Hendrayanto discusses forestry education and development in Indonesia. Some key points: 1) The number of forestry students in Indonesia has increased to over 12,600 in 2014, however many new forestry bachelor's programs do not meet high standards. 2) Common issues facing lower-rated forestry programs include inadequate resources like textbooks, small numbers of qualified educators, and limited practical/research equipment. 3) Curricula focus more on bio-physical aspects than problem-solving related to forestry development. Graduate programs are also limited, with under 1,000 students across 15 programs. 4) Recommendations include improving resources and education processes, increasing education/research budgets, and

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. 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. 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
(http://pdpt.dikti.go.id/).
 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. 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. 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. 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. 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. 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. THANK YOU