution Insinjur - Engineer KIP - Konsorsium Ilmu Ilmu Pertanian - Consortium for Agricultural Sciences KKN - Kuliah Kerja Nyata (learning through real work) - a national study-service scheme LAN - Lembaga Administrasi Negara - National Institute of Administration MOA - Ministry of Agriculture MOE - Ministry of Education and Culture MPK - Memo Program Koordinatif - Coordinative Program Memo MUCIA - Midwest Universities Consortium for International Activities /1 Acronyms for the universities with agricultural faculties can be found in Table 6 of Annex 1. - 2 - FOR OFFICIAL USE ONLY NATI - National Agricultural Training Institute Pasca Sarjana (S2) - Post Sarjana (equivalent to MSc degree) Pembina - Feeder PPL - Penyuluh Pertanian Lapangan - Extension Field Worker PPM - Penyuluh Pertanian Madia - Field Extension Supervisor PPS - Penyuluh Pertanian Specialis - Extension Subject Matter Specialist Repelita - Government Five Year Development Plan: Repelita I covered 1968/69 to 1973/74; Repelita II covered 1974/75 to 1978/79 and Repelita III covers 1979/80 to 1983/84 Sarjana Muda - Junior scholar - Three to four year university graduate (being phased out) Sarjana (SI) - Scholar - Four year university graduate SEARCA - South East Asian Regional Center for Graduate Study and Research in Agriculture Skripsi - Written work/thesis SMA - Sekolah Menengah Atas-General Senior Secondary School (Grades 10-12) SMTP - Sekolah Menengah Technologi Pertanian - Agricultural Technology School (upper secondary level school - MOE) SPMA - Sekolah Pertanian Menengah Atas-Agricultural High School SPP - Sekolah Pembangunan Pertanian-Agricultural Development School (upper secondary level school - MOA) STM - Sekolah Teknik Menengah - Technical High School USAID - United States Agency for International Development FISCAL YEAR April 1 - March 31 This document has a restricted distribution and may be used by recipients only in the performance of their omcial duties. Its contents may not otherwise be disclosed without World Bank authorization. INDONESIA TECHNICAL AND PROFESSIONAL MtANPOWER IN AGRICIJLTURE ANNEXES Table of Contents Page No. PART A: STRUCTURE OF EDUCATION AND TRAINING SYSTEM . . . . I. ORGANIZATION, POLICIES AND PLANNING IN AGRICULTURAL EDUCATION . . . . . . . . . . . . . . . . . . . . . . . . . 1 Introduction .... . . . . . . . . . . . . . . . . ... 1 Structure of the Education System . . . . . . . . . . . . . 1 Description of Programs at Universities . . . . . . . . . . 2 (a) The Traditional System ... . . . . . 3 (b) Current Trends . . . . . . . . . . . . . . . . . . . . 5 Organization of Agriculture and Related Faculties in Universities ... . . . . . . . . . . . . . . . . ... 6 Faculty Teaching Plograms - The Dawn of Change . . . . . . . 10 Government Policy .......... .. ....... 11 Phase and Sequence Development . . . . . . . . . . . . . . . 12 The Consortiumi for Agricultural Sciences . . . . . . . . . . 13 Execution of CAS Responsibilities - Capacity and Capability . . . . . . . . . . . . . . . . . . . . . . . . !5 Difficulties Facing the CAS . . . . . . . . . . . . . . . . 17 Budget Allocations to Universities . . . . . . . . . . . . . 17 2. DEFINITION OF EDUCATIONAL LFVELS AND FIELDS . . . . . . . . . 36 Education Levels ..................... 36 Definition of Technical and Professional Manpower . . . . . 37 Subject Matter Fields .................. . 37 3. STRUCTIURE OF SECONDARY VOCATIONAL EDUCATION IN AGRICULTIJRE . . 38 Agricultural Technology Schools . . . . . . . . . . . . . . 38 Agricultural Development Schools . . . . . . . . . . . . . . 39 PART B: OVERVIEW OF MANPOWER STOCKS, NEEDS AND SALARIES . . . 4. STAFF LEVELS IN TIIE GOVERNMENT AND THE PRIVATE SECTOR . . . . 46 The Available Data .................... 46 Qualifications . . . . . . . . . . . . . . . . . . . . . . . 47 -2- Page No. 5. TRENDS AND PROJECTED DEMAND FOR TECHNICAL AND PROFESSIONAL MANPOWER . . . . .. .. * * * * * * * * . *. *. . . . . . 54 Trends in Employment of Agricultural Manpower . . . . . . . 54 (a) Ministry of Agriculture . . . . . . . . . . . . . . . 54 (b) Provincial Agricultural Services . . . . . . . . . . . 56 (c) Other Major Employers ... . . . . . . . . . . . . . 56 Projections of Future Manpower Demand . . . . . . . . . . . 56 (a) Extrapolation of Historical Trends (Effective Demand). 56 (b) Stated Requirements . ............. .58 (c) Theoretical Requirements . . . . . . . . . . . . . . . 59 6. SALARIES AND OTHER PAYMENTS TO GOVERNMENT EMPLOYEES . . . . . 77 University Staff . . . . . . . . . . . . . . . . .78 (a) Basic Salary and Automatic Allowances . . . . . . . . 79 (b) Sanctioned Discretionary Supplements in Cash or Kind . 80 (c) Other Sources of Income . . . . . . . . . . . . . . . 83 PART C: TECHNICAL MANPOWER. . . . . . . . . . . . . . . . . . 85 7. SUPPLY AND DEMAND FOR TECHNICAL LEVEL MANPOWER . . . . . . . . 85 Supply ...... . . . . . . . . . . . . ........ . 85 Demand/Requirements .. . . . . . .. 86 Supply Compared with Demand/Requirements. 87 8. INSERVICE TRAINING . . . . . . . .. . 92 The Present Situation . . . . . . . . . . . . . . . . . . . 92 Planning of Training Programs Within Ministry of Agriculture . . . . . . . .96 Inservice Training Programs Outside the Ministry of Agriculture .97 Conclusions and Recommendations . . . . . . . . . . . . . . 98 9. DIPLOMA TRAINING. . . .......... 105 The Case for Diploma (Higher Technician) Training in Agriculture .107 -3- Page No. PART D: PROFESSIONAL MANPOWER 10. THE PROJECTED SUPPLY OF UNIVERSITY GRADUATES IN AGRICULTURE AND RELATED FIELDS . . . . . . . . . . . . . . . 110 Government Estimates . . . . . . . . . . . . . . . . . . . . 110 The Data . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Methodology . . . . . . . . . . . . . . . . . . . . . . . . 111 Results .... . . . . . . ..... . . . . . . . . . . . 114 11. QUALITY OF UNIVERSITY LEVEL AGRICULTURAL EDUCATION . . . . . . 124 Introduction .... . . . . . . . . . . . . . . . . . . . . 124 Faculty Organization ... . . . . . . . . . . . . . . . . . 127 Student Quality . . . . . . . . . . . . . . . . . . . . . . 129 (a) Undergraduate Student Intake . . . . . . . . . . . . . 129 (b) Undergraduate Student Performance . . . . . . . . 133 Staff Quality . 134 (a) Employment Conditions . . . . . . . . . . . . . . . . 134 (b) Academic Standards ... . . . . . . . . . . . . . . . 135 (c) Inter-University and Inter-Discipline Staff Mobility . 136 (d) Center for Advanced Studies . . . . . . . . . . . . . 136 Undergraduate Curricula . . . . . . . . . . . . . . . . . . 137 (a) General Character ... . . . ..... . . . . . . . 137 (b) Main Curriculum Components . . . . . . . . . . . . . . 137 (c) Coursework .... . . . . ...... . . . . . . . . 138 (d) Teaching Efficiency: Lectures . . . . . . . . . . . . 139 Teaching Structure and Materials . . . . . . . . . . . . . . 140 Teaching Efficiency: Practical Classes . . . . . . . . . . 140 Graduate Curricula . . . . . . . . . . . . . . . . . . . . . 142 (a) General Structure ... . . . ..... . . . . . . . 142 (b) Master's Programs ... . . . . . . . . . . . . . . . 143 (c) Doctorate Programs ... . . . ..... . . . . . . . 144 Physical Facilities ... . . . . . . . ..... . . . . . 145 (a) General .... . . . . . . . . ...... . . . . . 145 (b) Classrooms and Laboratories . . . . . . . . . . . . . 145 (c) Field Stations .... . . . ..... . . . . . . . . 147 (d) Libraries and Library Services . . . . . . . . . . . . 148 Research ........... . 149 (a) General .... . . . . . . . . ...... . . . . . 149 (b) Forms of Research Support: Government Contracts . . . 153 (c) Forms of Research Support: DGHE Grants and Others . . 154 Recommendations .... . . . . . . . . . . . . . . . . . . 156 Appendix A: Notes on the Establishment of a Center for Advanced Study and Research in the Agricultural Sciences 161 -4- Page No. 12. OVERSEAS EDUCATION AND TRAINING . . . . . . . . . . . . . . . 164 Purpose of Overseas Education and Training . . . . . . . . . . 164 Availability and Usage of Overseas Education and Training Opportunities . . . ..... . 165 Major Factors Constraining Use of Opportunities for Overseas Education and Training . . . . . . . . . . . . . . 166 (i) Language Fluency . . . . . . . . . . . . . . . . . . . 166 (ii) Selection Procedures . . . . . . . . . . . . . . . . . 167 (iii) Other Factors ... . . . . . . . ..... . . . . . 167 Administrative Mechanism for Arranging Overseas Education and Training . . . ..... . 168 Advisory Service on Overseas Education and Training. . . . . . 170 The Type of Mechanism Required . . . . . . . 171 Recommendations .... . . . . . . . . . . . . . . . . ... . 172 (i) Institutional Arrangements . . . . . . . . . . . . . . 172 (ii) Languange Training ........... . 172 Appendix A: The Choice of Type and Location of Overseas Education and Training in Agriculture . . . . . . . . . . . 178 Appendix B: Official Fellowship Application Procedures for University Staff ............ . 182 13. THE DEMAND AND SUPPLY OF VETERINARIANS, ANIM4AL PRODUCTION SPECIALISTS, AND ANIMAL HEALTH ASSISTANTS . . . . . . . . . 185 A. Demand . . . . . . . . . . . . . . . . . . . . . . . . . 185 Professionals Trained as Veterinarians or Animal Production Specialists . . . . . . . . . . . 1%8 B. Supply of Professional Veterinary (and Animal Production) Personnel ...................... . 188 Veterinarians ................... . 188 Animal Production Specialists . . . . . . . . . . . . 189 Animal Health Assistants (Technicians) . . . . . . . 189 Other Animal Health Personnel . . . . . . . . . . . . 190 PART E: MULTILATERAL AND BILATERAL ASSISTANCE . . . . . . . . 14. SUMMARY OF EDUCATION AND TRAINING PROJECTS/PROGRAMS FINANCED BY BILATERAL AND MULTILATERAL DONORS . . . . . . . . . . . . . 191 ANNEX I Page 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Organization, Policies and Planning in Agricultural Education Introduction 1. This annex does not provide a detailed review of the whole education system, rather it will concentrate on the issues related specifically to agricultural education, in particular higher agricultural education. There are a number of reports which have already reviewed Indonesia's agricultural education system./l In addition, the system is currently under intensive review and in a phase of change arising from rapidly increasing social demand for education which has in turn resulted in changing policies, capital development, curriculum and staff improvements. Structure of the Education System 2. The general structure of Indonesia's education system is shown in Chart 1 (No. 21531) at the end of the report. In 1978 enrollment in primary, junior and senior secondary schools were about 19.2, 2.7 and 1.3 million students respectively (see Table 1 in this Annex). In 1976 there were some 285,000 students enrolled in post secondary institutions of various kinds of which 158,000 were at universities (see Table 3 in this annex). While the public sector dominates the education system, private schools of various types contribute significantly to the delivery of education in Indonesia. Table 3 shows that for all higher education about two-thirds of the total enrollment is in public institutions and one-third in private. For universities and institutes the proportions are about the same. /1 See for example; R. Murray Thomas, "A Chronicle of Indonesian Higher Education - The First Half Century 1920-1970," Eurasia Press, Singapore, 1973. Achjani Atmakusuma, I.G.B. Teken, A. Soeharjo, P.S. Asngari, "The Role of the Provincial Universities in Regional Development in Indonesia: An Assessment", Regional Institute of Higher Education and Development, Singapore, June 1974. Bank Report No. 443a-IND, "Indonesia - Education Sector Survey Report, February 5, 1975; Bank Report No. 1491-IND, "Indonesia - Education Sector Memorandum," February 23, 1977; Bank Report No. 1837a-IND, "Indonesia - Higher Technical Education Subsector Survey, January 19, 1978; British Council, "Indonesia - Education Profile, Issued by the British Council, Jakarta and Education Liaison Unit, London, March 1979. ANNEX 1 - 2- Page 2 3. The structure of secondary education, particularly as it relates to agricultural education will be discussed in Annex 3. The structure of higher education is indicated in Tables 3 and 4 of this annex. There are four main types of institutions: (a) universities which are composed of a number of semiautonomous faculties;/l (b) institutes with a number of facul- ties in a single professional field; (c) teacher training colleges (IKIPs); and (d) academies with a single faculty. About 60% of all higher education enrollments are in the universities and institutes. Some generalized information for universities and teacher colleges is given in Table 5. For agriculture the majority of higher level education is at multi-faculty public universities; the important exception is the Institut Pertanian Bogor (IPB). There are also a number of private universities which, with the exception of Satya Wacana University, have small programs in agriculture./2 Table 6 in this annex provides a summary of selected information for public universities in Indonesia which have teaching and research programs in agriculture. Description of Programs at Universities 4. Like many other institutions in the country Indonesian degree structures are passing through a state of flux. The present system has its roots in the Dutch tertiary model, but the trend of change is towards the American model with more clearly defined graduate training containing a good deal of coursework. But the process of transition is a slow one which is proceeding at a different pace in different universities, so the present situation varies from institution to institution in a way which can seem quite confusing to a visitor./3 And then, in addition to this, overlying this transition from the old to the new as it were, many university faculties sponsor workshops, seminars and short courses of varying duration, /1 The term "faculty" in this report refers to an educational unit covering one discipline; it does not refer to teaching staff. /2 It should be noted, however, that many private universities with faculties of agriculture are new, but expanding quickly and may graduate a significant number of agriculturists in five to ten years' time. /3 The introduction of new courses, the dismemberment of old ones, the rearrangements in timetables that become necessary, and so on, all cause as much disruption in Indonesian universities as elsewhere. Committees need to meet, different faculties within any particular university often need to be drawn into the consultation process, and official regulations -- sometimes outdated and unnecessarily rigid -- need to be adhered to or amended (with all of the difficulties that this often involves in any large institution anywhere in the world). ANNEX 1 - 3 - Page 3 some of which lead to semiformal qualifications which have a measure of recognition, and others of which do not. The quality of these nondegree courses varies very substantially from good to poor, and in view of their often ad hoc nature it is difficult for a visitor to judge their real value. 5. This apparently confused situation reflects an education system in a state of rapid transition; the turmoil has both good and bad aspects. The good aspect is that a quite accelerated process of change and adjustment is occurring. Wlhile pockets of conservative and traditional attitudes are to be found within the tertiary education system, the mood is quite unmistakably one of constructive change. Few staff members in tertiary institutions, especially younger ones, would be prepared to say that they regard the present system as satisfactory, and almost all support-in principle-the major reformas. It is inevitable that this process of change will result in a new degree structure which, in the evaluation of Indonesian academics (since the changes are not being imposed upon them from outside), will be more suitable for the Indonesian situation. The value of some degrees presently being awarded is under question, and this naturally creates uncertainty for students passing through the tertiary system./l With this introduction, each of these three aspects of the present situation and the traditional system and current trends can be considered in more detail. (a) The Traditional System 6. During the 1950s and much of the 1960s, Indonesian universities for the most part followed the Dutch system of degrees inherited from the colonial period. As a general rule, in the social sciences students were expected to do four years of coursework and one year of "free study", after which they were eligible to sit for their doctoraal comprehensive (oral) exams: upon passing, they were awarded the Doctorandus (Drs) and were regarded as having qualified to write a dissertation of submission for a Doktor degree. In the technical sciences including agricultural studies, the system was much the same, except that the Insinyur degree (Ir) was awarded in place of the Drs. It was soon found, during the 1950s, that the one year of "free study" was of limited value, and the general practice became to require students to undertake five years of coursework and write a small thesis (skripsi) before they were permitted to sit for their final (Drs or Ir) examinations. More recently, the Dutch academic titles were replaced with Indonesian ones: the graduate degrees of Drs and Ir were formally known as /1 For example, how does an Indonesian Sarjana degree obtained after five or six years of study compare with a Master's degree from overseas, and how does an Indonesian Doktor degree compare with a foreign PhD? This is also a fundamental dilemma in the analysis of supply and demand for manpower and has created difficulties in this report. ANNEX I - 4 - Page 4 Sarjana (scholar),/1 while a student who had successfully completed the third year of study was known as a Sarjana muda (junior scholar). It has become usual in Indonesia to roughly equate the Sarjana muda qualification with the Bachelor's degree in the Anglo-American system, and a Sarjana with a Master's degree. 7. The main disadvantage of this system is that a student must under- take at least five years study - usually more, since very few students finish in the minimum time /2 - in order to obtain any degree at all because there is no intermediate qualification between entry to university and the Drs and Ir degree. The system is based on the assumption that a substantial proportion of students will want to continue on past the Drs or Ir level to work for a doctorate, but in Indonesia very few students indeed (certainly substantially fewer than 1%) have continued on./3 The resulting inefficiencies are quite serious: (i) It is not at all unusual for a student to reach the age of 27 before graduating, and if a period of, say, 6-9 months is taken to find a job (a not uncommon situation), the graduate does not enter the labor force until the age of perhaps 28; this is a substantially later age of entry into the labor force than is common for Master's level students in either western countries or elsewhere in Asia, and suggests that an earlier point of exit from the tertiary system is needed for some (probably the majority) of students./4 Recently /1 Although this is the formal situation, it is still the general practice to use the titles of Drs and Ir. /2 " ... on the average it took students eight years to graduate as Sarjana Ekonomi (approximately equivalent to a Master's degree) rather than the scheduled five years." See Thee Kian-wie, "Economics," in Koentjaranin- grat (ed), The Social Sciences in Indonesia, Vol. II, Indonesian Institute for Social Sciences, Jakarta, 1979. /3 Between the inception of an agricultural economics program at IPB in 1950 and 1972, about 500 students graduated through the six-year program; only four went on to take a Doctor of Agriculture degree specializing in socio- economic studies. /4 Since Indonesians tend to retire from the work force five years or more earlier than is usual in rich countries, the ratio of years spent in the labor force to years spent in universities is particularly low in Indonesia. If an Indonesian student enters a university at the age of 19, takes up a job at the age of 27, and retires at 60, the ratio of working- years to tertiary student-years is 4.1 (33 to 8). In contrast, it is not unusual for a student elsewhere in the region or in Western countries to enter university at 18, graduate with a Master's degree at 23, and work until the age of 65; the ratio of working years to tertiary student-years is then 8.4 (42 to 5). ANNEX 1 - 5 - Page 5 announced reforms, discussed below, will provide more flexibility within this system, and promise to allow for easier exits from the tertiary system for students who are not really suited for graduate-level studies. (ii) The composition of qualifications in university output is unbal- anced, in that too many students are educated to a level which in principle is said to be equivalent to a Master-s level; the tertiary education system, rather than producing a relatively high proportion of Bachelor-level graduates with smaller proportion of graduates at the Master and PhD levels, produces a high proportion of Master level graduates and few bachelor or PhD level graduates ./l (iii) Standards in the fourth and fifth years of coursework are inevitably diluted somewhat when there is no substantial barrier at the end of the third year to cull out the best students; in the Anglo- American education system, emphasis can be put on higher standards at post-Bachelor levels because only the better students are allowed to proceed beyond the Bachelor degree. 8. A further disadvantage - perhaps not serious enough in itself to prompt a change, but one that has caused problems - is the difficulty in equating the Dutch-based system with the Anglo-American one. Most Indonesian students proceeding overseas to study go to countries where Master and PhD training is provided, and there are problems both on the Indonesian side and on the side of the foreign institution in accreditation. For example, Indonesian graduates with a Sarjana qualification are usually expected to undertake Master's level study in the first instance overseas, and if they return to Indonesia with a Master's qualification are sometimes disappointed to find that they are considered as not having progressed beyond the Sarjana level. This discrepancy between what is understood as "graduate" training in Indonesia and "graduate" training overseas is an additional factor which has encouraged an increasing number of Indonesian university staff members to consider ways in which a clear distinction might be made within the Indonesian system between undergraduate and graduate training. (b) Current Trends 9. In addition to the factors listed in the previous section, the demand for graduate training in such fields as economics, agricultural economics and agriculture has been greatly stimulated by the substantial increases in real government expenditure throughout the 1970s. This has taken a number of forms. First, there has been a sharp increase in demand for consultants- services at the regional level in Indonesia, and staff /1 Although no degree is awarded, a small proportion (about 10%) of students do drop out at the "Baclhelor" (Sarjana muda) level after three years in university. ANNEX 1 -6- Page 6 members in universities constitute the main pool of trained manpower available. All sorts of Indonesian government and semi-government agencies, as well as international organizations, want plans, reviews and other work carried out, and as a result university staff in recent years have been spending a good deal of time on such work./l Second, in 1976 the Ministry of Education and Culture announced plans for a nationwide university staff development program which would sharply increase the number of staff with doctorates. As a direct result, the demand for graduate level training, particularly from regional universities which expected to benefit from this program, also sharply increased. 10. Largely in response to these developments, there is now a trend within Indonesia, especially evident in the field of agricultural economics at IPB and Universitas Gadjah Mada (UGM), to introduce changes in course structures which are in the direction of the Anglo-American system. At IPB, a graduate program in agricultural economics has been introduced within a newly founded Graduate School, while in the faculty of economics at UGM, a doctoral program which leans towards specialization in agricultural econ- omics has been underway for several years. These are important positive developments. Organization of Agriculture and Related Faculties in Universities 11. Universities tend to be organized on quasi-traditional lines, with the central administration handling budgetary and overall policy and external relations, leaving the Faculties to organize their own teaching and other programs - extensions of bureaucracy as strongly encouraged by Presidential Decrees (PD) 44 and 45. The optimization of academic and other resources on a university-wide basis is unlikely to be achieved while the teaching faculties aim at remaining self contained and self sufficient./2 12. Two major influences are factors which could stimulate change in university organization, namely: (i) the adoption of the TRIDHARMA prin- ciple,/3 which broadens the university's contributions to its region, province, and community; and (ii) the decision to stratify education pro- grams into three degree levels, S1, S2 and S3 levels (equivalent to Sarjana, /1 As an example, in preparation for Repelita III, the Third Five-Year Plan, many kabupaten (regency) level governments commissioned teams of univer- sity staff members to prepare local five-year plans; teams of economists, agricultural economists, and agricultural experts from local universities generally carried out this work. /2 The same conclusion was reached in the "Report and Recommendations on the Institutional Development Plan for Institut Pertanian, Bogor" by University of Wisconsin - Madison, Administrative Study Team, August 1978. /3 A principle stating that universities should aim to achieve three objectives; teaching, research and community service. ANNEX 1 - 7 - Page 7 MSc and PhD) which would be dependent on completing a specified number of Credit Units (SCU) and minimal end maximal durations of study. Diploma (or SO) programs are also foreseen, of one, two or three years duration, requiring an average of 45, 85 or 115 credits (see Annex 9 for details of the degree requirements). 13. The stratification policy is related to the Development Principle of "Phase and Sequence", with effect from 1979/80, under which universities are given the chance to develop intensively and sequentially within a certain period: each institution-s position in this program is determined (on the basis of what currently exists) by the Directorate General of Higher Educa- tion (DGHE) and the Minister for Education - advised by the Consortium for Higher Education and Culture - and a Development Budget allocated accordingly (See paragraphs 26 et seq. for a more detailed discussion of these policies). The requirement (from AY1979-80)/l for universities to have only one Research Institute (where frequently there were several such centers under a number of Faculties), and to have one Community Service Institute is already an influence towards a more university-wide organization. 14. Thus, with the introduction of these new policies, institutions of higher learning are expected to be in a better position to exercise the three functions of teaching, research and community service. Teaching may be at any one of the prescribed post-secondary levels of SO, S1, S2 and S3. Research programs are expected to receive increasing support from the Government with funds directed among other things towards: (a) increasing the competence of the academic society in research, by improving the quality of researchers; (b) encouraging junior staff/researchers to engage more actively in research, and encouraging senior researchers to guide the juniors therein; (c) increasing and developing library services; (d) disseminating information about research activities and results; (e) increasing the development of science and technology; and (f) supporting Government in identifying and solving problems in regional and national development. 15. Community Service (or Extension) is at present effected through outreach programs, applying science and technology directly to the community in support of development. The programs take two forms, viz: /1 The abbreviation AY indicates "academic year" throughout this report. ANNEX 1 - 8 - Page 8 (a) community education, by organizing courses, seminars, etc., in accordance with the needs of society and the strengths of the University; and (b) service to the community in support of the development process, utilizing the different services in the university, be they for health, legal assistance, technological guidance, assistance during famine/other disasters, etc. The Student Service Program (KKN) plays a significant part in many aspects of Community Service. 16. As noted in para. 11 the Government's intention to promote and regularize Research and Community Service in the universities, is underlined by Government Regulation (GR) 5 of 1980 which requires universities to have one Research Institute and one Community Service Institute. The Research Institute, which may have no more than five centers, is to be organized at university level: this in itself will go some way to ensuring that outside research contracts go through the Rector to the Institute, and then through its Research Committees which program, plan and coordinate implementation of the research by bringing together the necessary strengths of the university. Conceivably, the five centers would be the implementing groups covering broad technical, economic or social areas. 17. Universities have had varying organizational arrangements to handle these areas, typically by setting up several institutes or centers to handle different broad areas of research or community service. These institutes, while being linked to Faculties, effectively dissociated research and public service from the main stream of faculty staff and the teaching programs: they were also means of providing salary supplements. While concentrating the Faculty's impact, they almost certainly debilitated its overall strength. To gain maximum advantage from the three different activities and the three-way interflow of information/action, the Depart- ments in the various Faculties will probably receive greater recognition for executing the TRIDHARMA principle and be involved in all three. In this way, mutual benefit could be derived for all three activities, through stimulus, interaction and feedback. 18. The basic unit of Universities, the Department, is not yet fully organized on the "TRIDHARMA" basis: there would be significant benefits if it were. It would point up the need for a functional organization - ready to act both for the surrounding community, farmers, etc. either in research or community service and for the teaching program. Typically, its staff would have one major, and two minor functions, ensuring constant familiarity and interchange between all aspects of the Department's work. In agriculture and closely related areas, this is even more important. Agriculture is a complex of closely interrelated and interdependent parts and suffers in effectiveness by excessive partitioning in many universities. 19. Insofar as the Basic Sciences are common to many areas of study besides Agriculture, in other than a purely Agricultural University (and even ANNEX 1 - 9 - Page 9 there also) it is common to have a Faculty devoted to basic science teaching and research, providing service courses to all relevant and professional faculties. At present in most Indonesian Universities, each faculty has one (or two) of the basic science departments (the one[s] most relevant to it) and provides university-wide teaching in that area. In the near future, many universities report that these various Basic Science Departments are to be grouped together into a Faculty of Science - as soon as 1981 -indicating presumably that DGHE and BAPPENAS have reached agreement on this amalgama- tion and creation of a new Faculty. The Bank strongly supports such a move. 20. Pressure to subdivide the functions of basic Departments in a faculty (e.g. Crop Production, Animal Production), is to be expected. Universities increasingly have the obligation to serve their community in its economic and social development, and a broader functional organization of Departments is well-suited to this objective. Where leadership and emphasis in the University does not clearly discern these responsibilities, but rather gives priority to the narrow educational function and aims at attaining isolated scientific excellence, a momentum towards an ever-increasing subdivision of Departments into discrete disciplines is usually observed. Once started it is difficult to halt. While it may satisfy personal and bureaucratic aspirations, unviable small semi- independent departments often ensue, not naving the needed interrelationship with other departments or the broader perspective required for development. The practice also increases costs and administrative needs, without improving the functional effectiveness of a faculty. Where universities are very clearly identified with their development role, the inadvisability of supporting such a tendency is obvious. 21. Faculties of Forestry and Fisheries may be organized following similar principles to those outlined for Agriculture. The organization of Departments in a Faculty of Veterinary Science is somewhat proscribed if the full professional training is to be provided, although the same general principles can be applied. 22. There is strikingly close conformity to the above enumerated general principles in the Faculties of Agriculture visited by the mission in Indonesia. It is the Department of Crop Production which is most frequently subdivided, typically into Departments of Soil Science (a traditionally strong discipline in Holland and Indonesia), Agronomy, Plant Protection and possibly Horticulture and Biometry. The Department of Agricultural Mechanization and Technology is frequently divided into these two Departments. Animal Production Departments are commonly nonexistent. When there is no overt splitting, however, there is commonly an organiza- tional grouping in several sections or Divisions, representing the additional Departments, and others, referred to in the previous paragraph. Positive efforts are needed to ensure that such sections (or Divisions) collaborate closely, as is vigilance to limit further subdivision of effort. Inter alia, it is important to create and retain a critical mass of scientific personnel in one group large enough to achieve objectives, be effective and stimulate progress. ANNEX 1 - 10- Page 10 23. The absence of a Department of Animal Production in many Faculties of Agriculture is often associated with the presence of a Faculty of Veteri- nary Science and/or Animal Husbandry on the same campus. Where there is no such Faculty, a Department of Animal Production is necessary. Animals are an essential part of the farming system in almost all parts of Indonesia, and it is considered important that students of Agriculture should have adequate training in this area, within the context of agricultural produc- tion. It is similarly important for Veterinary/Animal Husbandry students to be fully aware of the function, use and productivity of animals in the farming system and economy, and of the production of forage crops, by-products etc. for their nutrition. This is the more important now that field exten- sion workers are advising farmers about all aspects of farming, calling on subject matter specialists when more specific advice is called for. Bureau- cratic rivalries between Faculties or Government Directorates General are no justification for depriving the agents of agricultural development and change of vital training needed in their day-to-day work with farmers. It is recommended that Animal Husbandry Departments should become part of Agricultural Faculties. Faculty Teaching Programs - The Dawn of Change 24. Although the University Senate and/or Academic Board is the ultimate authority regarding all teaching programs, in practice, Faculties have a high degree of autonomy in regard to their activities. They also are to a large extent self-contained. As discussed earlier and in Annex 11, there are at present many specialized programs of study available to undergraduates, beginning in some cases as early as the third (of their 8 or 10) semester(s). Commonly, the main area of the program relates directly to the existing Departments in the Faculty, while the ultimate specialization in the later semesters relates to a Section or Division of the Department. The concept of a broad general agricultural training, with each Department contributing its expertise to the interrelated whole, appears almost nonexistent. Instead, it is assumed that Departments exist to provide for a range of specializations. Where they to have active research and extension programs also, the pressure may be much reduced, but with no limit to the size of class for any one specialization (instances of one or two students were encountered by the mission) the cost implications in terms of physical facilities and staff requirements almost certainly outweigh benefits. 25. The adoption of the Tridharma function, the reduced four year program of studies and the Semester Credit Unit system provides the opportunity for change in the content of a university level agricultural education. It is recommended that the objective should be a broadly based agricultural degree with little or no specialization in the first two years. ANNEX I - 11 - Page 11 Government Policy 11 26. The rapid rate of growth of the higher education system and a continuation of this growth are placing increasing pressures on the university system. Over the last 25 years there have, inter alia, been the following changes: (a) the total number of students has increas ci 2' times (an average growth rate of 13.7% p.a.); (b) the number of public institutions of higher learning increased by 25 times; (c) the number of private institutions increased to 200 where none existed 25 years ago. 27. The government has for many years placed considerable emphasis on reviewing policies and plans for university development, organization and administration. Some of these reviews were discussed above in connection with the organization of Agriculture faculties. An intensive study of the higher education system was conducted in 1972 to provide guidance to policymakers and administrators with respect to principles for the formulation of operational policies. This study resulted in a document, i.e., "Basic Policy of Higher Education Development (KDPPT)" in 1975 with a main concept of development of higher education along ideas towards development of national system of higher education in the future./2 A second document, the "Implementation of Basic Policy of Higher Education Development (PKDPPT)" describes the guidelines for implementation./3 These /1 A review of past, present and future education policy is contained in, D.A. Tisna Amidjaja and S. Sapi-ie, "Higher Education in Indonesia, From Random Growth towards a National System," Jakarta, December 1977. See Also Supplementary Document No. 6," Policy Paper in Higher Agricul- tural Education in Indonesia". /2 Kebijaksanaan Dasar Pengembangan Pendidikan Tinggi. Dept. Pendidikan dan Kebudaaan, Direktorat Jendral Pendidikan Tinggi No. 1 - Mei 1975 (Basic Policies of Higher Education Development. Dept. of Education and Culture, Directorate General of Higher Education. No. 1 - May 1975. /3 Pelaksanaan Kebijaksanaan Dasar Pengembangan Pendidikan Tinggi. Dept. Pendidikan dan Kebudayaan, Direktorat Jendral Pendidikan Tinggi. No. 2 - 1975. (The Implementation of the Basic Policies of Higher Education Development, Dept. of Education and Culture, Directorate General of Higher Education. No. 2 - 1975). ANNEX 1 - 12 - Page 12 two documents were presented at the Annual Meeting of Rectors of Public Universities in 1975 and adopted as basic documents for development of higher education in Indonesia. After the adoption of the KDPPT and PKDPPT they were promulgated as the Minister of Education and Culture's decree No. 0140/U/1975, dated July 12, 1975. 28. A comprehensive baseline study and evaluation of higher education,/1 in particular the results of Repelita I was done in 1976. Based on the results of this study and evaluation the Directorate General of Higher Education set out its development policy and strategy documented as the "Framework of Long Range Development of Higher Education (KPPT-JP)" which was presented and adopted at the Annual Meeting of Rectors of Public Universities in 1977./2 29. The main issues of the KPPT-JP are: (a) improvement of the existing higher education system, as to achieve improvement in performance as well as increased enrollment capacity; (b) development of higher education towards a guided national higher education system; (c) use of Planning Programming, Budgeting System (SP4) as the development administration mechanism. 30. To carry out the above policies, the DGHE prepares each year the Coordinative Program Memo (MPK) which reflects the position of the DGHE on the educational situation and problems, as well as the kinds of development plans necessary to overcome any problems. Phase and Sequence Development 31. Another development in higher education has been the adoption of the Development Principle of Phase and Sequence which started with fiscal year 1979/80. In this Phase and Sequence Development universities/ institutes are given the chance to develop their programs sequentially within a ten year period. Plans, program and budget should be submitted through the SP4. The Phase and Sequence Development Principle is aimed at institutional development and should be related to the total level of competence of the institution to carry out the "TRIDHARMA", i.e., the competence for executing its teaching, research and community service responsibilities (see para. 12). /1 Gambaran Keadaan Pendidikan Tinggi di Indonesia 1975. Dept. Pendidikan dan Kebudayaan, Direktorat Pendidikan Tinggi, 1976 (The Situation of Higher Education in Indonesia 1975. Dept. of Education and Culture, Directorate General of Higher Education, 1976). /2 Kerangka Pengembangan Pendidikan Tinggi Jangka Panjang. Dept. Pendidikan dan Kebudayaan, Direktorat Jendral Pendidikan Tinggi, Februari 1977 (Long Range Framework of Development of Higher Education, Dept. of Education and Culture, Directorate General of Higher Education, 1977). ANNEX 1 - 13 - Page 13 32. The present stage of development of universities/institutes varies considerably, therefore the annual target for each university/institute will be different. The phasing of development which reflects the ability of the institution to execute the TRIDHARMA objectives as shown in Table 7. The sequence refers to the stage to which planning and implementation has pro- ceeded or will proceed. A university/institute which is assigned a certain phase and sequence development is not allowed to take up activities/programs which are related to a higher level of development. It is expected that within the 1981/82 fiscal year all public universities will be involved in Phase and Sequence Development. Fundamentally, these arrangements are directed at improving the quality of the higher education system. The organization responsible for advising the Director General of Higher Educa- tion on the appropriate phasing of agricultural faculties is the consortium for Agricultural Sciences. The Consortium for Agricultural Sciences 33. The Consortium for Agricultural Sciences (CAS) is one of a number of consortia associated with the DGHE. The Ministerial Decree No. 0183/4/1976 of 21/7/76 reorganized the structure of the Consortium of Higher Education, (CHE) and at the same time made it an apparatus of the DGHE. It now con- sists of 11 Consortia, namely those for Educational Sciences, Mathematics and Sciences, Social Sciences, Psychology, Medical Sciences, Technology, Agricultural Sciences, Economics, Law, Art and Philosophy, and Inter-Disci- plinary Studies. Each consortium is to design, manage, and monitor national programs of development of higher education in its own discipline, and inter disciplinarily. In other words, the consortia have an important advisory role in shaping education policy. The main CHE is headed by an Executive Secretary, assisted by three Program Managers and a Secretariat. This is repeated at the level of each discipline's consortium. 34. Prior to the 1976 reorganization, the CHE was established and guided by Ministerial Decree No. 0190/1970, which established five Consortia viz. Agricultural Sciences (CAS), Science and Technology, Medical Sciences, Educa- tional Sciences, and Social Sciences, the latter being subdivided into five Sub-consortia. The consortia were to design recommendations for Ministerial decision-making in each field of study and with Ministerial authority - "implement a national program of faculties." For agriculture this is currently under way. 35. The 1970 Decree provided for a Council and Secretariat for each Consortium. For CAS, the Council consisted of the Rectors of IPB and UGM, plus the Deans of Faculties of IPB and the Agro-Complex of Faculties at UGM. No such Council is provided for in the later 1976 Decree: in theory, the ANNEX 1 - 14 - Page 14 peer group of Deans of all Si /1 Agriculture and related faculties fulfills this role - in practice they meet only once every two years (frequency of meetings is limited by budgetary constraints)./2 36. The 1979/80 budget of the CAS Executive Secretary is: Recurrent (Operational) 31.0 mn Rupiah ($49,600) Development (Programme) 26.5 m Rupiah ($42,400) Operational budgets are allocated to mandatory costs, salaries, maintenance etc.: Development budgets are variable according to approved programs of activities, e.g. travel, office equipment, etc. 37. With neither a formal Council to guide it, nor yet a regularly convening representative group of Deans of Faculties, the Secretariat is inevitably placed in a position of assuming more responsibility and the greater taking of initiatives. Coupled with its close association to the DGIE, this in effect makes it the most influential policy formulation body for Higher Agricultural Education, subject only to minor checks and controls by the system itself, and none at all from the users of its graduates./3 The DGHE itself faces increasing social pressure for higher education from secondary school leavers: the CAS appears to be as much or more guided by that factor as by any consideration of the demands of employers or the cost of higher agricultural training. It reports directly to the DGHE on program imaplementation. 38. The responsibilities of the CAS are to design, administer and monitor national programs of development of higher Agricultural Education, and report to the DGHE on their implementation. Government's Policy of phased development of Public Universities, (paras. 31 and 32) over a first (10 years) cycle starting 1979-89 provides for twelve universities with agriculture or related faculties to be included during 1979/80, by AY 80-81 /1 Refers to the four phases of degree development mentioned in paragraphs 31 and 32. /2 The cost of covering one 2-3 day meeting of all Deans is reported to be 10-12 million Rupiahs, about 40% of the Executive Secretary's 1979/80 Development budget of 26.5 million Rupiahs. /3 It is understood that consultation between CAS and employers does take place on an informal basis at times. ANNEX 1 - 15 - Page 15 this figure is to rise to 17;/l by AY '84-85 all universities will be wholly or partly implementing this phased program. The CAS has influence in deciding which universities are included in the cycle and when, as well as on their target phase of development. 39. Guidelines to standardize the curriculum and/or programs are being prepared for Agriculture related faculties for each of the three strata. Six major areas are included viz: Agriculture, Animal Husbandry, Veterinary Medicine, Fisheries, Forestry, and Agricultural Engineering and products technology (Rural Home Economics is included under Agriculture). The CAS is intimately concerned with these key developments, and is currently assigned to develop instruments for their implementation. (a) The Executive Secretary of the CAS has a heavy load being respon- sible for: (i) designing national programs in the discipline; (ii) designing standard curricula for all educational programs; (iii) standardizing instructional material; (iv) staff development; (v) coordinating foreign relationships; (b) administering the programs through the three program managers; and (c) reporting to DGHE on the implementation of the program. Execution of CAS Responsibilities - Capacity and Capability 40. The designing of effective national programs in the discipline would require the full participation of both the Deans of faculties involved and the main agricultural development agencies, yet no legal instrument requires this. Reliance is placed on informal contracts. The Executive Secretary may himself design such programs, with the assistance of his program managers. He may also form ad hoc committees, funds permitting, to assist in the formulation of such programs. Since the Executive Secretary and all members of his secretariat are based in IPB, of which they are full-time staff members also, membership of such ad hoc committees is /1 See Supplementary Document No. 6, "Policy Paper on Higher Agricultural Education in Indonesia." ANNEX 1 - 16 - Page 16 dominated by IPB or staff from universities on Java /1 which may result in view of universities in the Other Islands not being taken into account. It may also result in such programs primarily focussing on educational and agricultural interests of Java rather than those of remote areas in the Other Islands. 41. The designing of standardized curricula clearly provides an oppor- tunity to take account of what employers require from graduates, besides requiring full educational competence to structure them progressively, as well as economically. The apparent absence of end-users in this process is a deficiency. Designing curricula for six main areas (and possibly twenty sub-areas of "specialization") is beyond the capacity of the Secretariat itself, and ad hoc expert committees are inevitably used. Nevertheless, whatever system of delegation is used, the Executive Secretary still comes under considerable pressure to meet the varied responsibilities of the CAS. It is questionable, however, whether CAS should involve itself in the details of curricula at all agricultural faculties. This report supports the concept of a central body such as the CAS establishing and monitoring standards and guidelines for curricula, nevertheless individual universities should be permitted to formulate the details of curriculum development in order to ensure the relevance of their programs to the region in which they are situated. This would provide the regional universities with an incentive to evolve imaginative and attractive programs they can call their own. 42. Standardizing instructional material for didactic purposes will follow curricular requirements; however it also requires farming, forest and livestock resources. Recommending on these issues, the Secretariat will clearly need considerable national and regional expertise to avoid mistakes and bias. Staff development programs are clearly related to the phase of development, on which the Secretariat is well informed. In addition, the DGHE's Ministry may need to satisfy social demand for education (including higher) and hence increase enrollments, staff numbers will be required to respond to this figure perhaps regardless of staff employment opportunities. The CAS sees the satisfying of staff development needs as one of its responsibilities. The Secretariat, together with IPB's long experience, appears competent to organize these activities. 43. Foreign relationships are handled for the CAS by the Dean (Vice Rector) of Administration, IPB, and presumably include both the placing of overseas Fellowship students, and the organization of Technical Assistance (TA) for the developing universities. The phasing and type of TA proposed for individual institutions, and organizing it with bi- or multilateral donors, is probably adequately handled by CAS, again drawing heavily on IPB's own experience. /1 It is of course recognized that the reasons for a limited regional representation on such committees will usually be the budget constraints on travel expenses. ANNEX I - 17 - Page 17 Difficulties Facing the CAS 44. The absence of a superior Advisory Council for the CAS is a serious constraint to its operations and influence. The lack of representation of the agricultural industry, private and other governmental sectors (particu- larly agriculture) in its deliberations, is also a shortcoming. At the same time the volume of work required from the Secretariat requires that it be strengthened considerably; for example it could have sections identified with the six main areas of higher agricultural education. The Secretariat should have a higher proportion of full-time staff, dissociated from IPB, and responsible only and directly to the DGHE. The Secretariat's annual budget needs to be increased. Recommendations formulated by the CAS Secretariat in compliance with its present mandate should be discussed and approved by its superior Advisory Council before being submitted to the DGHE for approval and implementation. However as suggested in para. 41 some decentralization of the CAS responsibility for curricula and standard would ease its burden and at the same time enhance its status. Budget Allocations to Universities 45. The main source of income for universities is from the Government Budget, which is divided between the recurrent (operational) and capital (development) budgets (see Table 8 in this Annex). The allocation of the development budget to universities and institutes by major discipline is shown in Table 9. Agriculture captured about 18% of resources in 1980/81. Universities have two other sources of income viz. (a) Student Tuition Fees; and (ii) other funds for services rendered to third parties, typically research and survey contracts. Figures for the latter two categories were not available to the mission. 46. The recurrent (routine or operational) budget is administered and controlled by the Secretary General, Ministry of Education and Culture (MOE). It is mainly to cover salaries for teaching and other staff (about 80%), the maintenance of buildings and vehicles, office supplies, etc. On the basis of aggregate data, educational expenditures per student are low by international (and even ASEAN) standards. For example for the Indonesian education system as a whole the recurrent expenditure is about $350 per student per year./l This compares with about $560 per student in higher /1 Bank Report No. 3000a-IND, First Phase of a University Development Program, (Education IX), August 4, 1980, page 10. ANNEX 1 - 18 - Page 18 education per year in Asian countries in 1976./I In terms of the allocation of GNP to education Indonesia is also lower. In all Asian countries education expenditures represented 4.9% of GNP in 1976; in Indonesia it was 1.4%./2 The most recent estimate indicated that the percentage has risen to 2.4%. 47. The Development (or Capital) Budget is administered by the DGHE - MEC under the "Improvement of the Quality of Higher Education Project". It refers mainly to the provision of additional physical facilities, rather than the replacement, or quality improvement of equipment. Laboratory sup- plies, travel to seminars/workshops and certain experimental programs also come under it. For a summary of recent expenditures from the development budget by main item see Table 10. That table shows the heavy emphasis being given to the provision of facilities. Laboratories, buildings, campus development, and housing alone accounted for 57% of the total development budget whereas the curriculum development, research and staff development made up 1.8%, 6.1% and 6.4% respectively. 48. The "Phase and Sequence" development principle (para. 31) provides the basis for the Development Budget: it enables universities/ institutes to develop intensively and sequentially within a certain period (e.g. 10 years), using the Planning, Programing and Budgeting System (SP4) introduced from 1979/80. The cycle of the system is long (20-22 months), from the initial university's Operational Program Concept (KPO) submitted to the Director-General of Higher Education, through his Coordinative Program Memo (MPK) and the university's response with a program Proposal (UP) to approval and budget allocation and DIP. As noted earlier the Consortium for Agricultural Sciences is influential in determining the phase and sequence of development, and hence the Development Budget approved for different universities. 49. In the five years 1974/5 to 1978/79 (REPELITA II) the development budget for higher education increased at an average annual of about 40% in money terms (30% in real terms). Project funds (IBRD etc.) accounted for some 17% of the total. For REPELITA III, 1979/80-83/84, an annual increase of 80% p.a. is projected of which 34% from project funds - a doubling. Estimates of projected development budget allocations for education are given in Table 11. 50. Student Fees have been an important constituent of the total income of universities and schools, probably equal to 15% of the Recurrent Budget, varying according to the classification decided upon by MEC and DGHE. Universities appear to have had virtual autonomy as regards the use to which /1 UNESCO, "The Allocation of Resources to Education Throughout the World", 1980, page 97. /2 UNESCO, op. cit., pp. 64 and 85. ANNEX 1 - 19 - Page 19 income from student fees is put, whether to create new staff positions, supplement salaries, purchase equipment, attend seminars etc. Direct costs of fees per student are about Rp. 36,000/annum. 51. Other funds for services rendered to third parties is an important source of income./l In 1970 there was a national shortage of trained tech- nical manpower, and universities had absorbed a high proportion of them and hence their assistance with national development was required. Typically it involved working with agricultural research institutions of the Ministry of Agriculture; however, many other Government departments also contracted research and survey work to universities, e.g., Ministry of Public Works, and Transmigration, Health/Interior and Social Affairs. However, Presidential Decree 14 (1979) limits the extent to which Central Government Departments can out-contract work to other Government Departments, e.g., universities, and requires tighter control where such Departments do in fact fund university research proposals. The net effect is likely to be more delay, tighter control, and fewer such contracts. Administratively, con- tracts were frequently direct with faculties or one of the several univer- sity institutes: the establishment in 1979 of one Research Institute per university is leading to such contracts being made directly with the university, and their implementation being organized on an interdisciplinary basis. Para-statal organizations, and Provincial Governments have also traditionally contracted work to universities. They are not affected by PD 14 (1979) and this source of income for services rendered is from the private sector and international bodies (Ford Foundation, IDRC, etc.) - this too continues. The World Bank has also, often through its project lending, used the services of universities for a range of research activities to support the implementation of current or future projects. While these demands have provided staff with supplemental income, they have also had a detrimental impact on the quality of teaching in many cases. 52. Research funds for universities come from the DGHE budget and from outside contracts. The amount from the budget varies between universities according to the needs perceived by DGHE. In addition the DGHE has power and funds to allocate supplementary monies for specific research activities following application made by universities. The supplementary budget alloca- tions for two recent years are shown in Table 12. In 1979/80 some Rp 217 million (US$347,000) additional funds were distributed for agricultural research to all universities. Of this total 75% went to universities on Java. The volume of funds allocated to agricultural research in universi- ties through the regular development budget is not known. Only the total /1 Acquisition of funds from this source was encouraged by Presidential Decree 14, in 1970 (PD 14). ANNEX 1 - 20 - Page 20 for all research is known (see Table 9). However, from conversations with various people interviewed, it is likely that budget and supplementary allocations were of the order of Rp 500 million in 1979/80. This compares with a total budget of Rp 16,700 million in the same year for the Agency for Agricultural Research and Development (AARD) in the Ministry of Agriculture. While AARD makes strenuous efforts to stimulate cooperative research with the universities, the imbalance in funding, notwithstanding the contract funds received, does underline the need to review the funding of research at universities. It is understood that arrangements for AARD/university collaboration in research work are underway. 53. In older universities, the relationship between income from the Government and outside contracts may have a very wide ratio, while in younger institutions the ratio may be almost 1:1. One faculty may have only five research contracts - another more than twenty. The wide difference may significantly influence total disbursable university (or faculty) funds, and so income supplements and therefore ability to attract staff. Indeed it is the mission's view that the current financing methods for research work, coupled with the large discrepancies in the amount of funds received by different faculties and universities, has significant detrimental effects on the quality of staff and teaching. It is understood that the development of a more comprehensive and equitable policy on research funding and the research role of universities is being evolved by the GOI. -21 - ANNEX I Table 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Enrollments, Numbers of Institutions and Numbers of Teachers in Primary and Secondary Schools (1974 and 1978) No. of Total enrollment institutions No. of teachers Level and type of school 1974 1978 1974 1978 1974 1978 Pre-primary /a (Taman Kanak-kanak) n.a. 674,292 n.a. 14,840 n.a. 27,223 Primary (SD) 13,469,650 19,232,872 68,903 92,246 n.a. 592,539 Junior Secondary School (SLTP) General JSS (SM1) 1,232,317 2,270,803 5,519 7,728 72,698 119,999 Commercial JSS (SMEP) 108,184 166,702 769 712 10,819 10,569 Home economics JSS (SKKP) 49,708 44,373 360 412 4,237 4,362 Technical JSS (ST) 174,843 192,098 775 734 14,824 14,434 Subtotal 1,565,052 2,673,976 7,453 9,586 102,698 149,364 Senior Secondary School (SLTA) General SSS (SIA) 300,903 603,757 1,178 1,579 25,194 36,812 Commercial SSS (SHIEA) 145,647 210,586 622 702 11,240 13,914 Hone economics SSS (SKKA) 21,526 25,162 135 160 2,321 2,750 Technical SSS (STM) 146,876 238,208 468 611 12,867 18,457 Teacher Training (SPG) 76,428 201,577 463 585 7,747 12,962 Teacher Training for Physical Education (SGO) n.a. 10,754 n.a. 44 n.a. 1,044 Subtotal 691,380 1,290,044 2,866 3,681 59,829 85,939 /a Figures for 1977. Only 7 of these schools are government. Source: British Council, Educaion Profile, March 1979. TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Pyramid of School Enrolments 1978 TOTAL NOS. OF LEVEL OF PUPILS PER GRADE EDUCATION 348,000 I Senior> 418,000 II High SLTA 525,000 I School / 739,000 Junior 876,000 II High SLTP } 1,059,000 IW I\ \\\ I School 1,698,000 VI 2,225,000 V 2,747,000 IV Primary SD 3,436,000 III School 3,923,000 II 5,203,000 I NOTES: i. Includes private and government schools (including INPRES). ii. Figures for higher education are not given due to the complexity of the system. The X total figure for students in universities and IKIPs is approximately 173,000. SOURCE: British Council, Education Profile. - 23 - ANNEX 1 Table 3 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Summary of Student Enrollments in Universities and Other Post-Secondary Institutions (1976) Number of Type of institution institutions Enrollment (no.) (no.) Universities Public 27 109,000 38.3 Private 78 49,000 17.2 Subtotal 105 158,000 55.5 Institutes /a Public 3 12,000 4.2 Private 6 3,000 1.0 Subtotal 9 15,000 5.2 Teacher Training Colleges (IKIPs) Public 10 33,000 11.6 Private 24 7,000 2.5 Subtotal 34 40,000 14.1 Academies Public 59 11,000 3.9 Private 180 26,000 9.1 Subtotal 239 37,000 13.0 Other Post-Secondary Public 22 22,700 8.0 Private 50 12,000 4.2 Subtotal 72 34,700 12.2 Totals Public 121 187,700 66.0 Private 338 97,000 34.0 Total 459 284,700 100.0 /a These are generally university level facilities. Source: Taken from British Council, Education Profile, March 1979. - 24 - ANNEX 1 Table 4 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Post-secondary Enrollments by Field of Specialization (1976) /a Field of Public Private Proportion specialization institutions institutions Total of total -------------- (no.) -------------- () Basic sciences 6,000 2,000 8,000 3 Social sciences, humanities 64,000 41,000 105,000 37 Health sciences 14,000 4,000 18,000 6 Agro sciences 14,000 3,000 17,000 6 Economics /b 27,000 22,000 49,000 17 Teacher education 33,000 7,000 40,000 14 Engineering, industry, mining 26,000 11,000 37,000 13 Others 4,000 7,000 11,000 4 Total 188,000 97,000 285,000 100 /a See Annex 10, Table 3 for data on university enrollments. Compared to the data in that table, enrollments in all post-secondary education in agricul- ture shown in this table appear low. /b Includes accounting and business administration. Source: British Council, Education Profile, March 1979. -25 - ANNEX 1 Table 5 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Comparative Indicators by Classification of Public Sector Universities and Teacher Colleges, 1975 Classification /a Item A B C Total Universities No. of institutions 5 9 15 29 Total full-time faculty 3,587 2,824 1,220 7,631 With PhD (% of total) 462 (13%) 24 (1%) 5 (0%) 29 (4%) With foreign experience (% of total) 430 (12%) 179 (6%) 38 (3%) 647 (8%) Total part-time faculty 2,838 4,375 2,635 9,848 Part-time as % of all faculty 44% 61% 68% 56% Student/full-time faculty 10 16 15 - Ratio of development expenses on hardware to software 2.58 3.71 6.19 3.16 Cumulative (1969-75) expenses on facilities in millions of rupiahs per student 1,135 0.383 0.306 - Teacher Colleges No. of institutions 4 4 3 11 Total full-time faculty 1,188 458 438 2,084 With PhD (% of total) 18 (2%) 4 (1%) 0 (0%) 22 (1%) With foreign experience (% of total) 39 (3%) 25 (5%) 6 (1%) 50 (2%) Total part-time faculty 1,373 542 166 2,081 Part-time as % of all faculty 54% 54% 27% 50% Student/full-time faculty 12 24 17 - Ratio of development expenses on hardware to software 3.39 5.37 5.63 4.01 Cumulative (1969-75) expenses on facilities in millions of rupiahs per student 0.577 0.294 0.189 - /a Based on various indicators of the standards at these institutions. Those classified as "A" are generally the best and have the most selective student admission process. Source: D.A. Tisna Amidjaja and S. Sapi'ie, "Higher Education in Indonesia - From Random Growth Towards a National System," December 1977 and William K. Cummings, "Notes on Higher Education and Indonesian Society," undated mimeo I RONES IA TECHNICAI. AND PROFESSIONAL MANPOWER 1N AGRICULTIJRF List of University Faculties of Agriculture and Related Sciences (1978) Year of Establishmient Total Degree/ Teaching Region/ Univer- Agricul- An. Vet. Ag. Tech. Degrees Affil- enroll- Sarjana enroll. staff Province University Location sity tore Husb. Med. Fishery Forestry & Mech. Biol. offered iation went degrees (%) (full time) JAVA W. Java Institut Pertanian Bogor (IPB) Bogor 1963 1946 1963 1950 1963 1963 1964 - S, MS, PhD - 2.927 362 12.3 503 Pad jad jaran (UNPAD) Bandung 1957 1957 1963 - - - - - S, MS, PhD - 1,181 146 12.4 182 C. Java Diponegoro (UNDIP) Semarang 1963 - 1963 - 1963/a - - - S - 542 19 3.5 49 Jendral Soedirman (UNSOED) Purwokerto 1963 1963 1963 -- S 5 978 19 1.9 66 Sebelas Maret (UNSM) Surakarta 1976 1976 - - - - UGM 358 - - - Yogyakarta Gadjah Mada (UGM) Yogyakarta 1949 1969 1965 1949 - 1963 1963 1963 S, MS, PhD - 3,924 362 9.2 393 E. Java Airlangga (UNAIR) Surabaya 1954 - - 1972 - - - - S IPB 394 22 5.6 20 Jember (UNJEM) Jember 1964 1965 - - - - SM (S) UGM 457 25 5.5 42 Brawijaya (UNBRAAW) Malang 1961 1961 1963 - - - S - 1,197 84 7.0 90 Subtotal 11,958 1,039 8.7 1,345 SUMATERA Aceh Syiah Kuala (UNSYIAH) Banda Aceh 1961 1962 1961/b 1961/b - - - - S IPB/USU 612 13 2.1 68 N. Sumatera Universitas Sumatera Utara (IJSII) Medan 1957 1957 - - - - - - S - 1,036 77 7.4 89 W. Sumatera Andalas (UNAND) Padang 1962 1956 1963 - - - - S, MS - 1,095 92 8.4 71 Riau Riau (UNRI) Pekanbaru 1962 1963 - - 1963/c - - - SM, S ITP 167 6 3.6 24 Jamhi Jambi (UNJAM) Jambi 1963 1963 1963 - - - - - SM - 195 - - - Rengkulu S. Sumatera Sriwijaya (UNSRJ) Palembang 1960 1962 - - - - - - SM, S - 454 15 3.3 43 Lampung Lampung (UNILA) Tanjung Karang 1965 1973 - - - - _ SM, S TPB 262 12 4.6 16 Snbtotal 3,821 215 5.6 311 D | al Year of Establishment Total Degree/ Teaching Region/ Univer- Agricul- An. Vet. Ag. Tech. r)egrees Affil- enroll- Sarjana enroll. staff Province University Location sity ture Husb. Med. Fishery Forestry & Mech. 9iol. offered iation ment degrees (t) (full time) KALIMANTAN W. Kalimantan Tanjulng Pura (llNTAN) Ponttanak 1963 1963 _- _ - SM, S IPB/UGM 216 1 0.5 9 E. Kalimantan Mulawarman (TINMUHL) Sanarinda 1962 1963 - - 1963 - - S I B 420 21 5.0 80 C. Kalimantan - S. Kalimantan Lambung Mankurat (UNLAM) Banjarmasin 1960 1961 - - 1964 1964 - - S - 504 8 1.6 57 Subtotal 1,140 30 2.6 146 SULAWESI N. Sulawesi Sam Ratulangi (NSRAT) Manado 1961 1961 1962 - 1963 - - - S - 603 8 1.3 83 C. Sulawesi Tadulako (UNTAD) Palu /d ? - 1979 ? - - - - - - UNBRAW ? ? - - S. Sulawesi Hasanuddin (UNHAS) Ujung Pandang 1961 1977/e - - 1977/e 1977/e - M S HS - 1,336 61 4.6 118 SE. Sulawesi - - - - Subtotal 1,939 69 3.6 201 NUlSA TENGGARA AND MALIDKU W.Nusa Tenggara Mataram (UNRAM) Mataram 1962 1963 1967 - - - - - SM, S UCM 224 5 2.2 46 E.Nusa Tenggara Nusa Cendana (UNDANA) Kupang 1962 - 1962 - - - - - SM - 165 - ? - ? 26 Maluku Pattimura (IINPATTI) Amhon 1962 1963 1963 - 1963/f - - - Sm, S - 324 4 1.2 20 Subtotal 713 9 1.3 92 BALI lldayana (UNUD) Den Pasar 1962 1965 1962 1962/g - - - - S - 500 35 7.0 206 IRIAN JAYA Cendrawasih (TUNCEN) .layapura 1962 1963 19h3/1 - - 1963/i - - SM, I 1B 122 7 5.7 10 Total 20,193 1,404 7.0 655 /a Included with animal husbandry. /b Animal husbandry and veterinary medicine are combined in one faculty, affiliated with Ul!U. 7I Included with agriculture faculty. 7d Branch of UNHAS; projected to become separate university. /e Recognized in 1977 according to group of disciplines: agriculture, animal husbandry, and forestry. /f Included with animal husbandry. /g Incluided with animal hushandry. /h At Manokwari. /i Included in agriculture. Source: Konnorsiunm Ilum Ilmu Pertanian (Consortium for Agricoltural Sciences) and Directorate General of Higher Education. 35735 ANNEX I - 28- Table 7 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Enrollment in Agricultural Sciences and Biology, By Field of Study and University (1979) Region/ General Animal Veterinary Agricultural province University agriculture Forestry husbandry Fisheries Medicine engineering Total Biology Java W. Java Institut Pertanian 2,112 269 249 204 220 315 3,369 - Bogor (IPB) Padjadjaran (UNPAD) 729 - 364 - - - 1,093 221 C. Java Diponegoro (UNDIP) - - 782 - - - 782 - Jendral Soedirman 440 - 301 - - - 741 311 (UNSDED) Sebelas Maret (UNSM) 531 - - - - - 531 - Yogjakarta Gadjah Mada (UGM) 906 554 542 - 581 744 3,327 595 E. Java Airlangga (UNAIR) - - - - 461 - 461 - Jember (UNJEM) 575 - - - - 575 - Brawijaya (UNBRAW) 504 - 453 - - - 957 - Subtotal Sumnatera 220 - 746 - Aceh Syiah Kuala (UNSYIAH) 526 - - - - - 1,112 - N. Sumatera Universitas Sumatera 1,112 - - Utara (USU) - - 969 22 W. Sumatera Andalas (UNAND) 636 - 333 - - - 230 - Riau Riau (UNRI) - - - 230 - - 272 - Jambi Jambi (UNJAM) 167 - 105 - Bengkulu -- - 399 - S. Sumatera Sriwijaya (UNSRI) 399 - - - - - 330 - Lampung Lampung (UNILA) 330 - - - Subtotal _ - 293 - Kalimantan - - 505 - W. Kalimantan Tanjung Pura (UNTAN) 293 - _ E. Kalimantan Mulawarman (UNMUL) 244 261 - - - - 488 - C. Kalimantan - S. Kalimantan Lanbung Mankurat 152 178 - 158 Subtotal Sulawesi N. Sulawesi Sam Ratulangi (UNSRAT) 387 - 226 183 - - 796 - C. Sulawesi Tadulako (UNTAD) - - - - - S. Sulawesi Hasanuddin (UNbAS) 1,111 - 320 _ _ _ 1,431 14 SE. Sulawesi - - - - - - - Subtotal Nusa Tenggara & Maluku W. Nusa Tenggara Mataram (UNRAM) 313 _ 243 - _ _ 556 - E. Nusa Tenggara Nusa Cendana (IJNDANA) - - 119 - - - 119 - Maluku Pattimura (UNPATTI) 230 _ 161 - - - 391 - Subtotal Bali Udayana (UNUD) 371 - - 353 - 724 - Irian Jaya Cendrawasih (UNCEN) 178 - - - - - 178 - Total 12,246 1,262 4,198 775 1 835 1,059 21,375 1,163 Source: Directorate General of Higher Education. - 29 - ANNEX I Table 8 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICIULTURE Sarjana Muda & Sarjana Degrees Awarded, By Field of Study and University (1979) Region/ General Animal Veterinary Agricultural province University agriculture Forestry husbandry Fisheries Medicine engineering Total Biology SM S SM S SM S SM S SM S SM S SM S SM S Java W. Java Institut Pertanian - 231 - 29 - 22 - 71 - 18 - 60 - 431 - - Bogor (IPB) Padjadjaran (UNPAD) - 78 - - - 35 - - - - 113 - 25 C. Java Diponegoro (UNDIP) - - - - 94 42 - - - - - - 94 42 - - Jendral Soedirman 44 25 - - 21 14 - - - - - - 65 39 30 4 (UNSOED) Sebelas Maret (UNSM) 25 8 - - - - - - -- - 25 8 - - Yogyakarta Cadjahi Mada (UGH) 46 14 75 42 45 16 - - - 42 35 47 201 161 28 4 E. Java Airlangga (UNAIR) - - - - - - - - - 177 - - - 177 - - Jember (UNJEM) 168 21 - - - - - - - - - - 168 21 - - Brawijaya (UNBRAW) - 72 - - - 35 - - - - - - - 107 - - Subtotal Sumatera Aceh Syiah Kuala (UNSYIAH) 35 4 - - - - - - 11 2 - - 46 6 - - N. Sumatera Universitas Sumatera - 60 - - - - - - - - - - - 60 - - Utara (USU) W. Sumatera Andalas (UNAND) - 64 - - 39 16 - - - - - - 39 80 2 1 Riau Riau (UNRI) - - - - - - 16 10 - - - - 16 10 - - Jambi Jambi (UNJAM) 13 1 - - 10 - - - - - - - 23 1 - - Bengkulu - S. Sumatera Sriwijaya (UNSRI) - 54 - - - - - - - - - - - 54 - - Lampung Lampung (UNILA) 58 13 - - - - - - - - - - 58 13 - - Subtotal Kalimantan W. Kalimantan Tanjung Pura (UNTAN) 21 6 - - - - - - - - - - 21 6 - - E. Kalimantan Mulawarman (UNMUL) 4 - 26 13 - - - - - - - - 30 13 - - C. Kalimantan - S. Kalimantan Lambung Mankurat 14 5 - 2 - - 5 10 - - - - 19 17 - - Subtotal Sulawesi N. Sulawesi Sam Raulangi (UNSRAT) 50 3 - - 23 6 - 7 - - - - 73 16 - - C. Sulawesi Tadulako (UNTAD) - - - - - - - - - - - - - - - - S. Sulawesi Hasanuddin (UNHAS) 161 55 - - 83 32 - - - - - - 244 87 - - SE. Sulawesi - - - - - - - - - - - - - - - - _ Subtotal Nusa Tenggara & Maluku W. Nusa Tenggara Mataram (UNRAM) 12 2 - - - 3 - - - - - - 12 5 - - E. Nusa Tenggara Nusa Cendana (UNDANA) - - - - 9 14 - - - - - - 9 14 - - Maluku Pattimura (UNPATTI) 32 7 - - - - - - - - 32 7 - - Subtotal Bali Udayana (UNUD) 26 13 - - - - - - - 31 - - 26 44 - Irian Jaya Cendrawasih (UNCEN) 0 0 - - - - - - - - - - 0 0 - - Total 709 736 101 86 324 235 21 98 11 270 35 107 1,201 1,532. 60 34 SM = Sarjania Muda. S = Sarjana. Source: Directorate General of Higher Education. - 30 - ANNEX 1 Table 9 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Summary of Phasing Policy for the Development of Universities/Institutes Competence in Competence in field Phase field of education Type of research of community service I Offer educational 1. Research in Community service of program up to Sarjana science for edu- supplementary nature Muda or Diploma lev- cation els (SO) 2. Research in science to support development (reg- ional as well as national) II Offer educational 1. Research in Community service and program up to Sarjana science for edu- community education level (S1) cation of supplementary and 2. Research in complementary nature science to support development 3. Research in science for devel- opment of science 4. Multidisciplinary III Offer educational 1. Research in As in II program up to the science for edu- Pasca Sarjana (post cation Sarjana) (S2) 2. Research in science to support development 3. Research in science for devel- opment of science 4. Multidisciplinary 5. Interdisciplinary IV Offer educational As in III As in III program up to PhD level (S3) - 31 - Table 10 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE IMinistry of Education and Directorate General of Higher Education - Routine and Development Budget Allocations During Repelita II Current terms Real terms (1973 prices) /a Routine Development Routine Development Year budget budget Total budget budget Total ---------------------------- (Rp million) ---------------------------- A. Ministry of Education 1974/75 61,533 24,084 85,617 41,781 16,353 58,134 1975/76 90,344 50,544 140,888 54,568 30,529 85,097 1976/77 95,022 67,360 162,382 50,077 35,499 85,576 1977/78 133,534 90,487 224,021 62,494 42,348 104,842 1978/79 166,819 117,553 284,372 71,899 50,665 122,564 Total 547,252 350,023 897,280 280,819 175,394 456,213 B. Directorate General of Higher Education 1974/75 11,016 5,200 16,216 7,480 3,531 11,011 1975/76 17,118 10,610 27,728 10,339 6,408 16,747 1976/77 18,172 14,282 32,454 9,577 7,527 17,104 1977/78 26,633 21,280 47,913 12,464 9,959 22,423 1978/79 32,263 28,111 60,374 13,905 12,116 26,021 Total 105,202 79,483 184,685 53,765 39,541 93,306 /a Estimated using the GDP deflator. Source: Directorate General of Higher Education. - 32 - ANNEX 1 Table fi INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Allocation of Development Budget for Universities, Institutes by Major Discipline (1980/81) Proportion of Major discipline /a Development Budget (%) Education 22.5 Agriculture 17.7 Techology 16.7 Science 14.1 Medicine 7.2 Sociology 5.9 Economics 4.6 Arts 4.0 Other 2.8 Law 2.7 Psychology 1.8 Total 100.0 /a These discipline headings were translated from Indonesian. They were respectively Pendidikan, Pertanian, Teknologi, Pasti/Alam, Kesehatan, Social, Ekonomi, Sastra/Filsafat, Antar, Antar Bidang, Hukum, Perilaku. - 33 - ANNEX 1 Table 12 INDONESI A TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Actual Expenditures from the Directorate General of Higher Education Development Budget (Repelita III) Repelita III Items 1974/75 1975/76 1976/77 1977/78 1978/79 Total z …------------------ (Rp million) ---------------- Construction & Equipment Laboratories 1,191 1,826 3,035 3,043 4,567 13,662 18.2 Buildings 1,601 2,651 2,929 4,108 5,487 16,776 22.4 Housing 617 1,092 902 1,175 972 4,758 6.3 Campus development - 815 946 2,415 3,118 7,294 9.7 Vehicles 157 372 217 325 215 1,286 1.7 Subtotal 3,566 6,756 8,029 11,066 14,359 43,776 58.3 Books, Library & Teaching Materials Textbook writing 46 37 289 275 135 782 1.0 University press - 32 17 71 - 120 0.2 Library /a 201 653 436 726 650 2,666 3.6 Language center 24 17 17 16 - 74 0.1 Subtotal 271 739 759 1,088 785 3,642 4.9 Curriculum & Course Development Curriculum development 67 114 362 244 579 1,366 1.8 Nondegree programs 22 115 124 100 - 361 0.5 Diploma programs - - - - 721 721 1.0 PhD programs - - - - 1,529 1,529 2.0 Military education - - - 90 - 90 0.1 General basic subjects - - - - 512 512 0.7 Subtotal 89 229 486 434 3,341 4,579 6.1 Staff & Student Programs Upgrading of staff 344 567 1,061 1,680 1,108 4,760 6.4 Student field study 40 324 476 640 707 2,187 2.9 Student affairs 181 379 326 598 504 1,988 2.7 Subtotal 565 1,270 1,863 2,918 2,319 8,935 12.0 Financial Support for Staff & Students Scholarships - 286 419 525 587 1,817 2.4 Foundations - - - 29 - 29 - Counterpart technical assistance 177 288 520 611 1,214 2,810 3.8 Subtotal 177 574 939 1,165 1,801 4,656 6.2 Research & Development Research 289 444 950 1,188 1,715 4,586 6.1 Regional scientific development 12 12 21 38 - 83 0.1 Subtotal 301 456 971 1,226 1,715 4,669 6.2 General University planning 49 62 127 197 - 435 0.6 Organization and management - - 5 78 574 657 0.9 Project management 67 136 245 385 461 1,294 1.7 Others 144 424 890 448 415 2,321 3.1 Subtotal 260 622 1,267 1,108 1,450 4,707 6.3 Total /b 5,229 10,646 14,314 19,005 25,770 74,964 100.0 /a It is not known to what extent this item includes library buildings or facilities. /b These totals do not match those for the development budget in Table 8 of this Annex. The reason is that this table shows actual expenditures, Table 8 shows the planned or budgetted expenditures. Source: Directorate General of Higher Education. ANNTEX 1 - 34 - Table 13 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Projected Budget Allocations for DGHE in Repelita III (Rp million) Year Item 1979/80 1980/81 1981/82 1982/83 1983/84 Total Phase Sequence Foreign commitment 7,500 7,500 7,500 7,500 7,500 37,500 Central program 9,500 17,000 24,500 31,250 41,500 123,750 Doctorate program 1,000 1,500 2,000 2,500 3,000 10,000 University Program Foreign commitment 2,000 2,000 2,000 2,000 2,000 10,000 University program 11,000 11,500 12,500 13,750 15,000 63,750 Doctorate program 2,000 3,000 3,500 4,250 5,000 17,500 Central Program 3,000 3,500 3,750 4,250 5,000 19,500 Private Universities 2,000 2,500 3,250 4,000 5,000 16,750 Total 41,000 52,000 63,000 74,000 89,000 319,000 Source: DGHE. - 35 - ANNEX 1 Table 14 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Sunmary of Additional Funding for Agricultural Research from Directorate General of Higher Education by University (1978/79 and 1979/80) 1978/79 1979/80 Region/ University No. of Total allocation /a No. of Total allocation /a Prov.ince projects (Rp'000) $'000/b projects (Rp'O00) so000 Java W. Java IPB 47 119,154 191 55 87,616 140 Padjadjaran 28 8,724 14 32 19,650 31 C. Java Soedirman 4 4,611 7 12 9,891 16 Surakarta Sebelas rfaret - - - 5 1,810 3 Yogyakarta Gadjah tDada 18 12,477 20 25 22,272 36 E. Java Jember 3 3,817 6 ' 8,119 13 Brasuijaya 9 6,893 11 29 14,648 23 Subtotal 109 155,676 244 167 164,002 262 Surmatera Aceh Sviah Kuala - - - - - - N. Sumatera U.S.U. - - - - UJ. Sunatera Andalas 6 10,312 16 1 1,5nO 2 Riau Ri et 1 400 1 - - Jambi JJanbi - - - Bengkulu - - - - - - S. Sumatera Sriwijaya 1 3,665 6 3 4,126 7 Lampung Lamapung - - - - - - Subtotal 8 14,377 23 4 5,626 9 Kalirmantan U. Kalimantan Tanjting Pura E. Kalimantan Ifulawarman - - - 3 1,005 2 C. Kalimantan S. Kalimantan Lambung Dankurat I 1,000 2 7 4,556 7 Subtotal 1 1,000 2 1n 5.561 9 Su awe si N. Sulawesi Sam Rtatulangi 3 6,694 11 5 4,537 7 C. Stilawesi TaduLlako - - - S. Sulawesi liasanuiddin - - - 2 18,00o 29 SE Sulawesi - Subtotal 3 6,694 11 7 22,537 36 Nusa Tenggara/llaluku W. Nusa Tenegara Mataram - - - - - - E. Nusa Tenggara Nusa Cendana - - - I 300 1 Pfaluku Pattimura - - - Subtotal - - - 1 300 1 Bali Udavana 6 2,200 4 9 6,462 10 Irian Jays Cenderawasih - - - 1 12,339 20 Total 127 179,948 288 199 216,827 347 /a Totals may not add because of rounding. /b The GOI devalued the Rupiah on November 15, 1978. For the purpose of the conversion, the exchange rate after that date (US$1.00 = Rp 625) has been used on the assumption that most of the funds would have become available after mid-November 1978. Source: Directorate General of Higher Education. - 36 - ANNEX 2 Page 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Definition of Educational Levels and Fields Educational Levels 1. This report is concerned with agricultural manpower trained at the Upper Secondary and Tertiary levels as defined by the International Standard Classification of Education (ISCED). The stages in secondary and tertiary education are as follows: (a) Education at the secondary level: (i) First Stage (Lower Secondary) - Grades 7 through 9 - Junior Secondary School (SMP). About 15% of these schools are vocationally oriented. (ii) Second Stage (Upper Secondary) - Grades 10 through 12 - Senior General Secondary (SMA) which accounts for almost 50% of enrollments, Agricultural Development Schools (SPP)/1, Agricultural Technology Schools (SMTP). (b) Education at the tertiary level:/2 (i) First stage - leading to a diploma or similar qualification. Typically, the "Akademis" (two to three year programs) fall into this group, together with the Sarjana Muda Programs, which still exist in some universities and often referred to as "B.Sc." degrees. The proposed Stratum 0 (S.O.) for university diploma qualifications - not yet elaborated - would also fall into this group. (Ministerial Decree No. 0124/U/1979 defines strata and related Semester Credit Units); /1 The Agricultural Development Schools (Sekolah Pembangunan Pertanian or SPP) are the successors to the Higher Agricultural Schools (Sekolah Pertanian Menengah Atas or SPMA*)p /2 See Annex 1 for a discussion of the evolution of these degree programs. - 37 - ANNEX 2 Page 2 - leading to an award equivalent to a first university degree, e.g., Sarjana, Insinjur, Drs. All public, and most private universities have such programs, now referred to as Stratum 1 (S1). (ii) Second stage - leading to a post-graduate university degree or equivalent, e.g., Masters (S.2), or Doctorate (S.3). As a group S2 and S3 are referred to as "Pasca Sarjana" (post Sarjana). Post Graduate Diplomas would also be included in this group. Definition of Technical and Professional Manpower 2. For the purposes of this report, technical manpower includes SPP, SMTP, academy diploma, Sarjana muda (or "Bsc") and other graduates with comparable qualifications. Professional manpower includes Sarjana, M.Sc. or Ph.D. graduates. Subject Matter "Fields" 3. The major subject matter "fields" included are those embracing: (a) agriculture, forestry and fishery programs; (b) engineering, in which agricultural, forestry and fishery engineer- ing are included, especially irrigation engineering, farm power and machinery and agricultural products technology; (c) home economics (domestic science) in theory and practice, as well as inter-relationships with nutrition, cropping patterns, farm management. 4. The agricultural, forestry and fishery "field" includes "program groups" covering all aspects of agronomy, animal health and husbandry, agricultural economics, horticulture, soils and water, veterinary training, etc. That in home economics includes groups in child care, clothing and textiles, food science, surveys and nutrition, household arts and management. All program groups include extension and education relevant to their fields, besides elements of population education. ANNEX 3 - 38 - Page 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Structure of Secondary Vocational Education in Agriculture 1. There are two types of agricultural senior secondary schools (grades 10-12) in Indonesia which provide vocational training: the agricul- tural technology schools which are called Sekolah Menengah Technology Pertanian (SMTP) and the agricultural development schools known as Sekolah Pembangunan Pertanian (SPP). All the SMTPs are financed by the national government and administered by the Directorate General of Vocational Education in the Ministry of Education and culture (MOE). The SPPs, however, are financed and administered in three different ways; the national SPPs are financed by the national government and are administered by the Agency for Agricultural Education, Training and Extension (AAETE) in the Ministry of Agriculture (MOA), the provincial SPPs are financed by the provincial governments and administered by their respective departments of agriculture and the private SPPs are financed and administered by private organizations. 2. There are a total of 113 agricultural senior secondary schools in the country (Table 1). Eighteen are SMTPs and 95 are SPPs of which 17 are national, 53 are provincial and 25 are private. These schools are fairly well distributed among the different regions of the country. Of the 18 national SMTPs only five have followed an improved curriculum since 1976. Agricultural Technology Schools (SMTPs) 3. The SMTPs admit junior secondary school (grade 9) graduates who pursue a three-year curriculum. Total enrollment in national SMTPs was about 5,600 in 1979/80, and produced about 1,600 graduates. Before 1976, all of the 18 SMTPs followed the same curriculum which was intended to train technicians for processing of agricultural products. However, the training conducted was highly theoretical (only 10% of the teaching periods per week was devoted to practical training) and only a few of the teachers were qualified. Furthermore, the schools had virtually no facilities and equipment for practical training; some graduates had difficulty finding employment. 4. Aware of the weaknesses of the SMTP training program, the MOE developed a new agricultural technology curriculum. Five SMTPs were selected to implement it (para. 2) and were provided with relevant facilities and equipment for practical training. Training in these 5 schools with the new curriculum started in 1976; the remaining 13 schools still follow the old curriculum and a further 5 will be improved during Repelita III. The new curriculum allows the students during their second and third years to choose between two streams, i.e. agricultural products processing and agricultural equipment mechanics. The agricultural products processing stream focusses on preservation (bottling, canning and drying) and nutrient analysis of common food crops and on processing of common industrial crops such as rubber, fiber and oil plants. The agricultural equipment mechanics stream focusses on the operation and maintenance of small farm machinery such as grain threshers, grinders, hullers and sprayers and on the manufacture of hand tools such as hoes, trowels, scythes and weeders. The curriculum consists of a group of core subjects in general education and general agriculture which are required ANNEX 3 -39 - Page 2 for all students, and a group of technical subjects in either of the streams depending upon the choice of the students. The core subjects constitute about 45% of the curriculum and the technical subjects the remaining 55%. The overall proportion of time devoted to theoretical learning is 60% and the rest of the time is utilized for practical training. 5. The quality of training in the five SMTPs using the improved curric- ulum is much better than that in the 13 SMTPs following the old curriculum. Although no data has been systematically collected on the placement of the graduates of the SMTPs, the Ministry of Education has received reports that some graduates of the new curriculum are now employed by the Ministry of Trade and Cooperatives and the Ministry of Transmigration and Manpower. This has encouraged the MOE to expand the offering of the new curriculum. Six more schools are now being provided with additional facilities and equipment to enable them to shift to the new curriculum. The MOE plans to phase out the old curriculum eventually. 6. In spite of the improvements made in the quality of training at the SMTPs using the new curriculum, most of their graduates have a narrower, more specific training than SPP graduates. The heavy demand for technicians suggests that further adjustments in the SMTP training program would be necessary if the SMTPs are to provide a significant contribution to the supply of technician manpower. Before adjustments are made, however, an analysis of the skill requirements of the various agricultural subsectors would be necessary to determine which among the skills required could be developed at the SMTPs. In determining this, the functions and the output of the SPPs should be considered to avoid possible duplication of effort, also the existing training resources and those that may be made available to the SMTPs should be carefully assessed to ensure that appropriate training is carried out. In addition, a more suitable curriculum should be developed in close consultation with prospective employers and with the AAETE, which controls the training programs of the SPPs. SMTPs have not always produced graduates which met the manpower requirements of a significant number of employers, employment of their graduates in agriculture would continue to be difficult. This and the need to review technician training has stimulated the GOI to assess the development of the SMTPs. For example, a proposal for the establishment of a rural and agricultural vocational education development center is being con- sidered. The proposal available to the mission suggested that a center would be responsible for planning and programming agricultural vocational develop- ment, staff and curriculum development and the assessment of the relevance of teaching programs and employment opportunities for graduates./l Because of the uncertainty of the future development of SMTP programs their graduates have not been included in the projections of technical manpower supply. Agricultural Development Schools (SPPs) 7. SPPs are the principal source of technician level agricultural manpower in Indonesia. Like SMTPs, these schools also admit junior secondary school (grade 9) graduates who then follow a three year agricultural technician course. The AAETE administers only the national SPPs. However, /1 See "A Proposal for Establishment of a Rural and Agricultural Vocational Education Development Center (RAVEDC)." Prepared by Agricultural Team, Directorate of Technical and Vocational Education, Ministry of Education and Culture, October 1980. ANNEX 3 - 40 - Page 3 by virtue of a decree by the Head of AAETE (No. 29/SK/BPL/III/78 of March 3, 1978) under the authority of Presidential Decree NO. 45 of August 26, 1974, the AAETE also controls the standards of the other SPPs. This Agency prescribes the curriculum of all SPPs; prepares and administers the entrance examination of their intending first year students; prepares and administers the final examination for graduating students, and takes charge of their accreditation using the national schools as the standard. 8. There are two general types of SPPs according to their field of training: agriculture, which includes training in plant crops, animal husban- dry and inland fishery; and marine fishery. There are 93 of the agriculture type and two of the marine fishery type./l 9. The agriculture type SPPs are designed to provide students with the broad background needed by agricultural technicians who work in a diversified farming system. Core subjects occupy about 70% of the time allocated to teaching, of which 45% is utilized for social and natural science subjects and 25% for general agriculture subjects. Each of the schools devotes the remaining teaching time (30%) to provide a specialization either in crop production, animal husbandry or inland fishery depending upon the predo- minant agricultural enterprise and the manpower requirements in the region that the school serves. There are now three SPPs with specialization in animal husbandry and one in inland fishery; these are national schools. The remainder of the SPPs offer specialization in plant crops. In all the SPPs, theoretical and practical work each account for about 50% of student time. 10. The marine fishery type SPPs are designed to train deck fishery technicians and engine room technicians. The core curriculum consists of general education subjects (30%) and general marine fishery subjects (33%) which together make up the core subjects. Specialized courses either for deck training or for engine room training constitute the remaining 35%. 11. The existing curriculum of the agriculture oriented SPPs was devel- oped under an IDA project, Second Education Project (Credit 288-IND) while that of the marine fishery SPPs under an FAO/UNDP project. Both of these projects were carried out as part of the first phase of long term Government strategy to improve the quality and supply of middle level agricultural education and training programs in the country which started in 1972. In addition to curricular improvements, the First Agricultural Training project also assisted in upgrading and expanding 14 agriculture oriented national SPPs and in establishing an institutional framework for coordination and administration of technical level agricultural education and training through the creation of the Agency for Agricultural Education, Training and Extension (AAETE) under the Ministry of Agriculture. FAO also assisted in upgrading one marine fishery oriented SPP. Both projects have now been completed. /1 Three more Agriculture and two Forestry national technician schools are being established in the Second Agricultural Training Project which is partly financed by the Bank (Ln. 1692-IND). ANNEX 3 - 41 - Page 4 12. The National SPPs that were upgraded under the IDA and FAO/UNDP projects together with a few private schools supported by religious organizations, presently conduct training programs of satisfactory quality. However, the rest (about 75 schools), most of which are provincial and private schools, operate with satisfactory training programmes. Their teachers are generally underqualified and their teaching facilities and equipment inadequate, particularly for practical training. To a large extent they rely upon student fees to finance their operation. Consequently, their dropout rates average about 40% and the passing rates of their graduating students average about 70% compared to the improved national SPPs whose average dropout rate is 20% and average passing rate is 98%. 13. Aside from the low standards of training being provided in most of the SPPs, one other weakness of the technician level agricultural training system is that it does not cover all areas for which preservice training is necessary. No preservice training programs are carried out for female extension workers or for forestry technicians. The present female extension workers of the MOA (about 780) are graduates of SPPs without any specific home economics training. None of these workers, who now occupy supervisory posts have undergone rural home improvement training. In forestry, the existing technicians are recruited from graduates of general senior secondary schools (SMA) and have had no training in forestry. To prepare them for their expected duties (e.g., forest and wildlife conservation, plantation and watershed management, forest exploitation control, logging and wood processing operations), they are given a 10-month induction course immediately upon their appointment to the Ministry of Agriculture at one of several inservice train- ing courses. This course, however, has been found to be too short and too general to meet their training needs. 14. As part of the current national development plan (Repelita III, 1979/80 to 1983/84), the Government has started implementing the second phase of its long term strategy to improve the quality and supply of technician level agricultural manpower in the country. This plan includes the incorporation of home economics in the preservice training of women extension agents and a program for training of forestry technicians. With Bank assistance, a second agricultural training project (Loan 1692-IND) was launched in July 1979. This project will establish 5 additional national SPPs, two of which are for forestry technicians, expand four existing national SPPs and upgrade 11 existing provincial SPPs (three of the provincial SPPs will be converted into national SPPs). In addition, a home economics training program for women extension agents will be developed and integrated into the curriculum of all of the agriculture SPPs (28) being assisted under the ongoing Bank-assisted project. Significant improvements in the quality and supply of technical level agricultural manpower would result from this project. However, much remains to be done to improve technical level agricultural training in Indonesia. Upon completion of this ongoing project, about 60% of the SPPs would still need improvement. ANNEX 3 - 42- Table I INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Types and Distribution of Secondary Vocational Agricultural Schools Agric. tech. Agricultural development schools (SPP) Provinces schools National Provincial Private Subtotal Total (SMTP) Sumatera Aceh 1 1 1 - 2 3 N. Sumatra 1 1 7 2 10 11 W. Sumatra 1 1 4 - 5 6 Riau - - I - 1 1 Jambi - - 2 - 2 2 S. Sumatra - 1 - - 1 1 Bengkulu - - I - 1 1 Lampung 1/a - 1 - 1 2 Subtotal 4 4 17 2 23 27 Java Jakarta l/a - - 1 1 2 W. Java 2/b 3 15 - 18 20 C. Java 8/b 1 4 8 13 21 Yogjakarta 1 1 - 1 2 3 E. Java 1/a 2 8 5 15 16 Subtotal 13 7 27 15 49 62 Sulawesi N. Sulawesi - 1 1 1 3 3 C. Sulawesi - - 2 - 2 2 SE Sulawesi - - 1 - 1 1 S. Sulawesi 1 1 1 4 6 7 Subtotal 1 2 5 5 12 13 Kalimantan E. Kalimantan - - 1 - 1 1 S. Kalimantan - 1 - - 1 1 C. Kalimantan - - 1 - 1 1 W. Kalimantan - - 1 - I I Subtotal - 1 3 - 4 4 Bali & Nusa Tenggara Bali - - 1 2 3 3 W. Nusa Tenggara - 1 - - 1 1 E. Nusa Tenggara - - - 1 1 1 Subtotal - 1 1 3 5 5 Irian Jaya and Maluku Irian Jaya - 1 - - 1 1 Maluku - 1 - - I 1 Subtotal - 2 - - 2 2 Total 18/c 17 53 25 95 113 /a Upgraded. /b One of the schools upgraded. /c In total there are 23, but only 18 are being developed during Repelita III. Source: Agency for Agricultural Education, Training and Extension. - 43 - ANNEX 3 Table 2 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICIJLTURE Enrollment and Output of Agricultural Development Schools (SPPs) National SPPs Provincial & Private SPPs School (17 schools) (78 schools) Total year Enrollment Output Enrollment Output Enrollment Output 1973 2,176 508 9,421 1,370 11,597 1,878 1974 2,285 604 9,932 1,482 12,217 2,086 1975 2,257 609 9,305 1,678 11,562 2,287 1976 3,226/a 831 8,765 1,672 11,991 2,503 1977 2,883 850 9,358 2,626 12,941 3,476 1978 3,026 949 8,592 2,384 11,618 3,333 1979 3,180 1,079 11,210 2,684 14,390 3,763 1980 3,901 1,165 17,190 2,981 21,091 4,146 1981 4,371 1,471 18,104 4,746 22,475 6,217 Annual growth rate (1973-79) 7.2% 13.3% 5.3% 13.0% 2.2% 13.1% (1973-81) 8.7% 13.3% 8.0% 15.0% 8.1% 14.5% Graduating ratio /b 1973 23% 14% 16% 1979 34% 24% 26% 1981 34% 26% 28% /a Substantial increase because the number of schools were increased from 11 to 17 in this year. AAETF. was established in 1975, before this data the various schools under the jurisdiction of the separate Directorates - General. lb Output x 100 Total enrollment Source: Agency for Agricultural Education, Training and Extension. - 44 - ANNEX 3 Table 3 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTllRE Enrollment and Output of AgricLultural Development Schools (SPPs) by Field of Specialization (1979) /a National SPPs Provincial & Private SPPs Total Field of Enroll- Enroll- Enroll- specialization No. ment Output No. ment Output No. ment Output Crops 11 2,036 690 78 11,210 2,684 89 13,246 3,374 Animal husbandry 3 643 218 - - - 3 643 218 Inland fishery 1 125 43 - - - 1 125 43 Marine Fishery 2 376 128 - - - 2 376 128 Total 17 3,180 1,079 78 11,210 2,684 95 14,390 3,763 /a See Table 2 for 1980 and 1981 total enrollments and outputs. Source: Agency for Agricultural Education, Training and Extension. INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Enrollments and Graduates from Agricultural Vocational High Schools /a 1968-1977 SPMA (Provin- SPMA (State) cial & Private) SNAKMA (State) SUPM (State) Total /c AUP Enroll- Gra- Enroll- Gra- Enroll- Gra- Enroll- Gra- Enroll- Gra- Gra- Year ment duates ment duates ment duates ment duates ment duates duates 1968 1,721 258 6,780 651 239 60 176 60 8,916 1,029 52 1969 1,857 655 7,319 716 300 38 171 56 9,674 1,465 35 1 1970 1,740 466 5,691 686 366 71 182 56 7,979 1,279 - 1971 2,040 410 7,338 957 435 73 234 84 10,047 1,524 41 1972 2,076 508 8,581 1,294 415 122 260 75 11,332 1,999 40 1973 2,281 604 9,421 1,486 377 135 262 91 12,341 2,316 48 1974 2,257 609 9,932 1,482 390 98 317 121 12,896 2,310 42 1975 2,295 598 8,765 1,797 529 123 394 151 11,938 2,669 39 1976 2,274 636 9,249 2,768 428 147 330 176 12,281 3,727 39 1977/b 2,130 606 8,392 2,345 435 109 339 129 11,296 3,189 42 1978/b 3,180 1,079 11,210 2,684 615 214 150 75 15,155 4,052 NA /a Not consistent with Table 2. /b Preliminary. Ic Total of Agricultural High Schools. Key: SPMA - Agricultural High School (changed in name to Agricultural Development School - SPP) SNAKMA - Animal Husbandry Senior High School SUPM - 'Fishery Senior High School AUP - Fishery Academy (State) Source: "10 Year Ministry of Agriculture, 1968-1978", page 268; also Agency for Agricultural Education, Training and Extension for 1978. > fD X X D - 46 - ANNEX 4 Page 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Staff in Government and the Private Sector The Available Data 1. There are no published data on the number of trained agricultur- ists with post high school qualifications working in the Indonesian agricul- tural sector. However, a survey undertaken for the Bank /1 suggests that in 1978/1979 there were about 45,200 agriculturists from a wide range of disciplines and with a wide range of qualifications. About 11,500 (25%) of this manpower was employed by the central government, 25,800 (57%) by provincial governments, 5,300 (12%) by government enterprises and 2,500 (6%) by the private sector. 2. A summary of the survey results is provided in Table 1 of this annex. It shows that of the total of 42,650 agriculturists working for the central and provincial governments and government enterprises (94% of the total), the largest proportion (61%) are employed by provincial govern- ments. The allocation of manpower in the Government allocated directly to food crops (Food Crops and BIMAS)/2 accounts for 43% of total trained government manpower in agriculture. Table 1 also shows the importance of the Ministry of Agriculture and the associated provincial agricultural services as an employer of agriculturists. These two together employ about 81% of all practicing agriculturists in the government and about 76% of all agriculturists in Indonesia. 3. Because of the difficulties in obtaining details of current staff- ing in the government and the private sector, other sources of data were used to provide a check on survey data. Table 2 shows a listing of total staff in the Central Office of the Ministry of Agriculture derived from two sources, namely the National Personnel Administration and Personnel Office in the Ministry of Agriculture. These totals include all permanent and honorary staff in the four government salary grades (see Annex 6) whether they have qualifications in agriculture or not. Considering the large numbers involved and the possibility that measurements were made at different times, the totals /1 See Supplementary Report No. 2. While every effort was made to obtain a complete coverage of all agriculturalists, clearly omissions are inevita- ble. The coverage of practicing agriculturalists in the private sector is likely to be the most serious shortcoming. Nevertheless, the broad order of magnitude is believed to be correct, particularly the overwhelming importance of those employed in government. /2 Bimbingan Massal Swa Sembada Bahan Makanan - Mass Guidance for Self- Sufficiency in Food Crops (a farm input-credit program). Most extension staff are employed under the program. The GOI gives priority to the employment of BIMAS staff. - 47 - ANNEX 4 Page 2 are reasonably consistent. The data show a total employment between 11,700 and 12,900 in 1979. Table 1 shows 8,640 with agricultural qualifications of some type, or about 70% of total staff./l Qualifications 4. While the aggregate numerical assessment of trained manpower in agriculture highlights the relative importance of the provincial services, Table 3 points up significant differences in the level of formal education and training of staff between the different arms of government. In the Ministry of Agriculture 28% of agriculturists have acquired formal training at least equal to the Insinjur (comparable to the Sarjana) degree which until recently represented about six years of undergraduate education at the university./2 On the other hand, only 9% of staff in provincial services have similar qualifications. Of course the level and type of formal education and training is only one measure of staff quality; experience and nontechnical skills are also important, but it is probably a reasonable conclusion that the overall level of staff qualifications in the central government are significantly higher than in the provincial government. The significance of this difference, however, can only be assessed in relation to the type of manpower required. The central and provincial governments have different roles and responsibilities. This is discussed in Annex 5 and Chapter 6 of the report. 5. Finally, a brief comment on the fields of expertise revealed in the data on the stock of agriculturists in Indonesia. Table 5 provides a broad grouping, while Table 6 gives more detailed information. Clearly general agriculture, which includes specializations such as agronomy, plant science, soil science and socio-economics is the most common qualification for staff in the D.G. Food Crops, Estates, AARD, AAETE and DGHE. This group of general agriculturalists accounts for about 65% of total manpower in Indonesia. A surprising feature of Table 4 is the relatively large number of staff classified as veterinarians and animal husbandry experts; in total these disciplines make up 12% of the total manpower compared with a contribution of livestock products to GDP in 1978 of about 7%./3 Similarly forestry manpower, in relation to the forestry sector s contribution to GDP, also appears to be somewhat excessive. On the other hand, despite the large proportion of manpower involved with general agriculture, this does appear justified in terms of the contribution of farm food crops, farm nonfood crops and estate crops to GDP. /1 Note that, because of the difficulty with Estate sector staff (see Table 1, footnote /c) this may be an overestimate. /2 Note that this percentage will probably be much higher once the high figure for total D.G. Estate employees is resolved (see footnote /c in Table 1 of this Annex). /3 See Table 6. - 48 - ANNEX 4 Table 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Summary of Stock of Technical and Professional Manpower in Government and the Private Sector by Institution /a (1978/79) Govern- Total tech- Central Pro- ment nical and govern- vincial enter- Private managerial Institution ment /b services prises sector staff Government Agriculture Sector Secretariat General 70 - - - 70 Inspectorate General 21 - - - 21 Food Crops 388 6,583 288 - 7,259 Livestock Services 317 3,876 17 - 4,210 Estates 4,198/c 977 1,987 - 7,162 Forestry 1,398 2,363 2,859 - 6,620 Fisheries 266 773 134 - 1,173 Agency for Education, Training and Extension 410 236 - - 646 Agency for Agricultural Research and Development 1,546 - - - 1,546 BIMAS 26 11,011 - - 11,037 Subtotal 8,640 25,819 5,285 - 39,744 Other Ministries Higher Education /d 2,301 - - - 2,301 Water Resources Development 103 - - - 103 Transmigration 247 - - - 247 Cooperatives 60 - - - 60 BRI 193 - - - 193 Subtotal 2,904 - - - 2,904 Private Sector Livestock - - - 44 44 Estates - - - 1,947 1,947 Forestry - - - 283 283 Fisheries - - - 245 245 Subtotal - - - 2,519 2,519 Total 11,544 25,819 5,285 2,519 45,167 /a Includes manpower with PhD, MSc, Ir, BSc, Drs and Diploma qualifications in agriculture. See subsequent tables for distribution of qualifications. /b These numbers include staff who may be working in the provinces, but paid from the Central Government budget. /c This figure, derived from the manpower survey (see para. 2 of text for this Annex) is presumably incorrect. Data from alternative sources suggest that the correct figure is between 350 and 750. Attempts to resolve this anomaly have so far failed. Part of the discrepancy may be that this figure includes staff working in the provinces, but paid from the Central Government budget. For the present this number is retained here because there is also information on its characteristics (see following tables). /d Staff in Faculties of Agriculture. ANNEX 4 Table 2 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Total Staff in Central Office of Ministry of Agriculture by Area of Responsibility (1979) Tech- Total staff nical and National Ministry manager- /b Personnel of Area of responsibility ial staff Other staff Administra- Agricul- with agricul- tion /c ture /d tural qualifica- tions /a Secretariat General 70 1,192/1,006 1,262 1,076 Inspectorate General 21 102/91 123 112 D.G. Food Crops 388 564/529 952 917 D.G. Livestock Services 317 667/364 984 681 D.G. Estates 4,198/e .. 749 407 D.G. Forestry 1,398 755/682 2,153 2,080 D.G. Fisheries 266 518/403 784 669 Agency for Agricultural Education, Training and Extension 410 1,044/889 1,454 1,299 Agency for Agricultural Research and Development 1,546 2,878/2,896 4,424 4,442 BIMAS 26 ../ 123 112 Total 8,640 .. 12,885/f 11,683/f /a From Table 1 in this Annex. /b Obtained by difference. 7T Data derived from information obtained from Badan Administrasi Kepegawaian Negara (National Personnel Administration). /d Data derived from information obtained from the Personnel Office in the Ministry of Agriculture. /e This figure needs to be checked again; it probably includes provincial employees (see Table 1, footnote /c). /f Excludes BIMAS employees in Central Government. When they are added then these figures are consistent with totals in Table 1 of Annex 7. - 50 - ANNEX 4 Table 3 INDONES IA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Sinmary of Stock of Technical and Professional Manpower in Government and the Private Sector by Institution and Highest Qualification (1978/79) Qualifications Institution PhD MSc /a BSc /b Dip./c Total Ministry of Agriculture Secretariat General 2 43 21 4 70 Inspectorate General - 12 2 7 21 D.G. Food Crops - 175 83 130 388 D.C. Livestock Services 3 218 6 90 317 D.G. Estates - 435 1,007 2,756 4,198/d D.G. Forestry - 612 213 573 1,398 D.G. Fisheries - 81 111 74 266 Agency for Education, Training and Extension - 146 105 159 410 Agency for Agricultural Research and Development 27 676 185 658 1,546 BIMAS - 22 4 - 26 Subtotal 32 2,420 1,737 4,451 8,640 Other Ministries D.G. Higher Education 132 2,009 126 34 2,301 D.G. Water Resources Development - 103 - - 103 D.G. Transmigration - 98 50 99 247 D.G. Cooperatives - 39 10 11 60 BRI /e - 130 25 38 193 Subtotal 132 2,379 211 182 2,904 Subtotal Central Government 164 4,799 1,948 4,633 11,544 Provincial Agricultural Services Food Crops - 872 1,427 4,284 6,583 Livestock Services - 373 15 3,488 3,876 Estates - 195 198 584 977 Forestry - 398 159 1,806 2,363 Fisheries - 125 136 512 773 Agency for Education, Training and Extension - 37 116 83 236 BIMAS - 395 585 10,031 11,011 Subtotal - 2,395 2,636 20,788 25,819 Other Provincial Services _f Higher Education - - - - - Water Resources Development - - - - - Transmigration - - - - - Cooperatives - - - - - BRIle - - - Subtotal - - - - - Subtotal Provincial Government - 2,395 2,636 20,788 25,819 Government Enterprises Food Crops - 18 25 245 288 Livestock - 5 4 8 17 Estates 6 316 207 1,458 1,987 Forestry - 262 434 2,163 2,859 Fisheries - 4 47 83 134 Subtotal 6 605 717 3,957 5,285 Private Sector Livestock - 10 3 31 44 Estates - 215 456 1,276 1,947 Forestry - 66 80 137 283 Fisheries - 3 71 171 245 Subtotal - 294 610 1,615 2,519 Total 170 8,093 5,911 30,993 45,167 /a Includes Ir and Sarjana degrees as well as local and overseas MSc qualifica- tions. /b Mainly those with "Sarjana Muda qualifications and graduates from various academies. /c Diplomas from universities, graduates from vocational agricultural high schools and akademies. /d See Table 1, footnote /c, in this Annex for a comment on this number. /e Bank Rakyat Indonesia. 7? Not available. - 51 - ANNEX 4 Table 4 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Summary of Stock of Technical and Professional Manpover in Government and the Private Sector by Institution and Major Descriptive Group (1978/79) Major Discipline Group Veter- inary Animal Agric. General Institution medi- hus- engin- agri- Fores- Fish- Biol- cine bandry eering culture try eries ogy Total Ministry of Agriculture Secretariat General 2 3 - 59 3 2 1 70 Inspectorate General - I - 16 2 2 - 21 D.G. Food Crops - - 107 278 1 - 2 388 D.C. Livestock Services 141 176 - - - - - 317 D.G. Estates - - 220 3,978 - - - 4,198/a D.G. Forestry - - - - 1,398 - - 1,398 D.G. Fisheries - 5 - 14 - 247 - 266 Agency for Agricultural Edaca- tion, Training and Extension 12 71 27 199 38 63 - 410 Agency for Agricuiltural Research and Oevelopment 79 82 21 1,118 96 73 77 1,546 BIMAS - - 6 20 - - - 26 Subtotal 234 338 381 5,682 1,538 387 80 8,640 Provincial Services Food Crops - - 428 6,155 - - - 6,583 Livestock Services 226 3,650 - - - - - 3,876 Estates - - 68 909 - - - 977 Forestry - - - - 2,363 - - 2,363 Fisheries - - 9 - - 764 - 773 Agency for Education, Training and Extension - 35 - 187 - 9 5 236 BIMAS - 1 200 10,810 - - - 11,011 Subtotal 226 3,686 705 18,061 2,363 773 5 25,819 Other Ministries Higher Education 263 440 143 1,020 183 166 86 2,301 Water Resources Development - - 20 83 - - - 103 Transmigration - 39 19 189 - - - 247 Cooperatives - 11 - 43 - 6 - 60 BRI - 31 12 123 - 27 - 193 Subtotal 263 521 194 1,458 183 199 86 2,904 Government Enterprises Food Crops - - 5 283 - - - 288 Livestock 1 16 - - - - - 17 Estates - - 322 1,664 1 - - 1,987 Forestry - - - - 2,859 - - 2,859 Fisheries - - - - - 134 - 134 Subtotal 1 16 327 1,947 2,860 134 - 5,285 Private Sector Livestock 4 20 - 20 - - - 44 Estates - - - 1,947 - - - 1,947 Forestry - - - 283 - - - 283 Fisheries - - - - - 245 - 245 Subtotal 4 20 - 2,250 - 245 - 2,519 Total 728 4,580 1,607 29,398 6,944 1,738 171 45,167 /a See Table 1, footnote /c. - 52 - ANNEX 4 Table 5 INDONESI TECHNICAL A. FtOFESSIONAL ' POWER TN AGRICULTURE Distrib ton of Technical and Professio,al Staff by Major Discipline and Qualification in the overnment's Agricultural Minis ry, Provincial Services and Enterprises (1978/79) Ministry of Agriculture - Central Office Provincial Agricultural Services Main discipline Ph.D. M.Sc. B.Sc. Diploma Total Ph.D. M.Sc. B.Sc. D)iploma Total Veterinary Medicine 4 181 7 42 234 - 226 - - 226 Animal Husbandry 1 158 20 159 338 - 154 44 3,488 3,686 Agrtculturat EnFineering - 216 155 10 381 - 213 399 84 696 Agriculture General Agriculture 2 155 268 3,086 3,511 - 345 698 13,698 14,741 Agronomy 10 280 184 164 638 - 387 381 1,200 1,968 Plant Science 6 130 154 90 380 - 152 198 - 350 Soil Science 2 87 160 - 49 - 172 211 - 383 Tree Crops 1 103 156 143 403 - 10 10 - 20 Entomology 2 9 2 - 13 - - - - - Socio- .conomics 1 122 183 - 306 - 201 399 - 600 Food Science/Technology - 134 48 - 182 - 8 - - 8 Subtotal 24 1,020 1,155 3,483 5,682 - 1,275 1,897 14,898 18,070 Forestry - I - - 1 - - - - - General Forestry 2 368 147 245 762 - 154 81 702 937 Forestry Economics - 305 90 380 775 - 244 78 1,104 1,426 Subtotal 2 674 237 625 1,538 - 398 159 1,806 2,363 Fisheries 1 104 150 132 387 - 124 137 512 773 Biology - 67 13 - 80 - 5 - - 5 Total 32 2,420 1,737 4,451 8,640 - 2,395 2,636 20,788 25,819 Government Enterprises Total Government Ph.D. M.Sc. B.Sc. Diploma Total Ph.D. M.Sc. B.Sc. Diploma Total Veterinary Medicine - 1 - - 1 4 408 7 42 461 Animal Hutsbandry - 4 4 8 16 1 316 68 3,655 4,040 Agricultural Engineering - 52 29 246 327 - il 583 340 1,404 Agriculture General Agriculture 4 48 58 480 590 6 948 1,024 17,264 18,842 Agronomy - 59 34 218 311 10 726 599 1,582 2,917 Plant Science 1 40 25 172 238 7 322 377 262 968 Soil Science - 38 24 162 224 2 297 395 162 856 Tree Crops - 56 38 323 417 1 169 204 466 840 Entomology 1 - - - 1 3 9 2 - 14 Socio-economics - 40 24 102 166 1 363 606 102 1,072 Food Science/Technology - - - - - - 142 48 - 190 Subtotal 6 281 203 1,457 1,947 30 2,576 3,255 19,838 25,699 Forestry - - - - - I - - I General Forestry - 43 189 810 1,042 2 565 417 1,757 2,741 Forestry Economics - 220 245 1,353 1,818 - 769 413 2,837 4,019 Subtotal - 263 434 2,163 2,860 2 1,335 830 4,594 6,761 Fisheries - 4 47 83 134 1 232 334 727 1,294 Biology - - - - - - 72 13 - 85 Total 6 605 717 3,957 5,285 38 5,420 5,090 29,196 39,744 - 53 - ANNEX 4 Table 6 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Manpower Stocks by Major Discipline Group and Sector Contributions to GDP (1978) GDP Major Manpower /a for agriculture /b discipline group (Number) (%) (Rp billion) (%) General agriculture 29,398 65 5,308/c 78 Livestock 5,308 12 463 7 Forestry 6,944 15 658 10 Fisheries 1,738 4 353 5 Agric. engineering 1,607 4 n.a. n.a. Biology 171 - n.a. n.a. Total 45,167 100 6,781/d 100 n.a. Not applicable. /a Data from Table 4 in this Annex. /b In 1978 in current prices, see Bank Report No. 2788-IND, "Indonesia: Long-Run Development and Short-Run Adjustment," February 20, 1980, Annex, Table 2.1. /c Includes farm food crops, farm nonfood crops and estate crops. /d Does not add due to rounding. - 54 - ANNEX 5 Page 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTJRE Trends and Projected Demand for Technical and Professional Manpower 1. Table 2 in Annex 4 shows that currently about 80% of the estimated total technical and professional manpower in agriculture is employed in the Government, of that proportion 23% are employed in the Ministry of Agricul- ture central office. Trends in the employment technical and professional staff in all sectors were not available to the mission, however trends in staffing at the Central Office of the Ministry of Agriculture has been obtained and should provide one reasonably accurate basis for estimating future manpower demand. 2. Administration of staffing policies in the Government is the res- ponsibility of the National Personnel Administration (Badan Administrasi Kepegawaian Negara or BAKN). It was not possible during the course of the mission to obtain a statement on the current or future employment and staffing policy of the Government, therefore the initial estimation of future agricultural manpower demand by the GOI is based on the assumption that current policies will continue; hence the first projection is based on past staffing trends in the Ministry of Agriculture./l 3. Following the trend analysis two other approaches are used; first a summary of requirements as revealed through a survey of management in Government and private institutions employing agriculturists in a managerial, technical and professional capacity, and secondly by a review of the theoretical requirements based on staff required for developments in the agricultural sector planned under Repelita III. Trends in Employment of Agricultural Manpower (a) Ministry of Agriculture 4. Table 1 in this Annex shows the trends in manpower stocks in the Central Office of the Ministry of Agriculture at all major salary ranges by the main employment groupings./2 The movement in staffing is generally regular, but with substantial breaks in the trends in 1974/75 and 1975/76. These breaks are particularly large for the DG Food Crops and BIMAS. The main /1 For a discussion of more sophisticated demand assessment methods, see "A Manual of Manpower Planning Methods," by Manuel Zymelman; Occasional Papers in Education and Development, Number 7, June 1971; Harvard Univer- sity Graduate School of Education, Center for Studies in Education and Development. /2 Annex 6 provides more information concerning salary ranges, conditions of employment and the educational requirements for qualifying for the specific salary ranges. - 55 - ANNEX 5 Page 2 reason for these breaks are first the substantial increase in the staffing of the extension service which is reflected in the large addition to the BIMAS staff, mainly field extension workers, in 1974/75. In the following year the establishment of the Agency for Agricultural Research and Development and the Agency for Agricultural Education, Training and Extension resulted in a large number of staff transfers out of the subject matter Directorates General which hitherto had been conducting their own research, extension and in-service training programs. These breaks in the continuity of staffing, therefore, makes it impossible to arrive at conclusions on staff trends by main administrative grouping for the full ten year period since the start of Repelita I. The trend in the total stock of staff is also somewhat difficult to interpret because the entry of the new extension staff, under the BIMAS classification, was in the nature of a shift in the trend. Most of the additional staff since 1974/75 will also be filling newly established positions, for example, the very rapid growth of BIMAS staff (19.7% p.a. between 1974/75 and 1978/79) will probably not continue beyond the early to mid 1980½s. 5. In aggregate the staff numbers in the Ministry of Agriculture have grown by about 11% p.a. since 1975/76 (and 8% p.a. since 1974/75), although the growth has varied considerably between the four major salary levels (see Table 1). The largest growth rate (about 18.2% p.a.) was in the important second salary grade (Golongan II) which includes senior high school and Sarjana muda graduates and was caused mainly by the influx of field extension workers. The number employed in the lowest salary level (those with primary and junior high school qualifications) declined by about 1% p.a. between 1975/76 and by about 6% p.a. since 1969/70. The third and fourth salary levels (those with university qualifications or in managerial positions) which account for 17% of all Ministry Staff increased steadily at around 13-14% p.a. over the last four years./l It is these two salary groupings which account for the bulk of the senior managerial, technical and professional manpower in the Ministry. The future growth for this group of staff will, to a large extent, determine the Ministry-s future demand for university graduates. By contrast the large group of staff in the second salary group (Golongan II), which account for about 57% of total Ministry staff, will come from pre-university institutions such as agricultural high schools, academies and various vocational training institutions. /1 Note that if the data in Annex 4, Table 3 and Table 1 in this annex are correct, then there is not a precise correspondence between salary grade (Golongon) and educational qualification. For example, in Table 3 of Annex 4, the number of Ministry of Agriculture staff with university degrees at PhD or MSc (including Sarjana) levels is put at 2,452 in 1979; on the other hand the number of staff in salary grades III and IV for 1978/79 is 3,077 in Table 1 of this Annex. There are similar discrepancies for other groupings, but to a large extent they are probably due to the promotion of outstanding managers irrespective of their educational qualifications and the time at which the enumeration was made. - 56 - ANNEX 5 Page 3 (b) Provincial Agricultural Services 6. Data for agricultural staff in provincial offices is more difficult to obtain and verify than data for those employed in the Central Office of the Ministry of Agriculture. Reasons for this include the fact that salaries and allowances for some provincial personnel are paid by the central government, some have multiple jobs even within the government, and finally the distances involved between Jakarta and the provinces make it difficult at times to obtain up to date information. However, both the food crops services and BIMAS programs have experienced rapid staff increases. On the basis of data in Table 2 the growth rate in permanent and honorary (contract) staff was about 18.4% p.a. between 1974 and 1979. The number of extension workers associated with the BIMAS program (see Table 4) increased by about 21% p.a. (this rate compares with 19.7% for BIMAS staff in Table 1). These are remarkable growth rates and it is not anticipated that they will continue. The BIMAS staff increased rapidly as a result of an explicit government policy to support the BIMAS program. On the basis of estimates in Bank appraisal report for the National Agricultural Extension II Project,/l the number of PPL staff should be increased by about 50% over the next five years. This implies a growth rate of 8.4% p.a., which, even if achieved, is a substantial decline compared with the previous five years. The demand for extension personnel is certainly expected to slow down considerably after 1985. For other staff the situation is less clear, but the question of future staff requirements will be dealt with under the next heading. (c) Other Major Employers 7. Information on trends in the employment of agricultural staff in the employment of agricultural staff in the private sector was not obtained by the mission. It is therefore difficult to make any projection of future private sector manpower demand except by assuming that it will be comparable to the production growth of the two subsectors mainly involved, namely estates and forestry. For the years 1974 to 1978 (inclusive) the estates and forestry subsectors increased output at an annual rate of 5% and 3% respectively. However, current and future investments are more likely to influence future manpower demand than the trend of historical production. The planned expansion by the private sector in estates and forestry suggest future manpower requirements much higher than 5% and 3%. Projections of Future Manpower Demand (a) Extrapolation of Historical Trends (Effective Demand) 8. Recent annual increases in staff for the Ministry of Agriculture have fluctuated considerably. The overall trend during the last five years /1 Bank Report No. 2711a-IND, "National Agricultural Extension II Project," February 28, 1980, Annex 4, Table 1. - 57 - ANNEX 5 Page 4 has been about 11% for all levels and made up of an annual decline of 1% for the lowest salary grade, a rise of about 18% p.a. for grade 11, 13% p.a. for grade III and 14% p.a. for grade IV. The average of about 10% p.a. growth in staff numbers is in itself not a secure basis for the projection of future demand for staff, first because many changes in staff numbers over time have been "once and for all" changes (for example the sharp increase in the number of extension officers). Second these are growth rates of stocks, growth of employment would need to be higher (about 3%) to take account of replacement of staff who retire or are otherwise removed from the total stock. Finally, the growth in staffing is likely to be determined more by budget constraints and GOI policies than by past trends. 9. As mentioned earlier, the mission did not obtain any information regarding GOI staffing policy in the agricultural sector, however it is clear that on the basis of the Government's stated development policy, agriculture is a priority area and the Government is committed to improving a range of support services (e.g. research extension, market support) to the agricultural sector. It is therefore anticipated that budget support for these activities will be maintained at least to historical levels. Data on budget allocations to the Ministry of Agriculture are shown in Tables 5 and 6 of this annex. The routine budget has increased (in real terms) by about 8.6% p.a. and 20.5% p.a. during Repelita I and II respectively, and 12.8% p.a. over the ten years for both five year plans. 10. In summary staff numbers in the Ministry of Agriculture have been increasing recently at an average rate of 6.7% p.a. during Repelita I and II, 8.4% during Repelita II and 10.9% p.a. between 1975/76 and 1978/79. The routine budget, typically two-thirds of which is salaries, increased at about 13% p.a. during Repelita I and II. On the basis of these growth rates, allowing for replacement of about 3% p.a. and assuming that past growth rates have been rather heavily influenced by the "once and for all" increases in the BIMAS staff, a range of annual growth rates (8%, 10% and 12%) is used in Table 7 for the purpose of projecting possible future staff levels. The bases for these projections are the data on current staffing in Table 3 of Annex 6. In the absence of data for other parts of the Government and the private sector which employ agriculturists, the same range of assumed growth rates is used. 11. The results show that at the expected rate of demand growth (10% p.a.) there would be a demand of about 73,000 for technical and professional staff in 1983/84 and 117,000 in 1988/89. This growth rate would imply an additional annual demand (calculated as the annual demand "flow") of 6,600 and 10,600 during 1983/84 and 1988/89./I Out of these totals the demand for /1 The 1983/84 "flow" was calculated as follows: [stock] [(1 + r)t - (1 + r)tl] where: [stock] is tne manpower stock in 1978/79. r is the annual rate of growth (10% in the example shown). t is 5 (number of years between 1978/79 and 1983/84). - 58 - ANNEX 5 Page 5 Sarjana graduates or above would be about 1,200 and 1,900 respectively. The indicated demand for those with pre-university qualifications, Sarjana Muda, diplomas and certificates from vocational schools (generally those working in the grade II salary of the governments) is in the vicinity of 5,400 in 1983/84 and about 8,700 in 1988/89. 12. Obviously these figures must be approximations for the following reasons. First, the projections for all employer and qualification groups are based on the same growth rates. Second, the growth rates used are based on those observed for staff in salary groups in the Ministry of Agriculture which are not exactly comparable to groupings by qualification. Third, these particular projections make no allowance for any change in the structure of employer demand over the next five and ten years. Finally, even if these three qualifications are of no concern, the results are heavily dependent on the accuracy of the base used. Nevertheless the results do provide an indication of the implications for a range of future manpower demand growth. (b) Stated Requirements 13. Efficient management includes an assessment of current and future staffing needs. It is therefore a presumption that a survey of stated future staffing requirements of various institutional units in the Govern- ment should provide an alternative estimate of the future manpower demand. It is of course recognized that a manager's assessment of desirable staff numbers may not be sufficiently constrained by the available budget. There- fore estimated future requirements are likely to be greater than actual demand. 14. Table 8 provides a summary of the survey of additional manpower requirements in 1983/84./i Table 9 shows the distribution of Government requirements by main discipline and qualification, and Table 10 shows the implied average annual growth rates of the stated total requirements in 1983/84. The results show annual growth rates between 14% and 30% for different employer groupings. These are about double the growth rates observed historically (see Table 1). It is possible that managers will turn out to be correct in their estimated manpower requirements, but it is difficult to conceive of a situation in which GOI or private sector budgets for staff growth would increase by as much as 30% p.a. in real terms. Therefore these requirements are likely to be considerably greater than actual demand. /1 Supplementary Document No. 2, "Stocks and Future Demand for Agricultural Manpower," provides details of the survey. It is clear from the table and its footnotes that some data on staff expansion were not obtained, some information is obviously incomplete. The survey achieved 100% response from the Central Ministries, 70% from State Enterprises, 75% from Provincial Services and 41% from faculties of Agricultural Science. For the latter supplementary information was available from the CAS. Replacements of current staff were assumed to be required at a rate of 3% p.a. - 59 - ANNEX 5 Page 6 15. Irrespective of the justification of the requirements by managers, the material in Annexes 3, 7 and 10 makes it clear that vocational schools and universities would not be in a position to meet the annual equivalent of the additional manpower requirements. It is the mission's view that the survey results probably reflect requirements in 1988/89 (end of Repelita IV) rather than 1983/84 (end of Repelita III) despite the fact that Repelita III targets were a major factor in determining manpower requirements. If this were the case the survey of staffing requirements suggests growth rates of between 10% and 14% p.a. which is more in line with the projected growth rate of demand. 16. Interesting aspects of the stated aggregate requirements are the differences in required growth between different employer groups and the relative importance of the main disciplines required. As shown in Table 10, it is the private sector (particularly the forestry industry) which has projected the largest claim on manpower at almost all qualification levels. The next highest group is the Ministry of Agriculture, followed closely by the other Ministries with agricultural staff. A surprising feature of the data is the comparatively small demand coming from the Government Enterprises. 17. An important aspect of manpower planning is the regional distribu- tion of future requirements in that it may provide some guidance for the regional planning of education and training institutions. Within the time available for the preparation of data it was not possible to analyze future requirements for all manpower groups; however the regional requirements by main disciplines for Provincial Food Crops Services are shown in Table 13 of this Annex, a summary is provided in Table 12. On the basis of the important future manpower requirements for food crops services there appears to be a definite trend towards the islands outside Java. Whereas at present 41% of total staff are active outside Java, it is projected that in 1983/84 this will have risen to 52%. For staff with pre-university qualifications, diploma, Sarjana muda and academy level staff the increase is even greater (39% to 53%). It can be safely assumed that for tree crops and forestry the manpower requirements will be concentrated in the Other Islands. (c) Theoretical Requirements 18. Indonesia has a number of defined goals in the agricultural sector. Important components of these goals are food self-sufficiency, increased domestic livestock production and higher export income from the tree crop and forestry sectors. The target growth rates for these subsectors will require not only increased capital, but also an enlarged technical, professional and managerial work force. Estimates of the manpower required to achieve Repelita III targets were calculated for government institutions. The results of these estimates are shown in Table 12 of this annex. An exercise such as this is fraught with many problems. For example, it was impossible in the time available to derive theoretical requirements for all - 60 - ANNFX 5 Page 7 future development activity since there are innumerable projects in many locations; however, all the major subsectors with important agricultural development programs were covered. 19. The methods used to obtain these manpower requirements followed in principle the methodology set out by Rowat./l In general information was obtained from government institutions regarding development activities (e.g. project implementation units for rubber replanting programs, group rubber coagulating centers or coconut working centers) the amount and type of manpower for each of these was then determined and, according to the number of units or centers, etc. required, so the total future manpower requirements were estimated. 17. The results in terms of the implied manpower growth rates varied considerably (see Table 12). In general, however, the results were close to the manpower projections derived from a survey of employers. Overall the manpower requirements showed a growth rate of about 22% p.a. for those qualified to MSc, BSc, or Diploma level. No estimates were made for PhD level manpower. This annual growth rate is much greater than the growth rate of supply and therefore suggests implications for development strategies. For example, if the derived requirements are correct then the stated development plans may not be achieved within Repelita III. /1 R. Rowat, "Trained Manpower for Agricultural and Rural Development," FAO Economic and Social Development Paper 10, Food and Agriculture Organization of the United Nations, Rome 1959. - 61 - ANNEX 5 Table 1 Page 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Trends in Staffing of Ministry of Agriculture by Salary Grade Salary grade /a Administrative Sub- Sub- grouping I II total III IV total Total Secretariat General 1969/70 1,506 434 1,940 161 25 186 2,126 1970/71 609 367 976 205 38 243 1,219 1971/72 550 368 918 188 43 231 1,149 1972/73 559 419 978 207 41 248 1,226 1973/74 485 435 920 201 52 253 1,173 1974/75 507 483 990 213 56 269 1,259 1975/76 299 309 608 164 37 201 840/b 1976/77 437 340 777 181 40 221 1,0297b 1977/78 405 389 794 208 43 251 1,0767h 1978/79 400 440 840 246 49 295 1,135 Annual Growth Rates (%) 1969/70 to 1974/75 -16.0 3.4 -9.5 4.2 15.1 6.0 -7.3 1975/76 to 1978/79 8.3 12.7 10.4 14.5 9.6 13.6 9.9 1969/70 to 1978/79 -10.2 -0.4 -6.5 1.9 3.8 2.2 -4.8 Inspectorate General 1969/70 169 179 348 54 7 61 409 1970/71 32 54 86 34 7 41 127 1971/72 33 66 99 42 9 51 150 1972/73 32 51 83 42 7 49 132 1973/74 30 59 89 34 11 45 134 1974/75 29 55 84 37 12 49 133 1975/76 27 52 79 35 17 52 131 1976/77 25 56 81 36 15 51 132 1977/78 23 52 75 40 13 53 128 1978/79 23 43 66 30 16 46 112 Annual Growth Rates (%) 1969/70 to 1974/75 -22.8 -15.5 -18.5 -5.3 11.5 -2.4 -14.7 1975/76 to 1978/79 -5.5 -6.3 -6.0 -3.6 -3.2 -3.3 -4.9 1969/70 to 1978/79 -12.6 -8.1 -9.9 -3.3 10.9 -0.3 -8.5 D.G. Food Crops 1969/70 2,770 574 3,344 225 14 239 3,583 1970/71 2,608 601 3,209 197 17 214 3,423 1971/72 2,522 616 3,138 262 23 285 3,423 1972/73 2,452 686 3,138 302 30 332 3,470 1973/74 2,229 831 3,060 374 31 405 3,465 1974/75 2,164 868 3,032 415 34 449 3,481 1975/76 389 237 626 218 17 235 861 1976/77 340 301 641 232 21 253 894 1977/78 326 357 683 236 31 267 950 1978/79 315 338 653 235 29 264 917 Annual Growth Rates (%) 1969/70 to 1974/75 -4.8 9.4 -1.8 15.8 20.4 16.1 -0.3 1975/76 to 1978/79 -6.5 13.2 1.9 2.4 22.0 4.0 2.5 1969/70 to 1978/79 -26.0 -8.8 -20.7 0.1 5.4 0.6 -17.7 - 62 - ANNEX 5 Table l Page 2 Salary grade Administrative Sub- Sub- grouping I II total III IV total Total D.G. Livestock Services 1969/70 773 198 971 72 11 83 1,054 1970/71 772 195 967 62 15 77 1,044 1971/72 765 195 960 79 19 98 1,058 1972/73 757 194 951 84 20 104 1,055 1973/74 767 213 980 105 27 132 1,112 1974/75 674 299 973 148 29 177 1,150 1975/76 235 170 405 137 14 151 556 1976/77 218 240 458 251 16 267 725 1977/78 96 260 356 276 23 299 655 1978/79 135 249 384 276 31 307 691 Annual Growth Rates (X) 1969/70 to 1974/75 -2.0 6.9 0.1 16.2 21.0 16.9 1.8 1975/76 to 1978/79 -22.0 13.0 1.4 24.6 31.6 25.1 5.7 1969/70 to 1978/79 -21.6 3.1 -12.3 20.0 6.5 19.3 -6.4 D.G. Estates 1969/70 232 139 371 62 3 65 436 1970/71 897 373 1,270 138 12 150 1,420 1971/72 797 293 1,090 96 11 107 1,197 1972/73 878 396 1,274 151 13 164 1,438 1973/74 803 490 1,293 185 22 207 1,500 1974/75 714 339 1,053 164 11 175 1,228 1975/76 139 160 299 103 12 115 414 1976/77 124 264 388 186 15 201 589 1977/78 122 301 423 231 22 253 676 1978/79 34 167 201 184 22 206 407 Annual Growth Rates (X) 1969/70 to 1974/75 16.6 17.3 16.85 19.4 24.4 19.9 17.1 1975/76 to 1978/79 -34.6 2.6 -10.5 21.6 24.6 21.9 0.9 1969/70 to 1978/79 -24.4 -2.1 -13.0 9.8 14.8 10.2 -7.7 D.G. Forestry 1969/70 1,510 599 2,109 114 23 137 2,246 1970/71 1,357 756 2,113 170 36 206 2,319 1971/72 1,446 645 2,091 175 34 209 2,300 1972/73 1,280 647 1,927 163 44 207 2,134 1973/74 1,400 653 2,053 185 45 230 2,283 1974/75 1,368 645 2,013 185 43 228 2,241 1975/76 682 605 1,287 305 27 332 1,619 1976/77 609 675 1,284 375 29 404 1,688 1977/78 579 718 1,297 437 47 484 1,781 1978/79 826 794 1,620 420 40 460 2,080 Annual Growth Rates (X) 1969/70 to 1974/75 -1.5 -0.2 -1.1 7.7 12.3 8.5 -0.4 1975/76 to 1978/79 5.4 9.2 7.3 11.8 18.1 12.3 8.4 1969/70 to 1978/79 -10.1 1.3 -5.6 15.7 2.8 14.0 -3.0 D.G. Fisheries 1969/70 416 309 725 121 11 132 857 1970/71 543 380 923 130 18 148 1,071 1971/72 546 363 909 136 26 162 1,071 1972/73 510 383 793 147 31 178 1,071 1973/74 491 349 840 174 29 203 1,043 1974/75 341 272 613 198 28 226 839 1975/76 189 227 416 188 22 210 626 1976/77 109 258 367 200 47 247 614 1977/78 112 319 431 225 26 251 682 1978/79 106 319 425 214 30 244 669 Annual Growth Rates (x) 1969/70 to 1974/75 -3.9 -2.4 -3.6 10.2 19.6 11.2 -0.5 1975/76 to 1978/79 -15.7 -2.2 2.2 5.2 3.4 4.8 3.0 1969/70 to 1978/79 -19.n -2.7 -9.7 7.4 8.5 7.5 -5.9 ANNEX 5 - 63- Table I Page 3 Salary grade Administrative Sub- Sub- grouping I II total III IV total Total Agency for Education, Training and Extension 1975/76 532 173 705 130 20 150 855 1976/77 568 324 892 142 24 166 1,058 1977/78 505 358 863 170 26 196 1,059 1978/79 658 427 1,085 186 28 214 1,299 Annual Growth Rates (x) 1975/76 to 1978/79 5.3 32.4 13.4 13.4 11.5 13.1 13.4 Agency for Agricultural Research and Development 1975/76 2,284 1,177 3,461 422 43 465 3,926 1976/77 2,180 1,360 3,540 539 48 587 4,127 1977/78 2,059 1,451 3,510 635 51 686 4,196 1978/79 2,253 1,469 3,722 661 59 720 4,442 Annual Growth Rates (M) 1975/76 to 1978/79 -1.0 7.6 2.1 16.3 10.6 15.8 3.9 BIMAS 1971/72 30 11 41 18 4 22 63 1972/73 29 13 42 20 4 24 66 1973/74 27 21 48 23 3 26 74 1974/75 25 3,032 3,057 226 3 229 3,286 1975/76 24 3,011 3,035 220 3 223 3,258 1976/77 19 4,562 4,581 251 6 257 4,838 1977/78 17 4,601 4,618 260 8 268 4,886 1978/79 19 6,265 6,284 309 12 321 6,605 Annual Growth Rates (x) 1974775 to 1978/79 -8.5 20.6 20.5 8.2 45.5 9.0 19.7 Total Ministry 1969/70 7,376 2,432 9,808 809 94 903 10,711 1970/71 6,818 2,726 9,544 936 143 1,079 10,623 1971/72 6,689 2,557 9,246 996 169 1,165 10,411 1972/73 6,497 2,789 9,286 1,116 190 1,306 10,592 1973/74 6,232 3,051 9,283 1,281 220 1,501 10,784 1974/75 5,822 5,993 11,815 1,586 216 1,802 13,617 1975/76 4,800 6,121 10,921 1,922 212 2,134 13,086/b 1976/77 4,629 8,380 13,009 2,393 261 2,654 15,6947 1977/78 4,244 8,806 13,050 2,718 290 3,008 16,0897w 1978/79 4,769 10,511 15,280 2,761 316 3,077 18,357 Annual Growth Rates (x) 1969/70 to 1974/75 -4.1 15.1 2.4 13.5 17.2 13.9 3.7 1974/75 to 1978/79 -5.1 16.0 7.2 15.7 11.3 15.2 8.4 1975/76 to 1978/79 -1.1 18.2 10.6 12.9 13.9 13.0 10.9 1969/70 to 1978/79 -5.9 20.2 5.4 16.2 11.8 15.6 6.7 /a The qualifications of staff in the salary grades are usually as follows: 1. Primary and Junior High School. II. Senior High School, Academy or Sarjana Muda from a university. III. Sarjana or above (usually classified as administrators). IV. As for III, no requirement specified (usually classified as managers). A recent Government Regulation (Peraturan Pemerintah Republik Indonesia, Nomor: 3 Tahun 1980, Tentang Pengangkatan Dalam Pangkat Pegawai Negeri Sipil) has defined the requirements and qualifications which should be met for entry and promotion to various salary grades and levels. /b Total includes 31 unspecified staff. Source: Ministry of Agriculture. - 64 - ANNEX 5 Table 2 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Trend in the Number of Permanent and Nonorary Staff In Provincial Agricultural Services (Food Crops) by Major Region by Salary Grade Salary Grade /a Region Year II TII IV Total Java 1974 2,004 104 - 2,108 1975 2,003 104 - 2,107 1976 2,197 81 - 2,278 1977 2,937 111 - 3,048 1978 2,957 100 - 3,057 1979 3,462 130 - 3,592 Annual Growth Rate (2) 1974 to 1979 12.7 3.8 - 12.3 Sumatera 1974 483 34 - 517 1975 484 34 - 518 1976 729 50 - 779 1977 750 49 - 799 1978 1,083 70 - 1,153 1979 1,638 88 - 1,726 Annual Growth Rate (X) 1974 to 1979 27.7 21.8 - 27.3 Kalimantan /a 1974 92 14 - 106 1975 92 14 - 106 1976 168 12 - 180 1977 172 16 - 188 1978 323 17 - 340 1979 469 28 - 497 Annual Growth Rate (X) 1974 to 1979 40.6 13.2 - 38.0 Sulawesi 1974 34 3 - 37 1975 34 3 - 37 1976 69 4 - 73 1977 67 5 - 72 1978 146 6 - 152 1979 206 10 - 216 Annual Growth Rate (%) 1974 to 1979 46.4 26.8 - 45.2 Nusa Tenggara 1974 49 7 - 56 1975 49 7 - 56 1976 156 10 - 166 1977 157 10 - 167 1978 182 11 - 193 1979 243 13 - 256 Annual Growth Rate (X) 1974 to 1979 40.7 13.6 - 38.2 Bali 1974 52 3 - 55 1975 52 3 - 55 1976 94 3 - 97 1977 94 4 - 9R 1978 119 11 - 130 1979 169 12 - 181 Annual Growth Rate (X) 1974 to 1979 27.0 37.4 - 27.7 Total Indonesia 1974 2,714 165 - 2,879 1975 2,714 165 - 2,879 1976 3,413/c 160 - 3,573 1977 4,177 195 - 4,372 1978 4,810/c 215 - 5,025 1979 6,187/c 281 - 6,468/d Annual Growth Rate (X) 1974 to 1979 18.3 11.0 - 18.4 /a See footnote /b in Table 1 of this Annex for an explanation. 75 Data incomplete. 7& Theae totals in doubt (see Table 3). 7d The difference between this total and the one in Table I of Annex 4 (6,583) is probably because sources and timing of enumeration were different. In addition to these factors the table above includes staff in the two grade levels irrespective of qualification, Table I in Annex 4 includes only those with qualifications in agriculture. Source: Badan Administrasi Kepegawaian Negara (National Personnel Administration). INDONESIA TEChNICAI. ANN PROFESSIONAL MANPOWER IN AGRIC11LTIURE Trends in the Number of Extension Personnel Associated with the RIMAS Program by Province and Salary Level /a 1974 1975 1976 1977 1978 1979 Salary Level Salary Level Salary Level Salary Level Salary Level Salary Level Region/Province 11/a ITT/a Total II/a IIi/a Total II/a Ill/a Total II/a III/a Total II/a IIl/a Total 11/a III/a Total Java Jakarta - - - - - - 4 - 4 4 - 4 12 2 14 16 3 19 West Java 648 36 684 648 36 684 1,026 32 1,058 1,033 36 1,069 1,461 39 1,500 1,692 48 1,740 Jogjakarta 61 10 71 61 10 71 64 8 72 75 10 85 91 8 99 129 10 139 Central Java 643 30 673 543 30 673 764 30 794 768 30 798 901 33 934 1,137 54 1,191 East Java 652 28 680 651 28 679 1,039 33 1,072 1,057 35 1,092 1,302 43 1,345 1,496 59 1,555 Subtotal 23004 104 2,108 2,003 104 2,107 2,897 103 3,000 2,937 1ll 3,048 3,767 125 3,892 4,470 174 4,644 Sumatera Aceh 25 2 27 25 2 27 94 4 98 100 4 104 119 5 124 158 12 170 North Sumatera 182 In 192 182 I1 192 222 15 237 226 15 241 325 19 344 546 20 566 West Sumatera 125 10 135 125 10 135 192 10 202 202 10 212 221 15 236 332 19 351 Riau 42 3 45 42 3 45 60 5 65 60 5 65 97 9 106 107 11 118 Jambi 34 2 36 35 2 37 43 5 48 43 4 47 100 6 106 130 10 140 South Sumatera 60 5 65 60 5 65 87 8 95 88 8 96 171 10 181 279 11 290 Rengkulu 15 2 17 15 2 17 31 3 34 31 3 34 50 6 56 86 5 91 Lampung 63 5 68 63 5 68 104 7 111 1,015 7 1,022 198 12 200 245 16 261 Subtotal 546 39 585 547 39 586 833 57 890 1,765 56 1,821 1,271 82 1,353 1,883 104 1,987 > Kalimantan West Kalimantan 20 2 22 20 2 22 48 1 51 48 3 51 88 4 92 105 7 112 Central Kalimantan 14 2 16 14 2 16 13 2 15 14 2 16 50 3 53 67 5 72 South Kalimantan 48 9 57 48 9 57 99 6 105 100 10 110 15P 8 166 266 13 279 East Kalimantan 10 1 11 I0 I 11 8 1 9 10 1 11 27 2 29 31 3 34 Subtotal 92 14 106 92 14 106 168 12 180 172 16 i88 323 17 340 469 28 497 Sulawesi North Sulawesi 24 1 25 24 1 25 47 1 48 46 1 47 78 1 79 94 4 98 Central Sulawesi 10 2 12 10 2 12 16 3 19 17 4 21 42 3 45 77 4 81 South Sulawesi 186 19 205 186 19 205 260 15 275 263 21 284 388 22 410 580 27 607 South East Sulawesi - - - - - - 6 - 6 4 - 4 26 2 28 35 2 37 Subtotal 220 22 242 220 22 242 329 19 348 330 26 356 534 28 562 786 37 823 Nusa Tenggara West Nusa Tenggara 35 5 40 35 5 40 133 S 141 133 8 141 133 8 141 186 9 195 East Nusa Tenggara 14 2 16 14 2 16 23 2 25 24 2 26 49 3 52 57 4 61 Subtotal 49 7 56 49 7 56 156 10 166 157 I 167 182 11 193 243 13 256 Bali 52 3 55 52 3 55 '14 3 97 94 4 98 119 11 130 169 12 181 Total 2,963 189 3,152 2,963 199 3,152 4,477 204 4,691 5,455 223 5,678 6,196 274 6,470 8,020 368 8,388/b /a Includes field extension workers (Penyuluh Pertanian Lapangan or PPL) and subject matter specialists (Penyuluh Pertanian Specialis or PPS). The data received from BAKN did not appear to include the field extension supervisors (Penyuluh Pertanian Madia or PPM) since they would at the salary level 11-b. The number of PPMs employed in Indonesia at present is probably about 1,6on (see Bank Report No. 2711, Indonesia - National Agricultural Extension II Project, February 2R, 1980, Annex 10, Table 1). See Annex 6 for a discussion of salary levels. /b This total is more than the total BIMAS employees recorded in Table I of this Annex (6,605) although it is less than the total of 11,011 in Table I of Annex 4. It has not been possible to resolve the discrepancies. Different enumeration times and differences in coverage presumably account for most of them. Source; badan Administrasi Kepegawaian Negara (National Personnel Administration). Jill Tt7YIA TECHNIC'AL AND PROFESSItNAL MANPOWER IN AGRICULTURE Trends in the Budget Fxpenditures for 'inistry of Agricu!ture in Current Prices /a (Rp milllon) 1969/70 1970/71 1971/72 1972/73 1973/74 Repelita I /b Administrative Grouping nevlpt. Routine Total Devlpt. Routine Total Devlpt. Routtne Total ttevlpt. Routine Total nlevlpt. Routine -otal nevlpt. -outine Total Secretary General and Inspectorate General 332 266 598 310 344 654 Ig9 754 652 583 458 1,041 81R 550 1,363 2,341 1,472 4,312 D.C. Food Crops 1,789 203 1,992 1,g88 284 2,172 2,970 31? 3,7R3 2,437 306 2,833 2,492 513 3,104 11,576 1,709 13,285 D.C. Livestock Services 310 25 334 434 135 569 573 159 732 814 I18 99R Ro5 223 1,028 2,935 786 3,721 D.G. Estates 278 62 340 600 115 715 947 175 1,122 812 225 1,n37 1,257 227 1,534 3.893 855 4,748 D.C. Forestry 1,400 135 1,534 1,167 20R 1,175 1,195 252 1,447 1,423 313 1,755 1],611 414 2,024 6,794 1,341 8,135 D.G. Fisheries 469 87 555 58 168 756 7e7 19 977 1,044 214 1,27R 791 313 1,104 3,678 992 4,67n AARD - - - - - - AAETE - - - - - -_ BIMAS 2,122 - 2,122 2,255 - 2,255 2,n81 10 7,091 2, 357 13 2,'7n 2,117 411 7,S21 1 0,926 434 11.36n Total 6,698 77 7,b75 7,42 5 8,496 R, R S2 1,45 2 1n0304 9,46° 1,841 11,317 92,83 2,651 12,583 42,142 8,OR S0,231 1974/75 1975/76 1976/77 1977/7R 1078/79 Repelita 11 /c Devlpt. Routine Total Devlpt. Routine Total 7evlpt. toutine Total T)evlpt. "outtne Total 7evlpt. Routine Total flevipt. Routine Total Secretary General 1,510 1,228 2,738 478 1,482 1,960 627 4,944 5,571 745 6,Q6Q 7,714 717 10,599 11,316 4,n77 25,222 29,299 Inspectorate General 245 58 303 70 175 195 62 129 191 70 172 241 80 177 257 527 660 1,187 D.C. Food Crops 3,359 1,013 4,372 3,419 1,524 4,943 7,641 605 8,246 8,429 849 9,278 12,116 862 12,998 34,983 4,853 39,837 D.C. Livestock Services 1,134 454 1,58R 1,129 744 1,873 2,949 502 3,451 3,613 814 4,427 4,435 874 5,309 13,260 3.387 16,647 D.C. Estates 1,346 302 1,647 3,861 481 4,341 8,095 416 q, 51I 8,38 541 8,029 11,577 435 11,963 13,217 2,175 35,392 D.G. Forestry 3,420 652 4,072 6,431 1,099 7,531 4,036 964 5,t000 4,52S 1,310 5,935 5,469 1,894 7,363 23,881 5,920 29,801 D.C. Fisheries 1,675 492 ?,168 2,634 791 3,426 5,262 471 S,733 6,410 665 7,n74 7,096 714 7,809 73,078 3,133 26,210 AARD - - - 3,671 - 3,671 8,024 - 8,024 9,997 - 9,092 10,985 - 10,985 32,673 - 32,673 AAFTFE - - - 3,917 - 3,917 3,305 - 3,305 4,R08 - 4,0o8 S,0O4 - 5,004 17,033 - 17,033 BIMAS 2,583 - 2,583 3,546 - 3,546 5,801 - 5,801 6,992 - 6,992 8,690 - 8,690 27,613 - 27,613 Total 15,272 4,199 19,471 29_,56 6 7 35,402 45, R7 53,R34 53,972 11,319 65,291 66,13Q 15,555 Rl,695 210,342 45,350 255,692 /a Some totals may not add because of rounding. The "Development Budget" usually comprises expenditures for development activity tncludine capltal items and project allowances for staff. The "Routine" budget tncludes expenditures for regular or routine administrative activity including standard salaries. /b Total of 1969/70 to 1973/74. 7c Total of 1974/75 to 1978/79. Source: Ministry of Agriculture. INDONESIA TECHNICAL ANTI) PROFESSIONAL MANPOWER IN AGRICULTURF Trends in Budget Expenditures for Ministry of Agriculture in Constant 1973 Prices /a (Rp million) 1969/70 1970/71 1971/72 1972/73 1973/74 Repelita I Ade,inistrative Grouping Devlpt. Routine Total Devlpt. Routine Total TDevlpt. Routine Total Devlpt. Routine Total Devlpt. Routine Total Devlpt. Routine Total Secretary General and Inspectorate General 583 467 1,050 483 536 1,019 451 535 986 775 609 1,384 818 550 1,368 3,110 2,697 5,807 D.G. Food Crops 3,143 357 3,500 2,943 443 3,386 4,484 471 4,955 3,239 526 3,765 2,492 513 3,005 16,301 2,310 18,611 D.G. Livestock Services 545 44 589 677 210 887 865 240 1,105 1,082 243 1,325 805 223 1,028 3,974 960 4,934 D.G. Estates 488 109 597 935 179 1,114 1,430 264 1,694 1,079 299 1,378 1,257 227 1,484 5,189 1,078 6,267 D.G. Forestry 2,460 237 2,697 1,819 324 2,143 1,804 381 2,185 1,891 443 2,334 1,611 414 2,025 9,585 1,799 11,384 D.G. Fisheries 824 153 977 917 262 1,179 1,188 285 1,473 1,387 311 1,698 791 313 1,104 5,107 1,324 6,431 AARD - - - - - - - - - - - AAETE - - - - - - - - - - - BIMAS 3,728 - 3,728 3,516 1,955 5,471 3,142 15 3,157 3,132 17 3,149 2,110 411 2,521 15,628 2,398 18,026 Total 11,771 1,367 13,138 11,290 3,909 15,199 13,364 2,19i 15,555 12,585 2,448 15,033 9,884 2,651 12,535 58,894 12,566 71,460 1974/75 1975/76 1976/77 1977/78 1978/79 Repelita II Devlpt. Routine Total Devlpt. Routine Total Devlpt. Routine Total Devlpt. Routine Total Devlpt. Routine Total Devlpt. Routine Total Secretary General 1,025 834 1,859 289 895 1,184 330 2,605 2,935 349 3,261 3,610 309 4,568 4,877 2,302 12,163 14,465 Inspectorate General 166 39 205 42 75 117 33 68 101 33 80 113 34 76 110 308 338 646 D.G. Food Crops 2,281 688 2,969 2,065 920 2,985 4,027 319 4,346 3,945 397 4,342 5 ,231 372 5,603 17,549 2,696 20,245 D.G. Livestock Services 770 309 1,078 682 449 1,131 2,081 265 2,346 1,691 381 2,072 1,°11 377 2,288 71,35 1,780 8,915 D.G. Estates 914 205 1,119 2,332 291 2,623 4,266 219 4,485 3,926 253 4,179 4,968 187 5,155 16,406 1,155 17,561 D.C. Forestry 2,322 443 2,765 3,884 664 4,548 2,127 508 2,635 2,117 613 2,730 2,357 816 3,173 12,807 3,044 15,851 D.G. Fisheries 1,137 334 1,471 1,591 478 2,069 2,773 248 3,021 3,00n 311 3,311 3,058 308 3,366 11,559 1,679 13,238 AARD - - - 2,217 - 2,217 4,229 - 4,229 4,676 - 4,676 4,735 - 4,735 15,857 - 15,857 AAETE - - - 2,366 - 2,366 1,742 - 1,742 2,250 - 2,250 2,157 - 2,157 9,515 - 8,515 BIMAS 1,754 - 1,754 2,142 - 2,142 3,057 - 3,057 3,272 - 3,272 3,745 - 3,745 13,970 - 13,970 Total 10,369 2,851 13,220 17,610 3,772 21,382 24,665 4,232 28,897 25,259 5,296 30,555 28,5n5 6,704 35,209 106,408 22,855 129,263 /a Some totals may not add because of rounding. Figures in this table are based on Annex 5, Tahle 5 and using GDP deflator. See that table for explanatory footnotes. Source: Ministry of Agriculture. n z INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN INDONESIA Summary of Projections of Effective Demand for Technical and Professional Mlanpower Based on Recent Growth Rates in the Ministry of Agriculture /a Present staffing (1978179)/b Projected staffing (1983/84) Projected staffing (1988189) Institutional Grouping PhD, /c Dip- /c PhD, /c Dip- /c PhD, /c Dip- /c MSc, BSc loma Total MSc BSc loma Total MSc BSc loma Total Sarjana Sarjana Sarjana Low Growth Rate (8% p.a.) Ministry of Agriculture 2,452 1,737 4,451 8,640 3,600 2,550 6,540 12,690 5,290 3,750 9,610 18,650 Other ministries 2,511 211 182 2,904 3,700 310 270 4,2R0 5,420 460 390 6,270 Provincial agricultural services 2,395 2,636 20,788 25,819 3,520 3,870 30,540 37,930 5,170 5,690 44,880 55,740 Other provincial services n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. Government enterprises 611 717 3,957 5,285 900 1,050 5,810 7,760 1,320 1,550 8,540 11,410 Private sector 294 610 1,615 2,519 430 900 2,370 3,700 640 1,320 3,490 5,450 Total 8,263 5,911 30,993 45,167 12,150 8,680 45,530 66,360 17,840 12,770 66,910 97,520 Expected Growth Rate (10% p.a.) Ministry of Agriculture 2,452 1,737 4,451 8,640 3,950 2,800 7,170 13,920 6,360 4,510 11,550 22,420 Other ministries 2,511 211 182 2,904 4,040 340 290 4,670 6,510 550 470 7,530 Provincial agricultural services 2,395 2,636 20,788 25,819 3,860 4,250 33,480 41,590 6,210 6,840 53,920 66,970 Other provincial services n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. Government enterprises 611 717 3,957 5,285 980 1,150 6,370 8,500 1,580 1,860 10,260 13,700 Private sector 294 610 1,615 2,519 470 980 2,600 4,050 760 1,580 4,190 6,530 Total 8,263 5,911 30,993 45,167 13,300 9,520 49,910 72,730 21,420 15,340 80,390 117,150 High Growth Rate (12% p.a.) Ministry of Agriculture 2,452 1,737 4,451 8,640 4,320 3,060 7,840 15,220 7,620 5,390 13,820 26,830 Other ministries 2,511 211 182 2,904 4,430 370 320 5,120 7,800 660 570 9,030 Provincial agricultural services 2,395 2,636 20,788 25,819 4,220 4,650 36,640 45,510 7,440 8,190 64,560 80,190 Other provincial services n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. Government enterprises 611 717 3,957 5,2R5 1,080 1,260 6,970 9,310 1,900 2,230 12,290 16,420 Private sector 294 610 1,615 2,519 520 1,080 2,850 4,450 910 1,890 5,020 7,820 Total 8,263 5,911 30,993 45,167 14,570 10,420 54,620 79,610 25,670 18,360 96,260 140,290 /a The apparent accuiracy of the numbers in this table should not be taken too seriously. The 1978/79 data are based on survey data. The projections are rouinded to the nearest 10. /b Taken from Annex 4, Table 3. /c BSc. (Sarjana Muda) and Diploma graduates are grouped together in this report and referred to as agricultural technicians (see Annex 2). S1.1 - 69 - A,r 3 IND08NESIA TECHNICAL AND PRO FSSIO0AL MANPOWER IN AGRICULTURE SvearX of Additio..l Fut-re Stated Re. tire..ote for Teohonasl asd Peofessiomsl M1 npmoer in Government and the Priv;te S.cttr by Ioatitution .od Os.lifieatioe (1978179 to 19153/84) V -cannIes (1978/79) E.p.onioe Repl-..ceot (3% p.a.) Total InotItotioo.l Crouping PhD MSc 3Sc Dip Soh- PhD h'Sc BSc Dip Shb- PhD HSc RSo Dip Sob- PhD HSc 8Sc DIip /a /b /c total .1 /b Jc total Ia /h /c total /- /b /c Total Ministry Of Agric-lt.re Secretariat General - - - - - - 75 RO 120 275 - 9 3 - 8 - An 81 12n 2R3 Inspectorate eneral - 4 - 4 - 9 12 12 31 I 1- 2 - 14 12 11 wo D.C Food Crops - S0 29 45 124 - 120 153 246 510 - 22 11 IS 51 - 192 193 309 694 DC. Livestock Services - 49 21 152 222 - 171 63 744 978 - 30 1 12 41 - 250 85 9nR 1,243 D-C. Fstatet - - - - - - 1,51 2,725 1D,550 14,326 - 60 140 378 578 - I,111 2,R65 10,92R 14,904 D . Forestry - - - - - - 36n R8 1,959 2,403 - 9S 29 79 193 - 445 117 2,n34 2,596 D .G Fishertes - 27 47 65 139 - 104 191 188 483 _ 10 14 10 34 - 141 252 263 6' Agency for Agric. Education, Traoinig and Esteosioo - 72 30 48 150 4 I02 45 656 897 _ 21 14 22 97 4 275 89 726 1,044 Agency for AgricultnraI Research aOd Ie. /d - 42 84 110 236 - 1,122 244 91n 2,276 2 q3 26 Ql 212 2 1,257 154 1,111 2,724 DIMAS /t - - - - - - - - - - 4 - - 4 - 4 - - 4 subtotal _ 244 211 420 875 4 3,194 3,601 15,3P1 22,1n0 2 331 239 11 1,1fl2 6 3,769 4,0 0 16,412 24,237 Other Mintstries D.CG Higher Fd.uction 21 176 27 12 236 49 1,260 127 39 1,426 20 279 18 5 321 90 1.714 177 s9 2,n02 D C Water .e.ources Seo - - - - - - 26 - - 26 - 15 - - I_ - 41 - - 41 DC. Transoloration - 3 2 3 h - 122 685 2,R00 3,607 - 14 6 14 34 - li 69' 2,817 3,640 DC. Cooperatioes - - - - - - 75 113 11 199 _ 6 1 1 A - 81 114 12 0n7 BRI /f - - - - - - - - - - 17 4 5 76 - 17 4 9 26 SDobtotal 21 179 29 15 244 ' 49 1,4P3 025 2,81n 5,307 20 330 29 75 404 90 1 974 Soibtotol Central Govern-er 21 423 24CC 439 1,119 53 0,677 4,526 10,231 27,487 22 661 267 616 1,586 9h 5,761 9,024 10,311 n,102 Prooloclal Agicicoltoral De roices Fond Cropn - 9 3 9 21 - 1,06 2,0n2 7,371 10,459 - 120 1496 99 Q00 - 1,139 2,291 7,n69 11,3RS Li_entock Servicen - - - - - - 646 75 3,525 4,246 - 91 2 47r 932 _ 697 77 4,0n4 4,778 F,tat.s - - - - - - 240 1,06P 3,240 4,548 - 27 26 g0 133 - 267 1,0%4 3,370 4,6f1 Forestry - - - - - - 92 I7 1,q04 2,113 - 54 22 249 329 _ 146 10' 2,2n0 2,458 Fisherlos - 105 171 449 725 - 3q8 667 - 1,065 - 17 10 70 10 _I 1S3h, Ed tcat-on, Train n ing and Fxten-oin - - - - - - 401 198 19 742 - 5 16 12 31 _ 406 174 1is 77S 0114S - 37 - - 37 - 692 500 7,292 9,494 - 95 90 1,379 1,513 - 794 990 R,67n 19,n34 Slobtotal - 151 174 451 783 _ 3,475 4,637 23,565 31,677 - 320 360 2,R57 3 546 _ 39,q9 S,171 76,A90 36,006 Other Provnncial Sernices /g I-ighertati. n ) } I Water Resonlroes Devn. 1 1 Trannoi .rat.on } N. A. 1 N. A Nl Cooperatives}1} DBRI 1 Gonnrnmen.t nterprises Fond Crops - - - - - - 121 5 434 560 - 1 4 14 21 - 124 9 449 5PI Linestock - 4 - I S - 3 - 7 10 - I I 1 3 - R I 9 JR Estates 1 37 14 57 lOq 2 101 04 572 766 1 44 31 200 276 4 102 116 R29 1,191 Forestry - - - - - - 99 97 1,054 2,140 - 36 60 297 393 - 135 147 2,751 2,533 Fisherien - - - - - - 15 330 64 409 - - 6 12 18 - 19 316 76 427 S.htotal 1 41 14 59 114 2 339 513 3,031 3,805 1 04 in2 524 711 4 464 627 1 611 4 71n Poinate Sector Live.t-ok - - - - - - 12 4 43 59 - 2 - 6 6 - 14 4 47 69 Estates/h - - - - - - - - 3n 6 175 268 'o 61 175 26P Forestry - - - - - - 2,331 - 3,805 6,143 - 9 11 19 39 - 2,347 11 I,824 6,1P2 Fisheries - - - - - - 32 490 55 977 - 9 24 - 31 - 32 49Q 79 610 Subtotal - - - - - _ .23 494 3 903 6 779 - S 98 198 346 - 2 4 77 4 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~_L_ 2 42 57 4 11 7 I __ __ Total 22 615 428 951 2,016 55 10,873 10,170 48,730 69,fl28 21 1,124 R27 4,715 6,189 109 12,603 11,4(0 53,029 78,n33 /a inclades Ir and Sar.aca degrees, as well as local ad noere-s !'Sc qualffications See Main Repnrt Tahie 463, fnotnote /a. 7b mainly .Sarjana Mda- q-slificatines and graduates frnoI ario-sacadeeieo Tbfs group -n,lld elso inc,lde the expanding nOeher of diploa- graduates /n Diplgnas frto --cational agri-altural high schools (e.. SIMTP and SPP). Some Of the.e prnjectinon are very igh; e.g. g state- 7- The future demand for Phd graduateo would appear tO be a sobotantial -ndere-tla te or a survey erroe (see footnote /d in Table 10 aed pa.rargroh 5.2n in Main Report for a discussion of this isoae). /e Does nt appear correct; even thoagh it is ank.owledged that most additional 80A0.6 personnel are pr-ovicial, some expeeste at the ce-tra2 office level can he expected. /f Data for espantois not a-ailable, bht anticipated to he suhotential. /f Data sot available. hIt was not possible du-ing the -ou-se of the survey to nhtein data concerning staff expansion in the private eotate seetor To thIs ectent these estimates are low, partinalarly with respe-t to KH.Sc and Diploma graduates. Sour-e Derived from survey of future manpower require-nent. in agrloultsre see p-ragraph 12 of this Annex and Supplee.Otary Do -ment NO. 2. INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICIJLTURE Distribution of Future Stated Requirements for Technical and Managerial Manpower by Major Discipline and Qualification in the Government's Agricultural Ministry, Provincial Services and Enterprises /a Ministry of Agriculture - Central Staff Provincial Agricultural Services Government Enterprises Total Governmnt Main discipline Ph.D. M.Sc. + B.Sc. Diploma Total Ph.D. M.Sc. + B.Sc. Diploma Total Ph.D. M.Sc. + B.Sc. Diploma Total Ph.D. M.Sc. + B.Sc. Diploma Total Sarjana Sarjana Sariana Sarjana Veterinary Medicine - 268 23 31 322 - 462 - 462 - 2 - - 2 - 732 23 31 786 Animal Husbandry - 258 173 1,157 1,588 - 342 110 4,065 4,517 - 6 1 9 16 - 606 284 5,231 6,121 Agricultural Engineering - 281 365 71 717 - 424 486 12 922 - 52 19 118 189 - 757 870 201 1,828 Agriculture General Agriculture 2 300 724 9,795 10,821 - 254 1,845 19,855 21,954 1 36 33 584 654 3 590 2,602 30,234 33,429 Agronomy 1 377 344 253 975 - 634 467 165 1,266 - 91 20 124 235 1 1,102 831 542 2,476 Plant Science 1 402 857 192 1,452 - 306 298 - 604 1 38 16 101 156 2 746 1,171 293 2.212 Soil Science - 91 174 15 280 - 296 287 - 583 1 18 14 82 115 1 405 475 97 978 Tree Crops - 257 453 1,937 2,648 - 39 155 - 194 - 34 23 156 213 - 330 631 2,094 3,055 Entomology - 62 30 34 126 - - - - - 1 - - - 1 1 62 30 34 127 Socioeconomics 2 412 443 50 907 - 442 480 - 922 - 37 20 112 169 2 891 943 162 1,998 Food Science/Technology - 95 10 54 159 - 35 31 - 66 - - - - - - 130 41 54 225 ° Subtotal 6 1,996 3,035 12,331 17,368 - 2,006 3,563 20,020 25,589 4 254 126 1,159 1,543 10 6,256 6,724 33,510 44.500 Forestry General Forestry - 343 129 227 699 - 57 56 1,074 1,187 - 15 72 1,088 1,175 - 415 257 2,389 3,061 Forestry Economics - 305 85 1,100 1,490 - 89 53 1,030 1,172 - 120 75 1,163 1,358 - 514 213 3,293 4,020 Subtotal - 648 214 1l327 2,189 - 146 109 2,104 2,359 - 135 147 2,251 2,533 - 929 470 5.682 7.081 Fisheries - 363 333 533 1,229 - 575 903 580 2,058 - 15 336 76 427 - 953 1,572 1,189 3,714 Biology - 46 2 - 48 - 1 - - I - - - - - - 47 2 - 49 Total 6 3,860 4,145 15,450 23,461 - 3,956 5,171 26,781 35,908 4 464 629 3,613 4,710 10 8,280 9j945 45.844 64,079 /a Figures shown in this table are the total of vacancies, expansion (requirements) and replacement. 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Diploma Total MSc. & BSc. Diploma Total MSc. & Bsr. Diploma Total Sarjana Sarjana Sarjana Narjana Sarjana … ------ (No.) ________ -(No. ) ------------ ---------- (No.) ---------- ------------- (No.) ----------- --------- (T p .a.) -------- Ministry of Agriculture Secretariat General 43 21 4 68 /b /b /b /b 6 3 1 10 49 24 5 78 2.6 2.7 4.5 2.7 Inspectorate General 12 2 7 21 40 36 27 143 2 - 1 3 94 39 35 167 50.9 80.1 38.0 51.3 D.C. Food Crops 175 83 130 398 187 206 365 759 94 11 18 53 396 300 513 1,199 17.1 29.3 31.6 25.3 D.C. Livestock Services 219 6 90 314 812 108 3,738 4,678 30 1 12 43 1,080 115 3,840 5,035 37.7 80.5 111.8 74.2 D.C. Estates 435 1,007 2,756 4,198 949 2,225 11,033 14,2n7 60 139 379 577 1,444 3,370 14,168 18,982 27.1 27.3 38.7 35.2 D.C. Forestry 612 213 573 1,398 515 P8 7,354 7,957 84 29 79 192 1,211 330 8,006 9,547 14.6 9.2 69.5 46.8 D.C. Fisheries 91 111 74 266 150 264 318 732 11 15 10 36 242 390 402 1,034 24.4 28.6 40.2 31.1 Agency for Agric. Education, Training & Extension 146 105 159 410 264 81 728 1,073 20 14 22 56 430 200 909 1,539 24.1 13.8 41.7 30.3 Agency for Agricultural Research 6 Development 676 185 658 1,519 1,244 41n 1,348 3,002 93 25 90 208 2,013 620 2,096 4,729 24.4 27.4 26.1 25.5 BIMAS 22/c 4/c - 26 - - - - 3 1 - 4 25 5 - 30 2.6 4.6 - 2.9 Subtotal 2,420 1,737 4,451 8,608 4,221 3,419 24,911 32,550 333 237 612 1,182 6,974 5,392 29,974 42,340 23.6 25.4 46.4 37.6 Other Ministries D.C. Higher Education 2,009 126 34 2,169 1,638 145 51 1,934 276 17 5 29R 3,923 288 90 4,301 14.3 18.0 21.5 14.7 D.G. Water Resources Devlpt. 103 - - 103 26 - - 26 14 - - 14 143 - - 143 6.8 - - 6.8 D.C. Transmigration 9q 50 99 247 125 687 2,803 3,615 13 7 14 34 236 744 2,916 3,896 19.2 71.6 96.7 73.6 D.C. Cooperatives 39 10 11 60 75 113 11 199 5 1 2 8 119 124 24 267 25.0 65.5 16.9 34.8 BRI 130 25 39 193 318 25 39 391 19 3 5 36 466 53 81 600 29.0 16.2 16.3 25.5 Subtotal 2,379 211 182 2,772 2,192 970 2,903 6,055 326 28 76 390 4,887 1,209 3,111 9,207 15.5 41.8 76.4 27.1 Provincial Agricultural Services Food Crops 972 1,427 4,294 6,583 1,0n5 2,085 7,380 10,490 120 196 589 905 2,007 3,708 12,253 17,968 18.1 21.0 23.4 22.2 Livestock Services 373 15 3,488 3,876 646 75 3,525 4,246 51 2 479 532 1,070 92 7,492 8,654 23.5 43.7 16.5 17.4 Estates 195 198 584 977 24n 1,068 3,240 4,548 27 27 90 134 462 1,293 3,904 5,659 18.8 45.5 46.2 42.1 Forestry 398 159 1,806 2,363 92 97 1,954 2,133 55 22 248 325 545 268 4,008 4,821 6.5 11.0 17.3 15.3 Fisheries 125 136 512 773 503 838 449 1,790 17 19 70 106 645 993 1,031 2,669 38.8 48.8 15.0 28.1 Education, Training 6 Extn. 37 116 83 236 401 158 183 742 5 16 11 32 443 290 277 1,010 64.3 20.1 27.3 33.7 BIMAS 395 585 10,031 11,011 624 /b 5 ,375 5,999 54 80 1,378 1,512 1,073 665 16,784 18,522 22.1 2.6 10.8 11.0 Subtotal 2,395 2,636 20,788 25,819 3,521 4,311 22,106 29,938 329 362 7,855 3,546 6,245 7,309 45,749 59,303 21.1 22.6 17.1 18.1 Government Enterprises Food Crops 18 25 245 288 121 5 434 560 2 3 34 39 141 33 713 887 51.0 5.7 23.8 25.2 Livestock Services 5 4 9 17 7 - 8 15 1 1 1 3 13 5 17 35 21.1 4.6 16.3 15.5 Estates 316 207 1,458 1,991 147 105 629 881 43 28 200 271 506 340 2,287 3,133 10.0 10.4 9.4 10.0 Forestry 262 434 2,163 2,859 99 87 1,954 2,140 36 60 297 393 397 581 4,414 5,392 9.0 6.0 15.3 13.5 Fisheries 4 47 83 134 15 330 64 409 1 6 11 18 20 383 158 561 38.0 52.1 13.7 33.1 Subtotal 605 717 3,957 5,279 389 527 3,089 4,005 P3 98 543 724 1,077 1,342 7,589 10,008 12.2 13.4 14.0 13.6 Total Government 7,799 5,301 29,378 42,478 10,313 9,226 53,009 72,548 1,071 725 4,036 5,832 19,183 15,252 86,423 120,858 19.7 23.5 24.1 23.3 /a Taken from Annex 4, Table 2. /b No estimates were available. /c These figures were taken from Bank Report No. 2711a-INT), "Indonesia - National Agricultural Extension IT Project," Staff Appraisal Report, February 28, 1980 Source: Supplementary Document No. 9, "Some Analysis of Theoretical Demand for Technical and Professional Manpower in Agriculture". ANNEX 5 - 74 - Table 12 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Regional Distribution of Additional Manpower Requirements in Provincial Agricultural Services for Food Crops /a Manpower Numbers Distribution of Manpower Region PhD MSc + BSc Dip PhD MSc + BSc Dip Sarjana Sarjana ---------- (No.) ---------- ---…-------- (x) …-------- --------------------- Present Manpower ------ (1978/79) Java - 431 871 2,614 - 49.4 61.0 61.0 Sumatera - 201 215 643 - 23.1 15.1 15.0 Kalimantan - 60 113 342 - 6.9 7.9 8.0 Sulawesi - 95 127 385 - 10.9 8.9 9.0 Eastern Islands - 85 101 300 - 9.7 7.1 7.0 Total - 872 1,427 4,284 - 100.0 100.0 100.0 …------------------ Additional Manpower -- (1978/79 to 1983/84) Java - 573 1,242 3,602 - 50.5 54.4 45.2 Sumatera - 221 176 1,489 - 19.5 7.7 18.7 Kalimantan - 89 141 712 - 7.8 6.2 8.9 Sulawesi - 149 479 1,237 - 13.1 21.0 15.5 Eastern Islands - 103 243 929 - 9.1 10.7 11.7 Total - 1,135 2,281 7,969 - 100.0 100.0 100.0 /a Excludes BIMAS staff. Source: See Annex 5, Table 11. INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Summary of Future Stated Manpower Requirements in Government and the Private Sector by Commodity Grouping /a Present Staffing (1978/79) Expansion Ph.D. M.Sc. + B.Sc. Dip. Total Ph.D. M.Sc. + B.Sc. Dip. Total Commodity Grouping Sarjana Sarjana …-------------- (No. ) -- ------- (No.) --------------- Foodcrops - 1,065 1,535 4,659 7,259 - 1,451 2,483 8,726 12,660 Livestock 3 606 28 3,617 4,254 - 969 167 4,968 6,104 Estates 6 1,161 1,868 6,074 9,109 4 1,590 4,158 15,252 21,004 Forestry - 1,338 886 4,679 6,903 - 3,073 384 10,312 13,769 Fisheries - 213 365 840 1,418 - 708 1,943 937 3,588 BIMAS - 417 589 10,031 11,037 - 788 580 8,670 10,038 Total Requirement (1978/79 to 1983/84) Implied Growth Rate (1978/79 to 1983/84) Ph.D. M.Sc. + B.Sc. Dip. Total Ph.D. M.Sc. + B.Sc. Dip. Total Sarjana Sarjana ---------------- (No.) --------------- -------------- (% p.a-) --- Foodcrops - 2,516 4,018 13,385 19,919 - 18.8 21.2 23.5 22.4 Livestock 3 1,575 195 8,585 10,358 0 21.0 47.4 18.9 19.5 Estates 10 2,751 6,026 21,326 30,113 10.8 18.8 26.4 28.6 27.0 Forestry - 4,411 1,270 14,991 20,669 - 26.9 7.5 26.2 24.5 Fisheries - 921 2,308 1,777 5,006 - 34.0 44.6 16.2 28.7 BIMAS - 1,205 1,169 18,701 21,075 - 23.6 14.7 13.3 13.8 /a Note that there are two differences between this table and Table 15. First, this table covers the private sector, while Table 15 does not. Second, these estimates of requirements are based on managers- and employers estimates; Table 15 estimates are based on theoretical requirements for development programs. Note also that if totalled these figures would not be equal to the totals in Annex 5, Table 10 because the numbers in this table are only for institutions for which a commodity grouping or specialty could be assumed. > Source: See Annex 5, Table 10. X X " t.n - 76 - ANNEX 5 Table 14 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Summary of Estimated Future Government Theoretical Manpower Requirements by Commodity Groupings Compared with Current Staffing Present Staffing (1978/79) Additional staff (1978/79-1983/84) Commodity Grouping MSc. & BSc. Diploma Total MSc. & BSc. Diploma Total Sarjana Sarjana ------------ (No.) ------------ ------------ (No.) ------------- Foodcrops 1,065 1,535 4,659 7,259 1,469 2,506 8,820 12,795 Livestock 596 25 3,586 4,207 1,567 187 7,763 9,517 Estates 946 1,412 4,798 7,156 1,466 3,591 15,561 20,618 Forestry 1,272 806 4,542 6,620 881 373 11,886 13,140 Fisheries 210 294 669 1,173 697 1,472 922 3,091 BIMAS 417 589 10,031 11,037 681 81 6,753 7,515 Total Requirement (1983/84) Implied Growth Rate MSc. & BSc. Diploma Total MSc. & BSc. Diploma Total Sarjana Sarjana ------------ (No.) ------------ ----------- (% p.a.) ----------- Foodcrops 2,534 4,041 13,479 20,054 18.9 21.4 23.7 22.5 Livestock 2,163 212 11,349 13,724 29.4 53.3 25.9 26.7 Estates 2,412 5,003 20,359 27,774 20.6 28.8 33.5 31.2 Forestry 2,153 1,179 16,428 19,760 11.1 7.9 29.3 24.4 Fisheries 907 1,766 1,591 4,264 34.0 43.1 18.9 29.5 BIMAS 1,098 670 16,784 18,552 21.4 2.6 10.8 10.9 Source: See Annex 5, Table 12. - 77 - ANNEX 6 Page 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Salaries and Other Payments to Government Employees /1 General 1. All employees in Indonesian government receive a standard salary according to the grade ("Golongan") and level in which they have been classified. In general terms the relationship between salary grade and sub grade and their function can be described as follows: Sub- Grade grade General job description IV e Pembina Utama - Principal Manager d Pembina Utama Madya - Senior Manager c Pembina Utama Muda - Senior Manager b Pembina I - Manager a Pembina - Manager III d Penata I - Administrator c Penata, Akta V - Administrator or Special Teacher with PhD b Penata Muda I, Akta IV - Administrator or Teacher with M.Sc. a Penata Muda - Administrator or Teacher with Sarjana II d Pengatur I - Supervisor c Pengatur, Akta III - Supervisor with Akademy diploma b Pengatur Muda I - Supervisor with Sarjana Muda a Pengatur Muda - Supervisor with SMA (General Senior High School) I d Juru I - Worker/Laborer c Juru - Worker from Junior Level Vocational School b Juru Muda I - Worker from SMP (Lower secondary school) a Juru - Worker from SD (Junior school) /1 The material in this annex is based on information obtained by the mission, but the mission work and the presentation here has benefitted considerably from an article by Clive Gray entitled, "Civil Service Compensation in Indonesia," Bulletin of Indonesian Economic Studies, Vol. XV, No. 1, March 1979. The information on salaries in this annex is based on the situation before the increases which were introduced in January 1981. - 78 - ANNEX 6 Page 2 2. Government regulations promulgated recently which defined the status, rights and privileges of government employees,/l mentioned inter alia the conditions for movement of employees through the grades and levels. In brief promotion within a grade through the levels is usually a regular occurrence each 4 years. However, there will be no such regular promotion above IIId unless the individual has qualifications higher than a Sarjana degree. Structural promotion between grades takes place on a selective basis. The requirement for qualifications in excess of Sarjana before grades higher than IIId can be achieved has had an immediate effect on career planning by civil servants and can be expected to stimulate the pressures for higher degrees. The grade III and IV staff are in turn classified into echelons which identify rank in the government hierarchy. These are as follows: Echelon Grade (Golongan) Rank I IV c, d, e Director General Secretary General Inspector General II IV b, c, d Director Bureau Chief III IV a, b, c Division Chief IV III b, c, d Subdivision Chief University Staff 3. University staff are public servants - except for a small minority employed by private universities. Staff retire at age 65, in contrast to age 56 in the public service as a whole. Greater weight is given to academic qualifications in deciding on the grade and level for entry; qualifications affect basic salaries as well as the functional allowance i.e., special teaching allowance - in total some Rp 12,000/month extra. Also, promotion - often associated with the earning of a PhD - may take place after two years in one subgrade, e.g., from III-c to lIId - appreciably faster than in the Civil Service as a whole (see para. 2). A PhD in some cases is also the qualification required before official housing is allocated. /1 Peraturan Pemerintah Republik Indonesia, Nomor: 3 Tahun 1980, Tentang, Pengangkatan Dalam Pangkat, Pegawai Negeri Sipil. - 79 - ANNEX 6 Page 3 4. Total earnings of university staff members may be categorized into: (a) Basic Salary and Automatic Allowances. (i) Basic salary (scales revised upwards drastically in 1979) are in four grades (Golongan I-IV). Each grade is further subdivided into subgrades (see para. 1). Within these levels there are also incremental steps for every two years' service; (ii) Automatic allowance for spouse - 5% of basic salary; (iii) Child allowance for children up to 21 years - 2% of basic salary (maximum of 3 children); (iv) Responsibility and rank allowance - payable only to high officials categorized in Echelons I through IV (Golongan IIlb and upwards). This allowance is approximately 20% of basic salary. (v) Functional - or Special Teaching Allowance payable accord- ing to Grade and Subgrade, which also closely parallels academic ranking. The range is from Rp 10,000/month in Grade IIIa up to Rp 100,000/month in Grade IV d or e. With access to the Basic Salary and automatic allowances, a lecturer (Lektor) /1 with five years service in Grade IVa, with wife and three children under 18 years old would receive a monthly salary as follows: /1 Academic ranks in Indonesia with comparable Government Grades and Subgrades, and eligibility for special teaching allowance (functional allowance) are as follows: Special teaching allowance Rank Grade and subgrade (Rp/month) Professor (Professor) IV d and e 100,000 Lektor Kepala (Chief Lecturer) IV b and c 60,000 Lektor (Lecturer) IV a 45,000 Lektor Madya (Inter- mediate Lecturer) III d ) PhD start here 35,000 Lektor Muda (Junior Lecturer) III c ) 25,000 Assisten Ahli (Expert Assistant) III b 10,000 Assisten Ahli Madya (Intermediate Expert Assistant) III a 10,000 - 80 - ANNEX 6 Page 4 Iteem Rp/month Basic salary (Grade IVa) 51,800 Wife allowance 2,590 Children allowance 3,108 Position or echelon allowance 10,360 Special teaching allowance 45,000 Total 112,858 = US$181 (625 Rp - $1) Less 10% deducted /a 101,572 = US$163 /a From the total 10% is subtracted as compulsory saving, and divided between a Civil Servants Welfare Fund and Civil Servants' Savings and Insurance. In addition a monthly rice allowance in kind, is estimated to be worth about 20% of average emoluments, although this would depend on grade and allowances. (b) Sanctioned Discretionary Supplements in Cash or Kind - The token value of these may well exceed basic salary and allowances, especially for the most senior staff enjoying housing and official transport. Included in this category are the following: (i) Project honoraria. An honorariura sanctioned by the Dean of Faculty or University Rector for each project (often "research" projects) in which the staff member partici- pates. The sum involved is significant in cash terms, and very variable according to project, due to its being at the discretion of supervisors. A sum of Rp 10,000 per project and five or more projects per person would net an additional Rp 50,000/month. (ii) Housing. The eligibility for this varies widely between agencies and universities, according to availability. Its value is currently estimated at between 9 and 12% of basic salary. Houses are allocated on a discretionary basis either according to responsibility and rank (e.g., Deans of Faculties or full Professors, Division Chiefs) or according to academic qualifications e.g. Ph.D. (Unavailability of houses seriously reduces mobility of university staff interested in accepting appointments at younger, provincial universities.) There may also be free transport from - 81 - ANNEX 6 Page 5 residential areas to the university campus. (iii) Transport in the form of a government car is sometimes provided, possibly also with a driver, to the same categories of staff as benefit from a housing allocation. The imputed value of such a vehicle - where available also for private use - would be very considerable - say 50% of the basic salary plus allowances. (iv) Per diem travel allowances, where these exceed actual or reasonable expenses, can become significant additional sources of income. Agencies and universities visited by staff frequently carry the cost of the traveller's local expenses on their hospitality accounts thereby providing the staff member with an added pecuniary benefit. In other cases the traveller may have as much personal as official business to transact during a visit. (v) The holding of sanctioned second appointments, either in the public and parastatal sector, is particularly common with university staff. Indeed in many situations it is not clear which of two agencies is the primary employer (e.g., university, research institution or ministry). Since university staff lists do not differentiate between full and parttime staff it is difficult to establish their full time staff equivalent. Considerable deference is paid to education, such that some government officials draw regular faculty stipends and fringe benefits for teaching a few hours per week (on a part or piece-work basis), but are not otherwise available for the business of their institutions, even though appearing on faculty and departmental lists. The practice operates in two ways. In one, the more senior staff of agriculture and related faculties draw their major salaries and allowances from the university and dedicate themselves primarily to it; at the same time they are in demand to lead and support research or development programs of Government, or parastatal agencies, especially in their own area, or province. More junior staff may be more heavily committed to projects - increasingly organized by or through the faculty or university. In the other case, officials in Government departments, parastatal organizations or research institutes may formally hold specific teaching appointments in universities, with basic salary plus allowances being paid for both jobs. In both - cases, only a minority of dedicated souls put in the contractual time on both jobs. - 82 - ANNEX 6 Page 6 The practice also tends to he location specific. University staff in the more remote and less developed - provinces ipso facto have very limited opportunities to hold a second official job: and hence an additional private sector job or consultancy has added attractions. Staff appointed to universities in Java and especially West Java close to the administrative capital of Jakarta, have opti- mal opportunity to hold second official jobs, and commonly do - to the extent that even very high (Rp 2500O00/month) supplementary payments to encourage them to spend periods in outer island universities are still not seen as being sufficient to compensate for alsences from the opportunities for earning supplementary incomes on Java. The attitude to second jobs also appears to vary by university. Noticeably the trend is towards university staff being required to devote more of their time to university work. A minimum of 20 hours or a specified number of days per week on campus appears common in the better developed institutions. As the supply of well-qualified personnel improves, the need to utilize staff expertise in two jobs is expected to diminish, although the impact of such a phenomenon on the sanctioned income earning capacity of government employees is likely to be significant. Second appointments are clearly of considerable importance to staff since basic salary and automatic allowances from one appointment are not sufficient to support a staff member's basic costs in the urban areas of major cities. It can double basic salary and automatic allowances, and in most cases may be expected to add 25-50% to them. However, there is a considerable degree of inequity in that second jobs - like housing, transport and rank allowances - are mainly available to those already holding relatively senior appointments, while more junior staff have to be contented with discretionary project allowances and such other nonofficial work as may be found and condoned by their superiors. (vi) MIiscellaneous supplements in cash and kind include some medical services and pharmaceuticals, free or subsidized lunches, athletic or social facilities and possibly some domestic service. Tqhile valuable, these supplements do not constitute a significant addition to real income. As in section (a) above, an estimate of the value of sanctioned discretionary supplements in cash or kind follows, for the same typical lecturer (Lektor) as discussed under (a) are given below: - 83 - ANNEX 6 Page 7 Item Rp/month Project honoraria 50,000 Housing (12% of basic salary) 6,216 Domestic utilities 3,000 Official transport 65,000 Second appointment 75,000 Total Rp 199,216 = US$319 Total monthly remuneration in the case of a Grade IV a lecturer would thus total: (a) Basic salary and automatic allowances Rp 112,858 (US$181) (b) Sanctioned discretionary supplements Rp 199,216 (US$319) Total Rp 312,074 (US$499) (c) Other Sources of Income. While not strictly comparable to (a) and (b) above, since in theory they are generated outside official working hours, other income often flows directly from the official position held and is frequently of overwhelming importance in a staff member-s total annual income. The following are important in this context. (i) Moonlighting jobs outside official hours. Typically this could be a consultancy to a private company, but may - as in the veterinary profession - be self-employment at a private animal clinic, running a farm, etc. (ii) Non-income earning pursuits in official time, such as arranging contracts, thesis committees, even facilitating a student's entry into graduate programs. As in the sanctioned discretionary supplements, the direct income from consultancies would be most important for senior staff and officials, being much less readily available for junior staff. Remuneration can be lucrative (figures as high as $2,500 per month have been quoted) for the top academic staff. On the other hand junior staff with less contacts and prestige are often significantly less fortunate, unless they derive secondary (through - 84 - ANNEX 6 Page 8 subcontracts) benefits from their superiors. For the typical "lektor" additional work may net a further Rp 30,000/month, bring- ing his total income, in cash and allowances, to some Rp 342,000 ($547) per month. For more junior staff, say at the level of "lektor muda" on Grade IIIc, with no echelon allowance, few proj- ect honoraria, no housing or transport and no second appointment, total income in cash and kind would be disproportionately lower. It is generally agreed that there are inequities. It is expected that over time there will be an increase in official basic sala- ries and allowances on the one hand, and an increasing requirement for staff to work full time with the university, foregoing second and supplementary income on the other. The present situation obviously results in disincentives to devote more than a minimum time to teaching and student-related activities. 5. Comparison of Government with Private Remuneration. Hard data on remuneration in the private as in the parastatal sectors is not readily available. Examples given to the mission suggest that it is at least of the order of 30-50% higher than for comparable positions (including all allowances) in the public sector, and for doing one job full time only. On the other hand government service provides considerable opportunity for additional income as explained above. - 85 - ANNEX 7 Page 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Supply and Demand for Technician Level Manpower /1 Supply 1. The supply of technical level agricultural manpower in Indonesia had always been short of the demand since 1960 when the Government started to substantially extend agricultural services throughout Indonesia. There were at that time ten agricultural technician training schools at senior secondary level under the respective Directorates General of the Ministry of Agriculture (now referred to as Sekolah Pembangunan Pertanian or SPPs), and no provincial or private SPPs. Due to the increased demand for trained agricultural manpower, a rapid expansion of agricultural training institu- tions took place from 1960 to 1970. During this period, one additional national SPPs and 78 provincial and private SPPs were established. However, the standards and the efficiency of training in these SPPs were generally low. In 1973, when all the SPPs were producing graduates, the total enroll- ment of the 89 SPPs was about 11,600 and the annual output about 1880 (see Annex 3, Table 2). 2. With the upgrading and increase in the number of national SPPs (from 11 to 17), as well as the estahlishment of the AAETE (see Annex 3), the enrollment of SPPs increased sianificantly. From 1973 to 1979, the enrollment of the national SPPs increased by 46% (2,176 to 3,180) and the output by 112% (508 to 1,079). In the 78 provincial and private SPPs, the increase in enrollment was 19% (9,421 to 11,210) and of output was 95% (1,370 to 2,684). Taking all the SPPs together, the total enrollment in 1979 was 14,390 or 24% more than the total enrollment in 1973 and the total output was 3,763, representing an increase of 100% (see Annex 3, Table 2). 3. The above data show a marked improvement in the proportion of output to enrollment in all the SPPs in general. This may be attributed to some extent to the efforts of the AAETE in improving the quality of instruc- tion. The graduating ratio /2 of the national SPPs increased from 23% in /1 For the purposes of this report technical manpower is produced at the the following types of vocational schools: Agricultural Development Schools (SPPs - MOA); Agricultural Technical Schools (SMTP - MOE); Akademies: and Universities - SO or Diploma qualifications. In this annex supply projections cover only SPPs (see Annex 3, para. 6). /2 Output is a percentage of enrollment in the same year. This is not an ideal measure of productivity, but the only one feasible with the data available. - 86 - ANNEX 7 Page 2 1973 to 34% in 1979; the provincial and private SPPs from 14% to 24%. Using the 1979 index of the national SPPs as a basis, it is apparent that the provincial and private SPPs are operating less efficiently (in numerical terms) than the national SPPs. This could be attributed generally to their lack of adequate teaching facilities and teaching staff at provincial and private SPPs; attention to these matters is recommended to determine the extent to which their performance could be improved./I 4. Of the total number of SPP graduates in 1979, of 3,763 some 3,374 or 90% specialized in crop agriculture, 218 (6%) in animal husbandry and 171 (4%) in fisheries./2 For the purpose of this analysis the above distribu- tion of graduates is expected to continue to 1984 (see Table 2). 5. The technical agricultural education system in Indonesia does not yet include pre-service training programs for forestry technicians. Before 1970, there were two forestry senior secondary schools. However, these schools could not meet the great demand for forestry technicians and the Government discontinued the pre-service training program in these schools. Instead, they were converted into in-service training centers where 10-month induction and training courses were conducted for new recruits (SMA graduates) with no previous training in forestry (para. 13, Annex 3). The schools' output was thereby tripled. Since then, the Government has con- tinued to recruit untrained forestry personnel (usually graduates of general senior secondary schools) and requires them to take the induction and tech- nician training courses immediately after they are recruited. At present, there are six forestry inservice training centers which between them train about 480 new recruits annually. However, the Government has decided, with Bank assistance (Ln. 1692-IND) to re-establish two forestry technician training schools (forestry SPPs) during the current Repelita lIT since the induction training course has been found to be inadequate for the various skills which forestrv technicians need to learn. Demand/Requirements 6. A detailed review of all aspects of the future demand for technical level manpower in agriculture is contained in Annex 5. The various estimates suggest an annual demand for agricultural technicians /3 of between 4,000 and 7,000 during 1983/84 including the number required to replace those who retire /1 A graduating ratio of 33% is in fact the maximum one could expect given a three-year program; higher indices are recorded, however, when repeating students, or students who enroll for a final year at an SPP. /2 These figures are taken from Table 3 in Annex 3. In Table 4 of that Annex data for enrollments and graduations for years 1968 and 1978 are shown. /3 BSc (Sarjana Muda) and Diploma and SPP graduates. - 87 - ANNEX 7 Page 3 for various reasons (derived from Annex 5, Table 7). Stated manpower requirements are much larger (see Table 1)./1 Supply Compared with Demand/Requirements 7. Based on these estimates, it is obvious that the present supply mechanism for technician level agricultural manpower cannot meet the budget constrained demand for 1984. If the output of existing training institutions (SPP's) remains constant for the next five years, the yearly supply would meet the most conservative estimate of demand (4,000), but would result in a shortfall of about 2,700 at the upper estimate of demand. If requirements are compared with projected supply, then only 25% of the need is met, a deficit of about 13,000 in 1984. The shortage of crop husbandry technicians would be the greatest: nearly 65% of the shortage is for this type. 8. To help alleviate the shortage of technician level agricultural manpower in Indonesia, the Government with Bank assistance (Loan 1692-IND) is now in the process of establishing additional national SPPs and of upgrading and expanding the physical facilities of selected provincial SPPs. However, these SPPs would only start producing additional graduates in 1985 and therefore would not influence the manpower supply during the next five years. The only possible means of increasing the supply during this period would be to increase the throughput of the existing SPPs. Relatively little improvement can be made to the internal efficiency of the national SPPs with their low dropout rate of 20% and high graduating ratio of 34%. However, there is plenty of room for the improvement of the efficiency of provincial and private schools which, if made as efficient as the national SPPs, could raise their output from the present 2,684 p.a. (See Annex 3, Table 2) to about 4,600 or an increase of about 70%. This could meet the annual shortfall. In addition, a reduced curriculum for all SPPs could be considered as a short-term measure. 9. To raise the efficiency of the provincial and private SPPs, however, the Government needs to provide scholarships for the capable but needy students and so minimize dropouts due to the students' inability to continue paying school fees (which provincial SPPs rely on for partial support; private SPPs rely on school fees for their main support). In addition, the Government should provide those schools with more adequate didactic equipment, besides assisting them in attracting and retaining more qualified teaching staff so upgrading the quality of their instruction. The pass rate of students in the national final examinations administered by the AAETE should thereby be improved from the present figure of about 70% to nearer the 98% of national SPPs. 10. Once the SPPs currently being established and upgraded (including those under the Bank-assisted project) become fully operational, there would seem to be no need for further expansion of the capacity of crop or animal husbandry oriented SPPs since it should be possible to increase output by /1 See Annex 5, paragraphs 13 to 17 for the basis underlying projections of manpower requirements. - 88 - ANNE( 7 Page 4 improving their efficiency (mainly of the Provincial, District and private schools). However, additional fishery and forestry SPPs appear necessary since annual outputs (currently near their maxima) from existing institu- tions fall well short of the projected annual demand for fisheries and forestry technicians. Additional forestry SPPs merit priority however, since the 10-month induction training course now being given to new recruits (in effect a pre-service training course) has proved inadequate to meet their training needs. As soon as an adequate number of forestry SPPs has been established for the training of forestry technicians, the Government intends to discontinue the 10 month induction course. Existing training centers so released will be used for periodical training of forestry staff to keep them abreast of the latest developments in their field of specialization, and to provide skill training when the need arises. 11. Before concluding the annex it should be stressed that SMTP graduates were not considered in this analysis. They were excluded because of uncertainty regarding the future development of these schools (see Annex 3, para. 6) and the type of training received by their graduates. However, upgrading and broadening of the SMTP program are obviously among the strategies available to the GOI for increasing the output of technical manpower in agriculture. It is likely that these schools could add about 2,000 technicians to the potential annual supply. - 89 - ANNEX 7 Table 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Projected Supply and Requirements for Agricultural Technicians (SPPs) by Field of Specialization (1983/84) Projected Projected annual require- Supply as x Annual Field of supply /a ments /b of requirement shortage specialization (No.) (no.) (%) (No.) Food, estate crops (crop husbandry) 3,374 11,562/c 29 8,188 Livestock 218 1,421 15 1,203 Fisheries 171 881 19 710 Forestry 480/d 3,147 15 2,667 Total 4,243 17,011 25 12,768 /a See this Annex, paragraphs 3 and 4. Assumes that unless specific measures are taken the projected annual supply over the next 5 years is about equal to the current annual output. This is an underestimate to the extent that private vocational, technical and secondary agricul- tural education and training are not included or expanded. Even if graduates from these excluded programs were equal to those from the SPPs, then a deficit would still exist. /b Numbers here are the sum of BSc (Sarjana Muda) and Diploma staff derived from Table 14 in Annex 5 for the year 1983/84. See footnote to Table 14. Note also that these requirements are probably an overestimate (see para. 15 in Annex 5), they are adjusted to a 10-year projection period (see Chapter 5 in the main report). /c Includes BIMAS staff. /d Output from 6 forestry in-service training centers in 10-month induction course. See this Annex, paragraph 5. ANNEX 7 - 90 - Table 2 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Projected Enrollment and Output of Agricultural Development Schools (SPPs) in 1985, by Field of Specialization /a Animal Inland Marine Item Crops husbandry fishery fishery Forestry Total National SPPs /b Number 11 8 2 2 2 25 Enrollment 2,112 1,536 385 385 385 4,803 Output 718 522 130 130 130/c 1,630 Provincial & Private SPPs Number 75 - - - 75 Enrollment 11,210 - - - - 11,210 Output 2,684 - - - - 2,684 Total Number 86 8 2 2 2 100 Enrollment 13,322 1,536 385 385 385 16,013 Output 3,402 522 130 130 130 4,314 /a Mission estimates. /b Includes SPPs currently being established and upgraded under Loan 1692-IND. /c Excludes the output (480 p.a.) of existing 6 in-service training centers on 10-month induction course. -91- ANNEX 7 Table 3 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Projected Annual Supply of Agricultural Technicians (SPPs) by Field of Specialization (1980-89) /a Field of Projected average annual supply specialization 1980-84 1985-89 Crop husbandry 3,374 3,402 Animal husbandry 218 522 Fisheries 170 260 Forestry 480/b 610/c Total 4,243 4,794 /a Mission estimates. /b Output of in-service training centers on 10-month induction course. /c Consists of graduates of forestry SPPs and output of in-service training centers on 10-month induc- tion course. - 92 - ANNEX 8 Page 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Inservice Training The Present Situation 1. Before 1974 inservice training programs for agricultural staff were conducted separately by each of the directorates general of the Ministry of Agriculture (MOA) on an ad hoc basis, whenever necessary and subject to availability of funds. These training programs received limited support. Only the Forestry Estate Enterprises and the Directorate of Estate Crops had permanent training facilities which were financed by these agencies themselves. All the other directorates-general conducted their inservice training, usually in borrowed quarters or in improvised centers with no practical training facilities. Altogether, a total of about 1,000 agricultural personnel were trained annually. 2. Since then, however, as agricultural activities progressively accelerated, and as more agricultural technicians (which the agricultural schools could not provide; see Annexes 3 and 7) with new agricultural skills were required, the Government intensified inservice training programs. First, it established or rehabilitated 26 national inservice training centers (ISTCs) for middle level agricultural technicians and one national agricultural training institute for higher level staff. In 1974, the management of these training institutions was centralized under the Agency for Agricultural Education, Training and Extension (AAETE). Fourteen of these ISTCs are now being utilized for agricultural (plant crops, animal husbandry, and inland fishery) technicians; six for marine fishery technicians; and six for forestry technicians. The Agricultural Training Institute is being utilized for agricultural project managers, subject matter specialists and agriculture teachers of the SPPs and ISTCs. 3. The second main group of inservice training institutions is made up of the departmental training institutes (two Forestry Estate Training Institutes and two Estate Crops Training Institutes) which provide training for special purposes. When these are added to the national training institutes there are at present 28 fairly well established and permanent inservice training institutions in Indonesia, primarily for the technical agriculture staff of the MOA (see Table 1). To a limited extent, these training institutions also train agricultural technicians of private firms (usually in forestry, plantation crops and marine fishery); in such cases all training expenses are reimbursed by the private firm concerned. The natic-al training institutions conduct national training programs for the staff of all the directorates-general and agencies of the MOA. The departmental training institutes cater only to the training needs of the staff of their respective agencies. Altogether, the national inservice training institutions have a total of 1,650 student places capable of conducting about 14,850 man-months per year of training, while the - 93 - ANNEX 8 Page 2 departmental training institutes have a total of 600 places, or a capacity to conduct about 5,400 man-months of training per year (see Table 1). 4. Of the 26 national inservice training institutions, 14 ISTCs were improved under the Bank-assisted First Agricultural Training Project (Credit 288-IND) one marine ISTC was improved under an FAO project and one animal husbandry (dairy) ISTC was established with assistance from the Government of Netherlands. Generally all the inservice training institutions have good training facilities and operate satisfactorily. Those under the AAETE (26 national institutions) receive financial support from the national government and those under the Forestry Estate Enterprise (two institutes) and the Directorate General of Estate Crops (2 institutes) are adequately funded by these agencies. The teacher (full time) - student ratio in each of these training institutions is about 1:12, their teachers are generally qualified and specialist teachers are generally available to them whenever needed, on a part-time basis. Many of the part-time teachers are permanent staff of the Ministry of Agriculture. 5. The existing inservice training system, however, does not provide equal opportunities to all agricultural staff in the country to undertake inservice training. The 28 training institutions are located in only 14 of the 27 provinces and half of these institutions are concentrated in the island of Java (see Table 2). Consequently, due to the expense involved in transporting trainees from provinces with no training facilities to the existing training centers, few agricultural staff in these provinces are able to attend inservice training courses. Also the existing training centers are not sufficient to meet the training needs of the agricultural staff in all the provinces. With the present number (about 35,000) of MOA's technical and managerial staff in the central government and .he provincial services (see Annex 4, Table 1), each staff member can attend only a one-month national inservice training course once in about every three years (para. 3). In order to improve the training opportunities of agriculture staff of the provinces who at present have inadequate or no inservice training facilities, the Government is now establishing seven additional national ISTC's in selected provinces (see Table 2) with Bank assistance (Second Agricultural Training Project, Loan 1692-IND). When these additional ISTCs begin to operate in about January, 1983, the training capacity of the national ISTCs will be increased by about 3,800 man-months. 6. Aside from the inservice training programs under the MOA, selected agricultural staff also undertake inservice training in general administra- tion under the authority of the National Institute of Administration (LAN)./l The LAN is a non-departmental institution directly under the Office of the President of the Republic of Indonesia. One of its functions is to conduct and/or coordinate training in general administration for all civil servants who are eligible for promotion to higher ranks, in accordance with civil /1 Lembaga Administrasi Negara (LAN) established in 1957 under Government Regulation No. 30. 94 ANNEX 8 Page 3 service regulations. This is referred to as career development training. Generally, the LAN conducts the training for eligibility to the highest grade (Grade IV) in the Government structure./l Only about 60 officials per year from the different ministries and agencies of the Government attend this course. The LAN, in cooperation with the various ministries, organizes these training programs./2 The courses for the lower ranks (ranks 2 and 3) are usually conducted by the different ministries or agencies themselves for their respective staff. However, before such courses can be conducted, the curricula need to be approved and the training authorized by the LAN. 7. There are five general types of inservice training programs for agricultural staff, namely: (a) orientation training (training for newly recruited personnel); (b) remedial programs; (c) career development programs; (d) degree training programs; and (e) upgrading programs. 8. Remedial Inservice Training Programs are intended for staff who have had no previous training in agriculture and for those who need to learn certain skills which are not taught in regular agricultural preservice courses at high schools and universities. For high level staff, the most common remedial courses are in administration and management of agricultural projects and enterprises. For middle-level staff the most common are the general agriculture technician course for less trained recruits, which is usually of three months duration taken in two or three installments (one or /1 There are 17 salary classes and four grades in the government structure (see Annex 6 for more details); the grades are as follows: Grade I - consisting of salary classes Ia, lb, Ic and Id. These are officials with formal education below senior high school level but above the sixth grade of elementary school. Grade II - consisting of salary classes Ila, IIb, IIc and IId. These are officials which usually have a formal education below the Sarjana degree. Grade III - consisting of salary classes IlIa, IIIb, IIIc and IIId. These officials usually have at least a Sarjana degree. Grade IV - consisting of salary classes IVa, IVb, IVc, IVd and IVe. These are senior managerial positions. /2 These training programs are conducted at the Administrative Staff College (SESPA). This is a training unit within the LAN and was established for the purpose of training public servants who occupy senior managerial or staff positions (usually the upper ranges of Grade III and of Grade IV. - 95 - ANNEX 8 Page 4 two months training per year) and is scheduled at the discretion of AAETE; and the 10 month forestry induction course given to technicians immediately after they are hired. Remedial training programs follow a fixed curriculum and are offered regularly every year and absorb about 58% of the training resources. 9. Career development inservice training programs (see para. 6) also follow a fixed curriculum and are offered regularly. The career development course for officials who are candidates for the highest civil service grade (grade IV) is standardized. However, the courses for eligibility to the middle ranks (grades II and III) are allowed by NIA to vary to some extent depending upon the functions of the agency offering the course. In the MOA, about 80% of each course is devoted to training in general administration and 20% to administration and management of agricultural development programs and projects. 10. Inservice degree training programs are organized in the same way as preservice degree training programs. Like preservice programs, inservice programs also have prescribed curricula and the students are awarded degrees or titles and receive diplomas and certificates upon satisfactory completion of their training. These diplomas and certificates are issued under the authority of either an established university or of the Ministry of Education. The main differences between the preservice program and the inservice program are that the students of inservice programs are employees of the agency conducting the training, the students are paid their full salaries while studying and do not pay for their studies while students of preservice programs generally are not employed and pay for their education. Employing agencies conduct inservice degree training programs for the following reasons: (a) to avoid having to compete with other employing agencies in hiring trained manpower particulary when the supply is short. Usually competition between government and private employers for trained manpower is keen because private employers generally offer higher salaries; (h) to ensure that their trained manpower stays with them. There seems to be an understanding between employers in Indonesia that an employee of an agency cannot transfer to another agency (government or private) unless the former employer endorses the transfer; (c) to be able to tailor a training program to meet specific skill requirements of employers. In some cases, existing preservice training programs do not provide the necessary skills for certain specialized activities. 11. The upgrading inservice training program consists of courses in different subject matter areas, which vary widely in length. The duration of courses under this type ranges from a few days to three months. These - 96 - ANNEX 8 Page 5 courses are developed and offered only when training needs arise and therefore may vary from year to year. For this reason, they are called irregular courses. They are conducted to keep the staff abreast with latest technological developments in their respective fields of expertise or to develop new understandings and skills which may be needed by those who take charge of the implementation of new development programs./I Planning of Training Programs within Ministry of Agriculture 12. Before the start of each fiscal year the AAETE, in consultation with the different units (directorates-general and agencies) of the MOA, prepares a national inservice training program for the entire staff of the MOA. This is usually done in a meeting of the representatives of the different units where their training requirements for the fiscal year are discussed and agreements are reached on the courses to be offered in the training program and on the number of participants to be admitted in each course. Since the training requirements of the different units of the MOA are usually greater than what the national training centers can accommodate, only the ad hoc courses with a duration of one month or more are scheduled at the training centers. Courses with a duration of less than a month are arranged elsewhere by the different units themselves. These courses are usually conducted in research institutions or wherever accommodations are available. 13. In 1978-79, a total of 75 different courses were conducted in all the agricultural inservice training institutions in the country. These courses were attended by about 12,000 agricultural staff members. As a whole, the training institutions conducted a total of about 19,500 man-months of training (see Table 3) 49% of which was utilized for training in general agriculture, 5% in marine fishery, 17% in plantation crops and 29% in forestry. About 37% of the total training capacity was utilized for high level training and the rest (63%) for middle level training. In proportion to the existing number of technical personnel in each sub-sector (1978-79), forestry had the largest percentage of staff. This may be attributed to the lack of preservice training programs in Indonesia for middle level forestry technicians. 14. Among the types of courses conducted at the national and depart- mental training institutions remedial courses had the highest attendance (Table 4). About 58% of all the trainees took remedial courses; of these 41% were middle-level staff and 17% higher level staff. This is expected since the supply of middle level agricultural manpower has been insufficient to meet the demand and a considerable number of middle level technicians who had no preservice training in agriculture are hired each year. Remedial courses are attended largely by these untrained technicians. For higher /1 Note that the discussion of the different types of training has not re- ferred to the quality of the training. - 97 - ANNEX 8 Page 6 level staff, remedial courses are conducted usually to supplement their preservice training in subject matter areas where their training had been deficient. The most common areas for which remedial training is given are in practical skills, administration and management of agricultural development programs and projects, and in methods of teaching agriculture and of agricultural extension. 15. The second most attended type of courses was the upgrading type. About 22% of the trainees attended courses of this type. It is estimated that in addition to those who were trained at the training centers, about 300 other staff members under the BIMAS (Input and Credit Program) and the National Food Crops Extension project and about 100 staff members from the Directorate-General of Livestock Services attended upgrading courses which were arranged by these units themselves (para. 12). Only about 13% of the trainees attended career development courses, and 6% attended degree training courses. 16. Among the existing inservice training institutions, only the Estate Crops Training Institute of the Directorate General of Estate Crops (Table 3) offers inservice degree training programs. The programs consist of three-year studies (Sarjana muda) in sugar technology and in agricultural accountancy for the staff of estate plantations. Only about 15 graduates under each of the training programs are produced annually since only a few graduates from each program could be absorbed by the state plantations annually. Plans are being developed to expand the training program for tree crop technicians. 17. Other types of training programs designed primarily to train staff for the Government are also conducted at some universities. At the Institute Pertanian Bogor (IPB) a two year diploma course in seed technology is being planned. This will build on seed technology courses which already form part of the curriculum for the Sarjana degree. The current courses and the diploma program are financed partly from funds provided by the Directorates General of Estate Crops, Food Crops and Forestry and is expected to start within the next two years with an annual intake of about 25 students. Graduates from the program will probably find employment not only in the government as seed technologists, but also in the National Seeds Corporation, provincial seed processing centers and nurseries or the private sector. A similar inservice diploma level training program exists in Hasanuddin University (South Sulawesi) for agricultural technicians, under the sponsorship of the provincial government. The program started in 1977, to meet the needs of the province for middle-level agricultural technicians. Inservice Training Programs Outside the Ministry of Agriculture 18. Inservice training programs in subjects related to agriculture are conducted by some ministries (other than the MOA) which participate in agricultural related activities. These ministries are: Ministry of Trade and Cooperatives (MOTC); Ministry of Manpower and Transmigration (MOMT); Ministry of Public Works (MOPW); Ministry of Education (MOE); Ministry of Home Affairs, and the Ministry of Finance. - 98 - ANNEX 8 Page 7 19. The MOTC offers courses in agricultural cooperatives management and in agricultural marketing, while the MOMT offers courses in extension methods and in project management. The courses offered by the MOTC at the present time may be adequate to meet their inservice training needs since the agri- cultural cooperatives are basically engaged only in storing and marketing of agricultural products. However, the Government's expectation of the future role for cooperatives suggests that an expanded inservice training program is indicated. The MOMT needs to have access to production oriented in- service training courses to keep its agricultural technicians abreast with latest production practices. This could be done by adding these courses to their present in-service training program or making arrangements with the MOA to include MOMT staff in the MOA inservice training program. 20. The agricultural related inservice training administered by the MOPW is essentially a degree program (at Sarjana Muda and Sarjana levels) in irrigation engineering designed specifically for the farm irrigation technicians of the MOPW. These courses are conducted at and in cooperation with three institutions - the Institute of Technology in Bandung, the Institute of Technology in Surabaya and the Diponegoro University in Semarang. These three institutions altogether produce about 100 Sarjana Muda and 30 Sarjana graduates each year. Although more graduates from this degree program are needed, the program is difficult to expand because of financial limitations. All training expenses incurred by both the students and the training institutions are paid for by the MOPW. To meet the yearly require- ments of the MOPW for irrigation engineers, civil engineering graduates are recruited from the university faculties of engineering. However, recruitment has always been difficult because many graduates prefer employment with the private sector which pays much higher salaries than the government sector./l 21. Inservice training programs under the Ministry of Education (MOE) are conducted in faculties of agriculture of leading universities for the teaching staff of less developed university faculties of agriculture. This training program has been going on at IPB since 1970 and at Gadjah Mada University since 1975. However, due to lack of sufficient financial support from the MOE, enrollment had been limited. Only a total of about 50 staff members from other university faculties of agriculture attend two month courses each year in certain specialized agricultural courses. Conclusions and Recommendations 22. After the expansion of the technician level agricultural training system under Repelita III is completed, the supply of plant crop and animal husbandry technicians may be sufficient to meet the annual requirements. There would still be a shortage, however, of fisheries and forestry /1 Precise comparisons between total emoluments for engineers in the public and private sectors are difficult to make. A simple comparison of salaries is not adequate because many perquisites (project allowances, housing, etc. paid to government employees) should be included in the comparisons. 99 ANNEX 8 Page 8 technicians. Based on the estimated replacement requirements, an additional three fishery SPPs and six forestry SPPs which should become fully operational by 1989 would be needed. 23. As noted in paragraph 14, one of the most important present func- tions of the existing inservice training institutions in Indonesia is providing remedial training for underqualified staff (underqualified in relation to their functions and responsibilities). This need can be attributed mainly to the lack of a sufficient supply of agricultural technicians particularly at the middle level and field technicians and to deficiencies in the preservice training of some high-level staff. The best examples of these deficiencies are: training in agricultural project management, upgrading courses, methods of agricultural extension, methods of teaching agriculture and practical field work. The resources used for remedial training in the future could be reduced, if not eliminated, by a concentrated effort to improve the standard of education and training at agricultural development schools and university faculties of agriculture. 24. In about 1985 when the agricultural development schools and the inservice training centers which are in the process of being established or improved (under Bank Loan 1692-IND) are expected to be in full operation (see Annex 7), the need for remedial inservice training would then be much less than at present since by that time, less underqualified middle-level technicians need to be recruited. The inservice training centers would, therefore, have more room to concentrate on improvements in manpower quality through ad hoc courses; all upgrading inservice training could be placed under the management of the AAETE. At present, some ad hoc inservice training programs are conducted by individual units of the MOA since the existing ISTCs cannot accommodate all the courses that need to be conducted (para. 12). As a result, some ad hoc courses have been carried out with minimum training facilities and standards throughout the Ministry have not been uniform. 25. It is therefore recommended that planning for the transition from remedial training to programs concentrating on "upgrading courses and on career development be initiated in the near future. This planning should include consideration of the institutional responsibilities, the type of programs and the content of courses. Such an effort could in itself imply a substantial immediate effort in the training of future training staff. 26. The leading university faculties of agriculture in Indonesia have facilities and resources for inservice training of high level agriculture staff. As a part of their community service activities, these faculties conduct inservice training for some staff of the MOA. However, because of lack of adequate funds, their inservice training activities have been limited. Agricultural faculties could play an important role in improving the quality of high-level staff of the MOA. It is recommended that the Government explore such options and possibly encourage the involvement of agricultural faculties in its training activities by providing these universities with adequate financial support to mount relevant short courses and the like. INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Agricultural Inservice Training Institutions Number Type of of Institution Number Administration course /a Clientele /b places I. National Agriculture ISTC 14 AAETE R; A MLT 770 Marine Fishery ISTC 3 AAETE R; A MLT 140 Forestry ISTC 6 AAETE R; A MLT 480 Agricultural Training Institute 1 AAETE R; C; A HLT; MLM; HLT 260 Subtotal 24 1,650 II. Departmental Plantation Crops Training Institutes 2 DG Estate Crops R; C; D; A MLM; HLM; HLT 250 Forestry Training Institutes 2 Forestry Estate R; C; A MLT; HLT; MLM; HLM 350 Enterprises Subtotal 4 600 GRAND TOTAL 28 22250 /a /b R - Remedial MLT - middle level technician (secondary school graduate) C - Career development HLT - higher level technician (university graduate) D - Degree MLN - (secondary school or university graduate) A - Ad hoc HLM - high level manager (university graduate) Source: Agency for Agricultural Education, Training and Extension. X - 101 - ANNEX 8 Table 2 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Regional Location of Inservice Training: Institutions By Field of Training /a General Plantation Marine Provinces agriculture Forestry crops fishery Total Sumatera Aceh I 1 North Sumatra 1 1 1/c 3 West Sumatra 1 1 2 Riau (1) (1) Jambi (1) (1) South Sumatra 1 1 Bengkulu Lampung Subtotal 4 (2) 2 1 7 (2) Java Jakarta West Java 3 + (1) 2 5 + (1) Central Java 2 I/b 1 4 Yogjakarta (1) l/c I + (1) East Java 3 1/b 4 Subtotal 8 + (2) 4 1 1 14 + (2) Sulawesi North Sulawesi (1) 1 1+ (1) Central Sulawesi Southeast Sulawesi South Sulawesi 1 1 2 Subtotal 1 (1) 1 2 3 + M) Kalimantan East Kalimantan I I Central Kalimantan West Kalimantan (1) (1) South Kalimantan I I Subtotal L CM) 1 2 C Bali & Nusa Tenggara Bali 1 1 West Nusa Tenggara East Nusa Tenggara (1) (1) Subtotal 1 C ) Irian Jaya & Maluku Irian Jaya Maluku 1 1 Subtotal 1 (1) 1 m Total 15 + (7) 8 2 3 28 + (7) /a Administered by AAETE except as indicated. Numbers in parenthesis are inservice training centers being constructed. Expected completion in early 1983. /b Administered by Forestry Estate Enterprise. /c Administered by DG Estate Crops. Source: Agency for Agricultural Education, Training and Extension. ThC111CWAlMD FU UUSOI0AL _lAhOl IN ACIU UIE Aericuitursi Srciniwa Iroaram of Inoervico Traisina 7nctiCutiens. 1978-79 1nuethc trmininrs Number RAnge of 4m g troprtLon of cours. Total maosonths of course, duration participants of training total Disciplinss/l vels/subjects (no.) (months) (no.) ------- (I) 1 * A5TION&L TlAINING PROGRAMS Genal (Plant, Animal h lliab L vol Agric. admin. A %st. (rmedial) a 1-3 516 686 Tenacher training (rmedisl) 1 3 90 270 Genral admin. (career developmsnt) LJ 3 3-4 420 1,290 Technical agriculture (upgrading) 10 1-1.5 385 415 Subtotal 22 - 1.411 2 661 13.7 Mtiddl1e Leve*1 Can. agric. technician course (r medial) 3 1-2 3,690 4,860 Technical agriculture (upgrading) 10 l-2.5 1,920 1.980 Subtotal - 610 6 840 35.2 Marine Fishery Hinh LNeve Fishery admin. 6&$c. (rmodial) 2 1 90 90 General admin. (Career development) /a I 1 30 30 Technical marina fishery (upgrading) 6 1 290 290 Subtotal 9 - 410 410 2.1 tliddle level General fishery technician course (rmadial) 2 1-3 60 120 Technicrl marine fishery (upgrading) 4 1-3 180 420 Subtotal 6 - 240 540 2.8 Forestry Hlab Level Forestry admin. 6 Sgmt. (r madial) 3 2-2.5 295 630 3.2 hliddle Level Forestry sdmin. (r mdial) 1 2 80 160 Gen. forestry tech. course (r_sdial) 2 1-2 1,600 2,000 Technical forestry (upgrading) 6 1-l.5 790 1,145 General admin. (career d velop.) la 1 2 240 480 Subtotal 10 - 2.710 3.785 19.5 Total National 63 - 10.676 14.866 76.5 II. DEPARDHENTAL TRAINING PROGIAZIS Plantation moo (DC Estat Crops) High Level Plantation crop specialists' course (rmedial) 3 6 210 1,260 Vocational training (degree) b 2 10 120 1,200 General administration (career development) .c 2 3 210 630 Subtotal 7 - 540 3.090 15.9 Iliddle Level General administration (career development( /c 1 3 60 180 0.9 Forestry (Forestry Estate nterriss) High Level Forest ranger course (remedial) 2 1-3 70 420 2.2 Hiddle Level General forestry technician course (rmadial) 2 1-10 640 880 4.5 Total Deoartmnutl 12 1.310 4.570 23.5 Total National 6 Departmental 75 11.986 19.436 0O0.0 /e In cooperation with the National institute of Administration. lb 3-year BSc level courae& in sugar technology and Agricultural Accountancy. Li In cooperation with the National Institute of Administration. Source: Agency for Agricultural Education, Training and Estension. TableANNEX 8 - 103 - ~~~~~Table 4 Page I INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Summary of Agricultural Training Programs of Inservice Training Institutions, by Type, 1978-79 I. National Training Programs Man-months utilized Number Range of for training of course Total % of courses duration participants Total /a total Type of courses (no.) (months) -------- (no.)--------- (%) High Level Remedial 14 1 - 3 991 1,676 8.6 Ad hoc 16 1 - 1.5 675 705 3.6 Career development 4 1 - 4 450 1,320 6.8 Subtotal 34 1 - 4 2,116 3,701 19.0 Middle Level Remedial 8 1 - 3 5,430 7,140 36.7 Ad hoc 20 1 - 3 2,890 3,545 18.3 Career development /b 1 2 240 480 2.5 Subtotal 29 1 - 3 8,560 11,165 57.5 Total National 63 1 - 4 10,676 14,866 76.5 /a Total optimum man-months of training in National Training Centers is 14,850. /b In cooperation, the National Institute of Administration. - 104 - ANNEX 8 Table 4 Page 2 II. Departmental Training Program Man-months utilized Number Range of for training of course Total % of courses duration participants Total /a total Type of courses (no.) (months) -------- (no.)--------- () High Level Remedial 5 6 280 1,680 8.6 Degree lb 2 10 120 1,200 6.2 Career development /c 2 3 210 630 3.2 Subtotal 9 3 - 10 610 3,510 18.0 Middle Level Remedial 2 1 - 3 640 880 4.6 Career development /c 1 3 60 180 0.9 Subtotal 3 1 - 3 700 1,060 5.5 Total Departmental 12 1 - 10 1,310 4,570 23.5 Total National and Departmental 75 - 11,986 19,436 100.0 /a Total optimum man-months of training in Departmental Training Institutes is 5,400. /b 3-year BSc level courses in sugar technology and agricultural accountancy. /c In cooperation with the National Institute of Administration. Source: Agency for Agricultural Education, Training and Extension. - 105 - ANNEX 9 Page 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Diploma Training 1. As shown in Annex 7, it is expected that the future demand for Diploma graduates will increase considerably. At the same time there are also extensive plans to increase enrollment in Diploma programs. Indeed an elevenfold increase in the enrollment of students at this Diploma (SO) level is projected during Repelita III (1979/80 to 1983/84). This increase spreads across all specialized areas, with some emphasis being given to sectors for which more rapid expansion is foreseen in the plan period - this does not include the agricultural sector. The huge increase foreseen in Diploma training is directly related to the burgeoning number of graduates from senior secondary schools, all of whom would be eligible to apply for entrance to Universities/Institutes. The provision of an alternative to university Sarjana training which is less costly and more directly produc- tive in producing technicians is necessary and very desirable, nationally, since it is very cost effective. To some extent, the Diploma program substitutes for the obsolescent Sarjana Muda program, being progressively phased out from the universities (Ministerial Decree 0124/U/1979) and for the Department of Agriculture Akademies. 2. These (SO) Diploma programs are planned on the basis of 40-50 Semester Credit Units (SCUs), 80-90 SCUs or 110-120 SCUs - or one, two or three years' training. This compares with other strata or levels S1, S2, S3 as follows: Semester Credit Level Title Units Years of training SO.1 Diploma 40-50 1 SO.2 Diploma 80-90 2 SO.3 Sarjana Muda 110-120 3 S1 Sarjana 144-160 4-7 S2 Master 70-80 2-3 S3 Doctorate variable 3-4 3. Diploma level programs in agricultural and related subjects are being initiated at a number of universities. At IPB, a two-year program in Seed Technology has already started; it is funded partly by the - 106 - ANNEX 9 Page 2 Ministry of Agriculture). A Diploma program for training agricultural teachers to work in SPPs (ex-SPMAs) /1 has already started at IPB; it is to be funded by the Directorate for Secondary Vocational Education (MOE). A third is being planned on Cooperative Farming Systems, some funds for it are anticipated from the Directorate General for Cooperatives. Other possible Diploma programs being discussed at IPB are Agricultural Engineering and Food Product Technology. A two-year Diploma program is reported at UNHAS, possibly in connection with the private University of Halu Olei, Ujung Pandang, which is under UNHAS tutelage, and soon to be a State University. UNSYIAH reports already having 1,000 students enrolled in one and two year Diploma programs, many of them women./2 The UNSYIAH programs cover mainly education and economics, while some short vocational training programs in mechanical engineering are proving popular. 4. The rationale for instituting Diploma programs in universities has been stated as maximizing on the use of staff and facilities already in place (which presupposes under-utilization) and to provide an option for those students who drop out (mainly in the first year) from the regular degree programs. In provinces and regions where full secondary education is not yet well developed, the institution of a Diploma type program is the logical forerunner to providing full degree programs. Yet under the stimulus to provide a university in each province, this intermediate step was often not taken, hence the long, costly, uphill struggle of several such public universities to attain acceptable academic standards. 5. The alternative of establishing Diploma institutions outside the university system does not seem to have been thoroughly examined. Since a more practical training is required, for more practical jobs, for a much larger number of students (refer to Annex 5 for the expansion foreseen), in some circumstances it may be logical to set up a quite separate chain of institutions (similar to agricultural colleges in many countries) which are much less sophisticated and less costly, and specialize according to the technical manpower demands of the region where they are located making less direct demand on university facilities and staff. 6. Until the mid-1970s the Department of Agriculture ran ten "Akademies" of Agriculture, providing a 3-year course (Grade 13-15) leading to the Sarjana Muda qualification, in some ways equivalent to the 3-year Diploma now envisaged. A decade earlier when they started they were Staff Training Centres - only subsequently did they change to training for formal qualifications. But as the number of universities awarding degrees multi- plied they lost popularity, and all except the Fisheries Academy at Jakarta have been phased out and reverted to National Training Centres for senior staff. /1 See Annex 3. /2 See Annex 1, Table 6 for meaning of university acronyms. - 107 - ANNEX 9 Page 3 7. Ten so-called "private" universities provide training at Diploma level, one each in Banda Aceh and North Sumatra provinces, no less than four in or near Bandung in West Java, one near Jogyakarta, two in or near Semarang, Central Java, and one in South Sulawesi. Enrollment figures are, with one exception, not available: indications are that total enrollment would be about 1,000 students, with perhaps 250 graduating annually at present. These institutions tend to provide more specialized training: for example there are two in Estate Crops and associated technology, one in Forestry, one in Fisheries and Agriculture and others in relatively specialized areas of agriculture, e.g. Rural Economics. The Case for Diploma (Higher Technician) Training in Agriculture 8. Diploma courses provide a shorter, work-oriented higher education and training for SMA graduates. In the agricultural sector, demand for higher level agricultural technicians is by no means explicit or precise, however, considerable evidence exists of a gap between the supply and demand (see Annexes 5 and 7). As shown in Annex 4, the Government is the main employer of trained agriculturalists. Overall it employs currently 92% of the existing total stock, and also 92% at the Certificate and Diploma levels, both of which are recruited into Grade II of the salary range. Hence 8% of the stock is employed in the Private Sector, including provin- cial and private agricultural schools, fisheries, forestry, livestock and private estate enterprises. 9. In general the future need for technicians and middle level managers is reported to be acute in the estate sector because of a large number of impending retirements during Repelita III and early in Repelita IV. Nucleus Estates and Smallholder development (NES) projects financed with Bank assistance will require not only management staff, but also at least 15,000 additional Diploma level staff (foremen, technologists, extension personnel and assistant managers) in the public sector alone. Forestry enterprises also report a big increase in demand for Diploma/Certificate holders in the Third Plan period. Indications are that the main future demand for the Diploma or Sarjana Muda is coming from the private sector. (More complete data and a discussion of the qualifications pertaining to manpower demand/requirements can be found in Annex 5.) 10. Grading in Government service does not recognize a difference between Diploma/Sarjana Muda and Certificate Holders, although relatively few Diplomates are employed. Diploma graduates receive an additional incentive being employed at the II b level compared with Sarjana Muda graduates who are employed at level II a. SPP graduates are also employed at II a. Of all employees at these levels, a very high proportion are in the extension and regulatory field services. - 108 - ANNEX 9 Page 4 11. With the current nationwide system of extension, the field extension worker (PPL) is trained in national or provincial upper-secondary level agricultural schools, i.e. Certificate level. Until there is a major improvement in agricultural technology, this level of training should prove adequate for him/her. His supervisor, the Field Extension Supervisor (PPM) is also a Certificate Holder, and is promoted to this rank on length of service and experience. Subject matter specialists and District Officers are nearly all University graduates at the Sarjana level. 12. It is arguable that the PPL selected for promotion to PPM would benefit from a training to the equivalent of Diploma level. With a certificate and several years' experience, a one year course should be fully adequate. Not only would such a course beneficially pursue technical subjects to a higher level, according to the needs of the province or post; it would also include specific training in extension organization and programming, some administration and accounting which extension personnel are frequently called to assist in. These suggestions might best apply to a limited number of extension staff and probably only in a situation where the technology of Indonesian agriculture becomes more complex. In such a case the training and experience of extension officers would need to be improved. There is provision for more limited training programs under the Bank-assisted National Agricultural Extension II Project /1 but apart from the two-year fellowships and short courses, all other training is limited to three week orientation courses, one month extension methodology courses and three month courses for certain specializations such as soils. 13. With increased complexity and responsibilities for extension officers, it could be logical to add this additional one year's Diploma Training to that already provided in SPPs or SPMAs to Certificate level. A limited number of schools only may be necessary to cater for such a demand: clearly those with the most appropriate facilities and staffing would be preferable, which may be the National schools already assisted by World Bank projects (see Annex 3). 14. An expanding demand for two-year Diplomates can be foreseen: for laboratory and research station work, for specialized seed technology (see Annex 8) or livestock and forestry and technical programs -the difference being the higher scientific content of the program, requiring a better SMA secondary school preparation than normally provided in SPPs. 15. Three-year Diploma programs may generate aspirations for full Ulaiversity degree status, although there is a precedent for such a model in the Polytechnic programs (see Polytechnic Project, Cr. 869-IND). The need for a third year will depend to a large extent on the standard of secondary education. /1 Cr. 996-IND which became effective on July 3, 1980. - 109 - ANNEX 9 Page 5 16. In the private sector the main demand for a diploma type training is in respect of the estates and forestry enterprises. The broad order of magnitude of demand has already been discussed in paragraph 9 above. Traditionally estates are organized into sections, plantations and estates. The section of say 1,000 ha (rubber/oil palm) may well be best entrusted to a two-year post-secondary Diplomate. Promotion of PPL equivalents to this position may also call for such training. The two "private" Universities referred to above are in fact training at the level of Sarjana Muda - a three-year program - for these positions. One Forestry Akademi in Bandung under the West Java Provincial Government trains Forest Rangers at Diploma (Sarjana Muda) level. 17. While the one-year Diploma program may be adequate in the special circumstances of an experienced field worker in agriculture - provided in a strengthened SPP or SPMA - it is not likely to be adequate for SMA graduates fresh to the task and subject. The two-year program is recommended - were a year's practical experience to be sandwiched between these two years this would provide an excellent type of training. A three-year Diploma training in agricultural subjects is not supported in the present circumstances in which facilities and teachers are limited. Further, it may not be necessary in agriculture. A three-year program may become too theoretical and at the same time rapidly encourage aspirations to lengthen the course to four years, introduce specializations, and yet one more degree program. - 110 - ANNEX 10 Page 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE The Projected Supply of University Graduates in Agriculture and Related Fields /1 Government Estimates 1. Official estimates of the future output of university Sarjana graduates from agro-faculties during REPELITA III (1979-84) are scarce and mostly expressed in relative terms. The Directorate General of Higher Education in the Department of Education and Culture expects the total student population at Government universities to increase by 38.5% over the plan period and for the agro-faculties to have a share of 7.3% in the total student population by the end of REPELITA III. During this period, the productivity of the agro-faculties (defined as the number of graduates in the given year as a percentage of total enrollments in that year) is targeted to improve from the 1978 level of 6.4% to 11.0%./2 The Data 2. An extrapolation of available 1978 data suggests that this combi- nation of outcomes may not occur precisely. For example it would imply that total university enrollments would increase from about 195,000 to 270,000 and enrollments in agro-faculties from almost 18,800 /3 (19,200 according to Table 3 /4) to about 19,700. Applying the target productivity figure of 11% would give a Sarjana graduate output of about 2,200 in 1983/84. This in itself would be a plausible result (although probably on the low side) but the implied near-stagnation of agro-enrollments is contrary to all recent /1 The analysis in this annex concentrates mainly on Sarjana level graduates in the following major disciplines: veterinary medicine, animal husbandry, agricultural engineering and technology, general agriculture, forestry and fisheries. /2 Department of Education and Culture, Directorate General of Higher Education: Coordinative Program Memo, Jakarta, May 1978, p. 16. This is a basic planning document for higher education (see Annex 1). /3 Excludes Biology enrollments. /4 Tables 1, 2 and 3 in this annex provides basic data on total enrollments, graduates and major disciplines for students in the agro-faculties of Indonesian universities. Tables 1 and 2 are based on detailed informa- tion received from the Directorate General of Higher Education during the preparation for this study. Data in Table 3 are published by the DGHE. - 111 - ANNEX 10 Page 2 trends and would require a severe curb on (or even reduction of) student intakes combined with a reinforcement of the rigorous selection process taking place between initial admission and graduation. 3. The development of alternative supply projections for university-trained agricultural manpower is hampered by an almost complete absence of information on the internal efficiency of agro-faculties, i.e., on the attrition of an entry cohort over the course of the five-year program, including data on repetition and dropout. The few available time series of student cohorts in agriculture and animal husbandry (for Andalas and Gadjah Mada Universities) show drastic year-by-year fluctuations in progression rates which make their use for projections questionable. In addition, these two universities are atypical institutions with a much higher than average productivity, belonging to the select group of four universities /1 where the introduction of the new agricultural curriculum is already underway. 4. The projections in this annex focus on the period 1979/84; supply estimates for the years 1985/89 have also been made, but in a more aggregated form. They are also subject to wider margins of error as they require intake projections beyond 1980 and an assessment of the effects of the gradual introduction of the new curriculum in all agricultural faculties on the system-s internal productivity. Since to this point in time, the new curriculum has been implemented completely only at IPB (where pilot work started in 1972) and is in the process of being introduced at four other universities,/l all of which have comparatively well-developed agro- facilities, the experience of these institutions is not necessarily a reliable guide to the response of the entire system to this innovation. 5. The degree of disaggregation of the projections was largely deter- mined by the data available. Information on admissions, enrollments and graduate output was compiled for some 30, 15 and 6 disciplines, respectively, but it was only for the last more aggregate grouping that data for more than one year were available. It was also obvious that a greater degree of disaggregation would have added to the considerable uncertainty of the projections. The six fields of study for which projections were made include: veterinary medicine, animal husbandry, agricultural engineering and technology, agriculture, forestry and fisheries. Methodology 6. In making the projections, first an attempt was made to determine the likely upper and lower limits to graduate supply during 1980-84 and /1 Andalas University (Padang, West Sumatera); Gadjah Mada University (Jogyakarta); Universitas Sumatera Utara (Medan, North Sumatera); and Hasanuddin University (Ujung Pandang, South Sulawesi). - 112 - ANNEX 10 Page 3 1985-89 and then to decide on the most plausible outcome (which is not necessarily the midpoint value between the two extremes). In a second set of projections, a disaggregation by fields of study and (for 1980-84 only) by major regions was attempted. 7. The low projections were derived by assuming that the number of graduate numbers would increase at 12.5% p.a. This means that screening which takes place during the university course, particularly between years I and 2, and at the point of the exams, would become more severe than at present (given that graduate numbers during 1974-78 increased at 16.3% p.a. but admission numbers by more than 19%). Even so, the total number of graduates would come to almost 9,700 over the period 1980-84 (Table 4), equivalent to an annual number of 2,400 in 1984. 8. The likely upper limit of supply expansion was set by postulating that the output of graduates between 1980-84 would grow at the same rate as the entrance cohorts 4 years earlier, i.e. between 1976 and 1980 (about 19% p.a.). This would imply a definite relaxation (in relative terms) of the screening process. Intake growth would be converted into an equivalent output growth 4 years hence. This approach assumed that 1978-81 intake growth was the same as for 1974-78. The outcome of this projection was a cumulative figure of about 12,100 graduates for the period 1980-84 (Table 4), equivalent to about 3,300 graduates in 1984. 9. The choice of the expected growth path for the output of agricul- tural graduates and projections for major fields of study and by region was largely judgmental, using available information on admissions, enrollments and graduation of individual universities and faculties. The resulting cumu- lative total was 10,500 graduates for the period 1980-84 (Table 4)./1 The approximate composition by field of study for these projections would be as follows: veterinary medicine: 800; animal husbandry: 2,400; agricultural engineering and technology: 1,400; agriculture: 4,200; forestry: 1,100, and fisheries: 600. The percentage share of Javanese universities is expected to continue its decline, the Sumatran universities would probably maintain their share and the percentage of graduates from universities in the other three regions (Sulawesi, Kalimantan and the eastern Indonesian islands) would probably increase sharply (Table 5). 10. For the period 1985-89 a different approach has been used, making allowance for the likely effect of the new curriculum (which by then would have been established by most universities) on the system's internal efficiency. /1 Year-by-year projections for the period 1980-84 are given for total numbers of graduates and for the six major fields of study, but they should be seen as a simple apportionment of the totals over the five-year period. Considerable annual fluctuations in graduate output will continue to occur as they have in the past. ANNEX 10 - 113 - Page 4 II. It was assumed that all graduations would take place in years 4 to 6 after entry. Graduation rates and admission growth rates were assumed to be linked to 1978 levels. This is in keeping with the policy expressed in the 1978 Coordinative Program Memo which calls for a slowdown in admission growth in universities and faculties whose productivity lags behind the national average. In this exercise the six fields of study were split into a high and a medium productivity group /1 comprising veterinary medicine, animal husbandry, agricultural engineering and forestry in the former and agriculture and fisheries in the latter. 12. These groups were then arranged for projection purposes into high and low growth alternatives according to the proportion of the entrance cohort graduating in years 4, 5 and 6 after entry and to assumed annual growth rates of the entrance cohorts. The parameters used were as follows: Assumed Percentages of Entrance Cohort Graduating In Indicated Year After Entry 4th 5th 6th 4th 5th 6th Productivity level (High Growth Alternative) (Low Growth Alternative) …_______ _ …(%)… --------- -------- (X) … _______ Hligh /a 35 25 15 30 20 10 Medium 30 20 10 25 15 5 Assumed Annual Growth Rates of Entrance Cohorts 1978-81 1982-84 1985-86 … _ __________ (7O p.a.) …----------- High-Growth Alternative High Productivity 8 4 0 Medium Productivity 2 4 2 Low-Growth Alternative High Productivity 3 3 3 Medium Productivity 2 2 2 /a The success rates for high-productivity faculties in the high growth alternative are based on actual experience with the new curriculum at IPB. /1 High productivity included all values above the national average of 6.4%, and medium productivity values between the national average and half the national average. A similar classification of the 26 uni- versities with agro-faculties put seven universities in the high productivity group, nine in the medium group, and the remaining ten in the low productivity category (with productivity levels of less than half the national average). ANNEX 10 - 114 - Page 5 Results 13. This combination of assumptions yielded accumulated outputs for the period 1985-89 of about 20,500 and 14,400 graduates, respectively, with a graduate figure of 16,000 as probably the best estimate (equivalent to about 3,440 in 1984). The projections for major fields of study are given in Table 6. 14. While the projection methods and sets of assumptions used are quite different for the two five-year periods, the results are largely consistent: a backward extrapolation of the 1985-89 growth rates of graduate output to 1980 would result in graduate outputs for 1980-84 almost identical with those derived by the method described in paragraphs 7 to 9 (9,681 and 11,847 compared with 9,700 and 12,100 respectively). This suggests that the assumption made about the effects of the new curriculum on pass rates and the growth of the system are compatible with the hypotheses made for minimum and maximum output growth during the period 1980-84. 15. Whether the good-quality institutions will be able to emulate the example of IPB and the other institutions not lag too far behind, remains to be seen. However, even the optimistic assumptions of the high- growth alternative imply a considerable wastage of university resources, viz. between 0.8 and 2.1 student-years for every graduate produced by the system./l With the total enrollment of the agro-faculties approaching 20,000 students in 1978, this would mean a considerable absolute level of wastage. 16. On the other hand, even under the most restrictive assumptions the number of new agro-graduates expected to reach the labor market in the 1980s would exceed 24,000. This would compare with a total output of agro- graduates of 9,600 between independence and 1978, and of 5,000 between 1974 and 1978. Since the great majority of graduates will continue to be employed in the public sector, agro-faculties are likely to be caught in the double dilemma of the low internal productivity which they are striving to overcome, and a limited absorptive capacity of the relevant labor markets which would give rise to substantial graduate unemployment or misallocation of expensive specialized manpower. /1 This refers to a situation with stationary enrollments; the exact figure would depend on the distribution of dropouts over time. The planned introduction of an intermediate degree below the Sarjana level would, of course, improve the picture. - 115 - ANNEX lO Table 1 INDONESIA TECHNICAL AND MANAGERIA.L MANPOWER IN AGRICULTURE Universities Listed According to Size of Enrollment in Agricultural Sciences and Biology in lQ78 _ Cumula- tive Cumula- Date of percent- tive Sarjana introduc- Enroll- age of Sarjana percent- degrees x 1o0 tion of ment enroll- degrees of enroll- new University 1978 ment 1978 degrees ment curriculum Gadjah Mada UGM 3,924 362 9.2 In process Inst. Pertanian, Bogor IPB 2,739 33% 218 46% 8.0 1972 Hasanuddin UNHAS 1,336 61 4.6 1980 Brawijaya UNBRA 1,197 84 7.0 In process Padjadjaran UNPAD 1,181 52% 146 69% 12.4 l9R] Andalas UNAND 1,095 92 8.4 In process Sumatera Utara USIJ 1,036 77 7.4 In process Jenderal Soedirman UNSOED 978 19 1.9 1484 Syiah Kuala UNSYIA1H 612 13 2.1 1932 Sam Ratulangi UNSRAT 603 67% A 85% 1.3 1981 Diponegoro UNDIP 542 19 3.5 1982 Lambung Mankurat UNLAU4 504 A 1.6 19A4 Udayana UNUD 500 35 7.0 19R2 Jember UNEJ 457 76% 25 92% 5.5 19R4 Sriwijaya UNSRI 454 15 3.3 1984 Mulawarman IJNMUL 420 21 5.0 1980 Airlangga IJNAIR 394 22 5.6 1979 Sebelas Maret IJNSSM 358 - - 1Q84 Pattimura UNPATTI 324 4 1.2 19R? Lampung UNILA 262 12 4.6 1980 Mataram UNRAM 224 5 2.2 19P4 Tanjung Pura TUNTAN 216 1 0.5 1982 Jambi UNJAM 195 - - 1984 Riau UNRI 167 6 3.6 1934 Nusa Cendana IJNDANA 165 - - 19]1 Cenderawasih UNCEN 122 7 5.7 1q92 Inst. Tek. Bandung ITB 44 4 9.1 _ Indonesia UI 21 2 9.5 - Total 20,070 1,266 5.7 Source: Directorate General of Higher Education. /a See Annex 1, Tables 7 and 8 for enrollments and graduations in 1979. IND)01ESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Enrollment in Agricultural Sciences and Biology in 1077 and 1Q79 By Field of Study anA i1niversity Agric. not Agronomy 'eterinary Aninal Husbandry "et. Med. & yet alloc. Agric. Engineerinp morti- Plant %cience Tree Crops /a I!edlcine Blus. !tgmt. General Anim. Hllush. to depts. Tek. Mek. Agronoorir kulturn 'isease 5rowtb Plantation U'nivers ity 1971 1977 1979 1977 1978 1977 1979 1977 197R 1977 197R 1977 1079 1077 107q 1077 197R 1077 19T7 1977 1q7R 1977 1079 IQ77 (1) (7) (3) (4) (5) (6) (7) (9) (9) (1n) (11) (12) U"lSYI A! 51 42 - - 34 25 93 44 310 249 - - - - , - _ _ - _ - _ _ USU - - - - 15 21 - - 360 355 202 2ns - - 16 - A 4 34 7R 1 n 132 131 UNANM) - - - - 298 222 _ _ 3Q6 299 30 17 23 3n 77 100 - - 31 13 - - - - U%J\I - - - - 60 37 - - - - - - - - 24 - - - - - - - - - UNSI: - - - - - - - - 265 124 134 98 - - - - - - - - - - - - UNII.A - I sn 8R 81 119 - - 6 - - - - - _ _ _ _ l~ I - - - - _- _ _ _ _ - _ _ _ IPB 140 112 58 - 88 85 - - 1,441 1,150 142 207 ]I? - 190 - - - 76 - - - - - UNPJAr - - - - 359 359 - - - - 16 - 51 - 50 - - - _ _ _ _ _ _ ITR - - - - - - - - - - - - - - - - - - - - - - - - 1WSI'rD - - - - 282 276 - - - - - - - - 176 - 27 UND I P - - - - - 377 -- - - - - - - - - - - UCFt 50R 497 - - 552 558 - - 454 417 485 448 309 296 162 130 - - 43 40 - - - - UNNATR 394 320 - - - - - - - - - - - - - - ITS _~ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ - _ _- UTNBRA - - - - 279 - _ 655 314 - 17 - - - 94 - - - 37 - - - ll: EJ - - - - - - - - 320 401 - - - - 98 110 - Ur!P710 - _ _ _ 224 1S9 - _ 235 235 37 40 - - - - - - - - - - _ _ UIIRA' - - - - - 114 _ _ 174 136 - - - - 33 24 - - - - - - _ _ UNDAJZA - - - - 165 131 - - - - - - - - - - - - - - - - - _ U'TTA"- - - 109 79 UNLA-- 137 103 - _ _ _ 19 16 _ 6 a 7 - - _ UUIl'tlI. _ _ _ _ 1INPAPR - UNIHAS - - - - 197 407 - - 476 2OR 351 123 - - - - - - - - - _ _ UNSU.T - - _ _ 13Q 105 - - 206 115 - - ?9 24 1 so - - 12 19 - - - - UIIPATTI - - - - - 5 - - 210 54 - - - - - - - - - - - - - _ UNCFt- - - - - - - - - _ UNSS- - - - - Total 1978 1,093 58 2,413 93 5,848 1478 515 919 4 232 11 132 Total 1977 971 -3.184 4,308 1,294 350) 542 10 163 s 131 /a See Annex 4, Table 1 for meaning of acronyms. Source: nlirectorate General of Higher Education. a-l | Tree Crops General Agriculture SocioeconorT,ics an't Management Small- Soil Pert. Tmum rarmers 1orestry Economnic Forestrv holding Science Perkul. nasar Persuliahan Protection Production Sos./econ. Statistics wel fare Fconomics Management Kehutanan University 1978 1977 1978 1977 1979 1977 1978 1977 197q 1 177 1973 1177 197q 1 77 1978 1077 1977 1077 1978 1977 197S 1077 1078 1977 (13) (14) (15) (1S) (17) (1°) (19) (20) (C1 (77' (21) (24) UNSYIAII - - 10 - - - 94 6 ' 30 26 - - - USUI 93 89 139 129 - - - 1 6 - - - - 66 UNRI - - - - - - - - - - - - - - - - - UNAND - - 43 47 - - - - - - - - 92 62 - - - UNJAti - - - - 106 127 - - - - - - 5 - - - - UNSRI - - - - - - 55 37 - - - UNILA - - - - - - - - - - - - 25 17 - - - UI - - - - - - - - - - - - - - - - - - _ - _ _ _ _ IPB - - 134 - 5 332 - - - - 1 - 118 - S9 - 1 - _ _ 1. - _ 141 UtNPAD - - 15 - 374 876 - - 35 - - - 30 - - - - - - - - _ _ _ ITB - - - - - - - - - - - - - - _ - _ _ _ _ _ _ _ _ UNSOED - - - - 146 276 - - - - - - 3O - - - - - - - - - - - UNDIP - - - - - - - - - - - - - _ - _ _ _ _ _ _ _ _ UGM - - 75 73 - - - - - - - - 5 79 - - - - - 271 - - 615 320 UNAJR - - - - - - - - - - - - - - - - _ _ _ _ _ _ _ ITS - - - - - - - - - - - - - _ _ _ _ _ _ _ _ _ _ _ UNBRA - - - 56 - 7 - U N.J - 11 - - 73 - - - - - - - - - - - UNUD - - - - - R _ _ _ _ _ _ 4 _ _ _ UNRAM - - - - - - - - - 1 - - 7 16 - _ UNOANA--A - - - - - - - UNTAM - - - - 94 71 - - - - - - - - - - - - - - - - 23 IQ UNLAM - - 10 3 - - - - - - - - 30 15 - - - - - - 39 31 138 82 UNMUL - - - - 171 61 - - - - - - - - - - - - - - - - 249 1 Q7 UNPAR -- - -- ---------- - - - - - - - UNIIAS - - - - 32 46 79 306 - - - - - - - - - - - _ _ 116 121 UNSRAT - - 10 11 - - - - - - - - 79 31 5 7 - - - - - - - - UNPATTI - - - - - 44 - - - - 17 UNC7.N - - - - 71 64 - - - - - - - - - - - - - - - 51 32 UNSSM - - - - 358 301 - - - - - - - - - - _ _ _ _ _ _ _ _ Total 1978 93 447 1,397 79 35 35 609 64 16 - 57 Total 1977 89 319 306 63 42.4 7 2 21 31 910 Ie.> 3~ Q Fisheries Anima1 hus- Forestry elknik Pen- TekniR Pesoi,rce hanlrv anA Piology Pembinaan TIasil llutan angkapan Plasil Fkonomi Pio)opj manaieT1ent reneral fisheries Iliologi 'icrobi ologi Total University 1978 1977 19S7 1977 1078 1977 197B 1477 1978. 1°77 17 1977 10 ln7' 7 1078 107' 107' 1°'7 1.07R 1077 1070 1077 397Q 1077 (25) (26) (27) (28) (2q) (T-) (1) (97) (IT) (14) (15) UNSYIA; - - - - - - - - - - - .,I-- 453 usu - - - - - - - - - - - - 1,036 1,036 UNRI - - - - 13 - 52 - 7 - - - - - o5 83 - - _ _ _ - 167 83 UNANO - - - - - - - - - - - - - 145 98 - - 1,095 91q UNJA't - - - - - - - - - - - - - - - - - - - - - - 195 164 'JNSRI - - - - - - - - - - - - - - - - - - - - - - 454 259 U NIl I I A - - - - - - - - - - - - - 262 224 UI - - - - - - - - - - - - - - - - - - 71 15 - - 21 15 IPS - - 16 - 2n - - _ - - - - I - 04 13( - - 1 - - - ?,739 2,207 UNPAD - - - - - - - - - - - - - - Iq 12 - - 23I 10q - - 1,181 1,466 ITS - - - - - - - - - - - -- - - 41, 34 - - 44 34 UNSOED - - - - - - - - - - - - - - - - - - 267 1.7 - - 978 679 -TDIP - - _ 22_ _ _4_ - - - - - 547 6(12 UGII - 78- - - - i3 - -57? 51l 14 In 3,924 3,72S UNAIR - - - - - - - - - - - - - - - - - - - - - - 194 320 ITS - - - - - - - - - - - - - - - - - - - - - - - - UNBRA - _ _ 1 S - - - - 14 42 - 1,197 1,009 w UNEJ - - - - - - - - - - - - - - - - - -- -- - 4 9)7 911 U1NUn - - - - - I-)n 46) UNRAIM - - - - - - - - - - - - - - - - - - - - - - ?4 29o UNOAIAA - - - - - I- - - - - - - 1 5 111 (INTArI - - - - - - - - - - - - - - - - - - - - - - 21I 156 ITELAM - - 9 15 - - - - - - _ _ _ - 46 - - - - - 544 141 UMfUL - - - - - 4?0 294 UNTPAR - _ _ _ _ - tNIIAS - - - - - 9 - - 70 I-- 1,31i, 1,29R UNSPAT - - - - _ _ _ - - - - -- b 11' - - - - - - 603 4q2 UNPATTI - - - - - - - - - - - - - - - _ 114 41 _ 324 174 UN1CEN - - - - - - - - - - - - - - - - - - - - - - 172 96 UNSSM - - - - - - - - - - - - - - - - - - - - - - 35q 101 Total 1973 - 25 42 52 8 - 10 540 1,19°, 14 n,070 Total 1977 78 1- - 8S 43 1104 10 . 17,682 C) .C C, o ~ INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Distribution of Enrollments in Government Universities By Discipline and Sex, 1974-78 1974 1975 1976 1977 1978 Discipline Total Females Total Females Total Females/a Total Females Total Females Psychology 1,362 720 1,682 924 1,760 - 1,613 858 1,705 901 Social Sciences 7,831 1,902 8,072 1,966 8,308 - 10,246 2,647 13,706 3,412 Natural Sciences 5,923 2,341 5,797 2,153 6,474 - 7,397 2,738 7,651 2,923 Education 5,363 2,088 7,024 2,049 9,518 - 13,277 4,381 19,452 6,438 Engineering 18,009 1,856 18,901 1,738 19,793 - 22,263 2,100 24,464 2,446 Medicine 11,410 3,930 11,449 4,019 11,263 - 11,968 4,518 12,187 4,790 Law 13,675 3,525 14,053 3,213 17,409 - 21,977 5,597 22,834 5,881 Economics 15,318 3,066 15,996 3,375 16,906 - 20,372 4,430 23,514 5,327 Agriculture 11,156 2,151 11,390 2,341 13,561 - 16,326 3,577 19,214 4,307 Arts 3,035 1,883 3,813 1,899 4,043 - 4,710 2,478 5,573 3,190 Total 93,082 23,462 98,177 23,677 109,035 - 130,149 33,324 150,300 39,615 /a Not available. X Source: Data Perguruan Tinggi Negeri, 1974-78. m x Bagian Perencanaan Direktorat Pendidikan Tinggi, 1980. - 120 - ANNEX 1.0 Table 4 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE A. Projected Cumulative Graduate Output /a from Agricultural Faculties, 1980-84 Major discipline Low Expected High Veterinary medicine 750 800 900 Animal husbandry 2,200 2,400 2,800 Agricultural engineering 1,300 1,400 1,600 Agriculture 3,900 4,200 4,800 Forestry 1,000 1,100 1,300 Fisheries 550 600 700 Total 9,700 10,500 12,100 /a Rounded to nearest 50. Based on mission estimates (see paragraphs 7 to 9 of this Annex). /b B. Projected Annual Graduate Output from Agricultural Faculties (Expected growth alternative) Major discipline 1980 1981 1q82 1983 1984 1980-84 Veterinary medicine 135 145 160 175 185 800 Animal husbandry 370 420 470 535 605 2,400 Agricultural engineering 240 260 280 300 320 1,400 Agriculture 625 715 825 945 1,090 4,200 Forestry 190 200 220 235 255 1,100 Fisheries 80 100 115 140 165 600 Totals 1,640 1,840 2,070 2,330 2,620 10,500 /b Rounded to nearest 5. Based on mission estimates (see paragraph 10 of this Annex). INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Projected Cumulative Graduate Output /a From Agricultural Faculties, by Major Region, 1980-84 (Expected Growth Alternative) Veterinary Animal Agricultural Region medicine husbandry engineering Agriculture Forestry Fisheries Total Java and Bali 750 1,650 825 2,500 725 400 6,850 Sumatera 50 300 325 1,100 - 50 1,825 Sulawesi - 225 250 300 75 100 950 Kalimantan 100 - 200 250 25 575 Eastern Indonesian Islands - 125 125 100 50 25 300 Totals 800 2,400 1,400 4,200 1,100 600 10,500 /a Rounded to nearest 25. (D>X Lin - 122 - ANNEX 10 Table 6 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE A. Projected Cumulative Graduate Output /a from Agricultural Faculties, 1985-89 Major discipline Low Expected High Veterinary medicine 1,000 1,100 1,450 Animal husbandry 3,200 3,550 4,650 Agricultural engineering 1,700 1,900 2,500 Agriculture 6,100 6,800 8,400 Forestry 1,400 1,550 2,100 Fisheries 1,000 1,100 1,350 Total 14,400 16,000 20,450 /a Rounded to nearest 50. /b B. Projected Annual Graduate Output from Agricultural Faculties, 1985-89 (Expected growth alternative) Major discipline 1985 1986 1987 1988 1989 1990 Veterinary medicine 195 205 215 235 250 1,100 Animal husbandry 665 695 720 730 740 3,550 Agricultural engineering 346 370 385 395 405 1,900 Agriculture 1,210 1,310 1,385 1,435 1,460 6,800 Forestry 275 295 310 330 340 1,550 Fisheries 190 210 225 235 240 1,100 Total 2,880 3,085 3,240 3,360 3,435 16,OOO /b Rounded to nearest 5. INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTUJRE /a Projected Cumulative Graduate Output from Agricultural Faculties By Major Region, 1985-89 (Expected growth alternative) Veterinary Animal Agricultural Region medicine husbandry engineering Agriculture Forestry Fisheries Total Java and Bali 1,000 2,250 1,050 4,000 4,000 500 9,750 Sumatera 100 500 500 1,800 1,800 150 3,050 Sulawesi - 400 350 450 450 250 1,600 Kalimantan - 200 - 350 350 100 1,000 Eastern Indonesian Islands - 200 - 200 200 100 600 Total 1,100 3,550 I,q00 6,800 6,800 1,100 16,000 /a Rounded to nearest 25. 03> - 124 - ANNEX 11 Page 1 INDONESIA TECHNICAL AND PROFESSIONAL MAANPOWER IN AGRICULTURE Quality of University Level Agricultural Education Introduction 1. The main thrust of this annex is that the quality of university agricultural education in Indonesia does not compare well with regional or western standards. However it should be emphasized that the quality of higher education in Indonesia is heavily influenced by the historical development of the education system. In his book on Indonesian education R. Murray Thomas traces the slow development of higher education in Indonesia under Dutch colonial rule and observed inter alia that, "even by 1940 the Indies offered extremely limited opportunities for advanced education. In that year, when the total population of the islands was about 70 million, there were only 79 students graduating from college, or slightly better than one out of a million. During this same year the number of college graduates in the United States of America was 216,521 in a total population of 131,122,000, or about 1,640 out of a million."/1 Not only was the number of graduates small; only about 50% were Indonesians. The remainder were Cliinese and Europeans. 2. Tertiary education in agriculture dates from the establishment in 1940 under the Dutch administration of the "Landbouwkundige Faculteit" at Bogor, West Java./2 The institution was closed during the Japanese occupation in 1942-45, but was reopened in 1946 as the "Faculteit voor Landbouwwetenschappen." In 1950 the "Faculteit" joined the University of Indonesia and was renamed the Faculty of Agriculture. Since then, the term "faculty" has been used to designate the school rather than the teaching staff. The Faculty of Veterinary Medicine originated from the "Perguruan Tinggi Kedokteran Hewan" (Advanced School of Veterinary Medicine), which was set up in Bogor in 1946 as the continuation of the "Nederlands Indische Veeartsenschool" (Netherlands Indies Veterinary School). In 1947 it was renamed "Faculteit voor Diergeneeskiinde" (Faculty of Animal Medicine) and in 1950 was brought under the University of Indonesia as the Faculty of Veteri- nary Medicine. In 1954 another academic reorganization took place and the faculty was renamed the Faculty of Veterinary Medicine and Animal Husbandry. 3. The period between 1954 to 1957 was a critical one with regard to the number of teaching staff. Dutch experts who had finished their contracts with the Government of Indonesia were returning to the Netherlands, /1 R. Murray Thomas, A Chronicle of Indonesian Higher Education - The First Half Century, 1920-1970, Eurasia Press, Singapore, 1973, page 36. /2 The faculty is reported to have opened in September 1941. - 125 - ANNEX 11 Page 2 leaving behind a large void in academic positions, which the Indonesians could not readily fill with their own people. Consequently, the Indonesian Government negotiated a contract with the Government of the United States resulting in an affiliation between the Indonesian Government, the University of Indonesia and the University of Kentucky, Lexington, Kentucky, U.S.A. The first team of experts from Kentucky arrived in Indonesia at the end of 1957 and started teaching in the 1957/1958 academic year. At that time it became evident that the production rate of agriculture graduates was not sufficient to meet the demand for support of the rehabilitation and development efforts of the agricultural sector of the country and the prospect for the years ahead did not seem to be good at all. After considerable discussion it was decided by the leadership of the University of Indonesia to implement a new system to study in Agricultural Faculties, starting in the academic year of 1958/1959. Gradually, the European system of higher education was blended with the American university system to form a new system adapted to Indonesian conditions. The implementation of the new system was supported by improvement of facilities financed with funds from the Ministry of Education and Culture, the Ministry of Agriculture, and from USAID/1 through the Kentucky Contract. 4. From 1958, Indonesian teaching staff had the opportunity to become familiar with the philosophy of US Land Grant Colleges and Universities and their philosophy of education has been directed toward teaching, research and public service. The "Tridharma Perguruan Tinggi" or philosophy of Higher Education in Indonesia, similar to the U.S. Land Grant Colleges Philosophy has become the guiding principle in the Indonesian Higher Education System (See Annex 1). 5. In 1960 the University of Indonesia decided that the Faculty of Agriculture should concentrate on three areas of study, namely Agricultural Economics, Natural Sciences and Forestry. In 1962 the Faculty of Veterinary Medicine and Animal Husbandry established in 1954 added another area of study, namely Sea Fisheries, to its curriculum. In order to increase the effectiveness of the two faculties in supporting agricultural development in the country, both institutions were separated from the University of Indonesia. In 1963, a letter of decision of the Ministry of Education and Culture authorized by the President, established the Institut Pertanian, Bogor (IPB). The new Institute consisted of five Departments, which were subsequently promoted to faculties, i.e., the Faculties of Agriculture, Veterinary Medicine, Forestry, Animal Husbandry and Fisheries. In 1964, all agricultural technology and engineering disciplines were united into one faculty, the Faculty of Agricultural Mechanization and Product Technology, raising the number of faculties under IPB to six. /1 United States Agency for International Development. - 126 -- ANNEX 11 Page 3 6. In 1970, the Institut Pertanian Bogor together with Universitas Gadjah Mada Agro Kompleks started to receive technical assistance through the MUCIA-USAID-INDONESIA project./l During the first phase of the MUCIA-USAID- INDONESIA Higher Agricultural Education Project, between 1970-1974, considerable inputs were obtained in the area of improving University Administration, Instruction and Research and Public Service. Human resource development and institution building has turned out to be the most important contribution. /2 7. Meanwhile, during the transitional period from Dutch administration to full Indonesian independence, a Faculty of Agriculture was established at Klaten in Central Java, which in 1949 became part of the Universitas Gadjah Mada (UGM) in Yogyakarta. UGM-s Faculty of Forestry was established in 1963. The next oldest Faculties of Agriculture are at the University of Andalas (UNAND) in West Sumatra, Padjadjaran University (UNPAD) in West Java and Universitas Sumatera Utara (USU), in North Sumatera, established in 1956-57 (See Supplementary Document No. 6). As a result of their head start, IPB and UGM became the dominant institutions, and were designated "pembina" universities and assigned foster-mother roles in the development of agricul- tural science faculties at emerging provincial universities. Most of these were founded 1961-65, when "institutions of higher education proliferated very rapidly" (See Supplementary Document No. 6) in response to regional aspirations and a government directive of 1960. By 1978, the number of Faculties of Agricultural Science in public universities had increased steeply (See Annex 1, Table 6). 8. The large number of faculties and their distribution merit comment. In view of the limited total resources for tertiary education in agriculture in Indonesia, in respect both of funds for physical facilities and trained academic staff, it is questionable whether the nation can effectively support all the existing agricultural faculties and whether these resources would not be more effectively concentrated in fewer institutions. Clearly, there is a need to match the geographical dispersion of the archipelago, particularly when one considers future agricultural developments. However, the spate of provincial university development came during an unusual political period; their continued existence is buttressed by local aspirations, pride and political pressure, and for these reasons they will survive and expand. The extraordinary increase in agricultural faculties, however, underlines the difficulties facing the education system in its attempts to improve the quality of teaching programs. At the same time it should be acknowledged that considerable progress has been made. 9. There are, of course, historical reasons why nearly one third of the agricultural faculties are in Java and that this fraction includes the /1 See Annex 12 for a discussion of the activities of MUCIA (Midwestern Universities Consortium for International Activities). /2 This brief history of IPB development was taken from the IPB, Institutional Development Project, 1979-1989, Project Paper, August 1978. - 127 - ANNEX 11 Page 4 largest institutions. Furthermore, although Java represents less than 7% of the land area of Indonesia, it supports two thirds of the population and produces two thirds of the nation's major food crops, measured in food energy terms./l 10. In Indonesia, the main areas of forest are in the Other Islands; the historical development of tertiary education in forestry accounts for the two major forestry schools being in Java, indeed it was reported to the mission that about 90% of the professional foresters are found on Java. It is appropriate that forestry is represented at all three of the Kalimantan universities, but surprising that it is not established at the faculty level in any university in Sumatera in view of that island's abundant forests and vigorous timber industry. 11. Ever since independence Indonesian academics have been struggling to define a clear role for themselves within a rapidly changing society. The 1950s was a difficult decade when infant faculties began to form and grow hesitantly. Much of the 1960s were lost in the acute political divisions of the time which left deep scars on academic life. The 1970s provided Indonesian universities with their first opportunity for consolidation and sustained and relatively uninterrupted expansion, but this opportunity has been accompanied by urgent request from government for assistance as well as financial pressures which oblige universities to look for outside sources of funds. These requests and pressures have significant effects on university life. Faculty Organization /2 12. The Rector and three Vice-Rectors (Administration, Academic Affairs and Student Affairs) form the central administrative unit and this is the usual pattern in all Indonesian universities. The Rectors are elected into office for a term of four years from among the academics, but their appoint- ment must be confirmed by the President of the Republic of Indonesia. In addition, there is a university Senate composed of professors. 13. The standard faculty administrative structure is that of a Dean (two in some cases), supported by three Associate Deans (Administration, Academic Affairs, Student Affairs) administering with the help of a large clerical staff, a group of clearly defined Departments each with a Head. The academic status of the Deans and heads of Departments is a reflection of the strength of the faculty. Thus at IPB all are full Professors, whereas at newly- developed provincial universities there may be none of professorial status. Deans are elected, by their faculty members for a term of three years, but again appointments need to be confirmed by the Minister for Education and Culture. /1 See World Bank Report No. 2374, "Indonesia - Supply Prospects for Major Food Crops," March 3, 1980. /2 For more details on university organization, see Annex 1. - 128 - ANNEX 11 Page 5 14. The set of separate boxes represented by Departments in a typical Indonesian faculty structure, in conjunction with the high degree of Departmental specialization in teaching and the comparative lack of intellec- tual curiosity about flanking disciplines among Indonesian university staff, appears to have a restrictive influence on multidisciplinary thinking and action in teaching and research (for example separation of crop/pasture production and animal husbandry). The more loosely organized "school" structure found in many western land regional universities and designed to counter such influences is apparently missing while many staff members do involve themselves with a range of activities and disciplines, the self contained departmental teaching structure means that students can often remain isolated from interdisciplinary issues during their education. 15. Mention has been made of the large number of clerical staff employed. Thus, for instance, in the Faculty of Agriculture, UNPAD, with 137 academic staff, the administrative staff numbers about 50. However, bearing in mind the level of financial and administrative independence of Indonesian faculties compared with that of their western counterparts this is perhaps not surprising. On the other hand, clerical staff appear to be almost wholly concerned with Faculty administration; the Departments have very limited assistance and seem to rely more on junior academic staff for low-level administration, which is wasteful of manpower./l 16. More serious is the general lack of recognition of the contribution trained technical staff can make to research and teaching, particularly the teaching of practical classes. Not only are laboratory and field technicians scarce; there is not even an official employment and salary structure for such a staff category. (Some progress in training technical staff is being made at some universities, for example with assistance from Australia under the Australian-Asian Universities Cooperation Scheme.) In the current employment market, (with a shortage of trained technicians - See Annex 7) the problem of recruiting and holding trained technicians in universities is almost intract- able since competing salaries in private industry are so much higher (a factor of 5 has been quoted for employment at UNIBRAW versus private employment in nearby Surabaya). Perhaps for those universities with graduate schools or about to establish graduate schools, some procedures for the part-time employment of graduate students as technical staff could be evolved. However, whatever the solution, the first requirement is a greater realization at senior levels of the potential advantages of technical staff support in science faculties. The present lack of recognition is part of a general constraint on efficiency: that is, the limited grasp of what "practical" teaching should represent in university education in agricultural science. /1 It has been estimated that at IPB administrative activities account for about 14% of academic staff time. See Report and Recommendations on the Institutional Development Plan for Institut Pertanian, Bogor, August 1978. - 129 - ANNEX 11 Page 6 17. The major limitations to the effectiveness of Indonesian Faculties of Agricultural Science that can be ascribed to their administration and structure therefore appear to be: (a) the almost complete separation at the Faculty level of crop agri- culture and animal husbandry, which, since it does not reflect the general structure of smallholder farming systems in Indonesia, where many animals are used for draft purposes, is likely to produce graduates with a background inadequate for service to this most important sector of Indonesia's rural economy. (b) the rigid structure of separate university departments, which is not only likely to restrict interdisciplinary thinking and action among staff, and students but which also represents the structural underpinning of undesirably specialized undergraduate curriculum options. This criticism does not apply in general to some courses such as in Fisheries and Forestry departments. (c) the absence of an official employment structure for technical staff and the low salaries of those few who are employed in this capacity. This limits the effectiveness of practical class teaching (and probably also the effectiveness of staff input into research). Student Quality (a) Undergraduate Student Intake 18. The "quality" of first-year students at Universities, and to an extent their subsequent performance, is in large measure determined by the general standards of pre-tertiary school education. Standards of education at the primary and secondary levels in Indonesia are naturally affected by an acute shortage of resources; only during the 1970s has the government been able to embark on a substantially expanded building program at the primary school level. Yet so great is the need that although real expenditures have increased sharply, the condition of primary school buildings throughout Indonesia is still below the standards that Indonesian authorities are aiming for. At the secondary school level, few resources can be set aside for ade- quate libraries or other resource materials. The backlog to be made up, exacerbated by the difficult years of the 1960s, is enormous, and for several decades to come the quality of primary and secondary level education will continue to be affected by these conditions. 19. It is inevitable under these circumstances that the basic training of students entering universities will leave something to be desired. Students- general knowledge is often weak, as are their mathematics, scientific and language abilities. Perhaps even more serious, their written - 130 - ANNEX 1]1 Page 7 Indonesian is frequently poor; it seems that more attention needs to be given to the Indonesian expression skills during secondary education./l 20. The other main drawback of pre-tertiary education in Indonesia as far as university entrants are concerned is the emphasis on rote learning and the lack of training in independent study techniques. For the time being, of course, universities must accept entrants with the type of training that they are being given, but in the longer term attempts to raise standards in univer- sities will be badly held back unless reforms in teaching methods reach back into the secondary and even the primary schools. 21. In principle, entrants to universities are usually expected to have a working knowledge of English; this is of particular importance since many textbooks and reference materials in agricultural sciences are in English. In practice, the English language capability of most students is poor, and although additional English training is provided in some faculties at the first year level, few students can comfortably handle English language texts. Although no quantitative data on reading speeds in English in Indonesian universities are available, there is agreement among staff that it needs to be improved considerably. 22. The implications of this are far reaching: even those university teachers who are keen to move away from traditional rote learning methods find it difficult to do so because a substantial proportion of these students cannot tackle any more than relatively short reading assignments in English. Many lecturers do try to find suitable teaching material in Indonesian, but in most subjects the amount of material available is small. Neither the lecturers nor students are happy with the rote-learning method, but both groups are trapped within the system. 23. The selection procedures for students entering universities, and in particular Faculties of Agriculture are not uniform across Indonesia. The common practice has been for individual universities each to organize examinations according to their own standards and norms. THowever, as rejection of applications became more common, students lost oppportunities to apply to other universities due to synchronized examinations - or had to travel long distances to take other entrance examinations. Over time, progression to a national entrance examination system for public universi- ties is inevitable: however, existing discrepancies between SMA standards in different provinces, and between urban-rural - as well as different standards and norms between universities makes this impracticable at present. /1 Of course this type of problem has also appeared in many neighboring and western countries. It is certainly not peculiar to Indonesia. - 131 - ANNEX 11 Page 8 24. In 1975, five universities in Java (UI, IPB, ITP, UGM and UNAIR) organized a centralized entrance examination for SMA graduates to overcome these disadvantages. In 1972, IPB has already started recruiting thie top 10% of high school graduating students nationwide (and even overseas in Embassy schools) without entrance examination (called "talent scounting"), evaluation being based upon their performance over 3 years at SMA: these students (35% from outside Java) now account for 80% of first year enrollment - plus 20% from PP I - see below. This method achieved two objectives: it increased enrollment and reduced drop-out rate. 25. Starting AY 1979/80, four pilot projects (PPs) in enrollment policy were established by DGHE - PP I to PP IV. They apply to 16 universities and 8 IKIPs only. PP I is the archtype - the centralized examination is designed and standardized nationally. Ten of the older universities participate /1 (all except USU), of which seven have agriculture or related faculties. This is the forerunner of the ultimate national examination. PP II is utilized partially by two universities - UGM and ITB, and fully by one, IPB: it is essentially a formalization of the talent scounting introduced earlier by IPB. PP III is used by six universities./2 Its common examination includes 20% of national level subjects and 80% designed by the six univer- sities, thus allowing for a somewhat different level of achievement. All these six universities have agriculture or related faculties. PP IV relates only to 8 IKIPs (Teacher Training Colleges) and the examination is designed nationally. Universities or IKIPs not participating in any of the above pilot projects still organize entrance examinations according to their own standards and norms. 26. In principle, selection is based upon academic achievement in entrance examinations. Those with highest marks fill up the vacancies in the prestigious faculties of medicine/dentistry, engineering, veterinary or economics: relatively few students make agriculture their first choice. Yet high marks most often indicate superior SMA schooling, in major cities: applicants from provincial and rural schools are at a distinct disadvantage. The advantage of PP II is evident here, since that recognizes the potential of the would-be student in a given level of school environment. 27. In only one case encountered by the mission were interviews, psychometric or aptitude tests given to those applying (and qualified) for entry to agriculture and related faculties - this was at UGM, which has very considerable national appeal and therefore can exercise stricter post-examination selection. Here 125 out of 300 aspirants were finally admitted in a recent year. While many younger provincial universities /1 UGM, UI, UNAIR, UNPAD, USU, ITB, ITS, UNDIP, UNIBRAW and IPB. /2 IN-AS, UNAND, UNSRI, UNSYIAH, UNSOED and UNSM. - 132 - ANNEX 11 Page 9 recruit students mainly from schools in provincial and district towns who usually have rural experience, this is by no means the case for the older universities in Java. Unexpected physical demands on agriculture students during training can result in abnormally high drop-out rates in the first year: interviews backed up by physical aptitude tests would appear to be an additional minimum for entry to such faculties. Post SMA exposure to farm or field work before entry would provide better experience. 28. The "talent scouting" PP II system introduced by IPB in 1972, and providing 80% of their first year intake, does enable gifted provincial students to gain admission without academic examinations to this prestigeous institute: they may well also have more than average rural experience, as evidenced by the lower drop-out rate. It does, however, cream off from provinces the best students who would otherwise go to their regional university. As regional universities gain strength and experience to cater for more talented students, it is likely that IPB will take a much higher percentage of its undergraduate intake under the national PP I (say 80%) and a smaller percentage from PP II. Regional development requires well-trained graduates to work in the regions and outer islands, as well as requiring strong development-oriented universities to promote and support such development. Over the long-run the movement of the best students to IPB or similar universities in Java could result in a "braindrain" denuding the regions of their indigenous top technicians, and could slow up development there. 29. In contrast, for regional universities to adopt the same "talent scouting" PP II system appears to offer considerable advantages. They have a regional role to play in promoting development, requiring the best trained men of local origin to do that. This has particular relevance in areas where ethnic bonds are strong, as in many of the Other Islands of Indonesia. It also allows for recognition of a student's potential in a possibly limited secondary school environment - which the university will be better able to discuss and correct, possibly by a pre-entry training course, to harmonize levels of entering students. The same strategy may also be used to provide relevant practical experience. 30. Social factors also influence the quality of intake at all universities. Costs of tuition and board for those not fortunate enough to gain scholarships is an obvious general constraint to tertiary education opportunity for high school students from poor families. Scholarships are offered by the national government, provincial governments and in some cases private firms, but an increase in the availability of scholarships would probably have an immediate effect on student performance. Allocation of scholarships on the basis of need is of fundamental importance. - 133 - ANNEX 11 Page 10 (b) Undergraduate Student Performance 31. Quantitative aspects of undergraduate student performance as shown in a related report /1 show a striking difference in productivity/2 of first degrees between Faculties of Agriculture, ranging from 4.4% to 6.4%, and Faculties of Forestry, ranging from 10.0 to 14.5% (with Veterinary Science, Animal Husbandry, Agricultural Engineering, and Fisheries intermediate) for the period 1974-78. (With a zero attrition rate /3 and with all students completing in the prescribed minimum time /4, productivity as defined would be 25% for a 4-year degree and 20% for a five-year degree program. Although there is variation between universities in the formal length of the first degree program, across all the Faculties concerned the average would be approximately the same. Hence the difference in productivity is likely to be related to differences in intake quality, quality of instruction or scholastic standards, most probably the first of these. There are indications that early attrition rates in the agricultural sciences are comparable with those of Australian Faculties of Agriculture, but in addition many students, in agriculture at least, leave after three years at the Sarjana Muda level, an intermediate qualification (See Annex 2). 32. The graduate programs in Agricultural Science Faculties in some universities are still at their embryonic stages of establishment. Recent promulgation by the Consortium for Agricultural Sciences of the official guidelines for the graduate programs provide the entry requirements into the program and universities have just started to adopt these guidelines. It is thus too early to assess the quality of the students in the program. However, the most basic requirements as indicated in the official guidelines is a Sarjana degree with a specified minimum score. However the rapid expansion of post graduate programs in agriculture in some universities is seriously questioned on the basis of the capacity of staff to teach, manage and supervise those programs. /1 Supplementary Document No. 1. /2 Degrees awarded as a percentage of total enrollment (total student body). /3 Nonscholastic reasons such as lack of finance appear to force students out for a period to earn money so that they may later continue their studies. 4 The average completion time for a four-year agricultural degree is four years and eight months, although six to eight years for completion of five-year degree is the norm. - 134 - ANNEX 11 Page 11 Staff Quality (a) Employment Conditions 33. The general conditions of employment of Indonesian university staff are governed by their official status as civil servants. This has a number of consequences, some of the most important of which are salary, tenure and income supplementation. 34. As in Australia and Britain, but not in the US, there is a uniform basic salary scale throughout Indonesian universities. The grading for teaching staff categories are as follows: Government Grade Classification Title IIIa Asisten Ahli Madya (Intermediate Expert Assistant) IIIb Asisten Ahli (Expert Assistant) IIc Lektor Muda (Junior Lecturer) IIc Lektor Madya (Intermediate Lecturer) IVa Lektor (Lecturer) IVcb Lektor Kepala (Chief Lecturer) IVd Professor (Professor) IVe 35. The basic remuneration for teaching is low by western standards; it is also low when compared with the basic salary levels in the private sector. However, since basic salaries and allowances are supplemented in a variety of ways (see Annex 6), it is profitless to attempt to set them against living costs in order to gain a picture of standards of living. One compensating factor is that in all the grades quoted above staff have tenure: low salary is balanced by security. Furthermore, they are all grades with considerable status. In fact, staff of Grade IVa and above can only be relieved of their positions by order of the President of Indonesia. 36. One distinctive nonsalary feature of Indonesian university staff structure is that the social and technical status of Professors relative to that of more junior academics is very high. This stems from European (i.e., Dutch) concepts of a professorial level, supported perhaps by the Indonesian hierarchical social pattern; the title is not, as in the US, a mere identification of the top level of the salary scale. Eligibility for promotion to Professor requires a PhD or demonstrable research ability as determined by a points system for publications. - 135 - ANNEX 11 Page 12 37. The corollary of low base academic salaries and functional allowances together with the existence of multiple possibilities of earning supplementary income have led to staff spreading their energies too thin at the expense of teaching time. The importance of secondary jobs to the staff is underlined by the fact that the academic salary and functional allowance constitute only a fraction of total income. This has had a major detrimental impact on the quality of teaching at universities. This is a matter which is referred to again below. Multi- and bilateral institutions, including the World Bank, should be sensitive to the pressures they often exert on the scarce manpower resources at universities. Frequently, the Bank insists on one or more studies as a component of a loan package. In its insistence on the execution of these studies by competent personnel, the result is often the enlistment of university staff who are already over committed. This distrac- tion from their regular duties often leads inevitably to lower quality teaching. (b) Academic Standards 38. Evaluation of the academic standards of groups of university staff is fraught with difficulty, but one broad and superficially objective criterion is the proportion with first degrees only, master's degrees and doctorates. Bearing in mind that there are considerable variations in level of performance between graduates within one class of degree and standards between the degree granting universities, this criterion must be viewed as a mere superficial measure of academic standard as a staff quality. 39. Table 1 in this Annex provides some indication of this. In 1980 for Indonesia as a whole there were 2,486 staff officially listed in Faculties of Agriculture throughout Indonesia. However only 165 (7%) held either an Indonesian or overseas PhD or doctorate degree, 332 (13%) had MSc degrees (Indonesian or overseas). The concentration of higher degrees on Java by comparison with the Other Islands is also interesting. Although Java accounts for 58% of total staff in Indonesia's agricultural faculties, the staff in faculties on Java account for 78% of all MSc and PhD degrees. 40. Thus on the crude basis of formal degree attainment there is an enormous difference between staff of Indonesian Faculties of Agricultural Science and staff of corresponding faculties in western universities. The proportions are roughly reversed: in Britain and Australia one expects to find figures at least of the order of 80% doctorates, 10% master's degrees and 10% first degrees only, and in the US the proportion with doctorates is even higher. The PhD is now almost mandatory for new academic staff intake in these countries. A similar situation exists in many regional universities. Given this situation it is of the utmost importance that graduate programs are not expanded beyond the level at which high standards can be maintained. - 136 - ANNEX 11 Page 13 (c) Inter-University and Inter-Discipline Staff Mobility 41. Staff at Indonesian universities are resistant to movement between universities which is likely to perpetuate locally evolved academic "bad habits." Although the situation is changing, particularly on Java, there are five possible reasons for this lack of mobility. One is the disadvantageous position of the new staff member from another locality on the priority list for faculty housing. Another is the reluctance of potential "migrants" to abdicate, by moving, from the interlocking benefits and responsibilities of the Indonesian extended family. The third reason, which is to a degree related to the second, is that the newcomer from elsewhere finds himself outside the intangible network of interpersonal relations that so characteris- tically supports group activity in Indonesia, including the professional activity relevant to this report. It is identified above as disadvantageous to the newcomer, but some Indonesian academics defend the practice of employing their own graduates on the grounds that they find their own place in the faculty with the minimum of friction. A high value is placed on the reduction of friction within working groups, even at the expense of group "efficiency". The fourth reason, and one that is by no means confined to Indonesia, is the likelihood that graduates from universities in regions with relatively well developed services and cultural activity are reluctant to take staff positions in universities sited in less well-endowed regions. This could restrict the movement of, say, graduates from Javanese universities to Kalimantan. Finally, there is the motivation of provincial pride and commitment to working for one's own region. 42. Having discussed the distribution of staff between universities, there are two points to be made concerning their distribution between disciplines or departments within faculties. First, there are those large departments such as Agronomy Departments which have been the nucleus subject around which the faculty developed in size and in range of disciplines. Hence in some of the younger or more slowly developing faculties the more specialized departments (namely Plant Pathology, Agricultural Technology, etc.) are relatively weak in terms of staff numbers and quality. Second, a number of Agriculture Faculties have basic science departments that have a service function only. It is possible that these departments may not attract the best staff, as they probably should, if the result is reduced access to research contracts or other additional income earning opportunities based on applied knowledge and experience. In general, one basic determinant of staff quality in Faculties of Agricultural Science is the attractiveness and availability of supplementary employment. (d) Center for Advanced Studies 43. With the considerable pressures on university staff to perform their regular teaching duties and to maintain incomes through outside assignments, there is little scope for the improvement of academic standards within the existing institutional framework. It is therefore suggested that one possible strategy would be the establishment of an Indonesian-controlled Center for Advanced Studies and Research in the Agricultural Sciences financed partly through a foundation. A possible framework for such an institution is provided in Appendix A to this Annex. - 137 - ANNEX 11 Page 14 Undergraduate Curricula (a) General Character 44. Until 1972, the pattern of the first degree in Agricultural Science at all Indonesian universities was based on the Dutch model: a nominally five-year curriculum leading to the degree of Insinyur or "Ir.". This is now being replaced by a four-year first degree (Sarjana) with a different internal structure. The new curriculum was introduced on a pilot basis at IPB in 1972 and all Agricultural Science Faculties in Indonesia are expected to have begun teaching a four-year degree by 1985. IPB is the only university that has so far graduated students from a four-year program. The majority will be introducing it between 1980 and 1984 on the same two-semester system as in the five-year curricula. 45. With only a few exceptions, all students are assigned to individual faculties from the time they enter university. There is wide variation between universities in the amount of tuition they receive from other faculties, but the subjects most involved are in citizenship and the basic sciences. Some faculties have their own basic science departments, while others receive their tuition from outside. At IPB, where the four-year degree program is well established, the pattern of student affiliation is different. Initially, they are IPB students and are not assigned; they only become students of a particular faculty at the fourth semester. The Institute has started a new program under which students will join individual faculties at the third semester. (b) Main Curriculum Components 46. Within the Indonesian University system a substantial degree of centralized control over Agricultural Science degree curricula is exercised by the KIP,/l who have issued guidelines for the new four-year first degree program, known as Stratum 1 or S.1. (This code is part of a more general one: S.0 for Diploma, S.2 for Master's and S.3 for doctorate programs.)/2 This section is largely concerned with the new S.1 curriculum guidelines and their application in practice at the faculties visited. 47. Some general comment on the merits or demerits of centralized control is pertinent. In Indonesia Government universities are regarded as part of the public service. The degree of control over them is thus consonant with centralized Indonesian concepts of government administration. The curriculum structures emanating from the KIP are guidelines, however, univer- sities are instructed to reach at least the minimal basic standard designed by the KIP. Having reached this point universities are free to evolve their curricula. At present many regional universities have not reached the mini- mum basic standard curriculum. W4hile accepting these principles, this report /1 Konsorsium Ilmu Ilmu Pertanian or Consortium for Agricultural Sciences. (See Annex 1 for details of this institution). /2 See Annex 1 for further details of educational planning and programs. - 138 - ANNEX 11 Page 15 suggests that a greater degree of decentralization in decisions relating to the details of curriculum would ensure that regional universities evolved relevant educational programs (see Annex 1, para. 41). 48. The KIP S.1 guidelines for Agriculture faculties postulate a four-year degree of 140-146 credit hours, apportioned primarily into a core curriculum of 53-70 credit hours (approximately 40%) and a "peripheral" curriculum of 87-99 credit hours (approximately 60%). The details of the contents of the core and peripheral curricula are contained in supplementary documents to this report. Essentially these first-degree curricula - and this holds for both the old five-year and the new four-year program - are function oriented rather than discipline oriented, though this is not always apparent from the names of the departments. Thus, for instance, Agronomy Departments in Indonesia in practice teach not Agronomy, but Crop Husbandry; there are Departments of Crop Protection rather than of Entomology and Plant Pathology. In this respect, the Indonesian curricula may be regarded as more "practical" than corresponding curricula in western universities, and more comparable with those of technical colleges although they are generally less "practical," in the sense of providing adequate field and laboratory training, than their western counterparts. 49. The definition of "basic science" courses in Indonesia is broader and more applied than in western universities. In western Faculties of Agriculture elementary Mycology and Entomology, for example, are regarded as part of the preliminary instruction within an intrinsically applied course or group of courses, leading steadily towards instruction in Plant Protection. In Indonesia, however, since the curricula are function oriented, coursework in Mycology and Entomology earns the title of "basic science." Hence in the KIP guidelines the allocation of about 24% of coursework credit hours to "basic science" does not mean the same thing in Indonesia as in western universities. Thus in the IPB Faculty of Agriculture only about 60% of the "basic science" coursework would be so termed in western parlance. 50. There is evidence from the individual faculty curricula that "true" basic science teaching is inadequate. The almost universal complaint from western universities that accept Indonesian first-degree students for graduate training is that, irrespective of the students- potential competence in the applied field, their progress and attainments are limited by poor command of the basic sciences that form an essential foundation for more applied study. (c) Coursework 51. In assessing university curricula course titles mean very little; there is little point in analyzing course structure on the basis of course titles. However, the degree of specialization in course majors, is of particular relevance to the matching of first degree graduate supply and demand. As already indicated, the specializations or majors available to first-degree students in any one faculty normally correspond to its departmental structure, though some departments are merely service units. However, in some faculties operating a five-year program the degree of specialization is carried further. Thus at UNHAS there are two majors in _ 139 - ANNEX 11 Page 16 Plant Protection, four in Agronomy and four in Soil Science (e.g., in Soil Science: Soil and Water Management, Soil Fertility, Soil Classification, Hydrology and Irrigation). 52. The degree of specialization within the first degree curriculum may be measured not only by the number of majors, but also by the point in the four- or five-year program when specialization begins and by the level of common coursework between specializations after this point has been reached. These attributes vary widely within the group of Agriculture Faculties. Some universities specialize as early as from the fourth semester while others as late as the seventh semester. 53. Although the KIP guidelines indicate a common coursework load for all faculty students of about 64%, it is clear that faculties in practice depart appreciably from the recommended proportions. It is believed that, while the level of specialization indicated by the guidelines may be satisfactory between, say, students in Agronomy and Agricultural Economics, it is too high between, say, students in Agronomy and Soil Science. A fortiori, departures from it towards greater specialization, as at USU and elsewhere, are not in the best interests of agricultural science education. 54. The effects on students of formal specialization, as measured by the proportion of noncommon coursework, are likely to be augmented in Indonesian Faculties of Agriculture by the apparent lack of interest displayed by staff in disciplines other than their own. These attitudes are likely to rub off on students, and it can be expected that once the student has embarked on his major field, his knowledge and appreciation of relevant flanking disciplines will be meager in the extreme. 55. At this point, one comment on Agriculture curricula is pertinent: the relative neglect of Horticulture or Horticultural Science, which is not represented at departmental level in the faculties and forms a very small part of the total curriculum. Indonesian horticultural production, particularly by small farmers, is substantial and more attention should be paid to Horti- cultural Science in university curricula. (d) Teaching Efficiency: Lectures 56. One of the critical measures of potential efficiency in tertiary teaching is the student:staff ratio. Since Indonesian faculties apparently do not use weighting systems that enable them to compute student:staff ratios when part of the teaching comes from outside the Faculty, the information available is accurate only for Faculties in which this does not happen. For the same reason, since individual departments are only wholly responsible for teaching any one student over part of this degree course, no information is available on departmental student:staff ratios. Furthermore, in many faculties the proportion of staff absent on overseas training is such that there is a significant difference between actual current ratios and those based on staff establishment. 57. With that said, it appears that current student:staff ratios in Agriculture Faculties, which do not show a very wide range, are not excessive and do not constitute a major limitation to the quality of instruction. They - 140 - ANNEX 11 Page 17 vary from about 7:1 to 15:1, which may be compared with an average of about 9:1 for all Australian Agriculture Faculties (except one that has in addition a specific research function). Teaching Structure and Materials 58. The main weaknesses of the Indonesian lecturing structure are the reliability of lecture schedules and the quality of teaching materials. While there are many devoted staff members, some lecturing responsibilities are not met. This applies not only to individual lectures, in that staff may just not turn up to deliver them, but also to sequences of lectures over a week or more, which may be postponed at short notice and made up in even- ings, over weekends, or in vacations. The reasons for these disturbances appear to be numerous, but to a large extent have something to do with staff "second jobs" commitments. 59. The second major weakness, the quality of teaching materials avail- able to and utilized by the lecturer and the student, has a number of aspects. They are related to the fact that English is predominantly the language of published agriculture and that lectures are given in Indonesian, and to Indonesian attitudes towards the teacher/student relationship. 60. The average Indonesian lecturer finds the base publications relevant to his subject difficult to comprehend when, as is almost always the case, they are in English. As a result, the substance of his lectures is likely to be attenuated and perhaps distorted. The student in turn has to accept the lecture as delivered: since his comprehension of English is even less than that of the lecturer, he has little hope of enlarging his understanding by supplementary reading even if he is inclined to or encouraged to; the only printed material that he is likely to receive and be able to read is a copy of the lecturer's notes. 61. This problem will only be overcome when a wide range of reliable Indonesian-language teaching materials suitable for first-degree students becomes available. It is not merely a question of translating English- language texts; original materials need to be prepared with the specific requirement of teachers and students in mind. As such, they might take forms other than that of conventional textbooks: for example, pamphlets for accumulation in looseleaf folders, wall charts, sets of slides - in other words, teaching kits. Teaching materials are recognized as important factors in upgrading academic achievement./l 62. Another factor influencing the effectiveness of teaching materials, that is, Indonesian concepts of the teacher/student relationship, is a cultural characteristic, and the problems it gives rise to are less amenable to solution than those discussed above. It is a commonplace observation that Indonesia has an oral culture, and that there is little tradition of acquiring /1 For example, see "Publishing for Schools - Textbooks and the Less Devel- oped Countries," by Peter H. Neumann; World Bank Staff Working Paper No. 398, June 1980. - 141 - ANNEX 11 Page 18 knowledge through reading. This is linked to the value placed on inter- personal relationships: in the modern vernacular, a student can "relate to" a lecturer but not to a book. These characteristics, combined with a deferential attitu-Le towards persons in authority, lead to the passive acceptance by students of information transmitted orally by the lecturer, and a disinclination to "read around the subject" even if appropriate texts are available. (This disinclination may also extend to the lecturer.) With continued exposure to western science and its tuition, particularly through overseas higher degree training, the attitudes of Indonesian univerity staff are slowly changing, and the change will in turn influence the tuition process and hence the attitudes of students, but the transformation will be slow. Teaching Efficiency: Practical Classes 63. Judged solely on the basis of nominal tuition hours and their ratio to lecture hours, the general level of practical tuition in Indonesian Faculties of Agriculture, with a few exceptions, appears satisfactory. The number of allocated study hours does not seem to be a major factor limiting efficiency: it is the way these hours are used that invokes criticism. While it is recognized that the standard of laboratories and equipment is a major constraint, there are other deficiencies not related to this. 64. One basic deficiency is the limited time allocated to closely supervised field exercises and demonstrations. The aim of the faculties is to produce graduates with a practical outlook, and the problems of reconciling this aim with the need to give students a good grounding in science have been discussed earlier, but there is a tendency among Indonesian staff to consider practical training in terms of two types only: laboratory training and the final-year thesis project. The idea that students should regularly spend a day or a half-day in field exercises closely integrated with lectures and laboratory classes is not a familiar one in Indonesia. In some instances there are physical constraints to such teaching, but if the need were recognized, the problems would rarely be insurmountable. 65. Indonesia Agricultural Science Faculties, although drawing a high proportion of students from urban location do not require them to spend periods working on farms as in many western universities. On the other hand, Indonesia has developed a program of "national study-service" (KKN, signifying Kuliah Kerja Nyata, or "Learning Through Real Work"), a specific expression of the "Basic Policy for the Development of Higher Education" promulgated in February 1975, by the Ministry of Education and Culture. This states among other principles that "Institutions of higher education must build bridges between the world of science and technology and the needs of the people" (Directorate of Research and Community Service Development, 1978). Essentially the program calls for a mandatory three to six month period of local community service by senior undergraduates in village communities, the projects to be planned and supervised by university staff in cooperation with other local government administrative services. Since the program was not - 142 - ANNEX 11 Page 19 observed in action, no comments can be made on its real value, but clearly the ideals and concepts are admirable. If competently executed it should provide a useful training, perhaps inferior in respect of technical education, but superior in inculcating a spirit of service to the rural community. Graduate Curricula (a) General Structure 66. The current pattern of Indonesian graduate training in Agriculture, like that of undergraduate training, is one of transition from a Dutch model to an American model. Reflecting the wide range in development and quality within Indonesian Universities, the stage of implementation of the newer pattern of graduate program varies greatly from institution to institution. Thus, at present the only university with an established graduate program in Agriculture and a formal graduate school is IPB. Current moves to strengthen it are strongly supported. UGM, as already stated, has had an embryonic Master's program in Agriculture for some time, but it is only now being formalized, together with a Doctorate program. UNPAD is also now instituting formal Master's and Docorate programs. Other universities, some not nearly as advanced as those already mentioned, are planning the introduction of Master's and PhD programs in the near future. This is a cause for concern in terms of educational quality, although it is understood that the stimulus for starting these programs comes from recently promulgated promotion requirements for university staff./l 67. The situation with respect to Master's or S.2 programs is fairly clearcut. That at IPB dates from the establishment of the Graduate School in 1975, and the general pattern adopted at IPB is being followed at other universities. Guidelines for the structure of the S.2 program have been issued by KIP; they allow considerably more latitude than do the guidelines for the S.1 four-year baccalaureate. In particular, the development of individual curricula of local relevance is encouraged. A two-year course is envisaged, with 70-100% of credits for coursework and 0-30% for the thesis research project. Faculties must meet certain staff criteria before they may implement an S.2 program: all those involved in tuition must hold at least a Master's degree, and the Faculty should have on its staff two PhDs or holders of Doctorates in the fields of study offerred. 68. The situation with respect to Doctorate or S.3 programs is more complex, because more than one type of program is permitted, ranging from an American-style coursework and thesis structure to a Dutch-style research-only structure. The latter pattern predates the former and IPB Doctorates have been awarded on this basis for some time. IPB's new formal Ph.D. program based on thesis and coursework came into effect in 1978, and those of UGM and UNPAD are just starting. At present, only these three universities have DGHE authorization (on CAS advice) to mount PhD programs involving a full coursework load. On the other hand, the older pattern still survives and is now not confined to IPB, UGM and UNPAD. /1 Peraturan Pemerintah Republic Indonesia, Nomor 3. Tahun 1980. Tentang Pengangkatan Dalam Pangkat Pegawai Negeri Sipil. - 143 - ANNEX 11 Page 20 69. There are three possible structures for Doctorates in Agriculture: (a) The Full Course Program, involving coursework with examinations and a thesis research project. (b) The Special Course Program, involving some coursework, wqhich may not be examined, and a thesis research project. (This is aimed at "mature" students, i.e., middle or senior level employees in government service or private industry who may require "brush-up" coursework.) (c) The Free Program, involving a thesis research project only. 70. Paradoxically, it is easier for the newer faculties to mount Doctorate programs of the "free" type than it is for them to mount Master's programs. Implementation of a Master's program requires, as indicated, that all teaching staff involved must have at least a Master's degree, and many Faculties are not able to satisfy this criterion. On the other hand, for a university to mount a "free" doctorate promotor program, the only requirement is that there shall be one full professor in the appropriate field in the Faculty concerned. The additional supervisors required (or co-promoters, as they are termed), may be drawn from other universities; since they must also be full professors the burden falls largely on IPB staff. In keeping with the Indonesian pattern of payment for individual services, these staff (and the home supervisor) receive a fee for their supervisory activities. 71. Students rarely enter graduate school immediately on completion of the first degree since few can command the tuition fees from their own resources; hence the students of IPB's S.2 and S.3 graduate programs are mostly employees on scholarships seconded from government service. The fee per semester at IPB for a full-load coursework program (9-13 credits) is Rp 300,000. Doctorate candidates not taking courses must pay an "academic fee" of Rp 150,000 per semester; in addition, the costs of the research project, between Rp 500,000-1,000,000, must be met by the student or by the agency sponsoring his candidature. (b) Master's Programs 72. Much of the comment in this subsection will center on the S.2 pro- gram at IPB, since this is the only well-established school in Agriculture. The requirements for entry into the IPB Graduate School have been mentioned above. At UGM, there is provision for a preliminary study period for first-degree graduates from other universities (a noncredit coursework program of about 20 credit-hours); at IPB all students must achieve a GPA of 3.0 by the end of the first semester in order to continue. The general structure of the S.2 program allows for two streams: (a) Program A: designed for candidates expected to enter research or teaching on graduation. - 144 - ANNEX 11 Page 21 (b) Program B: designed for candidates expected to enter extension, administration or private industry on graduation. The difference is largely in the credit-weighting given to the thesis research project. 73. Although in Western universities there may be limits on the total number of candidates enrolled in one Faculty for graduate study because of staff and finance limitations (and perhaps also a quota percentage for foreign students), the criterion for acceptance of students is normally the single one of academic excellence. This is not necessarily the case in Indonesia; there is an element of manpower planning in acceptance criteria. Thus, at UGM, priorities have been set for entry into the new S.2 program: first UGM staff, then staff from other universities, then staff from the Agency for Agricultural Research and Development (AARD) although it is understood that there is a strong preference for government employees. The number of government employees (many from AARD) entering the IPB graduate school is negotiated each year. 74. Because of the academic strength of the IPB Faculty of Agriculture, its S.2 program is generally of a higher standard than elsewhere in Indonesia. Although information on the qualifications of Faculty of Agriculture staff within the staff of the graduate school as a whole is not on hand, their proportions at IPB are roughly as follows: First degree only 6% Master's degree (a) Indonesian 4% (b) Overseas 23% PhD or Doctorate (a) Indonesian 13% (b) Overseas 54% 75. Assessments of quality are difficult, and dangerous. However, a study of the courses offered (IPB, 1978) suggests that the S.2 program standard is probably below that of Western universities where the curriculum is more specialized and the final year is a true "honors" year. (c) Doctorate Programs 76. At IPB, the "Full" doctorate program comprises three semesters of coursework and three semesters of thesis research, the latter preceded by a qualifying examination; thus, the expected period of study is three years. The minimum qualification for entry to the S.3 school is normally a Master's degree, but students within an S.2 program who demonstrate outstanding ability may transfer to a doctorate program without completing the lower degree. - 145 - ANNEX 11 Page 22 77. The major problem of the IPB and UGM doctorate programs in Agricul- ture is t'ne student:staff ratio. The stress lies not so much in the course- work element, but in the pressure of supervisory duties on professional staff. Thus, at IPB the average number of doctoral students per professor is 5; at UGM, 7. This supervisory load, to which may be added that of supervising external students at other universities under the "promoter" system, is carried in conjunction with normal lecturing duties, external lecturing, responsibility for research contracts, "second jobs," etc. The situation is quite clearly inimical to adequate supervision. 78. Supervision of external doctoral students is presumably likely to suffer most in the intensely competitive claim for the attention of senior IPB and UGM academics. Experience by some foreign visitors indicates the pressures which senior academics are under. For example, an external candidate made elementary errors in experimental design and planning of the kind Western final-year undergraduate students make. However, the error was not corrected by his supervisor before the experiments were planted. Apparently, plans are in hand to permit holders of PhDs or doctorates who are not professors at a university (i.e. external advisors) to play a larger part in the supervision of both internal and external doctoral candidates. Physical Facilities (a) General 79. The physical facilities thlat support research and training in Indonesian Faculties of Agriculture include: classrooms, laboratories, field stations, libraries and library services. In comparison with those of western universities these facilities are generally of low standards even though there are variations between universities. The following paragraphs will differen- tiate, in general terms, between the more important and the less important constraints imposed by physical facilities on efficient teaching and research. 80. As mentioned, there is a very wide range in the standard of physical facilities in individual Faculties. At one end of the range are the IPB Faculties of Agriculture, where at least in laboratory equipment and library facilities standards approach those of the average western university. At the other end, there are Faculties where the classrooms and laboratories would disgrace a Western country high school. This makes generalization difficult, in the absence of quantitative data such as classroom area per undergraduate student. (b) Classrooms and Laboratories 81. The criteria on which the standards of classrooms and laboratories may be judged include classroom or laboratory area per student, the absolute size and number of rooms, the quality of buildings and their services (e.g., water and power supply), and the quality of the equipment in them. Within the last-named criterion, it is useful to distinguish between equipment for - 146 - ANNEX 11 Page 23 student use, where both the quality and the numbers of any one item governs the effectiveness of practical teaching, and more advanced equipment for demonstration and research, where limitations on the number of any one item can often be minimized by work planning. 82. A high proportion of the classrooms and laboratories appear to be deficient in respect of all those criteria, though the advanced equipment in the laboratories of the IPB Faculties of Agriculture appear to be adequate for the demands likely to be made upon them. The limited number of classrooms and laboratories are accentuated by the administrative and sometimes the spatial isolation of faculties from each other, which severely restricts the use of teaching space by more than one faculty. 83. One of the most frequently noted deficiencies was the quality and number of items of standard simple equipment for student use. This constraint has an effect on practical class instruction out of proportion to the cost of the materials required. Laboratories with a moderate level of advanced equip- ment were often very short of simple microscopes and chemical equipment, for example. Basic science departments were often more poorly equipped than their applied counterparts. 84. Another important constraint is associated with Indonesia's geo- graphical position: the effects of the tropical climate on electronic and optical equipment. It is in this area, and in simple equipment construction within the Faculty, that the lack of a cadre of trained technicians is severely felt: the proportion of defective equipment at any one time is abnormally high and the do-it-yourself spirit is sadly lacking. There is a tendency to think that a particular task of scientific measurement may only be accomplished by an expensive and difficult-to-maintain equipment item from overseas, when a simpler substitute, or the components from which a substitute could be assembled, are readily available in the industrial cities of Indonesia. 85. The blame for this cannot be assigned wholly to the lack of techni- cians. There is pride in expensive equipment sometimes regardless of their relevance or state of repair. In addition there is limited evidence of the construction of simple equipment. However, foreign donors must also bear part of the blame: they have often supplied, either voluntarily or with insufficient consideration of the request, complex equipment quite inappropriate for the level of teaching or research at the recipient institutions. - 147 - ANNEX 11 Page 24 86. Finally, one other Indonesian-wide limitation to the effective use of advanced laboratory equipment, and one that can be mitigated by the indivi- dual university only at great cost, is the unreliability of local electric power supply. In the absence of an expensive back-up generating plant, faculty laboratories are forced to depend wholly on overextended municipal electrical grids and in consequence to accept highly variable voltage and intermittent power failures. (c) Field Stations 87. One aspect of field teaching and research in Indonesian Faculties of Agriculture is the lack of recognition of the value of simple field demonstra- tions and practical exercises integrated with lecture courses. Many of these can be conducted in glass or shade houses or on small open areas near classrooms. The space and facilities necessary are small and, given the motivation, can be readily and cheaply developed. In addition, however, field centers are essential for more extended practical classes for research. 88. Although the level of field station facilities varies widely between faculties, one major limitation shared by most of the faculties is that of distance from the campus. The classrooms and laboratories of Indonesian Faculties are normally in urban or suburban locations, and in consequence, field station sites are some distance away. Although many western universities face this problem, particularly those built at the edge of cities and subsequently engulfed by suburbia, there is one factor specific to Indonesia that accentuates it: the extremely high price of good land within a reasonable distance of the urban centers where the universities are located. "Good" in an agricultural context signifies moderately fertile, level and with irrigation facilities either available or readily capable of being developed. Faculties of Forestry, on the other hand, are likely to be satisfied with land for silviculture that in agricultural terms is secondclass, and furthermore, will require some naturally forested land for teaching and research. 89. Some of the areas acquired, or for which purchase plans have been laid, seem large in relation to current or projected teaching or research activity: thus UNPAD plans to develop 200 ha. There may, however, be molli- fying circumstances: it is important to poorly funded faculties that their field stations be financially self-supporting, and hence a proportion of the area must grow crops for sale. In some instances, the university has been granted land by its provincial government and has had little choice but to accept it. (For example, USU has been given a 500 ha plantation.) 90. To give some examples of the range of field facilities commanded by Faculties of Agriculture: the new field center at IPB is 150 ha and 60 km from the campus; UGM has 35 ha in three noncontiguous areas; the planned UNPAD acquisition is 25 km away (at present it has only 6 ha at a distance of 10 km); UNLAM has only 20 ha and that 70 km from the campus; while UNIBRAW owns no land specifically for agricultural teaching and research, but utilizes - 148 -- ANNEX 11 Page 25 areas on three local research centers, all about 20 km from the faculty. UNHAS at present has 35 ha, but is permitted to use land at Maros, a well- equipped AARD research center some 40 km from the campus (though at the time of the mission's visit only two staff and two senior students were taking advantage of this). UNAND has a special problem: its regional responsibili- ties in a mountainous area require it to have both a highland and a lowland center, and the current highland center is 125 km from the campus./l 91. The second major limitation, applying to agriculture is that most of the existing field centers have very poor laboratories and buildings, if any. This allows very little opportunity for the on-site processing of experimental material or for laboratory work in association with field experiments. (As a simple example, it is rarely possible to obtain data on the dry matter yield of crops, since there are no on-site dehydrators.) Field centers at some distance from the parent campus may have dormitories for students and visiting staff. Within the five-year first-degree program, it is quite usual for agriculture students engaged on their thesis project to spend a whole semester at a distant field center with only limited supervision through occasional staff visits. In general, therefore, poor on-site facilities and distance from the campus are the main deficiencies of agriculture field centers where they exist. However, even where there is no serious physical restriction to field work, the amount of actual experimentation in progress appears small in relation to the number of staff in the faculties concerned. (d) Libraries and Library Services 92. University libraries in Indonesia are almost without exception organized on a faculty rather than university-wide basis. For many years official policy has been to discourage this tendency, and as early as 1962, an instruction from the Directorate General of Higher Education ordered that a central university library be established in each of the state universities as a means of coordinating the separated libraries. Although most state universities now do have central libraries, deans of faculties have generally resisted efforts to promote cenitralization perhaps fearing that centralization would have disadvantages from the faculties- point of view. As a result, the faculty-based library system remains as strong as ever. While the existing situation does allow faculty staff easy access to libraries and in principle, facilitates acquisition policies tailored to the needs of each faculty, the various advantages of centralization are lost. 93. With few exceptions, faculty libraries are very small. Furthermore, most of the materials are usually inappropriate; of those books which are useful, the majority are in the Englislh language and are difficult for the students, and even some of the staff in regional universities, to read. Various other problems hampering the most effective use, such as short /1 Plans are in hand, in conjunction with a Bank-assisted project, to develop a university farm. - 149 - ANNEX 11 Page 26 operating hours, lack of promotional techniques, to encourage use of libraries exist. In addition, students generally do not have access to stacks and new arrivals are not publicized. 94. Although it is natural for the western observer to judge the books and journals in Indonesian libraries by western academic standards, it is to a degree misleading to do so: the range and type of scientific literature should be judged in the context of the subject requirements and academic standards of the users. Accepting the fact that standards vary widely between faculties (and that the graduate library at IPB is regarded as the national collection in agriculture and hence must aspire to international standards), it seems that a proportion of the very limited funds available is often wasted on books either irrelevant to or too advanced for the institution concerned: the money would be better spent in widening the range of appropriate literature or in purchasing multiple copies of key texts, preferably Indonesian language tests. Foreign donors can also be blamed: in the past some of the gifts of books including multiple copies, and journal subscriptions have been made with little understanding of the real needs of the institution concerned. 95. Hitherto discussion has been confined to the cuantity and quality of books and journals. One limitation to ready access by students and staff to those books and journals that are available is the poor standard of library administration. Librarianship is not a recognized profession in Indonesia, and it is uncommon to find staff in charge of libraries with technical train- ing (though some of the libraries are so small and simple that this is of minor importance). Indexing and shelf arrangement may not be in accordance with standard systems, and library staff often seem quite unacquainted with the nature and classification of the literature in their charge. 96. Finally, there is the question of supply and demand. The deficiency in supply, that is, the quality of libraries and library services, has been discussed. "Demand" in this context signifies the level of library use which, in view of the lack of Indonesian texts, narrows itself to use mainly by staff. Only a proportion of the libraries visited had any strictly regulated system through which the scale and nature of borrowings could be checked; hence, estimates of usage are very approximate. However, the limited information available, supplemented by spot checks on the use of key texts, substantiated the general judgment that Indonesian academics in agriculture spend little time reading the scientific literature of their field. Research (a) General 97. The first major cluster of constraints affecting the quality and quantity of research activity in the faculties of agriculture is institu- tional. One problem is the absence of any defined national policy - 150 - ANNEX 11 Page 27 on the desired scope and nature of agricultural research in universities, or on the relationship between the research responsibilities of the Ministry of Agriculture and the universities. At the time of the mission, neither the Ministry nor the Directorate-General of Higher Education (DGHE) could issue any clear statement on the role of universities./l There is, however, one mitigating factor. In the western world, universities have traditionally held responsibility for the basic end of the research spectrum, and while in the applied sciences of agriculture "basic" research by definition falls within other disciplines, there is a perceived level of "basic-ness" appropriate to universities in these fields. However, Indonesia need not regard it as necessary to rely completely on its own resources for basic research since much information can be economically obtained from overseas. In these circumstances the main task is one of apportioning the applied research between universities and other institutions. This is a difficult task. There are, however, weaknesses in university research. Part of the reason probably lies in the difficulty many staff and students apparently have in marrying theory and field or experimental observation. It was precisely this problem which Geertz was addressing when he referred to the highly academic (in the bad sense) and the "bookish" nature of social science education in Indonesia./2 Geertz' comments, while most relevant to the question of quality in agricultural economics Sarjana and post-Sarjana thesis writing, are worthwhile quoting for their wider implications: "The general absence of a clear conception of what research is (the usual view now is that it is a brief study trip in search of written records or an interview or two, a generalized summary of the accessible "literature" on a subject, or a fish-net type fact-gathering survey), combined with the weak separation of immediate policy questions from technical scientific ones, lead to a view of social science as a form of brief writing rather than of inquiry, a defense of truth rather than a search for it. The establishment of a research role needs more than financial support and insulation from external pressures; it needs a genuine understanding of what social research in fact is, something that is not likely to be produced by present methods of education in Indonesia. This fact is indeed widely recognized by Indonesian scholars themselves who complain almost uninterruptedly that they need better training - any training - in /1 It is understood that some moves are in progress to resolve the relationship on research matters between the Agency for Agricultural Research and Development (AARD) and the universities. /2 Clifford Geertz, A Report to the Ford Foundation Concerning A Program for the Stimulation of the Social Sciences in Indonesia. The Institute for Advanced Study, Princeton, August 1971, mimeographed page 7. - 151 - ANNEX 11 Page 28 methods." What they really are asking for is training in how to conceptualize, design and carry out a do-able, meaningful study - very much not the same thing. But the sense, if vague, for what is missing is there, and the response to the provision of it, even if it turns out not to be quite what they expected ("how-to" work procedures of the "brain surgery made easy" sort), will be profound... And, as it is not isolated "methods" - how to calculate a chi-square or arrange a questionnaire - that is needed, but a sense of research as an integrated, purposeful body of activities as conceptually directed systematic inquiry (where that is present, the methods follow), it can only be provided by providing observable models of the thing itself performed by scholars skilled in performing it." It is largely this popular conception of what research is (described by Geertz as "brief writing") that explains the considerable attention given to "research methodology" in Indonesian economics and agricultural courses: there is a widely held belief on the part of students that if only they can find the appropriate "how-to-do-it kit", then good research will follow. 98. Another issue pertinent to agriculture is that hitherto Government research in agriculture has been hiighly centralized, and only now are plans being put into effect to create more powerful and more independent regional research complexes. On the other hand, universities are already established in a dispersed pattern throughout the archipelago. It is perhaps for these reasons that ideas are being reviewed whereby Faculties of Agriculture might become regional and provincial research foci working closely with govern- ment research complexes. This would be close to the traditional western role of the university in the total national research effort. However, such an association would need to be carefully examined in order to ensure that the universities' tri-partite research, teaching and community-service roles are not undermined or unbalanced. In particular, the lucrative financial rewards for research should not lead to a formal or informal allocation of staff time to research which will weaken the capacity of institutions to provide first class teaching. On the other hand, the Government, through DGIIE, must avoid exerting influence that could result in the universities- adopting an "ivory-tower" view of research. 99. A further major institutional constraint is the mode of funding by the Government of university research. By far, the largest proportion of total research funds expended by Faculties of Agriculture are from government contracts, particularly from the Ministries of Agriculture and the Directorate General of Transmigration. They are awarded almost wholly on an - 152 - ANNEX 11 Page 29 annual basis, but because of administrative delays, the funds are rarely available for more than six months with frequent carryovers into subsequent years. Clearly, the type and level of research that can be accomplished with support given on the basis of a six-month contract, even when extended to 12 months, is very low indeed; in many instances, the "research" performed can only be described as very simplistic. The fault lies more with the Ministries rather than with the universities, since the projects are formulated by the former and accepted by the latter. It could be argued that universities should decline worthless research contracts, or contracts that cannot be fulfilled usefully in the short time stipulated. However within the Indonesian context this does not appear to happen, partly because considerable pressures are brought to bear on universities to accept contracts. 100. The other form of research support is through DGHE, which disburses small grants in response to project applications from individual staff members, Departments or Faculties./l These are also awarded on an annual basis. The scheme was originally conceived as a general stimulus to research activity, particularly among young university staff, and in consequence the range of projects funded was rather unselective. Latterly, serious attempts are being made to award grants more in accordance with regional or national requirements for research information. However, the DGHE approach to research funding is still essentially short-term and fragmented, as is the Government research contract system, and does not favor the development in Agricultural Science Faculties of substantial and coherent research programs. 101. The other major group of constraints to effective research relates to the individual university staff member's limited capacity and inclination to undertake useful research or to develop and sustain a research thrust in a chosen direction. The limitations arise from the dispersal of energy in multiple tasks enforced by low standard salaries and a "piecework" approach to reward for services. Geertz has also commented on this as follows:/2 "The spasmodic quality [of Indonesian intellectual life] - a kind of chronic distraction - arises from the scattering of energies imposed by an irrational salary structure for academics which forces them into multiple occupations, and by the excess of essential tasks over people qualified to perform them ... . As for the diffusion of intellectual energies, and the attendant shortness of attention span that it produces, it is the most important immediate obstacle to the effective development not only of the social sciences but of original thought generally in Indonesia." /1 See Annex 1, Table 11 for data on additional allocations by the DGRE in 1978/79 and 1979/80. /2 Geertz, op. cit., pp. 1 and 5. - 153 - ANNEX 11 Page 30 (b) Forms of Research Support: Government Contracts 102. The substantial funds allocated by government institutions, particu- larly Agriculture and Transmigration, for research executed by Faculties of Agriculture reflect the limited expertise within the government service and the need to command external trained manpower to cope with its responsi- bilities. With the development and expansion of AARD through its proposed intensive staff recruitment and upgrading program, the gap in research expertise will narrow, but the process will take some time. The Directorate General of Transmigration is largely administrative, and the Department of Public Works, which is responsible for the physical development of transmigration areas, has no agricultural expertise, hence many of the technical agricultural problems that arise in connection with transmigration projects are contracted out by them for universities to solve. 103. The regulations governing research contracts between government services and universities have recently been formalized. In the past, it was possible for individual university members to take up government research contracts, but this practice, which was open to abuse and diminished the authority exercised by the university on the activities of its staff, has not been abolished. Contracts are now made formally with a university, represented by its Rector, though in practice, they are largely negotiated and executed at the Faculty level with the university administration in a monitoring role. In the longer term the nature of contractual arrangement for research work for outside clients needs intensive review in order to reach equitable arrangements for the rights and responsibilities of university staff. 104. Over the past few years some of the more advanced universities have established Research Institutes, each with a specific functional orientation; for example, "Rural Development." UNHAS, for example, has three such insti- tutes. Their recent proliferation appears to be largely a response to the increasing number of external requests for research services rather than the outcome of internal demand for an institutional framework for university- generated research programs. Plans are now in hand, in accordance with PP5 (See Annex 1, para. 16), to reduce the number of research institutes at each university to one; this is more likely to lead to an amalgamation of multiple institutes into a single unit with a correspondingly broader frame of reference than to a shedding of responsibilities in certain areas of research. 105. The types of research project contracted out by government agencies to Faculties of Agriculture include soil surveys, land capability surveys, forest inventories, "agro-social" surveys (e.g., "The use of wood in E. Java), background data compilations and feasibility studies. In very few instances are the projects worthy of the title of "research" as it is understood in the western world, though IPB has assumed responsibility for some experimental - 154 - ANNEX 11 Page 31 work in agriculture; they are largely exercises in data collection and interpretation. Because of the normally wide discrepancy between the terms of reference of the contracts and the funds and time allocated to their execution, these surveys are necessarily conducted in a cursory and hurried manner and the results from them are of correspondingly little value. 106. Although individual Government/University contracts may be small they are numerous, and the total funds allocated are substantial. Thus IPB as a whole in 1979 accepted government contracts worth Rp 500 million, which was seven times greater than their total research grant from DGHE. On the other hand, within the Faculty of Agriculture alone, a major recipient of government contracts, the corresponding ratio of funds was 20:1. At UNPAD it was approximately the same. The proportion of the total grant for an indivi- dual research contract disbursed as honoraria to the university participants varies, but figures of up to 20% have been quoted. 107. However, not all government research contracts are for one year only. For example, IPB has a five-year contract with the Directorate General of Transmigration and the Public Works Department to establish and operate a field experimental center in association with a transmigration settlement in Jambi province in central Sumatera. This project also illustrates the principle of subcontracting: IPB has the primary responsi- bility of program planning and supervision while a local University, UNAND, supplies the field staff to execute the program. (The project also reveals some of the weaknesses of the university research effort: nearly all the transmigrants are being settled on Forest Oxisols and Ultisols, both problem soils for intensive cropping; but the field center has been sited on an area of alluvium and hence research results concerned with crop/soil relations are likely to have little relevance.) 108. Not all government research contracts with universities are let by the national Government: provincial governments are also involved. The scale of this support tends to be related to the economic status of the province. Thus, USU has in the past enjoyed considerable support from the Provincial Government of North Sumatera. (c) Forms of Research Support: DGHE Grants and Others 109. The university research grant program operated by DGHE, in its current form, dates from 1978. It is, of course, not confined to support for agricultural research. The total budget is partitioned into three categories: (a) Grants made primarily to stimulate research activity by staff. These are made to individuals, particularly young staff, and are fairly small, averaging about Rp 0.5 million (approximately 30% of the total). - 155 - ANNEX 11 Page 32 (b) Grants made primarily for the advancement of science through research. These are normally made to senior staff for research deemed to be of general scientific importance (approximately 50%). (c) Grants for research specifically related to national development goals (approximately 20%). As with government research contracts, the administrative handling of the national budget restricts the duration of grants to one year. However, they are marginally more flexible: it is possible to obtain funds for a specific project for more than one year by submitting the proposal in the form of a series of annual phases. 110. The amount of research funds for agriculture disbursed by DGHE is small in relation to that from government contracts: it is estimated by DGHE that in total the ratio lies between 1:5 and 1:10. Naturally, the size of the annual grant to individual Faculties, particularly in category (b) above, varies with their research capability. Furthermore, since unlike government research funds the grants are sought rather than accepted, the amount received by any one individual, Department or Faculty, varies with the degree of aggressiveness shown in attempting to obtain funds. ill. A study of the catalogue of grants made by DGHE in 1979, which includes a brief description of each project, suggests that within the limi- tations of the system of annual funding the money is in general disbursed for worthwhile projects. Admittedly, some of the projects appear irrelevant or unnecessary (particularly the repetition of research done elsewhere but not so environment-dependent that it need be repeated locally), and some have an inappropriate "ivory-tower" flavor. Furthermore, the favorable ratio of support for animal research vis-a-vis crop research does not reflect the rela- tive importance of animals and crops in the Indonesian rural economy. Not- withstanding these deficiencies, the program is commendable and it is hearten- ing to learn that its annual budget is increasing steadily. On the other hand, whether the funds are effectively used is another matter. Private industry is also a source of research funds, but one of minor importance. This support comes largely from estate crop or forestry enterprises. 112. Finally, Faculties may receive research support from sources outside Indonesia: for example, at UGM from the Rockefeller Foundation for plant improvement research on legume crops and at UNIBRAW from the Canadian IDRC for cassava research. Through the Australian-Asian Universities Cooperation Scheme (AAUCS), the Australian Development Assistance Bureau is giving support, though on a small scale, to a number of projects in agricultural faculties at UNIBRAW, UNHAS and Universitas Udayana in Bali. The size of these grants varies widely: the Rockefeller Foundation has given very sub- stantial assistance to UGM for crop agriculture and animal husbandry research over a number of years; UNIBRAW currently receives Rp 30 million a year from - 156 - ANNEX 11 Page 33 IDRC; while AAUCS research support at the three universities mentioned concentrates largely on advisory activity and actual research funding is relatively small. Recommendations 113. Indonesian universities need to recognize the invaluable role of laboratory and field technicians in their official employment and salary structure. Although some progress is being raade in training at some univer- sities, the more serious problem of uncompetitive salaries for the technicians in comparison with private industries must be fully addressed by the universities if their teaching and research efficiency is to be improved (para. 14). 114. The almost complete separation that exists between the faculties of crop agriculture and animal husbandry should be bridged so as to make the training more in tune with the general structure and needs of Indonesian smallholder farmers where animals are used for draft and other purposes. The appropriate knowledge requirement for graduates who will provide technical service to the farmers should embrace both animal husbandry and crop agriculture (paras. 12-15). 115. There is an urgent need to develop, in Indonesian, teaching materials such as textbooks, books of important readings, workbooks with laboratory exercises and sample problems, and teacher guides. These need to be carefully prepared so as to be relevant and applicable to Indonesian conditions and specifically not literal translations of non-Indonesian material (paras. 56 to 59). 116. The general lack among Indonesian students and to some extent their teachers, of knowledge of the English language constitutes a formidable constraint on the quality of higher education. Ironically, while most agricultural science teaching materials and books are in English, very little is in Indonesian leaving students with heavy reliance on the teacher's notes. Although most universities do provide some courses, the fact is they are not well suited for the rather specialized agricultural science students. What is needed is to upgrade the present general course to a specialized English course for each agricultural specialty, concentrating on the vocabulary of the agricultural course contents (paras. 19-20). 117. If the present university staff deficiencies are to be tackled and their effects on the quality of Indonesian higher education minimized, then the GOI and universities should review the level of total remuneration received by university staff with the objective of establishing the financial reward for teaching and setting adequate guidelines for the rights and responsibilities of staff to earn additional income (paras. 35 and 103). - 157 - ANNEX 11 Page 34 118. The Bank and other donors should be sensitive to the additional pressures which their requirements for various studies in connection with project lending place on overstretched and overcommitted university personnel. There should be far more careful investigation of the availability of manpower to carry out studies before they are incorporated as project components and become an obligation on the government (para. 35). 119. Even though the highest degree attainment by staff is only a super- ficial measure of academic standard, it is nonetheless an important indicator of university staff quality. Judged on this criterion the Indonesian staff quality is very low, compared with that of their counterparts in western universities. Faced with a great demand for higher degree manpower, graduate programs at the doctorate and master's level are being steadily introduced in the agricultural faculties. The major emphasis should be placed on improving the quality of such programs, in coursework and particularly in the supervision of research, and excessive expansion beyond staff resources should be avoided (paras. 37 and 38). The demand stress can be partially relieved by a substantial expansion in overseas higher degree training. Placement of students for overseas training needs care and greater coordination (See Annex 12). 120. First degree curricula are generally characterized by excessive specialization and inadequate basic science content. There is also a general neglect of practical training in laboratories and workshops and at field centers which needs to be thoroughly reviewed and standards established, both for the quality of training and physical facilities required. Adequate funds should be provided to acquire and maintain these facilities (paras. 46, 50, 54, 61, 80 and 89). 121. A positive program nation-wide is required to greatly increase the use of library facilities. As a basic step, teaching methodology should incorporate the use of libraries to generate reading habits among students and increase the staffing of libraries with trained librarians. The degree of dispersal of library collections should be reduced. The stocking of libraries should take the full account of the potential user's needs and ability to use such materials (paras. 90, 92). 122. There is a need to define the role of universities within the national research effort and to develop proper systems of funding that will encourage execution of extended investigation programs to replace the present simplistic and routine type research exercises that the GOI contracts to universities as research work (para. 103). - 158 - ANINEX 1 1 Pi geI INDONESIA TYCHNICAL AND PROFEISSIONAL MANIPOWER IN AGRICULTURE Academic Qualifications of Staff Teaching in Amricultural Facultie. hy Province and University (1980) Master's Degree Ph.D. or Dr. Degree No First Indonesian Overseas Indonesian Overseas Total Total Region/Province University degree degree University University Total University University Total degrees staff JAVA W1. Java Instit.t Pertanian Bogor (UPS) Agricultre - 193 3 52 55 9 32 41 289 198 Veterinary Science - 106 1 30 31 9 15 24 161 100 Fisheries - 60 - 23 23 1 3 4 87 62 Livestock - 83 2 20 22 6 7 13 118 59 Forestry - 52 1 16 17 1 12 13 82 52 Agricultural Technology 6 Mechanization - 71 - 8 8 - 6 6 85 72 Subtotal - 565 7 149 156 26 75 101 R22 543 Pad jad aran (UNPAD) Agriculture 4 132 3 12 15 3 11 14 161 136 l.ivestock - 48 2 1 3 2 1 3 54 48 Subtotal 4 180 5 13 18 5 12 17 219 184 C. Java liponegoro (UNDIP) Livestock 6 Fisheries - 511 3 2 5 - I 1 56 29 Jendral Soedirman (UNSOED) Agriculture - 30 - - - - -- 30 3n [Iiestock - 47 - - - - - - 47 47 Subtotal - 77 77 77 Seheles Maret (UNSM) Agriculture - 23 - _ - - - _23 23 Yogyakarta Cadjah Mada (11GM) Agricult-re - 107 1 15 16 2 3 5 128 1n7 Veterinary Science - 62 - 17 17 1 2 3 82 57 Livestock - 55 - 8 8 - 3 3 66 55 ForeStry - 51 - 3 3 2 1 3 57 51 AgrtcuIltural Technology - 67 - 8 8 - - - 70 62 Sinlgy - 44 - 6 6 1 2 3 91 45 Subtotal - 5l I7 5P 6 11 17 496 377 F. J.o 4irlan-ga (IJNATR) Veterinary Sctence _ 65 _ I I _ _ _ 66 69 Je-ker (11NJF,M) Agrtc-lture _ 42 _ _ - I _ 1 43 41 Scrwlijaya (IINBRAW) Agriculture - 67 1 5 6 1 2 3 76 69 LIvestock R Fisheries - 46 - 3 3 - - - 49 45 Su,btotal - 113 1 8 9 1 2 3 125 114 Total Java 4 1,496 17 230 247 39 101 140 1,897 1,451 -159- ANNEX 11 Table 1 Page 2 Heater's Degree Ph.D. or Dr. Degree No First Indonesian Overseas Indonesian Overseas Total Total Region/Province University degree degree University University Total University University Total degrees staff SUMATERA Aceh Syiah Kuala (UNSYIAH) Agriculture - 25 1 2 3 - - - 28 26 Veterinary Science - 48 - 3 3 1 1 2 53 49 & Animal Husbandry Subtotal - 73 1 5 6 1 1 2 81 75 N. Sumatera Sumatera Utara (USUS Agriculture - 89 1 5 6 - 2 2 97 89 U. Sumatera Andalas (UNAND) Agriculture - 68 - 6 6 - 3 3 77 69 Livestock - 53 _ 5 5 I 1 1 59 53 Subtotal _ 121 - 11 11 - 4 4 136 122 Riau Riau (UNRI) Fisheries - 17 _ 3 3 1 - 1 21 19 Jambi Jambi (UNJAK) Agriculture - 11 - - - - _ 11 11 Livestock - 9 _ _ _ _ - _ 9 9 Subtotal _ 20 _ _ _ _ - _ 20 20 Bengkulu _ _ _ - S. Sumatera Sriwilaya (UNSLI) Agriculture _ 54 _ 2 2 I 1 1 57 54 Lampung Lamkung (UNIIA) Agriculture - 30 - -_ - --_O 30 30 Total Sumatera _ 404 2 26 28 2 8 10 442 409 KALIIMANTAN W. Kalimantan Tanlung Pura (UNTAN) Agriculture - 44 _ - - - - - 44 44 E. Kalimantan Mulavarman (UNMUL) Agriculture - 49 - 7 7 1 2 3 59 50 Forestry - 39 _ 10 10 - - - 49 39 Subtotal _ 88 _ 17 17 1 2 3 108 89 C. Kalimantan - - - S. Kalimantan Lambun.. langkurat (UNLAM) Agriculture - 29 4 6 10 4 2 6 45 29 Fisheries - 13 1 1 2 - - - 15 13 Forestry - 20 - - - - - - 20 20 Subtotal _ 62 5 7 12 4 2 6 80 62 Total Kalimantan - 194 5 24 29 5 4 9 232 195 - 160 - Master's DeBree Ph.D. or Dr. Dutie No First Indonesian overseas Iedonesian Oversee Total Total Region/Province University degree degree University University Total Univereity Uei_vrsity Total deess steff SULAWES I N. Sulawesi Sam Ratulangi (NSBAT) Agriculture - 28 - I I - - - 29 28 Livestock - 29 - 2 2 - - - 31 29 Fisheries - 10 - 2 2 - - - 12 10 Subtotal - 67 - 5 5 _ - - 72 67 C. Sulawesi Tadulako (UNTAD) Livestock - 6 - _ _ - - - 6 6 S. Sulawesi Hasanuddin (UNHAS) General Agriculture - 118 6 6 12 1 3 4 134 114 S.E. Sulawesi - - - - - - Total Sula.esi _ 191 6 11 17 1 3 4 212 187 NUSA TENGGARA & MALUKU W. Nusa Tenggara Mataram (UNRAM) Agriculture - 22 - 1 1 - - - 23 22 Livestock - 30 - - - - I 1 31 31 Subtotal _ 52 _ 1 1 - I 1 54 53 E. Nusa Tenggara Nusa Cendana (UNDANA) Livestock _ 27 _1 1 - _ _ 28 24 Maluku Pattisura (UNPATTI) Agrlculture07orestry - 24 - 2 2 - - - 26 24 Livestock/Fisheries - 10 -1 1 - - - 11 10 Subtotal - 34 _ 3 3 - - - 37 34 Total Rusa Tenggara & Maluku - 113 _ 5 5 - 1 1 119 III BALI Udayana (UNUD) Agriculture - 38 1 2 3 - I 1 42 39 Veterinary Science & Animal Husbandry 8 71 - 3 3 - - - 74 78 Total Bali - 109 1 5 6 - I 1 116 117 IRIAN JAYA Cenderawasih (UNCEN) Agriculture, Livestock & Fisheries - 16 - _ _ _ - - 16 16 Total Irian Jaya _ 16 _ - - 16 16 INDONESIA 12 2,523 31 301 332 47 118 165 3.020 2.486 Source~ Daftar Tenaga Akademik Ilmu Ilmu Pertanalan Perguruan Tinggi Negeri, Departesen Pendidiken den Kebudayan, Direktorat Jendral Pendidikan Tinggi Konsorsium Ilu IlmDU Pertanian. - 161 - ANNEX 11 Appendix A Page 1 INDONESIA TECHNICAL AND MANAGERIAL MANPOWER IN AGRICULTURE Notes on the Establishment of a Center for Advanced Study and Research in the Agricultural Sciences 1. The previous material has stressed the importance of improving the quality of teaching staff at universities, but has also recognized that demands on the time of staff usually precludes them from taking steps to update their own education, experience and skills. While overseas study is one strategy for enhancing staff quality, there are a number of reasons why local training would be preferred. For example, ethnic ties need not be broken, family comamitments (particularly for older staff) may need to be maintained, language skills may not be adequate and *research on particularly Indonesian questions are best done in the country. 2. It is therefore suggested that the Government consider: (a) the creation of a new Indonesian-controlled, quasi-official foundation which could receive financial support both from foreign agencies and governments and from the Indonesian Government, particularly the Ministries of Education and Culture and of Agriculture; and (b) the establishment by the foundation of a new Center for Advanced Study and Research in the Agricultural Sciences which would have its own physical facilities and year-round program of education, study and research but which would probably not itself be a degree-granting institution. 3. The intent of such a Center would be to provide teaching, research and living facilities for: (a) Indonesian professors on sabbatical leave from their own universities; (b) a modest Indonesian administration; (c) a small core group of foreign teachers/associates in residence for a medium to longer term, either on sabbatical leave from their own institutions or seconded to the Center by various overseas foundations or foreign governments; (d) a larger group of short-term foreign teachers, mostly in residence during their "summer" vacations, but who would - 162 - ANNEX 11 Appendix A Page 2 have agreed to return, if requested, for a total of at least three short-term (1-3 months) assignments; (e) Indonesian students undertaking supplementary course work at the Center as part of the advanced degree programs for regular degree-granting universities; (f) Indonesian teachers undertaking refresher courses, assisting foreign staff with teaching assignments (especially during Indonesian vacation periods), or preparing textbooks or other teaching materials (often in cooperation with foreign participants and in connection with regular teaching assign- ments at the Center); (g) other Indonesian students and teachers either engaged in their own research or seeking consultations and guidance from Center staff or visitors on research problems; (h) Indonesians engaged in intensive English, language training with native speakers" many of whom might well be part-time employees from a nearby English language primary or secondary school. (Other foreign language programs could of course be organized on an ad hoc or regular basis as the need arose). 4. This is by no means a precise nor exhaustive list of activities, but within this framework, there would appear to be a number of important pre-conditions to ensure success. (a) The foremost precondition would be a first rate Indonesian director and administrator, willing to undertake the job of building up the center as a long-term commitment and on a more or less full time basis. Other important conditions would include: (b) the expectation of a reasonably long length of life, perhaps fixed initially at about twenty years. This would ensure an adequate length of time for the necessary assistance to weaker universities as well as a chance for career employment" by the permanent staff; (c) Funding for an initial period of 5-10 years; and (d) A high degree of autonomy with respect to regular government departments but not with respect to the Center's own board of directors on which ministries and other consumer groups should be represented. - 163 - ANNEX 11 Appendix A Page 3 5. While the concept of such a center has attractions, there are also some obvious problems: (a) site selection, building construction etc. are tedious and lengthy tasks in Indonesia; (b) the individuals attracted to such an institution will be drawn partly from universities and may affect the quality of teaching at those universities; and (c) obtaining high level expatriate staff/associates will be difficult. - 164 - ANNEX 12 Page 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Overseas Education and Training 1. One of the feasible strategies for closing the gap between the supply and demand for qualified technical and managerial manpower in agri- culture in Indonesia is to increase the aggregate facilities available for education or by increasing the number of students studying abroad. On the one hand, this would reduce the pressure on Indonesian education and training institutions, but on the other hand such a strategy brings with it many issues and problems. These are addressed in this annex. Purpose of Overseas Education and Training 2. The main purpose of overseas education is to provide post-graduate instruction in specific fields, particularly those fields for which Indonesia does not have well established schools or where the existing schools are overstretched, either because there is an excessive build up of student demand or the background and experience of teachers is inadequate to provide the appropriate volume and quality of education. 3. Most professional agriculturist work in the government sector. Those going for overseas training in the agricultural sciences are invariably sponsored by the Government and return to its employment. Students returning from overseas education and training usually end up in middle level administrative or research positions. Indeed, under present circumstances, in which there is a shortage of trained and experienced administrators, many of those with higher level training find themselves in relatively senior administrative positions before long. For those with the inclination for research an accelerated promotion means that their direct involvement in empirical research and investigation becomes limited, except that their opportunities for leadership are enhanced. This situation is likely to continue until there is a greater supply of trained staff. In the foreseeable future there is no constraint on the employment prospects for those returning from overseas training and on that basis alone opportunities for overseas study should be increased. 4. An issue raised frequently in connection with overseas education and training is whether students return to their country of origin after graduation. On the basis of historical evidence, there is no "brain drain" from Indonesia. USAID, for example, points out that for its program: "Indonesia's participant return rate of 99.5% is by far the best in the world. The overwhelming majority of these students are well employed and are contributing to the social and economic growth of their country. For example, five former participants are Cabinet Ministers, and at - 165 - ANNEX 12 Page 2 least 140 more are in top echelon government positions. Thirteen are university rectors, thirty-two are playing key roles in provincial development, and several hundred are university teachers."/l Availability and UJsage of Overseas Education and Training Opportunities 5. It is impossible to be precise about the number of fellowships available to Indonesian students although the majority are available only through the Government./2 One of the largest programs so far has been through the Ministry of Education and Culture which includes fellowships to teachers and students in schools and universities. Table 1 shows that for agricul- ture the number on fellowships overseas mDre than doubled during the 10 years to 1977. Although the numbers were small, an average of 30 in 1967-70 and 67 in 1977. Sciences and technology did show higher figures and may have included agricultural students. While data on programs through other ministries are not available it is likely that the Ministry of Education and Culture program is one of the largest for agriculturist. In addition a number of programs through the Ministry of Agriculture, notably for the Agency for Agricultural Research and Development (AARD) have become very substantial. For example, as of May 1980 there were 32 and 28 PhD and Masters students respectively studying overseas under the auspices of AARD. Currently, there are a number of other projects and programs financed from various sources which support training and education overseas. These are summarized in Annex 14. A comparison of the extent to which Indonesian students study in the United States is summarized in Table 2. Data covering the U.S. only and providing no information with respect to disciplines is an incomplete basis for drawing conclusions regarding overseas study by Indonesian agriculturists; however, it does suggest that in terms of its population Indonesia makes a disproportionate use of education and training opportunities in the United States./3 6. While the information concerning the availability of overseas scholarships is difficult to document and keep up to date, some trends are apparent. For the three largest 'traditional' donors, the U.S.A., the Netherlands and Australia, the situation is generally as follows: The number of opportunities for study being made available in USA has sharply decreased in the last few years following US government and Congressional concern about a "brain drain" from developing countries and the increase in /1 USAID, Indonesia, Annex E to FY 1980 Annual Budget Submission, Indonesia, Education and Human Resources Development Sector Strategy, Jakarta, May 1978. /2 In 1979 there were 35 and 77 Indonesian MSc and PhD students studying overseas in the agricultural sciences. /3 Of course study in the USA by overseas students is influenced by historical influences. Thus one would expect Indian students studying in the United Kingdom and many from Indonesia in the Netherlands. - 166 - ANNEX 12 Page 3 Indonesia's oil revenues since 1974. The number of opportunities from the Netherlands and Australia is approximately stable or increasing slightly. There has also been considerable diversification of sources of fellowship opportunities with Japan and Belgium now having sizeable fellowship programs, while the British program has recently been severely cut back. 7. With the negotiation of the Bank-assisted Second National Agricultural Research Project /1 and the Ninth Education Project,/2 which included large programs for higher level education in agriculture (see Annex 14) the growth in fellowship holders for overseas study is likely to become somewhat greater. However, regardless of the number of fellowships and the source of funds, there have also been indications in recent years that available opportunities have not always been used. The reasons for this are complex, but a number of constraints on the utilization of scholarship opportunities are probably major factors. Major Factors Constraining Use of Opportunities for Overseas Education and Training 8. From an examination of available evidence, the major factors constraining the efficient use of existing and potential opportunities for foreign education and training are: lack of fluency in the relevant foreign language and ignorance on the part of potential candidates of existing opportunities and the procedures for gaining access to them. Both constraints are noticeably more severe outside the few top universities. (i) Language Fluency 9. In practice, language fluency decides on the possibility of foreign training. For example, in 1977-78 the British Government was able to allocate only three out of the thirty Colombo Plan awards available for agriculture and fisheries students due to language constraints. Thanks to their language training program in the year following sixteen of the thirty-four available fellowships could be awarded. In general, with the possible exception of the German, French and British programs, it is unusual to systematically select candidates and then make it possible for them to acquire the necessary level of language competence. 10. To make the situation worse, there is a widely held opinion amongst people in assistance agencies who have dealt with Indonesian candi- dates over many years, that the level of language fluency is actually declining. This may be because the very thin layer of fluent candidates is almost exhausted and the remainder require a much greater period of language instruction, which is not presently provided on the necessary scale or with /1 Ln. 1840-IND and Cr. 1014-IND which became effective on tray 16, 1980. /2 Ln. 2093-IND which became effective on January 22, 1981. - 167 - AINEX 12 Page 4 the most effective degree of intensity. It may also be due to the fact that many of the people applying for fellowships now were in the educational system before the mid 1960's, a period of disruption to the national education programs. (ii) Selection Procedures 11. Candidates for foreign training outside the big universities and central government departments in Java rarely know, or at least rarely know in time, what overseas study opportunities are available and still less how to apply for them. If they manage to find an appropriate language program, the time to attend it, and the airfare, maintenance, stipend, tuition fees and permission from their supervisors to join it, they are still faced with the problem of identifying appropriate foreign locations for their training. Even many of the expatriate subject specialists working under the bilateral programs in Indonesia feel they are out of date or not sufficiently well informed to provide candidates for overseas study with reliable placement advice. If the application papers go more or less directly to donor countries- home headquarters, as they often do, the information is normally insufficient for the specialists there to make the most appropriate placement decision, particularly since interviewing is impossible./l 12. Selection and placement is at present an arbitrary and highly centralized process and the present arrangement tends to favor senior people who are fluent in English, live near Jakarta and have good contacts./2 However, if the system should favor anyone, it should be junior staff in provincial universities, irrespective of their language fluency. This follows from the fact that a candidate leaving for training in his late twenties can use his education professionally on his return for two or three times as long as a person sent in his early forties. (iii) Other Factors 13. Apart from these factors there are others which may be equally important, but so far there is insufficient evidence to assess their significance. The first of these is that the level of stipends for scholars overseas has not kept pace with inflation. This can of course act as a powerful disincentive, particularly for students with families to support; the extent to which this is a problem needs examination on a country by country basis. The second is the emergence of an attitude amongst some scholarship managers that if the discipline nominated by an applicant is already nominally served by a graduate program within Indonesia then there is no argument for sending that applicant overseas. While for some circumstances this may be true, there are numerous situations in which the Indonesian facilities are either inadequately staffed and/or where overseas training would be a net benefit from the national point of view./3 /1 See Appendix A to this Annex for some comments on the question of choice. /2 See Appendix B to this Annex for a discussion of the current procedures. /3 These net benefits are of various kinds, but they include more rigorous education than Indonesian universities, better laboratories and an exposure to a wider range of experience. -£168 - ANNEX 12 Page 5 Administrative Mechanism for Arranging Overseas Education and Training 14. As implied above an important obstacle at present is the absence of an efficient national mechanism for disseminating and administering information regarding all types and number of overseas training opportunities available to Indonesian students./l Information is usually circulated on the basis of existing multi- and bilateral support programs which provide a foreign training component in a loan or grant and are typically directed at one or a small group of universities. Existing arrangements for the admin- istration of overseas education and training at present are broadly classi- fied in the following paragraphs. 15. The Sister University. One of the first examples of assistance in agricultural education in Indonesia was the cooperation between the University of Kentucky and the Institut Pertanian Bogor (IPB) between 1957 and 1966, under which 204 staff from IPB went to study at American land grant universities, 70% of them at the University of Kentucky./2 About 50% of the Indonesian participants received Masters degrees and 5% of them PHDs. At any one time about 12 American scholars were living in Bogor, each staying two years or more. Although none of the team members were fluent in Indonesian and although the University of Kentucky made no claims to specialized expertise in tropical agriculture, it is inconceivable that IPB would be in its present pre-eminent position if this project had not taken place. More recently, IPB is developing a joint program in tropical agriculture with Reading University in the United Kingdom under the British aid program, in addition to its longstanding links with Birmingham University. 16. In favor of this approach is the argument that one university is best equipped to assist in the development of another; that the direct institutional linkage provides a continuity which a more general or national program may not; that selection of candidates for training takes place following extensive working relations and a degree of personal involvement amonwst the staff of the recipient university and, not the least, that a successful program is of mutual benefit. This model therefore provides positive incentives on both sides. 17. The main dangers to guard against are that the foreign university may be paternalistic or excessively self-interested; that one foreign university may end up providing most of the assistance even if it does not have adequate expertise in a specific field; that experts may not stay long enough to make an effective contribution or learn to work in Indonesian; and that restricting an assistance agreement to one or several universities may result in a certain narrowness or bias of perspective. /1 Many Bank project loans for example have training components. Charac- teristically these are managed by Project Implementation Units of various kinds working independently because they are under the juris- diction of different institutions. /2 This program commenced soon after the departure of most of the Dutch teaching staff. - 169 - ANNEX 12 Page 6 18. The Foundation Approach. Private nonprofit foundations have been working in Indonesia for more than 25 years. The Rockefeller Foundation program at Gadjah Mada University, the Ford Foundation and the Agricultural Development Council are three such organizations. They tend to provide grants for technical assistance and training and to supply day-to-day advice rather than major capital grants or loans, and pride themselves on the quality of their assistance and their personal approach to institutional development rather than its quantity. The advantages of the foundations include: their long-term perspective; their relative freedom from bureaucratic constraints which permits them to respond quickly to perceived needs; their relatively high ratio of professional staff to students which means they can take a personal interest in the selection and welfare of their training candidates; the subject matter expertise of their staff which implies more fruitful dialogue with professional Indonesian counterparts and the possibility of direct assistance with matters such as university placement. 19. The most obvious shortcoming of the foundations is with respect to their budget. The number of multi- and bilateral aid agencies operating in Indonesia has increased over the past 20 years which, together with the increasing magnitude of their financial assistance, has meant a decline in the relative importance of foundation financial contributions. To maximize their effectiveness they may in the future need to concentrate their resources in one subject area or in one location. This has already occurred to some extent (see Annex 14). Inflation has resulted in declining real resources available to foundations. It is apparent that as a result of financial difficulties foundations are reviewing their roles and programs./i 20. The University Consortium. MUCIA /2 and AAUCS /3 are both consortia, although AAUCS is rather close to a foundation in scale and style of operation. Both have provided fellowships and visits by short-term experts over a long period. MUCIA at present has the larger program; it has also managed the placement of students for some Indonesian institutions. The consortium has advantages over a single university because of its wider scope, even if this means an extra layer of bureaucracy. The breadth of activities conducted by university consortia varies considerably and consequently does require considerable full-time control and management. A feature of this type of assistance of course is that training opportunities are limited to one country; this may or may not be a disadvantage depending on the discipline involved. One aspect of this type of assistance, namely visits by short-term exerts has attracted criticism. Visits by eminent scholars for periods such as three months are frequently not fully utilized. Usually these visitors are unfamiliar with Indonesian conditions, they /1 Table 3 summarizes the agricultural students presently on scholarships financed by USAID, Australia and the Rockefeller fundations. /2 Midwest Universities Consortium for International Activities. The seven universities involved with this consortium are: Ohio State pniversity, Michigan State University, University of Minnesota, University of Wisconsin, University of Illinois, Purdue University, Indiana University. /3 Australian-Asian Universities Cooperation Scheme. - 170 - ANNEX 12 Page 7 inevitably communicate in English and speak to an audience which is diverse in terms of preparation and interests. Despite these problems, practically oriented sessions (e.g., workshops) led by foreign experts have apparently been successful. 21. Southeast Asian Regional Center for Graduate Study and Research in Agriculture (SEARCA). This is an institution which has strong links with higher agricultural education and the Consortium for Agricultural Sciences. Established in 1969, it has its headquarters at the University of the Philippines, Los Banos, and is funded by the Southeast Asian Minister of Education Organization (SEAMEO) and provides a range of educational and research programs in agriculture. Students from most Southeast Asian countries have participated. While SEARCA activities are limited by the contributions it receives from a range of sources (US$3.1 million in 1978/79) it has established strong links with research organizations and universities throughout the work. The manpower development program is SEARCA's primary function; between 1968 and 1979 there were 368 masters and PhD scholarships awarded, Indonesian students received 61. A greater participation by Indonesia in SEARCA manpower development programs could provide substantial benefits. 22. Subcontracted Technical Assistance Loans. A fairly recent arrival on the scene is an arrangement whereby the human resource or institutional development portion of a loan is contracted out to a development agency. This form combines the advantages of the foundation and major loan funding. Depending upon the nature of the agency contracted, there may be national bias in the administration of the project, if only because individuals know best the institutions of the country in which they were educated./l The obvious answer to this shortcoming is to identify a suitable multilateral organization. 23. Official Government Programs. The Doctorate Program Management Team (TMPD) is the prime example of an official government program. The major advantage in this case is that the program is part of the government machinery and not subject to the tensions which may affect foreign programs. It may well become the most prominent mechanism in the long run. The problems, as perceived by the beneficiaries of the program, are its rather slow response, inadequate and delayed funding and an apparent bias in favor of senior applicants from the Jakarta bureaucracy. Advisory Service on Overseas Education and Training 24. A possible variation on these models is an advisory service for Indonesian candidates for study in-country or overseas, attached to a government agency with which it attempts to develop a selection and placement policy based upon official development priorities. To do this the unit could interface with multi and bilateral agencies and gather information on education and training programs on an international basis, on their degree /1 Note the role MUCIA has played in providing placemaent service (para. 20). - 171 - ANNEX 12 Page 8 of appropriateness for Indonesian candidates, possible sources of funding and the formal application procedures to the universities and agencies concerned. It would aim also to assist in the development of a manpower policy, initially through the provision of selection and placement advice and eventually through analysis of manpower data in comparison with expressed government needs. The advantages of this approach are that such a unit has specialized experience and can provide placement advice without a national bias. It could also be argued that its ability to provide information to provincial and outer island universities and junior staff works in the interests of equity. Separate project implementation units with education and training programs to manage could also draw information and support from this institution. The main problems are that, because of the detailed knowledge of foreign programs necessary, it may be difficult to fully "Indonesianize" such activity, and it would be difficult for such a service to be consistently effective without a substantial and independent budget. Perhaps assistance from, or an association with, a multilateral, bilateral aid agency or foundation would provide such an institution with the required financial security and expertise, at least in the short run. 25. All approaches have their specific advantages and drawbacks. What emerges is a pattern of basic variables: (a) the degree of labor-intensive versus capital-intensive programs; (b) the degree of subject matter versus administrative expertise in the programs of assistance; (c) the degree of geographical concentration of effort; (d) the degree of concentration in terms of subject area; (e) the degree of identification with one or more foreign countries; (f) the degree to which particular Indonesian experience and language ability is valued among the staff; and (g) the range of institutional development activities. The Type of Mechanism Required 26. Human resource development inevitably requires a labor-intensive, time-consuming and judgemental approach based upon human contact. The prob- lem of improving manpower quality will not be solved by the simple influx of a large amount of capital or overseas training for a few students. Other measures and programs are required. Carefully managed staff improvement, library development, access to funding for long-term research, the provision of language training opportunities, journals and workshops are all necessary. However, in Indonesia's present stage of development insti- tutional arrangements to foster the education and training of students overseas are vitally important to all aspects of these strategies. ANNEX 12 - 172 - Page 9 Recommendations (i) Institutional Arrangements 27. It is recommended that consideration should be given to establish- ing a special unit (perhaps the "Overseas Education and Training Advisory Center") within the Government structure (presumably within the Ministry of Education and Culture or the appropriate consortium) to function as a clearing house for identifying and channelling overseas education and training opportunities for dissemination to government and private sector institutions. There will need to be both a good degree of subject area expertise amongst the staff and sufficient administrative capacity to handle details of fellowships administration. One particularly important component will be a small organization which provides selection and placement advice to individuals and groups. While it is suggested that this institution be established within the Government structure, it should be made possible, under certain conditions, that candidates who are not Government employees can apply and receive support. Currently sources and amounts of finance available for overseas education and training vary year by year, but long-term assurance of funds should be obtained so as to improve planning. The proposed unit should also be in the forefront of the effort to solve a number of constraints facing overseas education and training for Indonesian students, the most important being the competence of prospective students in foreign languages. It should also coordinate with the various consortia/l and employers on manpower needs. (ii) Language Training 28. Competence in foreign languages is one of the most easily identi- fiable constraints on the efficient utilization of training opportunities and on the use of 90% of the books in university libraries./2 While the long term solution must include improvements in the language ability of high school students, a larger language program for undergraduates, and much greater production of teaching materials in Indonesian, it is expedient to concentrate initially on the needs for staff language training, which are themselves very large. 29. One possibility would be for the GOI to establish a Foreign Language Training Center with the necessary capacity to provide advice on language training and orientation programs for students and others studying overseas. While financing for such a Center could come from bilateral sources, the Bank should continue to allow for the possibility of a signifi- cant portion of its education lending program resources going to support for language programs. Some general objectives and structural characteristics of a language program can be outlined in a tentative way for consideration by the government. (a) The overall aim would be to provide the means necessary to enable candidates who have been selected on grounds of professional merit, institutional development plans and regional or national development /1 See Annex 1, para. 26. /2 See Annex 11 for a more detailed discussion of this aspect. - 173 - ANNEX 12 Page 10 policies to make use of existing language training opportunities. Candidates thus selected could receive up to six months (or approximately 600 hours) intensive language tuition. (b) Language training facilities in the provincial learning institu- tions should be assisted so that potential candidates could reach approximate TOEFL/I equivalent scores of 400-500 without inordinate personal expense. (c) Economies of size and concentration and, perhaps more important, the necessity of separating candidates from the distractions of their normal working environment, mean that a sizeable effort would also have to be made which could take candidates from approximately 430 to 500 TOEFL or equivalent, that is, to the point where they are technically eligible for placement at foreign universities as far as the language fluency is concerned. (d) Since even candidates who meet the formal requirement often experience language difficulties while abroad, use should be made of existing intensive foreign programs to take the candidates to the equivalent of 500-550 on the TOEFL test, that is, to the point where they can take a normal graduate course load wihout severe language difficulties. (e) Each of the three levels of language program may include special material to famaliarize students with the concepts and vocabulary of their own discipline, but this should be on a fairly general level (i.e. agriculture rather than food technology) and should only take place when basic general communication, reading and study skills are well established. Successful models of each of the program levels mentioned above include the provincial Pusat Pendidikan Bahasa (Language Training Center) at Gadjah Mada University, the British Council in Jakarta, the Bogor training program assisted by the Bank through a contract with IADS /2 under the First National Agri- cultural Research Project and the English/Economics program at Boulder, Colorado in the USA./3 The most experienced organization in the field of English language training for university and government staff, both in Indonesia and worldwide, is almost certainly the British Council although the Lembaga Indonesia Amerika has had a large public program for many years and has also offered special TOEFL preparation courses. 11 Test of English as a Foreign Language. /2 International Agricultural Development Service. /3 There are of course many others. A list may be found in: "Open Doors: 1978/79 Report on International Education Exchange." Published by the Institute of International Education, New York. - 174 - ANNEX 12 Page 11 (f) As it appears that increasing numbers of candidates are going to education programs in non English speaking countries (such as Japan Belgium, France and Germany) non-English language programs must be included in the total plan, economies of size would apply less and it is likely that English is the more useful second language in a career long perspective for scientific disciplines. (g) Since any large institutional or human resources project with an overseas education and training component which has no language training component will almost certainly experience long delays and will probably not be able to assist the best people from the professional point of view, it is recommended that education projects programs should contain a well thought out and adequately budgeted language training plan. This recommendation need not be confined to the agricultural sector, of course, and should be implemented as part of an integrated national language training policy. (h) The broader strategy should include a large program for training of language teachers which emphasizes practical classroom skills rather than linguistic schools of thought. The development and dissemination of appropriate and effective teaching materials with detailed and built-in guidance on their use and, above all, to the clear formulation of learning objectives and a subsequently functional curriculum design are also important matters. 30. Reliance on crash programs will have to continue until there is a well defined foreign language training policy for both secondary and tertiary levels, provided with adequate resources and integrated into the credit and promotion systems. INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Staff Sent Abroad from the Department of Education and Culture, by Field, in 1967-70, 1976, 1977 Total Number Average Annual Number Proportion of Total Field of Study 1967 1968 1969 1970 1976 1977 1967-70 1976,1977 1967-70 1976,1977 ------------------------------- (no ) ---------------- - --- -() Social Sciencies & Humanities 64 55 105 78 150 162 76 156 32 31 Science and Technology 34 29 75 57 64 105 49 85 21 17 1 Medicine 28 29 41 40 79 70 35 75 15 15 Agriculture 16 27 38 36 69 65 29 67 13 13 Education 6 9 42 23 60 161 20 111 9 22 Other 2 5 46 45 9 12 25 11 10 2 Total 150 154 279 279 431 575 234 505 100 100 Source: Aamerson, C.R., External Assistance in the Field of Education, BPP, Departemen P dan K, 1973, p. 66. Amir, Firdaus, Buku Data Laporan Tahun 1976, BKLN, Departemen P dan K, 1977. Amir, Firdaus, Buku Data Laporan Tahun 1977, BKLN, Departemen P dan K, 1978. 3 > cr - 176 - ANiEX 12 Table 2 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Countries and Territories with more than 2,000 Students Reported as Studying in the UJnited States, 1978/79/a Students No. of students Population/b per million Country/Territory reported (million) population Iran 45,340 34.8 1,303 Nigeria 16,220 80.5 20l Taiwan 15,460 16.8 920 Canada 15,120 23.3 649 Hong Kong 10,520 4.5 2,338 Japan 10,490 113.2 93 India 9,400 643.9 15 Venezuela 8,430 13.5 624 Saudi Arabia 8,050 7.6 1,059 Mexico 6,400 65.4 98 Thailand 6,110 44.5 137 Vietnam 6,070 51.7 117 Korea, Republic of 4,980 36.6 136 Lebanon 4,380 3.0 1,460 United Kingdom 4,300 55.9 77 Malaysia 3,560 13.3 268 Germany, Federal Republic of 2,980 16.9 176 Brazil 2,960 119.5 25 Colombia 2,880 25.6 113 Jordan 2,850 3.0 950 Greece 2,740 9.4 291 Cuba 2,600 9.6 271 Israel 2,570 3.6 714 Philippines 2,460 45.6 54 Pakistan 2,420 77.3 31 France 2,350 53.1 44 Libya 2,290 2.6 881 Jamaica 2,280 2.1 1,086 Indonesia 2,230 136.0 16 Turkey 2,020 43.1 47 /a Note that such a tabulation is an incomplete representation of the pro- pensity of students to study overseas. Historical factors and geographical proximity probably have a strong influence on countries such as India, Indonesia and Jamaica. /b Estimates for mid-1978 for tlorld Bank members, mid-1977 for others. Source: Open Doors: 1978/79 Report on International Fducation Exchange. Institute of International Education, 1980. - 177 7 ANNEX 12 Table 3 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWFR IN AGRICULTIJRE lndonesian Students in Agriculture Studying Overseas, Funded by the Utnited States, Australia and Rockefeller Foundation Level of Year of return Total Subject area study /a 1976 1977 1978 1979 1980 1981 1982 1983 M.Sc. Ph.O. Veterinary Medicine M.Sc. 7 4 3 3 - 5 3 2 27 Ph.D. - - - 3 1 - - - 4 Animal Husbandry M.Sc. 4 4 - 3 2 - I - 14 Ph.D. 1 4 2 2 4 5 1 1 20 Agricultural FngineerinR M.Sc. 1 - - - - - 1 - 2 Ph.D. - - - 4 2 2 1 - 9 Agronomy M.Sc. 2 1 2 1 1 - 1 - 8 Ph.D. 3 - 3 1 4 2 - 1 14 Plant Science M.Sc. 1 2 3 1 - - 1 - 8 Ph.D. I 1 1 2 2 2 1 1 11 Soil Science MI.Sc. - - 1 - - - - - I Ph.D. - 1 2 - 4 2 1 - 10 Ceneral Agriculture M.Sc. 12 7 8 3 10 14 3 - 57 Ph.D. - - - - 2 1 - - 3 Socioeconomics M.Sc. 1 3 1 2 2 1 3 - 13 Ph.D. - - 1 2 4 6 - 2 15 Forestry M.Sc. 1 - - - 1 - 1 - 3 Ph.D. 2 - 2 2 4 - - - 10 Fisheries M.Sc. - 3 4 - - - 2 1 10 Ph.D. - I I - 2 1 - - 5 Food Science & Technology M.Sc. 5 1 1 - - 1 1 - 9 Ph.D. I 1 - 2 6 1 1 - 12 Entomology M.Sc. - 1 2 - - - 1 - 4 Ph.D. - - I 1 3 1 - - 6 Biology M.Sc. 3 - 1 - - - - - 4 Ph.D. 1 - - - 2 2 - 1 6 Total M.Sc. 37 26 26 13 16 21 18 3 160 Ph.D. 9 8 13 19 40 25 5 6 125 /a Trainees studying for 12 months or longer but not working for a degree are classified as M.Sc. level. Source: Directorate General of Higher Education. - 178 - ANNEX 12 APPENDIX A Page 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE The Choice of Type and Location of Overseas Education and Training in Agriculture 1. The choices made by students and their supporters with respect to the type and location of overseas education and training are obviously based on personal preferences, external advice, a perception of the type of educational program offered in relation to needs and many other factors which are difficult to quantify or generalize. The purpose of this appendix is to set out some of the objective factors which might be considered when choices with respect to overseas study are being made./l 2. The underlying principle of choice must be, for logical, nationalistic reasons and in support of long term aims, to use Asian programs where possible. In addition to considerations of lower cost and a greater degree of ecological affinity, using programs within Asia would facilitate short return visits of candidates to Indonesia to gather research data or visit their families. Programs in Australian institutions share this advantage. Maximum use should also be made of the international agricultural research stations. 3. Beyond that, both American and European programs have significant strengths in terms of usefulness to Indonesia and an exclusive use of either should be avoided unless circumstances dictate otherwise. 4. The American system has the advantage that it represents the administrative model being adopted by DGHE and it can therefore be expected that the transfer of Indonesian students would be made more easily. The highly structured Masters programs available in the U.S. arguably also provide Indonesians with the most efficient and supportive framework for the transfer of known skills. In addition, some parts of America are closer to Indonesia in terms of ecology than most of Europe. 5. On the other hand, specific European institutions have the marked advantage that, following long colonial histories, they have a detailed knowledge of tropical agriculture and have long been involved in the training of students from developing or ex-colonial countries and have hence developed many specially designed programs with pertinent research material. Oxford University, for example, was responsible for training much of the Indian forestry service; Aberdeen University also has considerable expertise in tropical forestry; the Imperial College in the UK has educated generations of scientists from the developing countries (60% of the students were from /1 It is not suggested that this is an exhaustive summary of all factors. Those discussed here are regarded by the Bank as being amongst the most important. - 179 - ANNEX 12 APPENDIX A Page 2 overseas in 1978) and Southampton University has a reputable irrigation program. In the Netherlands, Wageningen excels in programs in tropical agriculture, while France has much experience with tropical forestry. Examples in the US of programs specifically designed to develop the administrative and professional competence of academics and officials from developing countries are fewer and more recent. 6. A number of European institutions mount special non-degree programs for students from developing countries. The agricultural courses given at Wageningen, project planning training at Bradford and agricultural products handling programs at the Tropical Products Institute are examples which have a worldwide reputation for being excellent practical programs. The U.S. Department of Agriculture also offers short-term programs, but they do not yet have the same historical background./l 7. One further comment is appropriate, concerning the role of the External Examining Board in the U.K. This body evaluates the quality of a degree offered by British universities, often conducts oral examina- tions and marks a random sample of examination papers. Institutions not coming up to scratch cannot give degrees. The result may be that univer- sities in the U.K. are more homogeneous in terms of quality than is the case in the U.S. U.K. and Australian institutions appear to have less compunc- tion about failing students from developing countries than is the case in the U.S. Preference should therefore be given in the selection of programs in the U.K. to those recommended by the Overseas Development Administration, many of which have a -safety net' diploma. 8. Speaking more generally, postgraduate work in the average U.K. institution probably demands a greater degree of independent thought and work at an earlier stage than in the U.S. since a British university and its staff tend to see themselves as facilities available to the students to assist their research rather than as training organizations. University students are rarely "taught" anything in Britain - they are expected to "learn." Hence it has been suggested that in many U.K. universities it requires a stronger and more independent student to survive. The O.D.A. supported courses and coursework masters form a significant exception to this generalization. 9. The alternatives and relative advantages of programs outside the U.K and the Netherlands is less clear, although the general comment on the "sink or swim" approach for programs with few students from developing countries holds for much of Europe. Although they have strong resource management /1 The International Training Division in the office of International Cooperation and Development in the United States Department of Agriculture, in cooperation with USAID and US universities, has a program of short-term training for foreign agriculturists. - 1R(0 - ANNEX 12 APPENDIX A Page 3 institutions, France and Germany, for example, appear to have concentrated on training Indonesian engineers and doctors in their aid programs while Belgium has had an interest in regional planning for some time. 10. There are two important general considerations regarding European institutions outside the U.K. and the Netherlands. First, very few Indonesians want to be trained in non-English mediua programs as a matter of choice, largely because they have to spend at least an extra six months becoming fluent in a language which is likely to be of less use to them in their careers than English would be. Secondly, and perhaps because of this, the present supply of training opportunities for non-English medium training programs seems to exceed the demand from Indonesian students while the reverse is currently true of U.K. and U.S. programs. Non-English medium programs do appear to have the advantage that they normally compel the selection mechanism to operate on professional or academic criteria rather than language fluency. 11. In terms of possible administrative arrangements, the obvious contenders are the Midwestern Universities Consortium for International Activities (MUCIA), the Institute for International Education (IIE) and the British Council./l MUCIA has long experience in Indonesia in agricultural education, but the Consortium does not include several important institutions and so may have difficulty in placing Indonesians in such institutions or, even more so, in Canadian or Australian programs. 12. The Institute for International Education has not had as much recent experience in Indonesia, but it does have long experience and an international capacity for selecting and placing students from developing countries, even if it naturally knows North American programs best./2 13. The British Council has very considerable experience both in the selection and placement of students in British programs, the provision of English language training and has, in the last few years, offered its educational services on a cost/return basis. /1 There may be other appropriate private organizations but they would have to be very large and with international placement strengths. /2 Note that there is no mention in this Appendix of Canadian programs. The reason is that at the time of preparing this report very little was known of the opportunities for the study of tropical agriculture in Canada. A similar comment applies to South America. - 181 - ANNEX 12 APPENDIX A Page 4 14. If one compares current(1979/80) costs for a two and a half year Masters program for an Indonesian in a U.S. program with those incurred for a program at a U.K. institution, for example, the cost per annum per person comes close to $20,000 (total cost of program to include tuition, air travel, book allowance, stipend, overhead and contingency; health insurance and in-country travel is provided for in the US estimate)./l Variation in geographical location in the U.S.A., or in exchange rates could easily cause either location to be cheaper in specific cases. Therefore, it is not expected that cost differentials will be a decisive criterion, although alternative arrangements should be assessed. 15. In summary, it is likely that access to programs both in Europe and the USA would provide useful training. More specifically, the following arrangements are suggested for consideration: (a) use of Asian programs wherever possible, including Australian coursework masters and research programs if the candidate has studied abroad previously; (b) use of American institutions for agricultural economics and for course work masters in institutions with knowledge of tropical agriculture; (c) use of European institutions for the special non-degree programs for students and for coursework masters programs in institutions which have special knowledge of tropical agriculture; (d) use of either Europe, Australia or USA for basic science programs or for PhDs which have been preceeded by coursework MSc programs. /1 Estimates based on USAID and British Council data. ANNEX 12 - 182 - APPENDIX B Page 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Official Fellowship Application Procedures for University Staff 1. The process by which Indonesian university staff are selected for foreign training and their selection approved is very complex.!l Potential candidates, particularly in the Other Islands, are frequently unaware of the correct procedures and opportunities and it is widely felt by university staff that the existing system favours senior people who live near Jakarta, speak good English and have colleagues who know the ropes. Junior staff in outer island universities have almost no means of finding the information they need unless their Deans know what to do and take the trouble to tell them. This system is obviously open to nepotism. 2. Figure 1 illustrates the processing of formal applications for foreign fellowships, although actual practice varies between universities and assis- tance agencies. While with several agencies there is a period of informal contact and candidate evaluation before the formal process begins, the first formal step is the sending of a nomination letter (1) or endorsed application form from the office of the candidate's Dean to the Rector's office, usually specifying the assistance agency being applied to. If a formal application form is used it is usually available from the Rector's office. 3. The candidate's English language ability is usually assessed early on in the process by one of the TOEFL (American) Aligu (Australian) or Davies (British) language tests. The application will not proceed until the candi- date receives a satisfactory result (e.g. 500-550 TOEFL). Because many staff, particularly in the universities in the provinces, do not have the opportunity or the finance for a local and effective language program (normally 300-600 hours and up to $1,000 tuition is necessary) about 90% of people taking the TOEFL test score below the minimum required for entrance to U.S. universities. 4. If the candidate gets through these hurdles then a formal letter or form of nomination (2) is sent from the Rector's office to the Directorate for Academic Development (PSA) in the Directorate General of Higher Education. If PSA agrees to the nomination, a letter is sent (3) to the Bureau of Over- seas Technical Cooperation (BKLN), also in the Ministry of Education and Culture. If BKLNI approves then a letter (4) is sent to the Body for the Coordination of Overseas Technical Cooperation (BKKTLN) at the Cabinet Secre- tariat (Sekkab). If Sekkab agrees and the candidate is granted government security clearance, the formally endorsed nomination (5) is sent to the potential foreign assistance agency for approval or endorsement (6). If the candidate is accepted by the foreign university, the agency is able to commit /1 The Consortium for Agricultural Sciences has recently begun to devise Ways of simplifying the process. Their efforts should be encouraged. - 183 - ANNEX 12 APPENDIX B Page 2 the funds, the candidate obtains a visa (7) and passport and a clear health examination (8), he or she may depart for his program of foreign study (9). Where candidates are from other government departments the process will be similar, but the nomination will probably go from a candidate's superior to the departmental educational and training center (Pusdiklat) then to the departmental Secretary General and to Sekkab. Announcements concerning fellowship opportunities travel down these channels, slowly, in reverse, with candidates often learning of opportunities when it is too late to apply for them. 5. Throughout this process, which normally takes between twelve and eighteen months, the actual professional quality of the candidate and the likelihood of efficient utilization of his skills by his institution is often incidental. Patronage and perseverance may well be the most important keys to success in many cases. INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE APPLICATION PROCESS FOR FOREIGN TRAINING: UNIVERSITIES CANDIDATE B Language Testing P V . 8 ~~~~~~~~~~~~~~~~~~~~~~~~Passport, Visa, Health, Ticketing Candidate nomdi-to nated by Dean to , a) Approves selection INDONESIAN Rector s Office b) Sends nonination UNIVERSITY - to Pdan K T 2- PSA approves and for- BKLN approves and P dan K wards nomination to sends nomination to P danKK UNLN SEKKAB. __3_ - 4 Informs candidate SEKKAB BKKTLN approves and _ informs Rector's office G ran ts ______________ 7 Visa . . ___________________________.__________________________= '___________________ _______________________________________________I____________ a) Evaluates candidate and approves funding DONOR b) Seeks or confirms DONOR placement 6 FOREIGN 9. UNIVERSITY Accepts candidate's . __________________ e application Start of Studies ( P dan K: Departemen Pendidikan dan Kebudayaan (Department of Education and Culture) P.S.A.: Pembinaan Sarana Akademis (Directorate of Academic Development) Formal application path BKLN: Badan Keria-Sama Luar Negri (Bureau of Overseas Technical Cooperation) BKKTLN: Badan Koordinasi Kerja-Sama Teknik Luar Negri (Body for Coordination of Overseas Technical Cooperation) SEKKAB: Sekretariat Kabinet (Cabinet Secretariat) Wr k Idr B Word an -2262 Lw - 185 - ANNEX 13 Page 1 INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE The Demand and Supply of Veterinarians, Animal Production Specialists, and Animal Health Assistants 1. Earlier parts of this report have already discussed various aspects of the demand for and supply of technical and managerial manpower. The purpose of this annex is to explore these issues specifically with respect to veterinarians, animal production specialists and animal health assistants. Particular attention is given to methodology. The results are somewhat different from those in Annex 5 and the analysis therefore underlines the fragility of manpower projections. The outcome of this analysis also confirms a view arising out of the two projections of manpower "requirements, namely that they probably overstate the effective demand. It also supports the view, discussed in the main report, that on the basis of the future demand for veterinarians and animal production specialists, there is limited justification for the expansion of university teaching faculties for these disciplines. A. Demand 2. The national demand for professional veterinarians and animal health assistants ("assistant veterinarians") could be assessed mainly on either or both of two bases, namely, the number of livestock units (LUs) in the country (and its potential for expansion) coupled to a ratio of LUs to one veterinarian; or on the basic governmental administrative structure for the regulation and control of animal health and disease. 3. Livestock Units./l Livestock numbers in Indonesia were reported by GOI to the FAO/WI1O authorities in 1978 as being the following: /1 For the purposes of this exercise a livestock unit (LU) is defined as one mature male buffalo. ANNEX 13 - 186 - Page 2 Conversion Type of livestock Number factor used LUs (-000) ('000) Cattle 6,765 0.8 5,412 Buffalo 2,786 1.0 2,786 Horses 704 0.8 563 Sheep 3,188 } } Goats 7,482 } 0.1 3 1,067 Pigs 4,538 0.3 1,361 Poultry (total) 131,724 0.001 132 11,321 LUs 4. The ratio between LUs and veterinarians typically varies according to the stage of development of the industry, and the availability of trained veterinarians. Where the private sector is almost nonexistent, it becomes basically a question of what level of veterinary service can be economically justified in the public (or private) interest. Ratios vary from 1:30,000 LUs in the most extensive range conditions to 1:5,000 under intensive live- stock production systems, where much private veterinary practice also exists in association with the public service. Since private veterinary practice is not expected to become financially feasible in the foreseeable future where clients are the average small farmers, by far the greatest majority of veterinarians are expected to be employed by Government in Provincial and Central Services, Research, Service and diagnostic laboratories, etc., and in teaching. A few large private ranches, horse studs, semi-urban dairy, pig and poultry units, and the pharmaceutical industry, plus the occasional full-time private urban practitioners, may employ some 35 trained veterinarians. For purposes of estimation, two LU/veterinarian ratios are considered viz: 1:15,000 and 1:10,000./i 5. The current demand for professional veterinarians may therefore be estimated at: - about 750 on the 1:15,000 basis; and - about 1,130 on the 1:10,000 basis. 6. By 1995, assuming a compound rate of growth of 1.8% p.a., LUs would have reached 14,794,330. Using the same ratios then, the number required would be either 986 or 1,480. Overall, allowing for a steady improvement in veterinary services it may be reasonble to assume a demand of about 750 in 1978, and 1,480 in 1995 (or an addition of 730). /1 In Indonesia most cattle and buffaloes are dual-purpose animals, being used for draft and meat. The need to maintain animals in good condition for draft purposes may increase the demand for veterinarians. To this extent the estimates in this annex may be an underestimate. -187 - ANNEX 13 Page 3 7. The existing number of professional veterinarians in Indonesia was reported to FAQ in 1978 as being 309. An FAQ mission in mid-1979 estimated the number at about 400: of these about 100 were in headquarters, 100 in Provincial and Regency/District services, and the remaining 200 mainly in the Ministry of Education (faculties at universities) with a few in research institutes, slaughterhouses, the Army, private sector. 8. Table 3 in Annex 6 shows that 263 are employed by the DGHE (Faculties of Veterinary Medicine and/or Animal Husbandry). Some double counting, due to the holding of two appointments, probably explains the difference between FAO figures and those in Table 3. It appears that about 50% of all full-time equivalent professional veterinarians are working in university faculties under DGHE. This was certainly confirmed by mission visits. 9. With 400 professional veterinarians, the ratio LU:Vets is about 28,000:1. Faute de mieux, only about 100 of these are actually employed in field services, which is no doubt the main explanation for the reported serious deficiency of veterinary and animal health care at the provincial level, district or farm level. The attraction of supplementary incomes from private part-time clinics in urban areas explains much of the veterinarians reluctance to leave them for genuine field work - in the performance of which he does not in fact require the same high degree of sophisticated professional training. 10. The basic governmental administrative structure of veterinary services by the end of Repelita III calls for between 7 and 8 veterinarians per Province (194) and one per Kabupaten/Kotamadya (144) together with 105 in Disease Investigation Centers, 22 for the Surabaya Vaccine lab, and 51 for quarantine services. With 70 in HQ (not over 100 as now) a total number of 586 is estimated as required for the government service, excluding education. With that added, say 219 in the public universities and 35 for private, a total of 840 would be required by 1983 (increase of 440). This is much greater than increases implied in Tables 8 and 12 of Annex 7. 11. Estimates of the demand for veterinarians assume that adequate numbers of Animal Health Assistants (Technicians) are available to support them. A national average of 3 technicians per veterinarian has proved suitable in many countries (1:1 in laboratories - 5 or more :1 in field situations, e.g. disease eradication campaigns). The present ratio in Indonesia is about 4:1, i.e. approximately 1,500 Directorate General of Livestock Services (DGLS) nonprofessional staff have received some technical training. It is estimated that 5,942 will be required by 1983 - including a minimum one/Kecamatan for disease control and surveillance. - 188 - ANNEX 13 Page 4 Professionals trained as veterinarians or animal production specialists 12. In practice, the proportion of veterinarians to animal production specialists trained is almost 50:50 in DGLS at present. Two factors are tending to reduce the proportion trained in animal production. These are: (a) the extension service is becoming increasingly polyvalent, offering a complete advisory service to the farmer, with livestock integrated into the crop production system; (b) the growing appreciation that successful livestock production depends essentially on effective crop production as a basis, to which livestock husbandry is added. It may therefore be expected that the future demand for animal production specialists will not increase absolutely at the same rate as for other qualifications - and it may even decrease in relative terms. B. Supply of Professional Veterinary (and Animal Production) Personnel Veterinarians 13. There are three well-established Veterinary Faculties which have been providing the full professional training of six years. These are the Faculties in UGM, IPB and UNAIR (Surabaya): together they account for some 84% of total enrollments of veterinary students, i.e. 1,202/1,440. The universities of Syiah Kuala and Udayana both have combined Faculties of Veterinary Medicine and Animal Husbandry - offering one or other specializ- ation. Recently, IPB has reduced the length of training to 4-4/1/2 years, according to whether students choose to become veterinary scientists (no clinics - only laboratory disciplines) or field veterinarians (clinics plus preventive veterinary medicine). Both types are fully acceptable to the veterinarian services and other institutions. These faculties together should be able to qualify about 200 veterinarians per academic year: however, in recent years 1976/77/78 the figure has been 109/127/107, indicating a scope for improved internal efficiency and yields. 14. Nevertheless, FAO expects that the demand can be met from the three major faculties, with an annual output of about 110 veterinarians. The demand factors relevant to this assessment are: (a) attrition from the present stock - perhaps 5% p.a. 20 (b) demand for expansion (to 1983) to fill new (or vacant) positions 80 Estimated total effective demand: 100 p.a. - 189 - ANNEX 13 Page 5 15. Two conclusions arise from this estimate. First, there is no justification for expansion in capacity at the institutions training veterinarians, or need to create new ones. Second, an improvement in the internal efficiency of the existing institutions up to international norms which is always preferable to expending resources on expended physical capacity would in itself almost certainly increase output well beyond any effective demand. Alternatively, if coupled with controlled enrollment and a reduction in staff numbers, it would release veterinarians for Provincial field or diagnostic services as well as reducing the training cost per student year. With the high public cost of veterinary training (in the vicinity of $80,000-$100,000 per qualified graduate), further public expenditure in this area is difficult to justify. Animal Production Specialists 16. Some 250 per annum graduated between 1976-78 - more than double the number of veterinarians. Between 1980-84, 440 graduates per year are anticipated and between 1985-89 some 760 per year. 17. Historically in the public service the proportion of veterinarians and animal production specialists has been approximately 50:50, while the tendency is for the proportion of vets to rise. It is highly probable, therefore, that the current expansion of capacity in Faculties of Animal Production or equivalent, to train specialists in animal production, is quite unnecessary in economic terms, and questionable in technical terms. As human population increases, livestock production (a) becomes relatively less important; (b) becomes more dependent upon (and part of) the crop production system; and (c) becomes more intensive, with increased disease risks. Logically therefore in the future, animal production specialists should be primarily agricultural graduates with a postgraduate specialization in animal production. 18. In this context, it should be noted that a qualified veterinarian will have also been trained in animal husbandry: in his absence a specialist in this area would be called upon. Animal Health Assistants (Technicians) 19. The projected requirements to 1983 by DGLS at this level total 5,942 against a current figure of + 1,500. With an estimated total demand for animal health assistants (working specifically on health matters) of 2,250 (1979) rising to a possible 4,400 by 1995,/1 it is clear that the major part of the above projected requirement for 1983 is for technicians to work in animal husbandry. This aspect of extension work is being increasingly dealt with by the polyvalent PPLs at the level of the farmer; PPL training should now be including an adequate amount of training in animal husbandry. It is expected that some specialists (PPS) in animal husbandry will be required at degree level (see previous section) - but in limited numbers. - 190- ANNEX 13 Page 6 20. Indications are that some eight animal husbandry training schools exist (SPP - Agricultural Development Schools - upper secondary), and have an average capacity of 240 students (70 graduates/yr) - giving a total of some 550 graduates per year. There is no indication which (if any) of these specialized SPPs trains technicians for direct support of veterinarians. Two such schools, each with an annual output of 70, could cater for the need for animal health assistants. The six remaining schools may well introduce increasing amounts of agricultural instruction, so that their graduates could apply for PPL positions, especially in provinces where livestock production is important. 21. The training of Animal Health Assistants is commonly at the post- secondary level - 2 years. Were a specialized training decided upon, it may be appropriate to provide it to selected graduates from animal husbandry SPPs who have shown aptitude in field service, or to recruit SMA graduates for such training. Although it would be at the level foreseen for SO training in universities, it would be better carried out at an adapted Ministry of Agriculture SPP school, juxtaposed to a disease investigation center and in an important livestock production area where adequate numbers of livestock were available for this essentially practical training. Other Animal Health Personnel 22. In support of veterinarians and animal health assistants, there are local or occasional needs for ancillary personnel, e.g. mantris, vaccinators, inseminators. No special pattern of training institutions is required, since short ad hoc in-service training courses suffice, held during normal school vacations. Skilled farmers may be perfectly suitable for this work: apt PPL staff may also be used. /1 An objective of at least one/kecamatan (3,179) has also been stated. INDONESIA TECHNICAL AND PROFESSIONAL MANPOWER IN AGRICULTURE Summary of Education and Training Projects/Programs Financed by Bilateral and Multilaterial Donors /a AUSTRALIA Name of _ Type of Assistance |Amount of I Terms |Proportion I Date of I Date of I Final I Project/ IClassifi- I ILoan/Grantl of Loan I Agric./b |loan/grantl effect- I year of I Institution responsible for Program I cation /a I Brief description I (US$) I (years) I (%) Icommitmentl iveness ILoan/Granti execution of project/program I~ I F F F I I I Current I I I I I I I I I Indonesia- iTechnical lAdviser to the Directorate of |Approx. I - - 1972 | 1972 1 1980 | ADAB/Directorate of Technical & Australian lAssistance |Technical & Vocational Educa- 1825,000 I I I | Vocational Education, Ministry Technical I Ition (since 1972), trade teach-(Grant) I I I I I | of Education and Culture. Education I fers to the Technical Teachers I I I I I I Project I lUpgrading Centre in Bandung I I I i I i(since 1978 & some training). I I I I j I I I I I I I I AAUCS iTechnical [Visiting Assignments, Short 11979|80 |Usually IApprox. 80% 1969 | 1969 IContinuingl AAUCS (Australian- lAssistance Icourses, Fellowships. lApprox. I 3 years IMainly Ag. I I lprogram I Asian ITraining I 11.1 mil. Iplanning Isome assist- I I I Universities I I |(Grant) I program lance to I I I Cooperation I I I I lianguage, I I I Scheme) I I I I lteaching I I I I I I I I I I I I Cenderawasih ITechnical lProvision of Anthropologist. lApprox. I I I I I Nov 1979 1 To be I I ADAB/AAUCS/University University lAssistance I 165,OOOp.a.1 I I I advised I | Cenderawasih. '0 I I |(Grant) I I I I I I I I I I I I I Support for ITechnical lAssist program of social lApprox. I I I _ | 1980 | 1980 | 1981 | ADAB/Yayasan Ilmu-Ilmu Social Social Sci- |Assistance Iscience training through grantl390,000 I I I I in accord with directives of ence Researchl land appointment of expert. l(Grant) I I I I I I Directorate of Higher Education. Training I i I | I I 1 I I I I I I I I I Future I I I I I j Expansion of ITechnical |Assistance with establishment 110-20 1 _ I 10% I 1980 | 1980 1 1985 or I Directorate of Technical and Indonesia- |Assistance lof Teacher Upgrading Centre Imillion I I I I 1990 | Vocational Education Ministry Australian I land development of multi- l(Grant) I I I I I of Education and Culture. Technical Edu- ldisciplinary schools. I I I I I cation Proj. I I I I I I I I I I ~~~ ~ ~ ~ ~ ~ ~~~~~~~~~~I I I II Tanjung Pura ITechnical |Provision of English Language lApprox. I l Will assistl May 1980 | May 1980 | 1982 | ADAB/University Tanjung Pura. Pontianak lAssistance |Teacher 165,000p.a.1 lAg. Facultyl ) | University I I l(Grant) I las well as I I i I I lother dis- I i I I I I Iciplines I I ~~I I I I I 1 1 In-Country lTechnical |Provision of expert and a lApprox. | 4 1 - | To be I | 1984 | ADAB/Lembaga Administration Program for |Assistance Inumber of short-term advisers 1390,000 I 1 I advised I | | Negara (LAN). Staff Train- I Ito conduct in-country training|(Grant) I I I late 19801 | ing Officers I Icourses for staff training I I I I I I I I lofficers. Provision of some | I I I I I I I lequipment to conduct courses. | I I I I I I a . I I I I I I I I BELGIUM Name of Type of Assistance IAmount of I Terms lProportion I Date of I Date of I Final I Project/ IClassifi- I ILoan/Granti of Loan I Agric./b Iloan/grantI effect- I year of I Institution responsible for Program I cation /a I Brief description I (USS) I (years) l() Icommitmentl iveniess ILoan/Grantl execuition of project/program Current I I I I I I I JTA-9a (44): ITechnical Ilncludes two experts, equip- 11,000,000 I 100% I Jul 1979 1+ Sep 19801+ Sep 19831 Directorate General, Higher Improv. of lAssistance Iment, fellowships. l(Grant) I _ I I I I I Education Soil Physics I I I I I I I Lah., Fac. ofl I I Agric. UJniv. I I I I I Gadjah Mada I I I I I I Jogyakarta I I I I JTA-9a (47): iTechnical lIncludes two experts, equip- 11,300,000 I I 0% I Feb 1979 I Jul 1979 I Sep 1981 I Directorate General, Higher Educ. & Res. lAssistance Iment, fellowships. l(Grant) I I I I I Education on Metal Work- I I I I I I ing & Metal- I I I I I I lury (ext.) I I I I I I I I.T.S.8andungl I I I JTA-9a (72): iTechnical Ilncludes two experts, equip- l,on0,00o I I 0% I Jul 1979 I+ JAn 19811+ Dec 19831 Directorate General, Higher Educ. & Res. ]Assistance Iment, fellowships. l(Grant) I I I I I I Education on Sanitary I I I I I I I Eng. Inst. I I I I I I I I Teknologi, I I I I I I I I Surabaya I I I I I I JTA-13 (72): ITechnical Includes twelve m.m. experts I 500,000 I I 0% I Aug 1978 I May 1979 I May 1979 I Directorate General, Higher Training of lAssistance Itwelve m.m. fellowships; I(Grant) I I I I I Education Teachers for I lequipment. I I I I I I I Handicapped I I I I I I I I Children I I I I I I I I I I~~~~~~~~~~~~~~~~~~~~~~~ I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I l ~ ~~~ ~ ~ ~ ~ ~ ~~~ I I I I I I I I I I I I I I~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ l ~ ~ ~ I I I I I I I I I I I I I 1 I 1 1 slb 9.. ', FRANCE Name of _ Type of Assistance IAmount of I Terms lProportion I Date of I Date of I Final Project/ IClassifi- I ILoan/Grantl of Loan I Agric./b Iloan/ ,rantI effect- I year of I Institution responsible for Program I cation /a I Brief description ( Cus$) I (years) I (X) Icommitmentl iveness ILoan/Crantl execution of project/program Current I I I I I Cooperation ITechnical lExpertise, training, equipmentl 350,000 | I I I 1979 I Directorate General Higher in Public lAssistance I I I I I l.ucation Admin & Mgrat. I I I I I I I I I I I I Cooperation ITechnical |Expertise, training, equipmentl 700,000 I I I I 1979 DIirectorate Generil THigher for French lAssistance |I I I I Education Language Tng. I I I I I I I I Cooperation ITechnical |Expertise, training, equipmentl 350,000 1 1 1 1 1979 Directorate General Higher in the field |Assistance I I I I I I Education of Medicine-I I I I ,S,rgery uoperation ITechnical |Expertise, training I 100,000 I I I I 1979 I Directorate General Higher in the field |Assistance I I I I I I I I Education of Human | I I I I I I I I Science I I I I I I I I I I I I I I I I I I v Cooperation lTechnical lExpertise, training equipment I 200,000 | I I 1979 |Directorate General Higher with I.T.B. |Assistance I I I I I I I F.ducation II I I Ph.D. ProgramITechnical |Training | 850,000 1 I I I 1979 |Directorate General Higher in Science |Assistance I I I I I 1 I Education Technology &I Management I j I I I I I I I I ,Joint Proj. ITechnical lExpertise, training, equipmentl 60,000 1 I I I 1979 1 |Directorate General Righer for Training |Assistance I I I I I I I I Education of PLN's Eng.I I I I I I I I i. I.T.B. l l l l l l l lI I IIll 12,610,000 1 1 I 1 I I I i I l l l l l I l ~ ~~~~~ ~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ I I I I I I I I I I I I - > I I I I I I I I I I I I I I I I SWITZERLAND Name of I Type of Assistance |Amount of I Terms |Proportion I Date of I Date of I Final . Project/ IClassifi- I ILoan/Granti of Loan I Agric./b Iloan/granti effect- I year of I Institution responsible for Program I cation /a I Brief description l(Sw. Fr.) I (years) I (X) Icommitmentl iveness ILoan/Grantl execution of project/program Current | I I I I Irrigation, |Technical lTechnical expertise, training 14,150,000 | 100% I Jun 1978 1 - I 1982 | Directorate General of Water West Sumateralassistance lin rice irrigation (pumping |(Grant) I I & I I Resources and Development (e.g. Sumani I land gravity Irrigation). I I Apr 1980 | Pumping Irri-| ITraining for operation and I I I I gation and I Imaintenance others) I I I I I I I I Lombok |Technical |Establishment of cooperative 1950,000 I 1 100% I Nov 1979 1 - I 1981 I Directorate General of Coop- lassistance Itraining center in Praga (Cen-I(Grant) II I I I eratives I Itral Lombok). Training of I I I I I I I Icooperative staff and key I Ifarmers. Expertise, training I land demonstration equipment. I I I I I I Sanggan- |Technical ITraining of young local farm- 1445,000 1 - I 90% I 1977 1 - I 1981 I Yayasan SERAT, Saaggan Kapuas-West lassistance lers for permanent rice, cash l(Grant I I I I Kalimantan I Icrops and vegetable productionlfrom Swissl I I I II I las opposed to shifting culti- lGovt. and I I I I I I I Ivation. 1285,000 1 I I I I |from pri- I I I I I Ivate sour-I I I I Ices. I I I I I I I I l l l V I I I ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~I I I I i I I I I I I l l l t I I I I I l l l l I I I I I I l l . I I I I I I l l 4 l ~ ~~~ ~ ~ ~ ~ ~ ~ ~ ~~~~ I I I I l ~ ~~~ ~ ~ ~ ~ ~ ~~~ I I I I I l ~ ~~~ ~ ~ ~ ~ ~ ~ ~ ~~~~ I I I I I s I ; X | a : ; t 1zo 2~ I II I I I I ~ ~~ ~~ ~~~~ ~~~I I I I I I 1-x I I ~ ~ ~ ~ ~ ~~ ~~~I I I I I I I |~~~~~~ ~~ ~~~~~~ ~~~~ I I I I l ~ ~~~ ~ ~ ~ ~ ~ ~~~ I I I I I I UNITED KINGDOM Name of | Type of Assistance lAmount of I Terms |Proportion I Date of | Date of | Final I Project/ |Classifi- I ILoan/Grantl of Loan I Agric./b Iloan/grantl effect- I year of I Institution responsible for Program I cation /a I Brief description I (E) I (years) I(%) |commitmentl iveness |Loan/Grantl execution of project/program 1 1 I I I .I Current I I I I I I I I StrengtheningITechnical |Provision of Research & ICentrally I - I 100% 1977 1 1978 i 1981 | Institut Pertanian Bogor (IPB). M.Sc Course |Assistance |teaching equipment, together ladmin. I I I Link arrangements being devel- in Agrometeo-I |with short-term specialist lapprox. I I I I I I oped with Reading and Nottingham rology, IPB llecturers. | 250.00 1 I I Universities. * |l(Grant) I I I I I Coastal ITechnical |Provision of two experts and |Centrally I - I 100% I 1978 1979 I 1981 I Diponegoro University, Semarang. Aquatic Bio- |Assistance |small quantity of equipment. ladmin. I I(Fisheries)l I I I Link arrangement with Newcastle logy Researchl |Experts conduct own research lapprox. I I I I University. I I& supervise student research. | 150,000 I I 1 I |(Grant) I I I I I I I I I I I I Seed Storage ITechnical |Provision of Research & teach-ICentrally I - I 100% 1 1977 I 1978 1981 Lembaga Biologi Nasional, Bogor Project lAssistance ling equipment. One long-term ladmin. I I I I | (LBN of LIPL). Link arrangement I lexpert & annual visits by lapprox. I I I I | with Birmingham University. I tspecialist lecturers. | 200,00 1 1 I I I I(Grant) I I I I I Ql I ~~~ ~ ~~I I I I I I I I i ~ ~~~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~~~~~ I I I I I I I I I I I I l l E I I I I I I I l l I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ I I I I I I ~~~~~~~~I I I I I I o I I I I I I~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~c I I I I I I I l ~ ~~~ ~ ~~ I I I I I I I I I I I I I I ASIAN DEVELOPMENT BANK Name of Type of Assistance lAmount of I Terms |Proportion I Date of I Date of I Final I Project/ IClassifi- T |ILoan/Grantl of Loan I Agric./b |loan|grantl effect- |Iyear of I Institution responsible for Program cation la I Brief description |(US$) I (years) I (Z Iommitmentl iveness |Loan/Grantl execution of project/program Current j Surabaya lProject |Upgrading the Facilities of 114,500,000130 yrs w/6 I - Dec 2, -75|Apr 20,-761 1981 |Directorate General Higher Institute of |Loan ICivil, Mechanical, Electrical I (OCR) lyrs grace; I I I I I Education Technology I land Chemical Engineering J 8.75X iI II I I linterest IIIII I I I I I I I I Senior |Project |Upgrading 17 STMs 6 establish-124,000,000140 yrs wJ10| - sep 28,-781Mar 29,-791 1983 |Directorate General Higher Technical |Loan Iment of one TTUC at Medan. I (SF) lyrs grace. I I I I I Education Schools I I I I I I University of|Plroject lUpgrading the facilities of 125,000,000(40 yrs w/tlONot readilylJun 7, -7915ep 19,-791 1985 |Directorate General Higher Hasanuddin |Loan |Agricultural Sciences, Medicall (SF) Iyrs grace. lavailable I I I I Education I IScience & Science Technology| I 1 6 provide academic support I Ifacilities. I I Second Senior lProject |Development 6 upgrading of a I TBD I TBD I Directorate General Higher Technical ILoan Ifurther number of STMs. (1980 pipeline) I Education Schools University of|lProject lupgrading of certain faculties | TBD I TBD lAgric. is I - Directorate General Higher North Sumatra|Loan lin USU. | (1981 pipeline) lone of the I I Education I I I lfaculties I I I I [~~~~~~~~~~~~~~to be I I I I I l~~~~~~~~~~~~~~upgraded.I I I I I |Establish- I Vocational [Project lupgrading 6 strengthening of I TBD I TBD Iment of Jr.1 Education |Loan Inon-techncial vocational | (1981/82 pipeline) |Rural Voca-I I I I Project I |schools. I Itional Sch.1 I I I I I I ~~~~~~~~~~~~~~lin one com-1l I I I l~~~~~~~~~~~~~ponent of I| I I I I Ithe proj.IIII I I I I I I I I I Polytechnic |Project ITBD. Could be along the linesl TBD I TBD INot known at - I _ I _ IDirectorate General Higher Program fLoan lof other ongoing IBRD Project.1 (1982 pipeline) )this time. | i|Education Development |Project jUpgrading of the technical I TBD I TBD INot known at - I I - _ Directorate General Higher of Regional |Loan Ifaculties in a regional (1983 pipeline) Ithis stage.1 I I I Education University I luniversity to be selected by I I| I |Government.IIIIII I I I I I I I I Surabaya |Technical |Preparation of a feasibility | 143,0001 I ISep 19,-741 - 1975 IDirectorate General Higher Institute of |Assistance lstudy 6 development plan for | |Education Technology I I I I I i I I I~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~I ASIAN DEVELOPMENT BANK (Cont-d) NaTle of j Type of Assistance jAmount of I Terms jProportion I Date of I Date of I Final I Project/ iClassifi- I |Loan/Granti of Loan I Agric./b Iloan/grantl effect- i year of I Instituition responsible for Program cation /a Brief description j (US$) I (years) i(2) - Icomnitnent) iveness i1.oan/Grantl execution of project/program Current j j j j j I j Senior iTechnical |Project preparation for j 196,0001 - j j j Technical |Assistance |upgrading a selected number I I I - IMay 31,'77i - 1 1978 IDirectorate General of Technical Schools I lof STMs. I I I I I I and Vocational Education I I I I I I I I tUniversity ofiTechnical |Project preparation for the i 205,0001 - |Agric. is IDec 15,'77j - j 1978 iDirectorate General of Technical Hasanuddin |Assistance IUNHAS Project. I i lone of the i i i I and Vocational Education i I I I ifaculties I I I I i i I I Ito be up- I I I I I I I I Igraded. i I I I I I I I I I I I University ofITechnical |Project preparation for upgrad- 246,0001 - " |Dec 20,'781 - I 1980 iDirectorate General of Technical North SumatralAssistance ling certain faculties in USU. j i i i i i i and Vocational Education Second Senior|Technical iPreparation of a project for j 92,0001 - I _ Dec 10, 791 - I 1980 iDirectorate General of Technical Technical lAssisance Jupgrading a fuirther number of j i I I I I and Vocational Education Schools I ISTMs. I I I I I I I , I I I "o2-ational |Technical |Upgrading & strengthening of |TBD (1980 j - Jr. Rural I - I iDirectorate General of Technical Schools |Assistance |non-technical vocational 1pipeline) I jVocational I i i i and Vocational Education Project I |schools. I I |Schools arel I I jI la componenti i I I I i i jof the Proj. I I I I I ~I I I Future I I I Polytechnic |Technical ITBD ITBD (1981 i - Not known at - j _ j iDirectorate General of Technical Program |Assistance I lpipeline) I jthis stage.i i I and Vocational Education I I I ~~~~~~~~~~~~I I Development ITechnical ITBD ITBD (1982 I j I j j - I - iDirectorate General of Technical of a RegionallAssistance I |pipeline) I i i i I i and Vocational Education University I i i i 1 I I (CR = Orinr Caia Reserve SF - Special Fund TBD=Tobedetermid I l l l l l l l l l~~~~~~~~I II l ~ ~~~ ~ ~ ~ ~ ~ ~ ~ ~~~~ I I I I I I I ~ ~ ~ ~ ~ ~ ~ ~ ~~I I I I I I I x I I ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~I I I I I II ,, I I ~ ~ ~ ~ ~ ~ ~ ~ ~~I I I I I I I _, OCR = Ordinary Capital Reserve SF Special Fond TBD = To be determined ASIA FOUNDATION Name of | Type of Assistance ]Amount of | Terms |Proportion | Date of | Date of | Final I Project/ IcIassifi- I |Loan/Grantl of Loan I Agric./b |loan/granti effect- I year of I Institution responsible for Program cation /a | Brief description I (US$) I (years) I() Icommitmenti iveness |Loan/Grantl execution of project/program I~ ~ . 1 I Current I I I I I I I Aceh Social |University |Training, tech. assistance, |+ 30 grants - lApprox. I May 1978 1 May 1978 I May 1978 | Syiah Kuala University. Development |developmentlpilot projects, research & Iover 3-4 I | 25% I I |(Syiah Ipublications all relating to lyrs total-| I I I I |Kuala Univ.lcommunity out-reach by UNSYIAHIling approx I I I I IUNSYIAH) I 1400,000(G)I I I I I 1 1 1 I I I I 1 I Irian Jaya Iuniv. Deve.lTechnical, tech. assistance, I+ 15 grants - lApprox. I May 1978 I May 1978 | May 1978 | Cenderawasih University. Human l(Cendera- |research, & publications re- lover 3-5 | I 60% Resource Iwasih Univ.|lating to community out-reach lyrs total-I Development I- UNCEN) Iby UNCEN. Iling approx I I I I 1160,O00(G)| I I I . I I I I I MiscellaneouslUniversity I| 110-20 I - lEstimate I Oct 1979 | Oct 1979 I 1983 i Selected University: e.g., Provincial |Developmentl Igrants I 1 40% I I | I Hasanuddin (UNHAS) Mulawarman Universities I I lover 3-5 1 I I I I I (UNMUL) Nusa Cendana (UNDANA) I I Iyrs total-| I I I I |etc. I I Iling approx I I I I 1250,000(G) I I IO I I I I I I I I I Legal Aid Ilnstitu- |Pilot projects, research, lApprox. I - lEst. 25% I Jun 1979 | Jun 1979 I Dec 1981 1 Legal Documentation Center & , Assistance Itional Dev.imaterials, operating costs, 1 |450,000 | I(Ag. law, I I I I Institute of Criminology, | Itechnical assistance. i(Grant) I [land dis- I University of Indonesia, & I I I I Ipossession)l I I I Jakarta Legal Aid Society. II I I I I I I I II I I I I I I I I i I I I II I I I I I I I I II I I I I I i I 0 s I I I I I I I I I i I I I I I I I I I o n I I I I I I I I J- I I I I I i I I I~~ ~ ~ ~ ~~ I I I I I I FORD FOUNDATION Name of | Type of Assistance IAmount of I Terms |Proportion IDate of I Date of I Final I Project/ IClassifi- 1 |Loan/Grantl of Loan I Agric./b lloan/grantl effect- I year of I Institution responsible for Program I cation /a I Brief description | (US$) I (years) I (%) - Icommitmenti iveness ILoan/Grantl execution of project/program Current | I I I I I I I I I i I I I I i 11 Agri culture [ { ff ( { { Commodity ITechnical I Economic analysis of cassava | 187,000 |100% | - I 1978 1981 | Stanford tUniversity System Study lAssistance I production, consumption, (Grant) | I I I 1 (Cassava) 16 Training I marketing and trade. I I I I I I I i I Food & Nutri-ITechnical I Analysis of structure of | 354,000 |100% | I I 1978 I 1981 I Ford Foundation. tion Policy lAssistance I demand for major food crops. | (Grant) | | I | Research I& Training I I i Natural Re- sources & | I I I I I I I Environmentall I I I I I I I I Studies II I I I MSc in ITechnical I I 223,000 + 40% I _ 1976 l 19RO | IPB Natural Re- lAssistance I i (Grant) I I _ I I I I source Mgmt. I& Training I 1 I l I I I I I I I I I I I I '0 Centre for ITechnical I | 365,000 I + 40Z I - 1 1977 1 1991 1 IPB ' Natural Re- lAssistance I I (Grant) I I _ source Mgmt &16 Training I I I I I I I Enviro. Studyl I Rural EcologylTechnical I I 167,000 1 I + 80% I - I 1976 I 1980 1 Padjadjaran University Assistance I | (Grant) I I _ I I I I& Trainingl I I I I I I Natural Re- ITechnical I | 300,000 | I + 70% I _ I 1980 I _ | Gadjah Mada University source Mgmt. lAssistance I | (Grant) I I _ I l(proposed)I l& Training I EnvironmentallTechnical I | 430,000 | I + 25% 1 _ I 1977 I 1980 I Ford Foundation. Mechanism in lAssistance I | (Grant) I Resource & IS Training I Regional Dev. I Tng. Mechan. |Technical I 200,000 | 1 + 40% I _ I 1977 I 1980 I Ford Foundation/State Ministry in Resource |Assistance I | (Grant) I I _ I I I of Development Supervision & Regional Dev.i& Training I I I I I I I I Environment. l l l l l l ~ ~ ~ ~ ~ ~~~~~~~~~~~~~~ I I I I DI I Community Re-ITechnical I | 200 000 | | + 60% I _ I 1981 I - I Ford Foundation. asa source Mgmt. |Assistance I I (Grant) I I _I I I I - - I Training I I I A I l ~ ~~~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~~~~~~~~ I I I I l ~ ~~~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~~ I I I I l ~ ~~~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~~~~ I I I I l ~ ~~~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~~~~~~~~~~~ I I l ~ ~~~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~~~~ I I I I I l ~ ~~~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~~~~ I I I I I I FORD FOUNDATION (Cont'd) F~ ~ r I I Name of Type of Assistance lAmount of I Terms |Proportion Date of Date of | Final I Project/ IClassifi- I ILoan/Grantl of Loan I Agric.!b Iloan/grantl effect- I year of Institution responsible for Program | cation /a | Brief description ( (us$) I (years) I (X) Icommitment| iveness |Loan/Grantl execution of project/program T r - I I I-111 Current I | I _ ~ ~ ~~~ ~~I I I I I I I I Rural Dev. I I I MSc Rural |Technical I | 200,000 1+ 60X I _ - _ - _ Institut Pertanian, Bogor Social lAssistance I (Grant) I Science & I& Training I Statistics Rural Dyna- |Technical I 384,000 1 g 80% - 1975 1981 Department of Agriculture, mics Study lAssistance I I (Grant) I I I I I | Agricultural Development Council I& Trainingl I I I I I Household ITechnical I 50,000 1 1 lO% I _ 1981 I _ | Ford Foundation. Economics & |Assistance I (Grant) I I Rural Social I& Training Studies on Status of Women I I I I I I I I Io I I I I 0~~~~~~~~~~~~~~~~~~~~~~~ I I I I I I I I 0~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ I I I I t I I I I I I I I I I I I I I I I I I I I I I I I I I I I Il I I I I I I I i I I I I I I I I I i I I I I I II I |~~ I I I I I I I e" I I , I I , I I I 1 ROCKEFELLER FOUNDATION Name of I Type of Assistance lAmount of I Terms |Proportion I Date of I Date of I Final I Project! Iclasaifi- I ILoan/Grantl of Loan IAgric./b Iloan/grantl effect- Iyear of Institution responsible for Program | cation /a | Brief description I (US$) I (years) I (Y) Icommitmenti iveness ILoan/Grantl execution of project/program Current I I i I I I University 1) Staff |Fellowships: Aprox. 240 man 12,500,000 1 I 30% 1 1 1973-84 I 1840 Gadjah Mada University. Development I Devel. (years. I I I I I I I I I 12) Visitingl70 man-years, approximately. 13,200,000 | 30% 1 1 1973-84 I 1840 I Gadjah Mada University. I Prof. I I I I I I I I (long- | I I I i I term) I I I I I I I I I I I I I I I I I 13) ResearchlResearch, Ag., Medicine Econ. | 600,000 | | 40% | i 1973-84 | 1840 I Gadjah Mada University. I Support ISocial Sciences I I I I I I I I I I I I I I I I 14) Basic IPop. Institute Rural & Reg. I I I 20% I I 1973-84 I 1840 I Gadjah Mada University. I Support Istudies; Cultural Studies; i I Inter- |ATRD Station I faculty I i Instt-| tutes, Ag. Re- | I I I I I I I search I I I I I I I I Study I I I I I I I I c. j I I I I 1 I 1973-84 | 1840 I Gadjah Mada University. 15) Support |Basic support to establish & | 140,000 I I for CCHClinsitutionalize program. I (Commuity I I I I i I Health) I I I I I I I I Facultyl I I I I I I I I of Medi-I cine I I I I I I I I I I I I I I I I 16) Library |Related directly to areas of I 40,000 I I 10% I I 1973-84 I 1840 I Gadjah Mada University. I support,iconcentration I I I teachingI I I I materials I I II I I I 17) Other - Language training; support forl 500,000 I 1 30% I 1 1973-84 I 1840 I Gadjah Mada University. I Gadjah lother programs. Construction. I I Mada I I I I I I I I I I a D x I I I I I I I I i H ~ t l ~ ~~~ ~ ~ ~ ~ ~ ~~ I I I I I I I I I I I I I I I I I I I I I I I I INTERNATIONAL LABOUR ORGANISATION Name of I Type of Assistance IAmount of I Terms lProportion I Date of I Date of I Final I Project/ IClassifi- I iLoan/Grant I of Loan I Agric./b )loan/grantl effect- I year of I Institution responsible for Program I cation /a I Brief description I (US$) I (years) I (%) IcommitmentI iveness ILoan/Grantl execution of project/program I ~~I I I I I I I I I I I I I II Current I I I I I I I I I Cooperative lInstitu- IEstablishment of a national 1 1,269,222 1 - I Approx. I Apr 1981 1 Apr 1981 I Mar 1983 I National Cooperative Training Training Itional Dev-1 and two provincial coopera- I I 40% I I I Center lelopment I tive training centers with I I I I I I I I permanent staff and a regularl I I I i I I I I training program. 'esign I I I I I I I training programs, produce I I training materials, train I I I I I I I I trainers, cooperative offi- I I I I I I I l cers and managers. I I I I I I I Technical lInstitu- I Preparing, developing and 1 4,486,756 1 20 1 Approx. I Jan 1977 I Jan 1977 I Dec 1982 I Directorate General of Manpower Education, Itional Dev-I implementing 17 new Skill I I I 30% I I I I Development and Iltilization, Vocational & lelopment I Development Centers. D)evel- I I I I I I I Department of Manpower and Management I I ooment of curricula, syllabi, I I I I I I TransmigrationI Scheme I I training materials and train-I I I I I I I I I ing and upgrading of instruc-I I I I I I I tors. I I I I I I I Rehabilita- [Institu- I To establish pilot demonstra-I 637,119 1 - I Approx. I Sep 1979 I Sep 1979 I Sep 1982 I Directorate General for Rehabi- tion of the Itional Dev-I tion schemes of noninstitu- I I I 60% I I I I litation and Social Services, Disabled lelopment I tional community-based servi-l I I I I I I Department of Social Affairs I I ces and facilities for reha- I I I I I I I I bilitation and social inte- I I I I I I I I I gration of disabled persons I I I I I I I I I and develop the necessary I I I I I I I I I manpower resources. I I I I I I I I . I I I I I I INTERNATIONAL LABOUR ORGANISATION (cont'd) Name of I Type of Assistance lAmount of I Terms lProportion I Date of I Date of I Final I Project/ IClassifi- ILoan/Grant I of Loan I Agric./b Iloan/grantl effect- I year of I Institution responsible for Program I cation /a I Brief description I (US$) 1 (years) I (X) Icommitmentl iveness ILoan/Grantl execution of project/program Preparatory IInstitu- I To review all available data 1 134,000 1 - 1 Approx. I Jan 1980 Jan 1980 I Nov 1981 I Directorate General of Manpower Assistance onitional Dev-1 on industrial and rural voca-I I 1 30% 1 1 i I Development and Utilization, the Skill lelopment I tional training requirements,I I I I I I I Department of Manpower and I I and Skill Needs Analysis in I I I I I I Transmigration I I Indonesia. I I I I I I Future I I I I I I I I Skill Devel- llnstitu- I To develop and test technicall 1,300,000 - Approx. I Nov 1981 INov 1981 I Nov 1984 I Directorate General of Manpower opment Centeritional Dev-l training materials for futurel I 1 20% I 1 1 I Development and Uftilization, in Surahaya lelopment Iintroduction on a countrywidel I I I I Department of Manpower and I I basis. Introduction of MES I I I I I I Transmigration I I and establish skill testing i I I I I I I I programs. Develop training I I I I I I I material for rural training I I I I I I I Iand setting up practical I i I I I I I training courses for disabledl 1 1 I Ipersons. I I I I I I I I I I I I l I I I I I I I I I I I I I I I I I I I I I I I i I I I I I I I I I II Da - n 1a a-r UNICEF I~~~~~ I I fl 1 1 I Name of | Type of Assistance |Amount of I Terms lProportion I Date of I Date of I Final I Project/ IClassifi- I iLoan/Grantl of Loan I Agric./b Iloan/grant| effect- I year of I Institution responsible for Program I cation la | Brief description (US$) I (years) I (%) Icommitmentl iveness |Loan/Grant l execution of project/program I -I'' I I I Current I I I I I I I Nonformal |Project |Provide learning opportunity 13,533,000 | |In terms of|Dec 14,'79|Jan 1,-79 | 1983 Directorate of Community Educa- Education - I Ito those outside the reach of |(Grant I Ifunds, the I I I I tion, Directorate General for Learning I )the traditional school system I over I Iproportion I I I | Nonformal Education, Youth and Package "A" I land/or those who are in need 1 5 years) I lin agric.isl I I Sports, Min. of Education & I lof a different educational con- I Izero percent I I Culture. I Itent than the schools provide.I I lbut severall I I IPackage "A"I lbooklets I I I I I Icontain I i I I I I Itopices on I I I I I lagriculturel j I I I ~ ~ ~~~~~~~~~~I I Development lProject |Develop suitable ways to pro- 11,250,000 I I nil IDec 14,'79IJan 1,'79 I 1983 | Office for Educational and of Small I |vides education in small l(Grant I I I Cultural Research & Development, Schools in I |schools & in this way to im- I over I I I I I | Min. of Education and Culture. Sparsely I Iprove the primary education inl 5 years) I I I I Populated I Ithis way to improve the pri- I I I I I I I Areas I lmary education in sparsely I I I I I I I |populated areas, both for the I I I I I I I fin-school population and for ) those pupils who have dropped | I lout of primary school or can- I I Inot attend it regularly. I I I I I I I I I Research & IProject ITo find solutions to the pro- 1 450,000 | I nil IDec 14,'79IJan 1,'79 I 1981 | Office for Education and Development I Iblem of drop-out and repetition(Grant I I I I | I Cultural Research & Development, on Drop-out &I lin primary schools by conduct-I over I I I I I I Min. of Education and Culture. Repetition I ling experiments vith several | 5 years) | I I I I I I linterventions or innovations I I I I I I I lin the school. The project mayl I Ihave major implications for I I lpolicies on primary education I I Iduring Repelita IV. Study on IProject ITo ascertain the cognitive | 100,000 | I nil IDec 14,'79|Jan l,'79 1 1981 | Office for Education and Cognitive I Idevelopment pattern of the l(Grant I I I I | | Cultural Research & Development, Development I llndonesian child and to examine over I t I I I I Min. of Education and Culture. of the I Ithe implications for curriculum 5 years) Indonesian I Idevelopment & teacher trainingl Child I |with the goal of matching I I Iteaching processes and materials I I I I I I Ito the cognitive development I I I I I f w I lof the learners. I I I a I I o } ~ ~~~ I I I I I I I UNTDP Name of Type of Assistance |Amount of Terms lProportion I Date of ! Date of I Final I Project/ IClassifi- I ILoan/Grantl of Loan I Agric./b lloan/grantl effect- I year of I Institution responsible for Program cation /a | Brief description (US$) (years) (1) - commitmentl iveness Loan/Grantl execuition of project/program Current I I I I I I Smallholders |Technical (Assistance for the training ofl 700,000 - | 100% 1 1979 I 1979 199l I Agency for Agricultural Educa- & Plantation lAssistance Ismallholders and plantation I I I I I I tion, Traininp & Extension. Staff I Istaff in the use of fertilizers, I I Idisease control & other culti-I I I I I I Ivation techniques. I I I I I I I I I I I I ! I Assistance tolTechnical ITo increase productive abili- 11,300,000 | - I 100% I 1979 1 1979 ! 19R3 1 Agency for Agricultural Educa- Small Farmers,Assistance Ities through specific exten- I I I I I | I tion, Training & Extension. Tenants and I Ision research & training. I Share Croppers )Emphasis will be placed on im-| | through Agri.1 Iproving and strengthening the I Extension Re-! Istructure & functioning of I I I I I search, Train- Ifarm women and youth extension! I ! I I I I ing & Field I Isections. I I I I I I I Action I I | I I I I I I I I I I I I Public Enter-ITechnical lImprove management capability 11,300,000 | - | ? 1979 I 1979 1 19R2 I National Institute of Public prises and Assistance fin public enterprises and re- | I I I I I ! Administration. Regional I Igional administrations. Administration I I I i I I I I Training I I I I I I I I o National |Technical |Assistance for curriculum 13,000,000 - I ? 1 1979 | 1979 I 1983 I Office of Education Researcb. Education |Assistance Idevelopment & evaluation, & I Planning I Idevelopment of library servicel Evaluation I lat the national level. Curriculum Development Improvement |Technical |Development of teacher skills 12,000,000 - ? 1 1979 | 1979 1 1983 I Directorate General of Primary of Science & lAssistance lin science & mathematics. I I I I I and Secondary Education. Mathematics I I I I I I I I Teaching at I II the National I | Level I Technical ITechnical |Revision of curricula to meet 11,000,000 I - I ? I 1980 I 1980 | 1981 I Directorate General of Higher Teacher lAssistance Ichanges made in secondary ! I I I I I Eduication. Training I technical schools from four I I I I I I (Yogyakarta I Ito sixteen hours of practical I I I I I I & Padang) l work weekly. I I I I I I I General ITechnical |Improve teacher capabilities. | 500,000 I - ? 1979 I 1979 I 1982 I Directorate General of Primary Secondary lAssistance I I I I I I | I and Secondary Education. Teacher I I I I I I I I I bd 'D Education I I I I I I I I I Book ITechncial ITo develop policies and pro- I 300,000 I - ? 1979 I 1979 I 1Q82 I Office of Education Research. Development |Assistance Igram to encourage book devel- I I I I I I I I lopment I I I UNICEF (Cont-d) Name of |Type of Assistance |Amount of I Terms |Proportion I Date of I Date of I Final I Project/ lClassifi- I I- Loan/Grant| of Loan I Agric./b Iloan/granti effect- I year of I Institution responsible for Program I cation /al Brief description i(US$) I (years) I (%) Icommitmentl iveness ILoan/crantl execution of project/program Current Study on I Project |The study is intended to |- 53,000 | nil IDec 14, 79|Jan i,-79 1981 |Office for Education and Appropriate I limprove the readability of I (Grant |Cultural Research & Development, Language Use I linstructional and reading I over |Min. of Education and Culture. I |materials designed for learners| 3 years)l i I lwho have very limited literacy I I Iskill especially those wtio are I I Istill in the process of learn- I I ling Bahasa Indonesia at primaryl I lschool. The study is expected| I Ito bring education more in | I laccordance with the language I lability of the learners. I I Development I Project lEnriching & widening learning |325,000 1 nil IDec 14,-79IJan 1, 79 1 1983 |Office for Education and of Televisionl lopportunities for children |(Grant ||Cultural Research & Development, Programs for I Ithrough the use of television. I over 1 ||Min. of Education and Culture. Children I |BY participating in the pro- 1 3 years)l I Igrams which include community I I I& family life education, simplel | | skill development, health & I |lother educational programs, thel I Ichildren will be able to acquire I lknowledge & skills to improveI I Itheir quality of life.I I I I Research & I Project ITO study the characteristics |350,000 | nil |Dec 20, 79IJan 1, 79 1 1983 |Centre of Religious Educatio nal Development I lof the Madrasah Ibtidaiyah, & |(Grant ||Research Development, Kin. of of Madrasah | with interventions & innova- |over |Religion. Tbtidaiyah | tions to improve its educa- 1 3 years)| (Moslem Pri- I tional system. lll1 mary School)| l l l l l l l l l~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~r, l l l l l l l l l~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~r l l l l l l l l l~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~J United States of America I ___________ Type of assistance I Amount of I Terms | Propor- I Date of I Date of I Final |Institution respon- Name of | Classi- I Brief I Loan/Grant I of loanl tion I Loan/Grantl effective-I year of I sible for execution Project/programl fication I description I (US$) I (years)l Agric.(%)l commitmenti ness I Loan/Grantl of Project/Program _ _ _ _ _ _ _ I _ _ _ _ _I I _ _ _ _ _ _ _ _ _ _ _ _ I _ _ _ I _ _ _ _ I _ _ _ _ I _ _ _ I _ _ _ _ i _ _ _ _ _ _ _ Education | Project I To assist the Office of I 425,715 | I I 1975 | 1975 | 1978 | Office of Development Finance I Development & Research I (Grant) I I I I I I and Research (BP3K) | I (BP3K) Dept. of Education I I I I I I Min. of Education I & Culture in the improvementl I I I anti Culture I I of the methodology of finan-I I cial-related data collectionl I l and analysis. I I ~~~I I IIiI Nonformual I Project I To develop replicable stra- I 450,000 | I I I I I Education I I tegies for identifying the I (Grant) I I I 1976 | 1976 I 1979 | Office of Development I I learning needs of the out- I I I I I I and Research (BP3K) I I of-school population (with I I I I I | Min. of Education I I priority for the 10-24 age I I I I I I and Culture I I group) & learning resources I I available in the community. vducation I Technical I To establish the institu- I 800,000 | I I 1977 I 1977 I 1979 | Communication Tech- Technology I Assistance I tional capability to manage I (Loan) I I I I I I nology for Education I I & implement a nation-wide I I I I I I I and Culture (TKPK) - I I educational technology pro- I I I I I I I Min. of Education I I gram for eventually extend- | I I I I | I and Culture I I ing services to the rural & I I remote areas of Indonesia. I 3elf- I Project I To strengthen the experimen-I 3,000,000 | | 1979 I 1979 I 1984 I Office of Development instructional I I tation & to further develop I (Grant) I I I I I I and Research (BP3K) Learning I I & to test the proto-type of I I I I I I | Min. of Education System I I the Pamong system in a larg-I I I I I | and Cultuire I | er operational setting whichl | | encompasses both in-school &I | I out-of-school learners. I Education I Project I To assist the GOI with the I 4,000,000 | I | 1979 | 1979 | 1983 | Center for Educational Comimunications I | development and implementa- | - ILoan I I I I I I & Ctultural Communica- Development I I tion of a national capabili-I 2,000,000 | I I I I I tion Technology.(PTKPK) | I ty in educational communica-I - Grant I I I I I - Min. of Education I I tions technology. I I I I I anid Culture Higher I Training, I To establish a nuclear groupl 5,500,000 1 I I 1976 1 1976 1 1981 Directorate General for Agricultural I Technical I of agricultural iniversitiesl (Loan) | I I I I I Higher Education Education I Assistance,J with the capability to pro- I I I I I I I Min. of Education 1 I Commodity I vide highly-qualifiedl agri- I I I I I | I and Culture in r I I cultural manpower research I I I I I I I I I & public service activities I I I I I - ,-. I appropriate to Indonesia's I I I I I I |needs. I I I I I I I United States of America (Cont'd) I Type of assistance I Amount of I Terms I Propor- I Date of I Date of I Final Ilnstitution respon- Name of I Classi- Brief I Loan/Grant I of loani tion I Loan/Granitl effective-I year of I sible for executioni Pro ject/programI fication I description 1 (US$) I(years) I Agric.(l)I commitment] ness I Loan/Grantl of Project/Program I ~ ~~ III I I I I I I I I I I I I Higher I Training I To assist the GOI in en- I I I 1 1976 1 1976 1 1981 I Directorate General for Education I hancing the capability in 1 5,000,00) 1 1 1 1 1 1 Higher Education Development I I selected institutions in thel (Loan) I I Min. of Education Training I Higher Education System to I I I I I I and Culture I provide needed manpower I i I I I I I I training in specialized 1 1 1 1 1 1 1 I I development oriented fields;I I I I 1 1 e.g. fisheries, marine I i I 1 I I sciences, forestry etc., re-I I I I I I I I I levant to the needs of the I 1 1 1 1 1 1 I poor majority. I I I I 1 1 Eastern I Project I To upgrade the Regional 1 5,000,000 1 1 1 1979 1 1979 I 1984 I Directorate General for Islands I I Association of Eastern I - Loan I 1 1 1 1 I Higher Education Agricultural I Indonesian Universities and 1 2,500,000 1 1 1 1 1 I Min. of Education Education /a I its member institutions so I - Grant I I I I I I and Culture 1 I that they are able to pro- I I I I i I I I duce the leadership, trainedl I 1 1 1 1 I manpower, research & exten- I I I I 1 1 sion activities in the agri-i I I I I I I I cultural field necessary forl I I I I I I the rural development of I I I I I 1 I eastern Indonesia, especial-I I I I I I I I ly in terms of the employ- I I I i i I ment, income & food produc- I I I I tion - consumption capabili-i I I i I ties of the rural poor. I I I i i i I ~~~I I I Ii II Graduate I Project I To assist the IPB in the 1 5,330,000 1 1 1 1979 1 1979 1 1984 I Directorate General for Agricultural 1 I development of a graduate I - Loan I I I I I I Higher Education School 1 1 education program that is 1 2,170,000 1 1 1 1 1 I Min. of Education consistent with national i - Grant I I I I I I and Culture efforts to vitalize rural I I i I I development in ways that i i i i I i achieve nondestructive uses i i i i i I of natural resources & that I i i i i I directly benefit the rural i I i i I I I I poor. I I i i i i Energy I Project I To develop personnel with I 1,000,000 1 1 1 1980 1 1980 1 1984 I Directorate General for Manpower & I I the necessary level of I (Grant) I I I I I I Higher Education Training I I expertise in the energy I I I I I I I Min. of Education I field to staff effectively I I I I I I I and Culture the institutions required I i i I I I I for energy research, plan- I I i I I I ning, policy making and pro-I I I I gram implementation & to I I I i I I develop a program responsi- I ble for continuing profes- i I i I I I sional training. i i i I I I I ~~I I I I I I I .I, Ia A similar project is planned for the Association of Sumatran Universities. > X x /a A similar project is planned for the Association of Sumatran Universities, WORLD BANK I l l l l I 1 Name of Type of Assistance |Amount of Terms |Proportion I Date of I Date of I Final I Project/ IClassifi- 7 Loan/Grantl of Loan I Agric./b Iloan/grantl effect- I year of I Institution responsible for Program I cation /al Brief description I (uS$) I (years) I (%) commitmentl iveness ILoan/crantI execution of project/program Third Educa- I Project I The preparation, testing and 113,500,0001 SO | n.a. I I | 1980 | Project unit in Ministry of tion Project I Iproduction, and distribution I (Loan) I I I I | Education and Culture. (Cr 387-IND) I of 138 million textbooks in I | 4 subjects (Bahasa Indonesia, | mathematics, science and so- | | | cial studies) for grades 1-6; | | the in-service training of | | 350,000 primary school teachers | |Iin the use of textbooks and I teaching aids; and the upgrad-I I | ing of 2,000 stupervisory per- I j Isonnel. I I I Fourth Educa-I Project I The project will provide cons-137,000,0001 25 | n.a. 1 1978 Ministry of Education and tion Project I Itruction of and equipment for I (Loan) I I(some spei- II I Culture. (Ln 1237-IND)| | for two technical teacher- I Ific rural | I I training facilities and four | Icomponents)I I centralized workshops under I I I I | the Department of Education; I I I CD | 1 17 vocational training centersl I I I I I | under the Department of Mani- I | | power; and new facilities for I the National Institute of | Administration. The project | also includes equipment for | one instructor-training cernterl I iand 20 rural and 5 urban mobile training units under the Department of Manpower andl I I I I I I I technical assistance for all | I | project institutions. Teacher I Project | The project includes Inter- 119,000,0001 20 n.a. I I | 1983 I Teacher Training Division, Training | | related components which will:| (Loan) I I I I | | Ministry of Education and Project improve the content of teacherl i I Culture. (Ln 1433-IND)l I training programs; develop, I I | produce and distribute related I instructional materials for Iteacher training in the | | national language; train I I I I | about 7,000 teacher educators | in new curricula and teaching | | methods; provide specialized | I I I facilities (libraries, labora-i tories, workshops and practisel I I m m I I teaching rooms) at 15 second- I I I I I i ary teacher training colleges I I I i I I I WORLD BANK (Cont'd) Name of | Type of Assistance lAmount of I Terms lProportion I Date of I Date of I Final I Project/ IClassifi- I 1Loan/Grantl of Loan I Agric./b Iloan/grantl effect- I year of I Institution responsible for Program I cation /a | Brief description I (US$) I (years) 1 (5) - cosemitinentl iveness 1Loan/Grantl execution of project/program Teacher I and 54 primary teacher train-I I I Training I ing institutes and equipment I I I I Project I for an additional 14 insti- I I I I I (Cont.d) I I tutes; and develop improved I I | selection procedures for pros- I I pective teachers and support I I | policy studies related to I I teacher utilization in schools I I and preparatory studies for I | I future education projects. I I I I I I I I l l Son-Formal I Project | The project-s overall objec- 115,000,0001 20 I n.a. I I I 1982 | PENMAS, Ministry of Education Education I I tive is to strengthen the I (Loan) I I I I I | and Culture. Project I I capacity of PENMAS, the Govt.1 I I I I (Ln 1486-IND)i I agency responsihle for out- | I of-school education, to pro- | | I vide effective non-formal I I education programs in seven | I I of the country's most heavilyl I I I I I I | | populated provinces. The I I I I I I | | project would finance: (a) I I I I I I | I I civil works to renovate two I I I I | | | and establish four PENMAS I I I I provincial centers; (b) | | instructional equipment and | | supplies, office furniture, | | and vehicles; (c) annual in- | | | service training for 3,100 | | PENMAS staff; (d) developmentl | | of about 100 titles, and I I manufacture of 11 million I I I I I I I | | pamphlets and supporting 1 1 I I | | materials; (e) program moni- | I I toring and evaluation; (f) I i a basic education learning | fund in 148 districts; and I I (g) related technical I I assistance. Polytechnic | Project | It will introduce a new sys- 149,000,0001 I n.a. I I I 1984 | Directorate General of Higher Project | | tem for training technicians | (Loan) | I I | Edtucation, Ministry of Educa- (Cr 869-IND) | at diploma level by establish- I I I I | tion and Culture. I I ing a technician education ofl | accountancy training by estab- ! lishing four accountancy | | development centers. In a addition, the project will I I I | I provide teclnical assistance I I I I I I I I in instructor training, Q I I I I I I WORLD BANK (Cont-d) Name of | Type of Assistance lAmount of I Terms |Proportion I Date of | Date of Final Project/ |Classifi- [ |Loan/Grant I of Loan I Agric./b Iloan/grant| effect- Iyear of I Institution responsible for Program I cation /a i Brief description I (us$) I (years) I (%) commitment! iveness ILoan/Grantl execution of project/program 1 T I I I I I Polytechnic I | materials development, educa-| I I I I I Project | | tion planning and management,! I I I (Cont-d) | | manpower analysis, education-| I I I I I I related research, and project! I I I I I I I performance monitoring. I I I I I I I I ~~I I I I I I I I Second Agri- I Project I It will: (a) upgrade 12 exist- 42,000,0001 20 | 100% I I | 1985 | Project Implementation Unit, cultural | | ing agricultural development | (Loan) I I I ! Agency for Agricultural Educa- Training | | schools and 3 existing in- ! I I I I | tion, Training and Extension. (Ln 1692-IND)| I service training centers; and! I I I | (b) establish 5 new agricul- I I I | | tural development schools andl I I | | 7 new in-service training centers. The majority of j ! I I i | | these schools and centers I I ! i i | | would be located in provincesl I I i | outside Java. The project I will also introduce courses | | in animal health and rural | home improvement in all agri-| I I I I cultural development schools I I I I I ! i and training centers. It I I I I I I I will develop and introduce I I I i I I I | I an agricultural management | | training program. It includes! I I I I I I | | fellowships and technical I I I i | assistance for management, I I I I | training procurement, pre- I I I ! I | paration of future education | | | projects, a middle-level | | agricultural manpower survey, i l and a tracer study. ' University I Project | The project will: (a) intro- 1 45,000,0001 20 1 n.a. | 11/13/80 | 1/22/81 ; 1986 I Directorate General of Higher Development | | duce policies to improve | (Loan) I I I I I | Education, Ministry of Educa- Project | | efficiency and quality; (b) I I I I I | tion and Culture. (Ln 2093-IND)| | prepare for civil works by I | providing initial site devel-I I I I opment and building design in! I I I I 1 I | order to expand enrollment in! I I the four selected fields at I I the Universities of Indonesia, | Gadjah Mada, and Andalas; (c) i improve academic and profes- I I I I I I I sional qualifications of I j i I I I teaching staff; (d) increase I I i I | the relevance and quantity ofl I I I I I | instructional materials; (e) | I I I I | I | rationalize university admin-I m I I I I I istrative organization and I I I I I I I - - - 212 - ANNEX 14 Table I Page 22 C 0 - X .0 u Cc0 c O' C 00 .~~~ C C O~~~~~~cc C X, M Cx D ___ _ 'mC - - - -- - - - - - - - - - - - -C U0 U - C r C C *~C 0 TJ Cc CCc >~~~~~~~~~~~~ 0~~~~~~~~~~ a wa6e C,~~~~~~~~~~~~~~~~~~ M O<;_~~~Q) C:J 1 F; > > D _____ _ _ _ _ _ _ C,M I-C a. C C - 5- . M.- .- u' oz 0)~ ~ ~ ~ ~ ~~~~~~~~~~~a0 C-CC -C C,0n> Sa O CC~~~~~~~~~~~~~~~~~r FC7 C ; V C C C ^ o C-u C- I- - - - - - - - - - - - - Ca 0.~~~~~~~~~~~~~~~~~~~~~~ -C OO ac U CC a C' - vzc vo H~~~~~~~~~~~~~~~~~~~~U za.~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~S Vl~~~~~~~~~~~~~~~~~~ a EO O'~ z~~~~~~~~~~~~~~~~~~~~~~~~~ ' v