SAS21: SMK Ayam dan Sapi 2021 Improving demand-driven vocational training & education in poultry and dairy in Indonesia, 2019 - 2021 Report 3 ...
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SAS21: SMK Ayam dan Sapi 2021
Improving demand-driven vocational training & education
in poultry and dairy in Indonesia, 2019 – 2021
Report 3 Ministry of Foreign Affairs
Project reference: 201800266.049
July 2020 – December 2020
The make-up of the group of interviewees of the poultr:
1 large integrator, 1 feed mill, 1 medium scale layer
farm, and 1 medium scale broiler farm and feed mill
PROJECT DATA
1.1. Country INDONESIA
1.2. Project name/acronym SMK Ayam dan Sapi 2019 – 2021 (SAS21)
1.3. Ministry of Foreign Affairs project 201800266.049
number (code)
1.4. Implementing organisations Requesting organisation and lead applicant
organisation
1.5. Project period July 5th, 2019 – December 31st, 2021 (extension
request approved)
1.6. Total project budget Euro 461,474
1.7. Reporting year 2020 (Q3 and Q4)
1.8. Annual report number Third report (Half-year report Q3-Q4 2020)
Table of contents:
1. Introduction p.3
2. Project progress and achievements p.4
a. Steering committee meeting p.4
b. The Launch of DUDI Certified Training Program p.4
c. Pilot projects p.5
d. Online curriculum development training p.7
e. Gender study of the dairy and poultry sector in Indonesia p.9
3. Project planning p.10
4. Conclusion p.13
5. Annexes p.13
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Report 3 SAS21 – Ministry of Foreign Affairs project: 201800266.049
1. INTRODUCTION
The SMK Ayam dan Sapi 2019 – 2021 (SAS21) project aims to readjust the vocational
education on agrifood in Indonesia (TVET), by transforming the curricula to become
more demand-driven, and further strengthening the position of diploma holders in the
labour market. Currently, there is a mismatch between the graduates’ profiles and the
desired profiles of prospective employees as formed by the industry. Low numbers of
diploma holders are reaching the labour market in contrast with good opportunities of
work in the sector. This is influenced by a lack of communication on curricula standards
and learning outcomes between the TVET’s, private sector and the government.
Furthermore, this trend is intensified by low student inflow numbers for the agricultural
education programs.
The long-term objective of the project is to aid in the transition process for agrifood
TVET towards a demand-driven approach, building on the expertise and experience
of the Dutch higher and vocational education. The project focuses on the Indonesian
poultry and dairy subsectors because of the proceeding years of knowledge
development and cooperation, as well as rapid growth in the industry. As the project
aims to prepare the market-oriented curriculum to be certified and rolled-out, it
depends on the close involvement of governments and certifying bodies, private
sector. Hence, a triple helix platform is required to assure the sustainability of the
results.
During the third half year of the project, the project progress has been seriously
affected by the COVID-19 pandemic. All activities experienced some form of delay or
adjustment to an online modality, most notably the provision of training on curricula
development. For this reason, the project partners have formally requested the
Embassy to allow for a six months Budget Neutral Extension, until 31 December 2021.
This extension was granted on the 10th of August 2020. Nevertheless, at the time of
writing this report, it is unclear how the COVID-19 pandemic will evolve. A preliminary
analysis indicates that prolongation of restrictive measures on society will harm the
success of the project activities as originally planned. Hence, the previously approved
Budget Neutral Extension will not guarantee timely finalization and quality of the
project in its granted version. The risk lies in the development of bottlenecks created
by the delay of face-to-face activities which cannot be adequately replaced by online
activities. We therefore urge the Ministry of Foreign Affairs to seriously consider
offering an additional extension.
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Report 3 SAS21 – Ministry of Foreign Affairs project: 201800266.0492. PROJECT PROGRESS AND ACHIEVEMENTS
The second half year of 2020 the project revolved around the continuation of the
training to the working groups of the SMK’s and polytechnics on curricula development
in the dairy and poultry sector and the pilot studies. The following part details the
different activities that have taken place and relates back to the revised COVID-19
workplan.
A. Steering committee meeting
On the 8th of July 2020, key stakeholders relevant for the Indonesian agricultural
vocational education met online for a steering committee meeting. During this steering
committee meeting representatives from Ministry of Education, Culture, and Higher
Education (Kemendikbud DIKTI), Ministry of Agriculture (Kementrian Pertanian),
PUSDIKTAN (Pusat Pendidikan Pertanian), Indonesian Chamber of Commerce and
Industry (KADIN), Indonesian Poultry Association, Perhimpunan Insan Perunggasan
Rakyat (PINSAR Indonesia), Indonesian Association of Young Dairy Farmers
(PERPAMI), PT Charoen Pokhpand Indonesia (Poultry), Embassy of the Kingdom of
the Netherlands, and Nuffic NESO Indonesia were invited to discuss the triple helix
adivisory platform, the project’s progress and the implications of COVID-19 on the
project.
The Triple Helix advisory platform plays an important role in connecting agribusiness,
SMK’s, polytechnics and certification authorities. The platform represents the crucial
stakeholders from government, agribusiness and education. The authorities
(ministries) and the qualification board (BNSP) in the platform are expected to facilitate
the processes of change in curricula, certification and teacher training to become more
labour market oriented, whilst the agribusiness actors are expected to express their
needs for skilled manpower and engage with mechanisms that facilitate practice-
oriented teaching and learning.
B. The Launch of DUDI Certified Training Program
Huub Mudde was invited as a guest speaker at The Launch of DUDI Certified Training
Program on December 18, 2020 at the IPB International Conventon Center. This was
a collaboration between PT Charoen Pokphand Indonesia, Tbk and the Vocational
School of IPB University on a hybrid / blended online and offline basis.
In order to present an industrial atmosphere at the SV-IPB Campus, welcome the
Independent Learning Campus program and increase partnerships and alignment of
the Industrial World Business, SV-IPB together with PT Charoen Pokphand Indonesia,
Tbk offers a structured training program containing entrepreneurship learning
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Report 3 SAS21 – Ministry of Foreign Affairs project: 201800266.049modules, development idea of business opportunities in the poultry industry (Poultry),
practice of managing business units (shops), integration and collaboration of various
skill disciplines to support business units such as visual communication design, digital
marketing, and new product development by calculating the SKS conversion. There
were 16 MOAs signed by the IPB Vocational School with 16 related agencies, namely:
PT TRI GARDANINDO INTI, Universitas Pertahanan, KORSABHARA BAHARKAM
POLRI, PT Trans Surya Lestari Internasional, PT Garda Buana Jaya, PT Karsa Buana
Lestari, Slamet Quail Farm, Waluya Wijaya Farm, Biomagg Sinergi Internasional,
Koperasi wirasakti, Hidayat Farm, Baba Chicken, Fajar Farm, Fahmi Farm, Yeni Farm
and AS Putra.
C. Pilot projects
During the second half year of 2020, the project partners continued to develop the
triple helix pilot projects. The two selected pilot projects are meant to showcase how
the different actors can work together for the benefit of the Indonesian economy. The
section below elaborates on progress made in the pilot projects as conceptualized and
agreed among MSM, Aeres and IPB. Each project will be managed by a multi-
stakeholder taskforce.
I. The eMoww application: strengthening the sustainability of dairy business in
Indonesia
The dairy pilot project designs to enhance knowledge and skills of farmers,
SMKs/Polytechnics (teachers/lecturers/ students) and extensionist agents particularly
in the dairy business sector and also support them with smart farming technology
through a phone application. The pilot project aims to positively influence the dairy
collection process by collecting all data centrally in a transparent manner. Farmers will
be able to easily know the amount of production, quality and payment they will get.
Moreover, the application is expected to make payments more effective and efficient,
as well as indirectly increase the awareness of farmers about the importance of milk
quality. An integral part of the application is the provision of learning material and
technical knowledge about raising livestock. It allows for farmers to be directly
connected with extension agents to discuss problems that occur on their farms.
Besides that, farmers can also learn from interactive dairy farming management
materials prepared by SMKs / polytechnics.
The concept idea of this pilot project was presented for the first time during a steering
committee meeting in July 2020. There are several inputs given by steering committee
participants during the meeting, one of which is related to the payment process
currently being carried out in the field and how it should develop. The concept
development also considers based on the Indonesian dairy industry roadmap.
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Report 3 SAS21 – Ministry of Foreign Affairs project: 201800266.049Due to Covid-19 pandemic, several obstacles occurred. One of which is the time
constraint to find a suitable schedule for conducting online meetings. It takes a lot of
time to process the implementation as many people are involved in developing this
application. Therefore, the formation of a task force is planned to ensure the project
runs more effective and efficient. The upcoming task force meeting is organized in
February 2021.
II. The demo farm: a mini closed house system for broilers
This pilot project originally planned to construct a demonstration farm (mini closed
housed system for broilers) to control environmental conditions which may hamper the
optimization of production, productivity and animal welfare. IPB will be co-funding 55
per cent of the pilot project, demonstrating the high importance that IPB attaches to
the construction of this demonstration farm. However, during the discussions
concerning the involvement of the triple helix partners in the project some conflicts of
interest arose. Because of these conflicts, adequately integrating the private sector
into the project within the specified time frame became unattainable. One of the
identified bottlenecks was the transparency of the operations of the private sector
partner towards other members identified as beneficiaries of the pilot project. It was
therefore decided that IPB would continue with the renovation of the mini closed house
system on their own as the project still holds merit for the institution and its students.
The pilot project will be reformulated to become a training module for the management
of close house systems for broilers. Therefore, it will build on the previously identified
needs of the triple helix partners and becomes an integrated part of the training
provided by the demo farm.
The online close house management training mode will operate within the context of
low performance of broiler farms (particularly small farms), lack of knowledge,
experience and skills to manage and maintain closed house systems (among
students, teachers, farmers). It aims to improve the performance of broiler farms;
improve knowledge, experience, and skills of farmers, students, and teachers about
the closed house management system; and to improve the link between industry,
government, education institutions, and small farms.
The role and link between industry, government, education institutions, and small
farms is shown in Table below.
Students Teachers SV IPB Industry MSM and
AERES
• from SV • from SV • LMS (learning • trainer • coordination
IPB, SMK, IPB, SMK, management • consultant • extension
and and system) • transfer service
Polytechnic, Polytechnic, • participants knowledge • trainer
• participants • ToT and trainer and
in the training • participants • providers technology
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Report 3 SAS21 – Ministry of Foreign Affairs project: 201800266.049Mid-February a task force meeting will be held for the poultry pilot project to assure
joint development and consensus among the triple helix partners. The task force
members come from different institutions (SV IPB, SMK/Polytechnic, the industry, and
the government through the Ministry of Agriculture). The meeting aims to develop the
idea and technically prepare the closed house management system's online training.
D. Online curriculum development training
The ten SMK’s and polytechnics were interactively engaged in the online curriculum
development training provided by Aeres, in November (18/19) and December
(15/16/17) 2020. These workshops were a follow-up of the curriculum development
training in a series of SAS21 project activities entitled "Towards gender-sensitive
agribusiness driven poultry and dairy vocational education in Indonesia" that were held
in the first half of 2020. They were supplemented by bilateral meetings between the
experts and the previously established working groups for the poultry (Layers, Broiler
Processing, Broiler Production) and dairy (Dairy Processing and Dairy Production)
sector to provide guidance and advice to specific tasks and questions at hand. The
workshops resulted in the achievement of the 8th stage in curriculum development,
namely assessment and learning tasks.
Image 1: online training held by Aeres
During the training days, the experts reiterated the process of curriculum development
to assure common understanding of the approach as well as its relation to
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Report 3 SAS21 – Ministry of Foreign Affairs project: 201800266.049assessments among the participants. This was followed by the development of a
blended curriculum for poultry (incl. Hatchery and Layer production, Broiler production
and Broiler processing) and dairy (incl. Dairy production and Dairy processing). This
resulted in four curricula blueprints (two for SMK and two for Polytechnic). Finally, the
groups worked on the assessments for each of the professional tasks included in the
four curricula. This resulted in nine draft assessments (three for dairy and six for
poultry).
Image 2: outputs discussion during an online workshop session
In future curriculum development workshops, groups will continue the development of
assessments for each of the professional tasks included in the curriculum blueprints.
They will start the development of learning tasks and match the developed building
blocks (assessments and learning tasks) with the current curricula of SMK and
Polytechnic.
Lessons learned from the online training sessions Q3-Q4 2020
Overall, the training sessions were well received by the participants, as was their
engagement. However, in addition to the lessons learned that were provided in the
last report it needs to be noted that future training will try to provide a hybrid version
of online/offline trainings. This entails that the Indonesian partners will come together
in one facility, under supervision of adhering to the health regulations for COVID-19,
and the Dutch partners will join online. This setting was selected to overcome
difficulties experienced by an increasing number of participants which required intense
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Report 3 SAS21 – Ministry of Foreign Affairs project: 201800266.049coordination from IPB. By providing the training in the newly proposed hybrid mode,
the team aims to increase participation, cooperation among groups, and focus on the
training tasks. The level of interaction among the participants as well as consensus-
building should be improved.
E. Gender study of the dairy and poultry sector in Indonesia
As part of output 1.2, a gender study was conducted on the dairy and poultry sector in
Indonesia by a local expert. Due to the COVID-19 pandemic, the activity needed to be
redesigned into a desk study as data collection in the field was suspended. The
analysis is built on the foundation of previous research and case studies in the sector
and region.
Overall, the study reveals that research on gender in livestock sector in Indonesia,
including in poultry and dairy sub-sector is lacking. The case studies that do exist
indicated several examples of gender inequality. Firstly, women have a role in decision
making. However, differences exist depending on the family, position of the women in
the household and individual people involved. Secondly, the division of work or gender
roles can be categorized into three groups, namely reproductive roles, productive
roles, and social roles. When reviewing the work time spent in these three categories,
it was revealed that many women have a high total work time spent on multiple roles,
thus experiencing a double workload in comparison to men who mostly work in just
productive roles. Thirdly, the role of women in farming is still highly influenced by the
general construction of women’s roles held within Indonesian traditional societies.
There is a slight shift in this perception by the self-empowerment of women through
women groups that can encourage women's awareness in accessing economic
resources and knowledge as well as helping them to gain more control over the
process of production from the farm. Fourthly, even within farmer cooperatives gender
problems still exist, as seen in e.g., membership opportunities and lack of diversity in
cooperatives’ management. Finally, the gender analysis provides recommendations
on how to increase the productivity and bargaining position of small-scale poultry and
dairy farming, with an emphasis on the role of women.
The results of the gender analysis will be incorporated in the development of the
curricula for the poultry and dairy sector to become more inclusive, as well as in the
triple helix activities and the development of sector roadmaps.
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Report 3 SAS21 – Ministry of Foreign Affairs project: 201800266.0493. PROJECT PLANNING
The project activities, that have taken place during Q3 and Q4 2020, were targeted
towards designing the triple helix pilot projects (output 1.3), as well as the development
of poultry and dairy educational programs (outcome 2), and provision of a gender
study. A complete overview of the revised COVID-19 workplan for the whole project
duration can be found in annex 1. Table 1, depicted below, shows the activities
planned in Q3-Q4 2020 for each sub-output, their level of realization and reason for
deviation when applicable.
Table 1: Activities Q3-Q4 2020
Output Activity Planned Status
Output 1.1 1.1.5 Organize platform meetings, once every Q3, Q4 Cancelled due
Platform quarter/trimester to covid-19
established
Output 1.2 1.2.2 Conducting gap analysis for poultry and Q3 Completed
Triple Helix dairy, incl. gender, taking into lessons learned
roadmaps from other relevant initiatives/projects
developed and
1.2.3 Formulate Gender integration and action Q3 Ongoing
agreed
plan
1.2.4 Formulate Triple Helix poultry and dairy Q3, Q4 Ongoing
sector roadmaps
1.2.5 Agree upon structural collaboration Q3, Q4 Delayed due to
mechanisms, at least establish 4 public-private covid-19
partnerships
1.2.6 Organize working group meetings, once Q3, Q4 Cancelled due
every quarter/trimester, in conjunction with the to covid-19
Triple Helix Platform meetings
Output 1.3 1.3.2 Select the best proposals Q3 Completed
Triple Helix pilot 1.3.3 (online) pilot project task force meetngs to Q3, Q4 Ongoing
projects discuss project progress
assigned and
implemented
Output 2.1 2.1.2 Formulation applied student profiles, based Q3 Ongoing
Integrated on gap analyses and other, existing labour market (transformed in
multidisciplinary, needs assessments. online training)
gender-sensitive
2.1.3 Validation of relevant jobs, professional Q3 Ongoing
and application-
based curricula tasks and student profiles by the Triple Helix (transformed in
developed on Platform online training)
diary and on 2.1.5 Review existing curricula on poultry and Q3, Q4 Ongoing
poultry with dairy including educational plans of former (transformed in
agribusiness AERES trainees online training)
value chain
2.1.6 Developing gender sensitive curriculum Q3, Q4 Ongoing
approach
blueprint(s), including entrepreneurship for 6
SMK’s at certificate and diploma level (2 – 4
curricula)
2.1.7 Developing assessments. One assessment Q4 Delayed due to
for each module of the different curricula. bottlenecks in
Including evaluation on the job during placements previous steps
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Report 3 SAS21 – Ministry of Foreign Affairs project: 201800266.0492.1.8 Developing learning tasks for each module Q4 Delayed due to
of the different curricula bottlenecks in
previous steps
2.1.9 Developing practicals-trainings-lectures for Q4 Delayed due to
each module of the different curricula bottlenecks in
previous steps
Output 2.2 2.2.1 Set-up local co-education working groups Q3 Changed in 5
On the Job per SMK (6x) groups.
Training 2.2.3 Set-up mechanisms for working with Q3, Q4 Delayed due to
programs are
companies as co-educators and developers, covid-19. No
problem/ project
based for based on gap analysis meetings
experiential possible.
learning
Output 2.3 2.3.2 Agree with LSP Malang (national agriculture Q3, Q4 Delayed:
Capacities of certification center) on requirements for certification
SMK teachers certification teachers becomes
and - leaders
difficult due to
strengthened
covid-19 delays
2.3.3 Train selected teachers on Q3, Q4 Ongoing.
pedagogical/didactical competences, including Process
curriculum development/revision competences to initiated; online
develop, deliver and assess competency based, modality takes
market relevant and gender inclusive curricula longer
2.3.4 Train selected teachers on problem/project- Q3, Q4 Ongoing.
based learning, OJT facilitation, blended learning Process
and teaching methods, communication and initiated; online
presentation skills, teamwork, supervision and modality takes
entrepreneurial skills longer
Output 2.4. Assessment and selection of potential network- Q3, Q4 Ongoing
Innovative, based solutions to facilitate communication with
internet-based companies and students, and to increase
approaches
dissemination impact
developed
Developing and testing educational apps, vlogs Q4 Delayed, pilot
and/or internet-based learning platforms projects
incorporate
online teaching
environments/
app
development.
The delays in the completion of the planned activities for the second half of 2020
greatly stem from the influence of the COVID-19 pandemic. Difficulties for attaining
the project outputs are harboured in activities that require intensive relationship
building between stakeholders, discussion and reflection. Although the transformation
of physical meetings into online meetings is possible for training, it does pose
difficulties for achieving agreement and trust-building between stakeholders. It is for
this reason that we occur a delay in activities such as ‘platform established’ (output
1.1) and ‘certification of the new education programs’ (output 2.5). Furthermore, any
delay in current activities will have an influence on activities along the line. For this
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Report 3 SAS21 – Ministry of Foreign Affairs project: 201800266.049reason, an official request for a budget-neutral extension of six months has been filed
with the Embassy in June which was approved in August 2020. Even though the
requested extension will allow the consortium to more gradually disperse the
resources to achieve sustainable results, the ongoing pandemic will remain a
constraint in the foreseeable future. Further discussion on potential solutions to said
constraint are desired by the project consortium, including the evaluation of an
additional extension.
The fourth semester (quarter 1 and 2 of 2021) will continue to concentrate on a) the
triple helix roadmaps, b) the implementation of the selected pilot projects, c) finalizing
multidisciplinary, gender-sensitive and application-based curricula, and d) improving
the capacities of SMK teachers and leaders. Table 2. depicted below, shows the
activities planned in quarter 1 and 2 of 2021 for each sub-output. We assume that
these activities are implemented without any international travel, and restrictive
domestic travel.
Table 2: Activities Q1-Q2 2021
Output Activity Planned
Output 1.1 1.1.5 Organize platform meetings, once every Q1, Q2
Platform established quarter/trimester
1.2.3 Formulate Gender integration and action plan Q1 extended
1.2.4 Formulate Triple Helix poultry and dairy sector Q1-2
roadmaps extended
1.2.5 Agree upon structural collaboration mechanisms, Q1, Q2
at least establish 4 public-private partnerships
1.2.6 Organize working group meetings, once every Q1, Q2
quarter/trimester, in conjunction with the Triple Helix
Platform meetings
Output 1.3 1.3.3 (online) pilot project task force meetings to discuss Q1, Q2
Triple Helix pilot projects project progress
assigned and
implemented
Output 2.1 2.1.5 Review existing curricula on poultry and dairy Q1 extended
Integrated including educational plans of former AERES trainees
multidisciplinary, 2.1.6 Developing gender sensitive curriculum Q1, Q2
gender-sensitive and blueprint(s), including entrepreneurship for 6 SMK’s at
application-based certificate and diploma level (2 – 4 curricula)
curricula developed on 2.1.7 Developing assessments. One assessment for Q1, Q2
dairy and on poultry with each module of the different curricula, including
agribusiness value evaluation on the job during placements
chain approach 2.1.8 Developing learning tasks for each module of the Q1, Q2
different curricula
2.1.9 Developing practicals-trainings-lectures for each Q1, Q2
module of the different curricula
Output 2.2 2.2.3 Set-up mechanisms for working with companies as Q1, Q2
On the Job Training co-educators and developers, based on gap analysis
programs are problem/
2.2.4 execute co-education pilots, see also 1.3 Q1, Q2
project based for
experiential learning
Output 2.3 2.3.2 Agree with LSP Malang (national agriculture Q1, Q2
Capacities of SMK certification center) on requirements for certification
teachers and - leaders teachers
strengthened 2.3.3 Train selected teachers on pedagogical/didactical Q1, Q2
competences, including curriculum development/revision
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Report 3 SAS21 – Ministry of Foreign Affairs project: 201800266.049competences to develop, deliver and assess
competency based, market relevant and gender
inclusive curricula
2.3.4 Train selected teachers on problem/project-based Q1, Q2
learning, OJT facilitation, blended learning and teaching
methods, communication and presentation skills,
teamwork, supervision and entrepreneurial skills
2.3.5 Training on TVET leadership, management and Q1, Q2
fund raising
2.3.6 Training on gender mainstreaming in education Q1, Q2
and management
Output 2.4. 2.4.1 Assessment and selection of potential network- Q1
Innovative, internet- based solutions to facilitate communication with
based approaches companies and students, and to increase dissemination
developed impact
2.4.2 Developing and testing educational apps, vlogs Q1, Q2
and/or internet-based learning platforms
Output 2.5. Certification Agree with the appropriate Indonesian bodies on Q1, Q2
of new education certification requirements and procedure of profession-
programs based certification and certification of agricultural
professions
4. CONCLUSION
The COVID-19 pandemic highly impacted the realisation of the project activities during
the third semester of the project. Through the execution of the adapted project strategy
to deal with the inability to travel both nationally and internationally, the consortium
members transformed as many activities as possible in the confinement of remote and
online cooperation. In this regard, it was able to achieve progress in the training on
curricula development by engaging five working groups in the dairy and poultry sector.
During the curricula development training (provided by Aeres) the teaching staff of the
ten SMKs/Polytechnics developed four curricula blueprints and worked on the
assessments for each of the professional tasks. Secondly, the consortium was able to
elaborate on the designs of the pilot projects. For the dairy sector, an application will
be developed. For the poultry sector an online training program is foreseen.
5. Annexes
Annex 1: Revised Workplan MSM-AERES-IPB (COVID-19 impact)
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