Manajemen Penyuluhan Pertemuan ke 1 Materi Kuliah Online (Kulon)

Summary

This educational video script covers the history and development of agricultural extension services worldwide, particularly focusing on Indonesia. It explores the origins of agricultural extension from England and the U.S., tracing its application in countries like Denmark and its eventual adoption by Indonesia. The script delves into the challenges of agricultural extension in Indonesia, highlighting the difficulty in managing post-harvest processes. It also discusses the role of agricultural extension in improving farmers' productivity, and the importance of a top-down approach in the past. The speaker emphasizes the significance of government involvement, education, and practical implementation to improve farming practices and ensure food security.

Takeaways

• 😀 The lecture format post-UTS (midterm exams) has shifted to online, with apologies for any discomfort caused by this transition.
• 😀 The history and development of extension services worldwide were discussed, emphasizing that Indonesia adopted this model from advanced countries like England and the United States.
• 😀 Extension services originated from the University of Cambridge in England, aiming to apply agricultural innovations to improve farming practices, particularly for rice production.
• 😀 The United States followed England’s example, with the first extension services being implemented at the University of Chicago in 1892 to improve agricultural practices.
• 😀 Denmark was recognized for its successful implementation of extension services, focusing not only on upstream agricultural production but also on downstream activities like marketing.
• 😀 In Indonesia, the extension service faced challenges at the downstream level, particularly in the marketing and sales of agricultural products like chilies, onions, and tomatoes.
• 😀 Extension services in developing countries, including Indonesia, started gaining traction in the 1970s and 1980s with a top-down government approach.
• 😀 Indonesia’s extension system was influenced by the Netherlands during its colonial period, and post-independence, it began focusing on agricultural development under government leadership.
• 😀 In the 1960s, Indonesia’s agricultural extension programs focused on improving seed production, irrigation systems, fertilizer usage, and rural education.
• 😀 The importance of natural remedies and traditional agricultural knowledge was emphasized, especially in the context of modern challenges like the COVID-19 pandemic.
• 😀 The role of extension workers was highlighted as crucial in educating and empowering farmers, not only through knowledge transfer but also by engaging them in hands-on, concrete experiences.

Q & A

What is the main focus of the lecture discussed in the transcript?

The main focus of the lecture is on the history and development of extension services (penyuluhan) in Indonesia and other countries, exploring how these services have evolved over time, starting from England, moving to America, Denmark, and later to Indonesia.

How did the concept of extension services originate?

The concept of extension services originated in England, particularly at Cambridge University, where it was used to describe the transfer of agricultural innovation to farmers, particularly for crops like rice, with the aim of improving farming techniques.

Which country is considered to have successfully implemented extension services, and why?

Denmark is considered to have successfully implemented extension services because they focused not only on agricultural production (upstream) but also on the distribution and marketing of products (downstream), making the entire process more efficient.

What challenges are mentioned in the transcript regarding Indonesia's extension services?

The challenges mentioned include the inefficiency in controlling the downstream aspects of agricultural production in Indonesia, such as marketing and selling, leading to issues like the difficulty in selling products such as chili, onions, and tomatoes, despite successful cultivation.

When did the implementation of extension services begin in Indonesia?

Extension services in Indonesia began in the 1970s, following the adoption of concepts from developed countries like the United States and England, with a focus on top-down approaches by the government.

How did colonialism influence the development of extension services in Indonesia?

During the colonial period, the Dutch introduced agricultural practices in Indonesia, aiming to promote crops like tea and coffee that were profitable in Europe. The Dutch established the Department of Agriculture, which played a significant role in shaping Indonesia's early agricultural policies.

What were the major agricultural programs initiated in Indonesia post-independence?

After independence, programs like the Special Welfare Plan (RKI) were launched, focusing on increasing production of superior seeds, improving irrigation, and enhancing fertilizer usage. These programs aimed to boost agricultural productivity in Indonesia.

What was the role of the Bogor Agricultural Institute (IPB) in Indonesia's agricultural development?

The Bogor Agricultural Institute (IPB) played a critical role in advancing agricultural education and research in Indonesia. It was established to focus on the scientific development of agriculture, following the shift of Indonesia's agricultural faculties from other universities to Bogor.

What does the transcript suggest about the importance of agricultural extension workers?

The transcript emphasizes that agricultural extension workers must not only provide technical knowledge but also play a role in motivating and supporting farmers. They should be able to entertain, encourage, and provide practical advice that boosts farmers' confidence and productivity.

How does the lecturer view the relationship between education and agriculture?

The lecturer views education as a vital tool for improving agricultural practices. He emphasizes that agricultural education should be practical and applied in real-world settings, particularly by providing hands-on experience and by bringing academic knowledge directly to the farmers.