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National Workshop Mapping and Assessing University-based Farmer Extension Services in ASEAN

through an Agro-ecological/Organic Lens: INDONESIA CASE Moderator: Dr. Siti Amanah, Chair, Department of Communication and Community Development Sciences, Faculty of Human Ecology Bogor Agricultural University (IPB), Bogor, Indonesia Main Speakers: Wayne Nelles, PhD. Visiting Scholar, Chulalongkorn University School of Agricultural Resources (CUSAR), Bangkok, Thailand Co-Organizers: Bogor Agricultural University Chulalongkorn University, School of Agricultural Resources (CUSAR), Thailand Global Forum for Rural Advisory Services (GFRAS) Venue: Bogor Agricultural University Campus (Room 414, Dept. SKPM, Fac. of Human Ecology, Building Floor 4, IPB Dramaga) Date: Thursday 21 July 2016 Time: 8:30 am to 4:30 PM Report written by Epsi Euriga, Doctoral Student of Extension Education, Faculty of Human Ecology Bogor Agricultural University (IPB), Agricultural Extension College of Yogyakarta, Ministry of Agriculture

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Abstract Post-secondary institutions are significant knowledge producers, sometimes with research farms, adult training and extension programs. Agriculture represents a significant part of the national economy and a major source of employment for millions of mostly rural people in Southeast Asia. Some 6500 higher education institutions exist in the region. Yet their capacity to serve farmers, rural communities and sustainable agriculture is varied. However, little research has examined what they do, the models of agriculture development they promote, research results they transfer, the scope and types of farmer-academic partnerships that exist, what may be considered best practices, or their long-term impacts on poverty reduction, environments or food security. Governments, agriculture research centers and universities do not yet collect any uniform extension data that can be shared or analyzed. Moreover, post-secondary institution roles in contributing to agro-ecological or organic agriculture teaching, research and service are poorly studied. There are significant knowledge gaps and research needs. Chulalongkorn University School of Agricultural Resources (CUSAR) in Bangkok is conducting a small one year study (June 2016-May 2017) to begin better documenting and understanding the role of post-secondary and research institutions in farmer extension services and their contribution to ecologically sustainable agriculture and rural development in up to eight ASEAN countries with strong agriculture economies (Cambodia, Indonesia, Laos, Malaysia, Myanmar Philippines, Thailand and Viet Nam). Research support is provided by the “ASEAN Cluster Fund,” Chula UNISEARCH office. CUSAR will work with Bogor Agricultural University and other Indonesian partners to facilitate the research. Selected national partner focal points will help conduct a survey, then present findings at a regional workshop November or December 2016 in Bangkok. Modest funding will be provided for travel and research meeting expenses. Results are intended to help ASEAN governments, universities, agriculture research organizations and others to think critically and plan more strategically to improve agriculture education and research while strengthening farmer extension services and their contribution to the UN global Sustainable Development Goals (SDGs), 2015-2030 for Southeast Asia. The workshop was start at 9 am with introduction of all participants and ended at 5.30 pm. 1. Welcome speech, Dr. Arif Satria, Dean, Faculty of Human Ecology (FEMA), Bogor Agricultural

University (IPB), Bogor, Indonesia

Satria said that FEMA have a MoU in nutrition with Chulalongkorn University, maybe in the next time

there is more collaboration in other topics. Agricultural extension is very important, but right now the

world has changing. Consumers have new paradigm and awareness in food safety. It is important for us

to provide high quality standard food. Agro-ecology is very important because the most people is working

in farming. Digitalization is also change the world. In 1998 internet user is about 5 hundred people, but

now increased to 88 million people, most of them using for chatting and email, only 6 % for agriculture

community. Professor Sumardjo introduce cyber extension to face this challenge. We can adopt new

changes, so we can survive and strengthening the Agricultural Extension. Chulalongkorn University have

motto “Kitchen of the world”, because of that Thailand have creativity. Satria said that Halal food center

in Chulalongkorn has developed. It is prestigious building. It inspired IPB to go one step further better than

Chulalongkorn University.

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2. Presentations by the panelists

(a) Wayne Nelles, PhD. Visiting Scholar, Chulalongkorn University School of Agricultural Resources (CUSAR), Bangkok, Thailand

Nelles presented the background workshop titled “Mapping and Assessing University -based Farmer Extension Services in ASEAN through an Agro - Ecological / Organic Lens” which consists of five sections. The first section is about the global / theoretical context and problems. In this section Nelles discusses the necessity of radical changes in the Global Food and Agriculture System toward more organic / sustainable approaches. There is a need of shift to more sustainable food systems, producing more with less social, economic and environmental costs. Agroecology is an effective pathway to achieve this goal. Nelles reveals that education and universities have resulted in problems that they have largely supported an unsustainable industrial, agri-food system but potentially besides that universities can make a greater contribution to the prospects of depressed, are relatively neglected rural communities.

The second section discusses the South East Asian (regional) and ASEAN (geopolitical) context. Nelles expose existing agri- food system is not able to meet the nutritional needs as well as poverty reduction. Nelles also expressed the challenges in ASEAN / Southeast Asian in addressing hunger and food insecurity, especially in Indonesia, 35 % of its workforce engaged in agriculture. This is complicated by the existence of two paradigm, industrial and agro-ecological paradigm. The study on this case is summarized by Nelles, et.al. (2014) in his book entitled ASEAN Food Security and Sustainable Agriculture in a Green Economy: Cross - Sectoral and Interdisciplinary Perspectives. Nelles highlights how the university’s reform towards Sustainable Agriculture (SA) Education new paradigm.

In the third section, Nelles deliver case studies problems of extension services in Thailand under study by Chulalongkorn University, Bangkok. The study of the data / statistics on agrochemical (and land-degradation) with impacts on public and farmers, data concerning the imports of pesticides into Thailand, and deforestation for industrial cash crop (Maize) in Nan Province, Thailand. The conclusion shows the role of the university in collaboration with agro-chemical company, giving rise to pseudo sustainable agriculture. In the fourth section, Nelles expressed SIANI Expert Group on Higher Education for Sustainable Agriculture (HESA) in Southeast Asia project. The resulting recommendations from the project in three countries, namely Laos, Philippines and Thailand. In the fifth part, Nelles submit a new project called "Mapping and Assessing University-based Farmer Extension Services in ASEAN through an Agro-Ecological / Organic Lens" with a time frame of 1 June 2016 to April 30, 2017. This Workshop related to the project with in expected of generating output in the form of completed surveys, policy briefs, peer reviewed, SCOPUS-indexed, good quality Journal Article (s). Collecting good data is on university-farmer extension is partly what this project is about. Nelles said that achieving the SDGs was impossible without the data, with the main concern is the data and the university based in extension. While we do not have the data about university do in extension education. We need research to support this new paradigm about agricultural extension in university, so we can have systematic extension education. The core research question guiding this new project is "in what ways do reviews these post-secondary or research institutions provide quality farmer extension services that contribute significantly to ecologically sustainable agricultural development, environmental protection, poverty reduction and food security with farmers and rural communities?" Nelles also describes desired

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outcomes and expected result of the processes and outputs of the project and expected over the longer term potential for better funded research extension beyond this small project Chula - project planning in ASEAN wider educational contexts.

Question and comments:

Dr. Ir. Suryo Wiyono, M.Sc.Agr:

What discussion is need in this workshop, because there is three kind extension; science, practice and policy. How scientist maybe can work after this mapping? The situation in Indonesia and Thailand is very different. We need to track a lot of study two groups in the future. Is there a bridge between agro-ecological and agro-chemical? Maybe NGO or maybe university?

Prof. Dr. Ir. Helmi MSc:

Productivity and agro-ecology is contradicting. It is because of market demand, but production cannot provide this demand. This volume and productivity is rushing to gain profit. There is no answer yet on environmentally new.

Wayne Nelles, PhD:

Whether there is a bridge between agro-chemical and agro-ecological? Everybody look and move together because of profit motive and social service motive is not our question, but our question is about what university doing?

Dr. Ir. Suryo Wiyono, M.Sc.Agr:

We are forget that farmer is more innovative. We don’t have enough data to make linkage between

farmer, universities and research.

Wayne Nelles, PhD:

We need comprehensive data about how much document in university do in extension, for example; how many professor working in extension education?

(b) Prof. Dr. Ir. Sunarru Samsi Hariadi, Faculty of Agriculture Gadjah Mada University, Yogyakarta, Indonesia

Hariadi presented the "Extension and Research of the Gadjah Mada University (UGM) based on Organic

Agriculture (OA) and Sustainable Agriculture (SA)" that is composed of three section. In the first section,

Sunarru explained that the university or affiliation of research institutions involved in agricultural

extension. UGM has three mission; education, research, and community services performed by lecturer

and students. The University also has a Research and Community Services Institution called LPPM.

Through these institutions, UGM sent students into villages mainly to Papua, which has local wisdom and

also local food but they did not know how to plan vegetable. Hariadi also said that a major problem on

the island of Java is the land conversion of agricultural land into non-agricultural land. Additionally when

using organic farmers complained of very low productivity. This is in contrast to what happened in Papua.

UGM also involved in Upsus Program Pajale, a government special efforts on rice, maize, and soybean

which farmer is still known balanced fertilizers.

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In the second section, Hariadi discussed the affiliation of universities or research institutions involvement

on research and agricultural extension activities. Cooperated institutions involved include local

government or Ministry of Agriculture, Agricultural NGOs, farmer groups, agricultural technology

institution of study called BPTP and agricultural extension college called STPP. The results of the research

was display in libraries, posted to the journal and mass media as well as being extension materials to

farmers. UGM also has APLIKASI PETANI which is agricultural extension through social media where

farmers can give questions about technology or marketing to scientist (Lecturers of Agriculture Faculty)

through google play store, and it will be answered by the scientist. In the third section, Hariadi discusses

things needed for research and extension, which is including extension effects on farmers ‘community in

detail, extension effects on sustainable agriculture and sustainable agriculture effects on farmers' welfare

and health.

(c) Prof. Dr. Ir. Helmi MSc, Faculty of Agriculture Andalas University, Padang, Indonesia Helmi presented "The Role of Agriculture's Higher Education Institutions (HEIs) in Agriculture Extension to Support Delivery of SDGs." In the first section, he reviewed the trend of agricultural extension in Indonesia that were bureaucratically driven, as part of government agencies program. Based on Law No. 16 of 2006 on System of Agricultural Extension, Fisheries and Forestry, there is three type’s extension including extension by government agencies, extension by the private sector, and self-help extension by the farmers' organization and / or progressive farmer (s). Helmi extension underlines that the government is not demand-driven. While the private sector / company extension almost no (or very limited) formal coordination with local government's agriculture / extension agencies. Farmer-to-farmers extension was limited support provided by the ministry. University and its researcher has two separate kinds actor is role as an expert and as source of technologies / innovation in university-farmers engagement / community services. Helmi said that the elements of sustainability science has interdisciplinary, solution oriented, optimizing the potential social and humanity, maintaining continuation of benefits stream and well-being for all. In addition to implementing sustainable agriculture, we must understand the social system. Andalas University implement the Community Learning and Action Centre (CLAC), which is an initiative in progress on integrated agriculture development. Platform CLAC bridging and linking social capital that community, government agencies, university / research institute, private companies. Helmi conclude that we need to develop the approach and framework suitable for delivery of SDGs in the context of agriculture, which characterized by integrated agriculture, knowledge and innovation, management, Quadruple Helix Approach and agriculture area of cluster development (economics of scale, productivity, added value and efficiency). Helmi also shared his experience among others in interdisciplinary research for sustainable solutions, practicing sustainability science with local community and local government staff, training for local women, nursery of forest and plantation seedlings and etc. (d) Ir.Edi Dwi Cahyono,M.Agr.Sc. PhD, Faculty of Agriculture Brawijaya University, Malang, Indonesia

Cahyono deliver the role of the University of Brawijaya (UB) reserach / extension on Sustainable

Agriculture (SA). UB have a strong concern on SA through research projects, community development,

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and education. UB build Brantas watershed to help the farmer to employ terraced-based farming system

and appropriate crops and plants. In August 2016, UB will be the host of the conference in extension and

communication for development based on local / indigenous knowledge. UB has a collaboration with the

research center outside the university with the mission to realize the Batu City as organic city. UB has a

post-graduate program in Rural Sociology including agricultural extension and communication in which

students conduct research related to sustainable agriculture and local knowledge as well as the role of

education / communication in various regions in Indonesia. Cahyono said that the challenge of sustainable

agriculture is the awareness and commitment of all stakeholders, for the journey to organic farming is still

a long.

Comments:

Wayne Nelles, PhD:

We must investigate how the government to support 100 % on the realization of organic city in Batu

Malang. It is very likely because there are also 100 % organic country like Bhutan which means consists of

several cities that are 100 % organic, as well as 100 % organic university in Chiangmai. Batu city in Malang

was frequently visited by tourists, it allows travellers to learn about organic agriculture.

(e) Prof. Dr. Ir. Sumardjo, MS, Faculty of Human Ecology (FEMA), Bogor Agricultural University (IPB), Bogor, Indonesia

Sumardjo delivered a presentation entitled "University Based Farmer Extension Services in Agro-Ecological Lens." Bogor Agricultural University (IPB) have applied agricultural research and implementation, especially in the agro-ecological agriculture i.e. Integrated Pest Management (IPM), organic farming, SRI system, and Integrated Farming System and Agricultural Sustainability Low External input (LEISA). IPB also organizes PROSIDATANI (Action Program for Farmer Empowerment) as national coordinator, Community Development for integrated farming or develop models and create a Cyber Extension Model for networking actually for vegetable farmer.

Sumardjo explained that ensuring the implementation of the extension system in Indonesia is regulated by Law No. 16 of 2006 on System of Agricultural Extension, Fisheries and Forestry. One purpose of the system is environmental sustainability. Sumardjo exposed that education in Indonesia is less effective because of its dependence with the response of leaders at the district level besides the commitment of institutions in agricultural extension is low. The law also mentioned the main actors, namely the extension of government, private sector and community leaders. Indonesia has 27,500 civil servant extension worker to serve 74,000 rural extension. It means that one person civil servant extension workers is serve in the three villages that include agriculture, fisheries, forestry and the environment. Each village has a 4-16 farmer groups.

Sumardjo explains the implications for learning about agro-ecological and organic knowledge or practices. The first implication is developing a network of local market due to the low market resulting low customer awareness towards organic products. Another implication, the certification of organic farming is need to be created and developed. So far, farmers and extension workers are still faced with the dependence on pesticides and fertilizers businesses from the private sector. Data collected by the Ministry of Agriculture extension and presented online and inputted by government extension system with centralized and decentralized system. In addition, data are also available online at each ministry. Various problems of

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education in Indonesia that must be answered i.e. very limited coordination between the relevant institutions, the shortage and low competencies of extension workers, training for extension workers is also not appropriate. The capacity of farmers and farmers' institutions (farmer groups) are still low. Transfer of technology and information has not been optimal.

In connection with the extension, Sumardjo said that IPB has 22 research centers. Students are also involved through thesis and dissertations, field work or learning, and collaboration with 17 villages around the campus. Sumardjo said that research is needed now is how cyber extension implementation can run effectively and improve the whole stakeholder extension interface. Moreover how to keep the capacity of farmers and farmers' institutions increased. This research can be carried out by universities and research centers funded jointly by all stakeholders.

(f) Dr. Suryo Adiwibowo, Department of Communication & Community Empowerment, Faculty of Human Ecology

Adiwibowo not present in the workshop and represented by moderator. Adiwibowo presentation entitled "Agro-ecosystem Based Extension Services for Farmers: Bogor Agriculture University Experience." Agro-ecosystem-based extension services are implemented at the local IPB specific nature, appropriate and high technology as well as adaptive. IPB has had cyberspace extension called IPB Cyber Extension (IpbCybex) and can be accessed through the website address http://cybex.ipb.ac.id. This is enhancing information flow among farmers, extension services, private business, and researchers. With IpbCybex, the unpredictable and random change of agro-ecosystem conditions i.e. pest outbreaks and changing weather situation, can be quickly intervening response. IpbCybex will also be closing the gap between farmers and researchers at university. Extension activities is also using social media such as Facebook: IpbCybex, Twitter: @ipbcybex, direct call / short message service (SMS), and video conferencing. Initiation of IPB Cybex implemented in Bojonegoro, east Java province, Indonesia. IPB's also has a Collaborative Innovation Center (CIC) including; (1) Action research, (2) Field Station, (3) Plant Clinique, (4) IPB Cyber Extension (5) Students Goes to Field, and (6) Agribusiness Development. Innovation is not only come from the lecture but also student. 3. Group Works Result

A number of perspectives occurred in the general discussion after group discussion. From the discussion

of each group, it can be summarized as follows:

Group 1

What we do we now know about the scope, type, quality and effectiveness of the extension system

generally in the country?

Extension system implementation in Indonesia is based on the Law No. 16 of 2006 on the System of Agricultural Extension, Fisheries and Forestry. This is a whole set of development capabilities, knowledge, skills, and attitudes of key actors and entrepreneurs through extension. Scope extension is based on the law with the area coverage for this system is the national level (policy), province level (coordination), district level (extension), and village level (operational). By subject matters, counseling scope covers agriculture, fisheries and forestry fields. In accordance with Law No. 23 of 2014 on Local Government,

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there is a changes on the extension system. Extension implemented by the government (civil servant and contract-based extension workers), private (company), and self-help (community based). Extension materials covering material on-farm (land management, crop, irrigation, plant protection) and off-farm activities (marketing, post-harvest). Extension education is intended to change the behavior of the farmer or main actors for a better life, prosperous, and promote environmental sustainability. Education institutions spread across 34 province. Based on data from extension management information system, there are 32 Extension Coordination Institution (Bakorluh) and two offices at the level of province, there are 345 Extension Institution (Bapeluh) and 175 offices at the level of district and there are 5,568 Agriculture, Fisheries and Forestry Extension Institution (BP3K) at the sub-district. Extension types can be distinguished based on the interest that is top down and bottom up, participatory, or a combination or mix of program-based and people empowerment. Law 16 of 2016 states that the type of education in extension system is participatory. Extension type based on the implementation of the extension consists of direct and indirect extension. Direct extension by visiting a farmers (individuals and groups) for speeches and discussions, and to apply technology and innovation through the demonstration of land. Indirect extension is implemented by using folders, leaflets, cyber, social media, etc. Extension type based on implementation can be divided into the type of consultation (with extension workers), university extension (based on project), private extension, farmer to farmer extension and non-government organization (NGO) extension. Extension agent usually has drawn up a plan of extension every year based on need, but because of limited resources and budget then the plan cannot be applied. There are no data on the quality of research, although there was only partial, for example obtained from research. The quality of extension education varies widely, there is from poor to excellent and unsustainable to sustainable. This is due to various reasons, the problem of funding or the rejection by farmers. The quality of education is also affected by the amount of extension is limited and incapable covered all areas in Indonesia (villages). Government has recruited contract-based extension workers (THL-TBPP) but with minimum access to training and slight competencies. Farmer is sometimes more smarter than the extension worker in terms of agricultural technique, farmer trust of extension worker is decrease. More 5 thousand district in Indonesia but the Ministry of Agriculture give only 6% of the budget of 50 Million Rupiahs. Local governments also do not prioritize extension in its budget. The effectiveness of extension has been generally measured on agricultural productivity. But there is no data to suggest that counseling has been effective both in terms of methods, materials and strategies, general competencies of extension worker. Extension should also calculate the return on investment from outreach activities to convince the government and sponsor funding and a loan / credit. There are studies that show the farmer to farmer extension has a higher effectiveness but still require government support. For example ineffectiveness is their extension education about how planting rice called Jajar Legowo, but it was not implemented, some farmers said that although the results were good but Jajar Legowo requires more time and labor. Echelon in the Ministry of Agriculture held a meeting once every two weeks with the information obtained from the extension worker. However it is very difficult for the government to be able to meet various needs. Nevertheless the government is confident in the future effectiveness of counseling would be better because this year the government has been assisting the engine and provide training in the engine operation.

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Who are the main actors or “experts” in extension or rural advisory services? How many are

there? What do they do? Where do they work?

The main actor is based on the data extension management information system as a total to 70.405 people. The extension workers consists of a number of 25.565 civil servant extension workers in three Ministry, 21.964-based extension workers (THL-TBPP), 22.784 community leaders extension worker, 93 private extension worker. There is no definitive data about extension main actor that is coming from educational institutions, whereas most state universities in Indonesia have the role of outreach / extension education - as part of the three pillars (research, education outreach, collaboration). Private sectors are not all recorded, they are usually marketed product (Charoen Phokpand, Bayer, Astra, Unilever) (train farmers, partnership, provide seed and etc.). Similarly, NGO agents no data is collected. Civil servant and contract-based extension worker (THL-TBPP) was provide guidance and assistance for farmers' groups, training technologies together and create a pilot technology and develop the capacity of farmer organizations (farmer groups, farmer groups and cooperative association institution). The extension has a working area of at least one village / one working area agricultural extension (WKPP) consisting of 8-10 farmer groups. Agricultural Extension educator farmer self-help coaching and mentoring duties farmer groups, farmer groups in the lead 4 1 WKPP. In 2014 until 2018, the number of civil servants who will retire as many as 13,973 (49%). The ratio of the placement counselor at the village / sub-district (PNS and THL) has 58% of the villages as many as 79,313 (Kemendagri, 2014), if added to the community leader extension worker, the ratio is increased 74%. The main actors of the linkage should be created in education extension and integrated cyber network to create a sustainable communication and synergy in the agribusiness system. What are the implications for learning about agro-ecological and organic knowledge or practices? Here are the implications for learning about agro-ecological and organic knowledge or practices: (1) Financial allocation for extension function, direct and indirect allocation. (2) Actualization and sustainability of media communication for agricultural extension. Empowering

local institution and local media communication (3) Integration of local wisdom / knowledge / technology with national policy (4) Providing knowledge about better practices for sustainable agriculture (GAP-good agricultural

practices); land management, the use of fertilizers, pesticides, agro-ecological management based on topography, mulch, IPM, post-harvest practices.

(5) Better effects to the environment, livelihood, health and welfare (6) Extension research and programs should be shifted into more "friendly" to agro-ecological issue and

support by policies. (7) How extension help of agro-ecological practices application? (8) Consistency learning to practice (government package for organic program is not apply by farmers

who get this package). (9) Social system understanding. There is 1128 ethnic groups in Indonesia with the largest ethnic tribe

of Java. (10) Guarantees and incentives for agricultural price certified products by the government. (11) The provision of supporting factors such as credit access and market. Extension also need to inform

customer about the importance of agro-ecological agriculture and organic products.

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What kinds of general data on extension services are currently collected? By which agencies? Or what individuals? Public or Private? How and Where? Is any of it uniform data and publicly/online accessible? Extension and Development of Human Resources Agency Center of the Ministry of Agriculture have

develop agriculture extension information management system that can be accessed by the public with

username: guest and password: guest at the website address: https://app2.pertanian.go.id/. The type of

data collected in the system is about farmer groups’ institution, extension worker profile, infrastructure

(vehicle, laptop, tractor etc.), potential area (land area), and supporting services (store, seller, food

warehouses, agricultural industry, and financial institutions). Only 50% farmer organization is joint farmer

and farmer group. The system also report about special government program. The data come from the

extension institution in the district. It is manually and enter with internet connection and then send to

province level. Everybody can access this data is, but in Bahasa Indonesia. Farmer groups and farmer

groups association (Gapoktan) have the data of each group. It is still common variation on the existing

data is in the field and their respective agencies. There are agencies that have been able to upload the

data via the Internet, but they not do it.

In addition there are Cybex information systems technologies that can overcome current barriers to

information technology innovation of the researchers and other experts. Cybex are currently a data

collector at the ministerial level, especially the agriculture ministry. Data flows from BP3K / BPP to BP4K

to Bakorluh to Counseling Center through cyber extension. Other data can be accessed online through the

website of the ministry; agriculture (Ministry of Agriculture), fisheries (Ministry of Fishery and Marine)

and forestry (Ministry of Forestry and Environment).

At the university level there is no uniform data form. Data is usually in the form of theses and dissertations

on the theme extension such as officer performance, effectiveness methods, training and capacity

building, institution, communication and innovation. Theses and dissertation can be accessed at the

website of each university.

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Group 2 What universities, colleges or affiliated research institutes are now involved in doing extension

education with farmers? Numbers, scope, types? Impacts on communities, farmer

productivity/incomes, health, etc.?

The data about number of universities, college which has have agricultural extension department did not

collected. There is 6 college that is managed under the Ministry of Agriculture; STPP Medan, STPP Bogor,

STPP Magelang (Yogyakarta), STPP Gowa and STPP Manokwari. Figure 1 illustrates the university

extension system in general in Indonesia.

Figure 1 Extension system in university

Figure 2 illustrates the universities in favor of extension products e.g. graduates of bachelor, master and

doctor can work as a farmer, entrepreneur or extension workers. There is also profession education for

bachelor graduates (vocational) especially on agricultural extension. They work spread at government

level until Farmers Group.

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Figure 2 University Product

Figure 3 shows the university collaboration with the Ministry of Agriculture, Private, University, NGO and Province Government. Every province has a forum to collaborate this five institutions. The forum will discuss about the farmer problem and the result of farmers program. But now, there is no such like forum.

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Figure 3 University Extension What universities, colleges or affiliated research institutes are involved in research about extension? Numbers, scope, types of projects? Degrees of collaboration with communities and farmers?

There are several universities, colleges that have agricultural extension programs such as Bogor

Agricultural University (IPB), Gadjah Mada University (UGM), Sebelas Maret University (UNS), Brawijaya

University (UB), Agricultural Extension College Ministry of Agriculture (STPP), and affiliated research

involved in agricultural extension (BPTP).

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Figure. 5 Extension Research What else don’t we know or need to know? About universities, colleges or affiliated research institute roles in extension research and education? About their priorities about, capacities for, and impacts on agro-ecological/organic farming and food systems? (1) The impact of extension on health and welfare (2) Detail benefits extension by university to community (3) The impact extension of agro-ecology (income) (4) Interest as agricultural extension, if extension worker, alumni of universities interest about

agricultural extension. But they more attract to bank or company (5) The performance impact for hasn’t extension institution. In some area there is no institution

extension, so how about the farmers? (6) How many universities produce self-supporting extension? What kinds of new research are needed? Who should do it? How should it be funded? Collaboration of BPTP, University, Province Government with type grant funding and networking. Which international organizations, government agencies or universities already collect Extension data and education data? If there are where are such data located? Who stores or manages the data base(s)? Is it digitized? Is it easily/publicly accessible?

There is no uniformity in the university extension data. Data are usually stored by each researcher and published in the form of research publications. Publication of this study largely been digitized in each institution's website.

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4. Planning a national extension research agenda

Proposed Elements, Categories and Design of Common Survey Instrument(s) to be

shared/agreed across each participating ASEAN country.

What specific questions or categories should be included in a survey?

Based on this background, It is need further study how the application of the organic farming in Indonesia to analyze the reasons for the application of organic farming are still limited to a few farmers and all sorts of things that encourage the application organic farming to formulate the right strategies in extension education to support the sustainability agriculture in the future.

What data is needed? What specific data could be realistically collected in a national survey?

(1) Data that related to the implementation of university extension e.g. quality of extension education;

learning materials , the precision of the method , the competence of extension workers, farmer involvement.

(2) What type professor; agronomy, livelihoods, are they help farmer to learn? (3) Socio-demographic of farmers and extension workers. (4) Rural woman farmer (5) The supporting factors: inputs, markets , access to capital, public figures (6) Farmer’s knowledge about agriculture agro-ecoleogical, their perception of agriculture agro-

ecological attributes such as relative advantage, compatability, complexity and observability . (7) Current needs of farmers, farmers' capacity, supporting facilities, motivation and behavior of

farmers. (8) Productivity, damage and loss on farming, good practices adoption (organic). (9) University extension; training frequencies, research frequencies etc. How should such survey be implemented within available budget?

Survey is depend on aim, respondent, location, cooperate with local university. Through what tools (email, online, interviews, facilitated workshops)? If the survey conducted on educational institutions or research, it can be done via email. Interview can be conducted on farmer groups or family members.

How easy will it be to collect basic survey data? What problems can be expected? How can these be surmounted? In Java, the survey can be easily done, but outside Java would be a bit difficult because of the lack of

transportation.

What agencies government, international, university, research can be partners in such new data collection on university or other extension? Can they help fund new work beyond a simple preliminary base-line survey? Ministry of Agriculture, Universities and college; UGM, IPB, UNS, UB, STPP can be partners. They can help in terms of data collection if the survey are conducted in the location of their working area and does not require a lot of financing. Basuki said that if we can convince local government and focus in one district, they can give research funding. Nelles said that they are need national focus research, and have some common interest with IPB, they can take step next time together. Helmi said that it is all about benefit,

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the researcher must convince the ministry and should integrated extension research interdisciplinary. Amanah said that we need to do stakeholder analysis. Nelles said that collaboration was possible in the research. Besides that, funding can be obtained from international institutions such as SEARCA although relatively small grants. 5. Final Remarks/Next Step In final remarks, the moderator was summarized the session in four conclusions:

(1) Where are we now? • University has wide range activities of research on agricultural extension and community services

(including education and training) • In University, research and outreach activities are usually conducted under coordination from

institute for research and community services (in Bahasa: LPPM= Lembaga Penelitian dan Pengabdian kepada Masyarakat), also under co-ordination with faculty and research center.

• Extension-education, agricultural education, agricultural extension and rural development is need to shift or to consider “sustainable agriculture” perspectives, theory/concepts and its practices.

• Thesis and dissertations on the current extension is usually about the farmers’ empowerment, performance of extension, competencies, and institutional strengthening of extension providers. While the number of extension thesis or dissertations on the topics that science clearly state "Agroecology" is still limited.

• Extension providers are government, private sectors, CSOs and farmers leaders (data about numbers, coverage, beneficiaries and etc.)

(2) What do we need? • Strengthening partnership between university, government, and community • Co-operation between institutions • Innovations of sustainable agriculture • Awareness on healthy food and sustainable agriculture • How to scale up organic farming? Efficiency, effectiveness, social questions political questions,

social transformation and changes.

(3) Where do we want to go and how? • Better coordination amongst government extension providers: local, provincial, national (policy

makers, extension providers). • Surveys: monkey survey and surveys directly to the fields (supported by universities in certain

areas, Ministry of Agriculture through Agricultural Extension Colleges) 5 W + 1H

(4) Next steps would be • Dr. Wayne Nelles would circulate results of this workshop to the participants of the meeting via

e-mail • Those who are interested in “doing” extension research related to the topic of the CUSAR research

may express the intention to involve in the research • Instruments of the research – surveys etc. need to be formulated