PARTICIPATORY AGRICULTURE EXTENSION. Case Study

PARTICIPATORY AGRICULTURE EXTENSION Case Study

Strengthening south south cooperation A case study on training of trainers for Participatory training program on agricultural extension methodology By Djuara P. Lubis (Bogor Agricultural University, Indonesia) Bogor 2011 SUMMERY In the face of global challenges, South-South Cooperation is very important to deepen and broaden the process of strengthening Southern voices. This horizontal partnership is based on trust, mutual benefit, and equity. This study analyzes one of SSC activity: TRAINING OF TRAINERS FOR PARTICIPATORY TRAINING PROGRAM ON AGRICULTURAL EXTENSION METHODOLOGY. This project was done three consecutive years by Government of Indonesia. JICA supported this activity by providing additional fund. Focus of this project is agricultural development. Agricultural development and democratization are two issues faced by developing countries today. At the beginning, Ministry of Agriculture Republic of Indonesia and JICA had conduct two projects related with this issue: Projects for Improvement Extension and Training System and Project for Training of Agricultural Extension Officers on Improvement of Farm Management. Through these two projects, Ministry of Agriculture discovered a new method in agricultural extension: Participatory Agricultural Extension Methodology. This is a participatory, democratic and sustainable approach for agricultural development. After successfully applied in Indonesia, Government of Indonesia offered this approach to ASEAN countries. Then, Government of Indonesia and Government of Japan agree to share this experience to other developing countries. This case showed this training is a good arena to change experience among participants. They also have opportunity to see how agricultural development applied in Indonesia. The also discussed with farmers and agricultural officers at many levels. This training also a good example to demonstrate cooperation between Ministry of Agriculture, Ministry of Foreign Affair, and State Secretary Republic of Indonesia. JICA, as co funding of this project, also gave freedom to Ministry of Agriculture to organize this training. However, this project had no systematic mechanism to monitor impact of the training. Even though the participant was asked to make action plan

during the training, there was no mechanism to monitor if the plan was executed or not. To improve this training, there should be a sound and continuous mechanism to monitor if the result of the training was applied in the participants respective counties. This mechanism is very important to strengthen South-South Cooperation. 1. CONTEXT AND BACKGROUND International cooperation is needed to overcome many problems faced by developing countries. Interlinked financial, economic, energy, food, climate problems are occurred all over the world. South South Cooperation (SSC) has proven that can be effective in a more horizontal cooperation among countries. SSC is a complementary to the existing North-South Cooperation and other bilateral and multilateral cooperation modalities. SSC is support provided by developing countries whose development has advanced in certain fields to the development effort of other developing countries. That is why this cooperation is called triangular cooperation. Triangular cooperation is intended to be used as an alternative and fishable horizontal partnership. However, there is a question whether the triangular cooperation is a good approach for international cooperation. One of the projects under SSC is Training of Trainer for Participatory Training Program on Agricultural Extension Methodology. This article will look into critical area and challenges of South-South knowledge sharing under SSC. 1. to explain background and implementation of Training of Trainers for Participatory Training Program on Agricultural Extension Methodology 2. to analyze ownership and accountability of the training 3. to analyze transparency of the training 4. to analyze development challenges to be tackle by the training This case study used participatory approach to collect and analyze data. Meaning, data was collected through participatory inquiry, and then the result was also discussed with stakeholders. The case study used the following steps: 1. Desk study. Many publications from JICA, Ministry of Agriculture, National Planning Board, State Secretary of Indonesia were used to

understand the objectives, policies and activities of these stakeholders. 2. In-depth interview. Some senior officials of JICA, Ministry of Agriculture, National Planning Board, and State Secretary of Indonesia were interviewed to know their perspectives. 3. Questionnaire. A set of questionnaires were sent to participants of the trainings, through electronic mail. However, only two of them responded it. 4. Peer review. During process of data analyses, a series of discussion were done among researchers. 2. THE ACTIVITIES: TRAINING OF TRAINERS FOR PARTICIPATORY TRAININ PROGRA ON AGRICULTURAL EXTENSION METHODOLOGY 2.1. Purpose, Goal, Expected results and Time Frame? The purposes of the training are: a. to enhance the participant s capability on practicing participatory training methodology on agricultural extension, b. to get better understanding the problems and constrains in rural and agricultural communities, c. to find key success factors of farmer and farmer groups and disseminate those factors to neighboring farmer groups and communities d. to upgrade their agricultural production and quality of life. To be specific, by the end of the training, the participants are expected: a. to improve and upgrade their knowledge on implementing participatory training program on agricultural extension b. to have better understanding of agriculture development programs and activities in Indonesia, particularly the farmer s activities. c. to share information, views, and experience among agricultural extension officers in head office and provincial level.

Each training course was conducted in 14 days. First batch was done on November 9 to 22, 2008, second batch on November 8 to 21, 2009, and the last batch on October 17 to 30, 2010. English was used as medium of communication during the training. The training was held in Jakarta and National Agricultural Training Centre, Lembang, West Java. 2.2. Challenge to be Overcome Focus of the training is agricultural extension approach. The old approach of agricultural extension was top down. Many experts said that this approach was out of date. Participatory approach is more appropriate for agricultural development today. 2.3. Resources Mobilization As mentioned above, this training was jointly conducted by Government of Indonesia (Agency for Agricultural Human Resources Development, Ministry of Agriculture) and Government of Japan (Japan International Cooperation Agency). The training was conducted under umbrella of Third Country Training Program (TCPC). So, there were three executing agency, namely: (a) The Coordinating Committee for International Technical Cooperation, Bureau for Technical Cooperation, State Secretariat of the Republic of Indonesia, (b) Japan International Cooperation Agency Indonesia Office, and (c) Agency for Agricultural Human Resources Development, Ministry of Agriculture of the Republic of Indonesia. As mentioned above, this training was started as bilateral project between Government of Indonesia (Ministry of Agricultural) and Japan (JICA). After successfully applied, Indonesia eager to share this approach to other developing, his sharing program is supported by JICA. Financially, this project was funded by Government of Indonesia and Government of Japan. Expenses borne by Japan, through JICA, were: a. Economic class air ticket for participants, from international airport in participant s country to Jakarta b. Living allowance, based on standard of living in Jakarta, transportation, field study, health insurance, training materials, and other cost related to the course c. Honoraria for the external lectures d. Cost of printing, translation, and supply of consumptive materials

On average, JICA provided 266 million rupiah for living for expenses b, c, and d. Government of Indonesia will: a. Provide training facilities and equipments b. Coordinate any matters related with the training c. Issue certificate to the participants who successfully completed the training At each training, Government of Indonesia provided 150 million rupiah. Participant counties should bear: a. All incidental expenses in the home country to travel aboard, including expenditure for passport, visa, medical examination, and other miscellaneous items as well as travel to and from airport of departure in the home country. b. Salary and other benefits for the participant during the program Responsibility of State Secretary Republic of Indonesia is to coordinate joint cooperation between JICA and AAHRD. Ministry of Foreign Affair had responsibility to distribute invitations to participant s country. Together with JICA, Ministry of Foreign Affair determined which country will be involved and invited to the training. Through their diplomatic channel, they distributed invitation to intended countries. 2.4. Modalities Training was done in form of lecture and field practices. Distribution of times and subject of the training was as follow: Table1. Subject and Length of Training of Trainers for Participatory Training Program on Agricultural Extension Methodology. Aspect Subject Length (hour) Core subjects Main Subjects Lecture Practice Total Agricultural Training Development Agricultural Extension System and Policy 2 2 Participatory Agricultural Extension Methodology Orientation 2 2 Identification and Analysis of Case 2 2 4 Information Collection 2 2 4

Supporting Subjects Information of Specific Aspect (Indigenous technology) 6 2 8 Observation and Interview Advance Farmer and Farmer Group 4 8 12 Observation and Interview: Indigenous Technology 4 8 12 Invention: Advance Famer 4 8 12 Farmer Group 8 4 12 Formulation: Extension Material 8 16 24 Preparation of Action Plan (Extension Materials) 6 Training Evaluation 4 4 Group Dynamic 2 2 Sharing Experience on Extension Methodology 6 6 Total 58 30 88 3. THE KEY CHALLENGE I: OWNERSHIP AND MUTUAL ACCOUNTABILITY 3.1. Coordination Mechanism In 1999, Government of Indonesia and JICA started a project named Projects for Improvement Extension and Training System. This project aimed to improve agricultural extension methodology. This project then continued with Project for Training of Agricultural Extension Officers on Improvement of Farm Management. Through these two projects, Ministry of Agriculture discovered a new method to train agricultural extension workers. Extension worker were trained to collect and analyze information from farmers, and then discuss how to improve farm management and to raise profit. This approach, then, is known as Participatory Extension methodology (PEM). PEM approach is in line with democratization and decentralization era in Indonesia and all over the world. PEM is a training method for agricultural extension workers, and it is very useful tool for agricultural extension service, empowerment process for farmers and other agribusiness entitles, and for rural development. The key

words for MP3 are participatory method, bottom up approach, positive approach, and circles of learning through experience, learning process through invention result, network and partnership. In PEM, all participants were asked to find specific aspects in one locality from best farmers and best farmer groups. Together they look for key success of the farmer and the group (Positive approach). For examples, they analyze marketing innovation, farming institutions, and environment. Then, they spread out this key success to other farmers and farmer groups, so the rest can imitate and follow success. All training participants collect information by observation and group discussion (bottom up approach and participatory approach). They analyze the farmers and farmer group experience intensively (cycle of learning through experience). So PEM is a training method for agricultural extension workers, and beneficial in doing their daily job in extension service. That is why, they call this training as training to do daily job. After well formulated, the Agency for Agricultural Human Resource Development (AAHRD) Ministry of Agriculture offered this training to many local governments in Indonesia. This agency has nine technical operational units with capability to conduct this training. Today, many agricultural extension workers has been training, and AAHRD has more than 28 instructors for this training. Furthermore, AAHRD has produced six types of training modules, five information, and computer software to make database of success farmers and farmer groups. Success with in country training, AAHRD made a proposal to offer this training for international communities. This proposal was sent to State Secretary Government of Indonesia, and then sent to ASEAN Secretary. Based on record of discussion between the Resident Representative of JICA Indonesian Office and the Authority of the Government of the Republic of Indonesia on the Third Country Training Program in September 2008, Government of Indonesia and Government of Japan and Government of Indonesia have agreed to jointly organize a Training of Trainers for Participatory Training Program on Agricultural Extension Methodology. They agreed to organize this training for three batches, from 2008 to 2010. 3.2. Countries Commitment to South-South Activities Commitment of Government of Indonesia for SSC cooperation is very clear. In her remark on National Seminar on South South Cooperation (SSC), Minister of National Development Planning said that SSC is very important for Government of Indonesia. As member of middle income country, member of G20, and with strong position in ASEAN, Indonesia needs to strengthen its role through SSC. Indonesia has already shown its commitment by putting

SSC into National Development Plan 2005 2025 and Mid-National Development Plan 2010 2012. This commitment pushed Government of Indonesia to take active role in various SSC activities. Moreover, Vice Minister of Foreign Affair said that Indonesia always eager to strengthen SSC as well as strengthen Indonesia position for boosting economic and trade sector. Vice Minister of National Development also said that Indonesia has a strong commitment for SSC, because embryo of SSC was initiated at Asian Africa Conference in 1955 in Bandung. He said, SSC is an important media to strengthen Indonesia s position in international forum. Government of Indonesia has started implementing SSC since 1981 in the form of providing training program. 3.3. Involvement of Other Actors In case of Training of Trainers for Participatory Training Program on Agricultural Extension Methodology, parties involved are: Ministry of Agriculture, Ministry of Foreign Affair, State Secretary, and National Development Planning Board. Beside Government of Indonesia, JICA was involved in funding this project. There is no other actor involved in this activity. 3.4. Comparison with North-South Cooperation As mentioned before, this approach was formulated through two intensive action researches in Indonesia, done by Indonesian and Japan experts. After formulated, this approach was trained to Indonesian extension workers. Hundreds of extension workers were trained and then applied this approach in the field. Local government funded this training. To spread-out this approach, of course, it much cheaper to trained trainers from other developing countries than repeat action research. The approach has been formulated through intensive research and development in Indonesia and ready to disseminate to other developing countries. Training in Indonesia is also more appropriate for participants. In the training, participants directly learned from Indonesian farmer, which is almost same with farmers in their respective countries; almost same problems and some potency and limitation. Learn about this in Indonesia is more relevant compare in north countries.

4. KEY CHALLENGE II: TRANPARENCY AND INFORMATION 4.1. Information Management, Monitoring, and Evaluation Mechanism Three consecutive trainings always faced problem with information management. General information and invitation to attend the training was sent by Ministry of Foreign Affair to other developing countries through Indonesian Embassy. The Embassy then sent it to recipient countries Ministry of Foreign Affair and then sent it to technical ministries. It means, the information went through complicated procedures. Many cases show that information was came very late to potential participant. The recipient countries had no enough time to select candidates, and the candidates had no enough time to prepare their selves for this training. Another problem due to information management is about monitoring and evaluation. Ministry of Agriculture, as executing agency of this training, has no systematic monitoring and evaluation for impact of the training. They have output evaluation (immediate result of the training), but there is no mechanism to monitor what the participants did in their respective countries after attending the training. 4.2. Impact Assessment Agency for Agriculture Extension and Human Resources Development, as executing of the training, conducted immediate evaluation of the training. In general the three trainings were success. On average, participant knowledge was raised from 2.0 (pre test) to 4.30 (post test). All participants also acknowledge that quality the training were very high. They appreciate the quality of the tutors, organizer, and warmth welcome of the farmers during the field visit. However, there is no mechanism to assess impact of the training. Even though the implementing agency understand that impact assessment is very important for any kind of training, they never do it, and no systematic monitoring and evaluation. As consequence of poor monitoring and evaluation process, there is no information about impact of the training.

5. KEY CHALLENGE III: DEVELOPMENT CHALLANGES 5.1. Relation with Development Challenge Participatory agricultural extension is very important to replace previous transfer of technology paradigm. Agricultural extension expert said that transfer of technology approach was not suitable for agricultural development. Biggs and Farrington (1991), for example, said that transfer of technology approach is not appropriate because: a. The approach ignore the pervasive experimentation within the informal research and development system (among farmers and artisans) and the important question of how compatible such technologies being transferred are with the opportunity and constrains faced by the farmers. This approach fail to recognize that communities and research system are made up of different group with varying degree of influences on resources allocation. b. Transfer and diffusion approach is inherently centralist, and the process suffers from an inability to cater to diverse agro-ecological conditions, and insensitivity to feedback on the sustainability of the technologies developed, and limited attention to the need to foster technology generation-capacity within developing countries. Participatory approach is very relevant with democratization process in developing countries. We acknowledge, democracy is a very important issue in the world today. Agricultural development also should be based on democratic process. This training is one method to disseminate democratic approach in agricultural development. 5.2. Adaptation with Local Context Participatory agricultural extension method is a very local sensitive method. Indonesia Ministry of Agricultural had successfully formulated this approach. This approach is appropriate for Indonesian agricultural situation. For agricultural situation in Indonesia is almost similar with agricultural situation in participant s countries, the Indonesia approach is appropriate to be applied in participant countries. Participant from Cambodia, said the training is very important and suitable for us. Conducting the training in Indonesia is an advantage. As part of the training, participants were also visited farmers. Participant said that they learn a lot about farmer. This experience is only possible because the

training was conducted in Indonesia, not in developed (north) country. JICA also acknowledge that this scheme is better than training in Japan, because in this scheme knowledge transformation is deeper and knowledge is more applicable to other developing countries. That is why, JICA supported Indonesia s disseminating of knowledge of cooperation assets to other developing countries. 5.3. South-South Cooperation vs. North South Cooperation There are many advantages of doing this training in Indonesia: a. From Indonesian perspective. For Indonesia, this training is very important. Through this training, For Indonesia, this training is one of the diplomatic tools. It is the manifestation oh the preamble of the Indonesian Constitution: contributing to bringing order to the world peace on the basis of independence, lasting peace, and social justice through strengthening solidarity among the developing countries. For Indonesia, the training is also an arena for promotion of economic and technical cooperation. b. From recipient countries perspective. Attending agricultural extension methods in Indonesia is also an advantage for participants. Agricultural situation in their respective country is almost similar with Indonesian situation. A participant from Timor Leste mentioned: this training the content is very related to my job. A participant from Lao PDR also stated that from this training he learned about farmer s culture and tradition. c. From Japan (northern country) perspective. Government of Japan, through JICA, has supported Indonesian SSC activities since 1981. There are three schemes of JICA sponsored projects: Third Country Training Program, Third Country Expert, and Supplementary Training. More over, as mentioned before, conducting the training in Indonesia is cheaper than in Japan. 6. LESSONS LEARNED 1. As a SSC activity, Ministry of Agriculture Republic of Indonesia has conducted TRAINING OF TRAINERS FOR PARTICIPATORY TRAINING PROGRAM ON AGRICULTURAL EXTENSION METHODOLOGY for three bathes, 2008, 2009, and 2010. From output assessment, participants acknowledged that they learned a lot from this training. On average,

their cognitive about participatory agricultural extension score was raised from 2.00 to 4.30, on 0 to 5 score based. However, there is no systematic mechanism to monitor result (impact and outcome) of the training. After the training, there is no communication between organizer of the training with the alumni. It is very important to have systematic and clear mechanism to monitor the result of the training. I suggest that this mechanism should be established before the training started. Evaluation and monitoring mechanism should be a built-up component of the training. With this mechanism, we can analyze what the participants do after the training, what is the impact of the training, and what problems they faced in implementing the training. An independent monitoring and evaluation task force should be established to conduct this very important element of training. 2. The training was initiated and conducted by Ministry of Agricultural Republic of Indonesia. However, there is no mechanism to know need of the recipient countries prior to the training. Fortunately, this training was relevant for the participants and their countries. To conduct better SSC activity, there is a need to conduct learning needs and resources assessment. Firstly, developing countries should collect their training needs. Secondly, they should make a list which country has capability (resources person, organizer, etc.) to conduct the training. By using these two lists, we will know what learning need and who can provide it. It will ensure that the training is relevant and the provider is capable. 3. Another important issue in recruiting participants is long formal procedures. Indonesia (Ministry of Foreign Affair) sent the invitation to Indonesian Embassy in beneficiary countries. Then they sent it to beneficiary country Ministry of Foreign Affair, and then sent to their Ministry of Agriculture. This long procedure made the invitation came late. There is no enough time for recipient countries to select good candidates for this training, and Indonesia also has no opportunity to select appropriate participants. They receive whoever sent by recipient countries.