Indonesia has been steadily working towards achieving food security. A key government strategy involves increasing investment in vast farmland and agricultural infrastructure development.
But the price of horticulture crops has been fluctuating due to an imbalance between supply and demand (Juhandi and Purba 2021; Novita et al., 2022). Agroforestry, with its potential benefits for North Sumatra farmers (Sisungkunon et al., 2022), creates promising job opportunities for technical and vocational education and training (TVET) and higher education (HE) graduates.
Despite the need for food self-sufficiency, the government has underinvested in developing a skilled agricultural workforce. Employment in the agriculture sector has been declining. Additionally, the existing farmers population is dominated by those aged 44–78.
Research shows that achieving sustainable food system requires skilled workforce (Carlisle et al., 2019). The vocational education system, encompassing both vocational schools and higher education institutions within the agriculture sector, has the potential to facilitate the transition from low-skilled manual labor to high-tech agricultural occupations. This can happen if the curriculum equips students with advanced technology to engage in the agriculture sector and aligns with labor market demands.
International and local actors, including the Netherlands, have initiated interventions in Indonesia’s vocational and higher education system. Considering the importance of the linkages between the education system and the industry, the Netherlands is re-evaluating its approach to the sector in order to become more demand driven and impactful.
This study has three objectives.
- Map stakeholders and their respective challenges
We examine, identify, and map the challenges and opportunities facing stakeholders in vocational schools and higher education ecosystems specializing in sustainable horticulture and agroforestry. Concurrently, we assess the current status of the horticulture and agroforestry labor market.
- Capture youth’s perspective
We seek to understand young people’s perspectives, aspirations, and actions in acquiring the necessary skills and competencies for employment within North Sumatra. We also identify strategies to retain graduates in the region.
- Formulate practical recommendations for each stakeholder
The recommendations focus on potential interventions to enhance vocational school and higher education ecosystem in North Sumatra and drive systemic improvements. These recommendations are designed for policymakers at the national and sub-national level, the Netherlands government, and other relevant stakeholders.
We carry out a scoping study to examine the TVET and HE systems within Indonesia’s agriculture sector. Primary data collection involves key stakeholders in North Sumatra—academia (TVET and HE institutions), government, and industry—whose interconnectedness shapes the TVET and HE ecosystems.
Study participants were selected through purposive sampling based on predetermined criteria. With the assistance of the Netherlands Embassy, we have identified Dutch horticulture companies and will explore potential collaborations with local educational institutions.
We engage in in-depth interviews with representatives of TVET and HE institutions to explore about the skills and curriculum, the quality of teachers, student backgrounds, and the challenges of educational institutions in creating a skilled graduates. Additionally, we interview representatives from local government agencies involved in agricultural education and training to understand the policymaker perspective.
