Forestry Education and Indonesian Forestry Development


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This presentation by Hendrayanto, the former Dean of Faculty of Forestry IPB given during the Forests Asia Summit in the learning event "Forestry education and research in Asia: Reality, challenges and the way forward" presents Indonesia's specific challenges when it comes to forestry education.

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Forestry Education and Indonesian Forestry Development

  1. 1. FORESTRY EDUCATION AND INDONESIAN FORESTRY DEVELOPMENT Hendrayanto Former Dean of Faculty of Forestry IPB Special Event “Forestry Education and Research in Asia: Reality, Challenges, and Way Forward” Shangri-La Hotel, Jakarta 5 May 2014
  2. 2. Background Less attractive bussiness GENERAL SITUATIONS  Number of student decreasing,  Some universities changes the faculties name;  In Indonesia DG of HE, GoI issued a circular to merge some agricultural study programs, include forestry.  Forest Management, Forest Product Technology, Forest Conservation study programs  a forestry study program.
  3. 3. Indonesia Case  Student body tend to increase  2014: > 12600 student  New forestry bachelor programs (BScF-Progs) – 2014: 58 BScF-Progrms  New Faculty of Forestry 2014: 55 HE-Institution in Forestry (  However (HE-National Accreditation Board, 2014) (9 BscF-Progs, 2800 student) (12 BscF-Progs, 3200 student) (37 BscF-Prog, 6600 student) Most BScF-Progs is running present curriculum under the lowest standar
  4. 4. Common situations faced by C-graded BScFs:  Inadequate Human Resources (number and qualification of educational, laborant, technical staffs)  Limitation of learning sources (text books, journals etc), practical and experiments/researches instruments.  Education Processes  Not Optimum BScF Curriculum set up  Academic programs  Be focused more on bio-physical aspects and technology related to forest management,  Aspects which are neccessary to build competence in solving problems in forestry development are minor
  5. 5. Graduate forestry program  The number of graduate programs (Master and Doctor) not more than 15, and the student body is not more than 1000 student.  Graduate programs that focus on solving problem of forest development is more limited. Fact findings of neccessary actions for solving problem resulted by researches, is hard to be a knowledge or adopted as a public policy or programs improvement as the effort to solve the problems.
  6. 6. Way Forward Improvement:  Human Resources (educational, laborant, technical staffs)  Learning Sources (text books, journals etc), practical and experiments/researches instruments.  Education Processes GoI policy in education Education and Research budget allocation in relaton to HRD Inter University Collaboration (National and International) in Education, Researches and Training
  7. 7. Curriculum set up for Solving Problem • Vocational programs (the same or under level of bachelor) • Professional program (above level of bachelor) Be focused on spesific problems in a big frame of Forestry Development Problems. Collaboration of MoF and Universities: Clear jobs requirement in forestry development Fact findings and Pool of Knowledge
  8. 8. Student, faculty member and alumnae Involvement on Series of Discussion and Action Researches:  Private Forest Development  Environmetal education for pre-school and elementary school student  Forest ecosystem services including on Climate Change Series of Discussion and Action Research
  9. 9. THANK YOU