Ex-post Evaluation

1. Outline of the Project

Country:

Indonesia

Project title:

The Academic Development of the Graduate Program at the Faculty of Agricultural Engineering and Technology, Institute Pertanian Bogor

Issue/Sector:

Agriculture

Type of Cooperation:

Project-type Technical Cooperation

Division in Charge:

Agricultural Development Cooperation Department, Agricultural Technical Cooperation Division

Total Cost:

450 Million Yen

Period of Cooperation

1 April 1988 – 31 March 1993

Partner Country’s Implementing Organization:

The Bogor Agricultural University, The Agricultural Sciences Division

Supporting Organization in Japan:

Ministry of Education (current Ministry of Education, Culture, Sports, Science and Technology), The University of Tokyo

Related Cooperation:

Grant Aid “Research equipment in IPB”, “The IPB expansion plan”,“Provision of equipment to IPB”

1-1 Background of the Project

The Indonesian government had promoted establishing a graduate school in the Bogor Agricultural University (IPB) in order to improve graduate-level education in the field of agricultural research and foster degree holders. As part of this, the government received grant aid projects from Japan to establish graduate facilities in the agricultural sciences division, which were completed in 1986. The Indonesian government considered that not only maintaining facilities but also enhancing the skills of the teaching staff and strengthening the graduate education are necessary to improve the graduate school; therefore, the government requested Japan’s technical cooperation in education research for the newly-built graduate school.

1-2 Project Overview

The project aims at strengthening IPB’s function of education and research through research skill level in graduate students and faculty members by conducting joint research and seminars.

(1) Overall Goal
The abilities of graduate schools are improved to educate and perform research across the entire agricultural field in Indonesia.

(2) Project Purpose
1) The academic level of IPB Agricultural Sciences Division is upgraded and maintained at that level.
2) Ms. and Dr. degree holders are continuously provided in the IPB Agricultural Sciences Division.
3) Academic exchanges are promoted between the IPB Agricultural Sciences Division and other institutes in Indonesia.

(3) Outputs
1) Joint research on specific themes is carried out in the IPB Agricultural Sciences Division Graduate School.
2) Ms. and Dr. degree holders are fostered in the IPB Agricultural Sciences Division Graduate School.
3) Academic exchanges among IPB, universities concerned and research institutes in Indonesia, including seminars and workshops, are carried out in the IPB Agricultural Sciences Division Graduate School.

(4) Inputs

2. Evaluation Team

Members of Evaluation Team

Team Leader (participated only in the field survey): Mr. Yuji Otake, Deputy Resident Representative, JICA Indonesia Office
Evaluation planning: Mr. Kazuhiro Yoshida, Office of Evaluation and Post-project Monitoring, Planning and Evaluation Department, JICA
Analysis of Post-project Evaluation: Mr. Kaneyasu Ida, IC Net Ltd
Analysis of Post-project Evaluation: Mr. Lutfi Bakhtiyar, Japan Central Studies

Period of Evaluation

17 February 2002 – 2 March 2002

Type of Evaluation:

Ex-post Evaluation By Overseas Offices

3. Results of Evaluation

3-1 Summary of Evaluation Results

(1) Impact
IPB plays a central role in annual meetings of the Indonesian Society of Agricultural Engineering (ISAE), and the content of the meetings turned to be more substantial after the project. IPB presents various suggestions in a graduate program consortium (a federation which sets the standard, national curriculum for graduate studies). Joint research in collaboration with government agencies has increased and the number of governmental staff members entering the IPB graduate school. As mentioned above, there are impacts leading to accomplishment of the overall goal.

Also, as impacts which were not anticipated, (1) due to enhanced recognition of IPB, many faculty members become advisors and consultants to the Government and relevant organizations, and were invited to become panelists after completion of the project; (2) after receiving grass-roots grant aid by the Ministry of Foreign Affairs of Japan, IPB has implemented pilot projects for micro-enterprises in non-electrified areas in cooperation with other universities and research institutes, in support of rural communities and micro-enterprises.

(2) Sustainability
In terms of the sustainability of the transferred techniques, it seems positive as personnel retention is extremely high. There were 60 counterparts in the project, and at present, 53 still remain in IPB. In organizational aspects, as a result of the project, the Center for Research on Engineering Applications in Tropical Agriculture (CREATA), which specializes in research, was established in 1994. The center also has disseminated the results to local communities by strengthening R&D and conducting consulting activities.

As for the sustainability of project effects, effects relating to the academic level are lasting. According to evaluation by Bogor Accreditation (for registration of the quality of education program) Committee (BAN) on the study program of universities (1999), IPB was ranked 13th in the agricultural engineering sector, 15th in post-harvest processing technology, and 7th in food engineering. Also, the number of Ph.D. holders (agricultural engineering area) increased to 33 (2001) from 14 (1993). Additionally, academic exchange has become more active as the number of Memorandum of Understanding (MOU) with other universities has increased significantly since 1994. The IPB faculty has academic exchanges and joint research under these MOUs, which represents another of the project’s effects.

3-2 Factors that promoted realization of effects

(1) Factors concerning Planning
N/A

(2) Factors concerning the Implementation Process
Through support to IPB extended by the University of Tokyo, Directorate General for Higher Education of Indonesia’s Ministry of Education and Culture and the World Bank, extended after Project completion, project effects have been maintained. Also, academic exchanges among IPB, other universities and research institutes increased. IPB has made the following efforts to realize outcomes: establishment of CREATA, the hiring of a person in charge for promoting conclusion of “MOU with other universities” in order to promote academic exchanges, and setting up a center specializing in R&D. As a result, IPB was able to maintain organizational sustainability.

3-3 Factors that impeded realization of effects

(1) Factors concerning Planning
N/A

(2) Factors concerning the Implementation Process
Since CREATA cannot afford to hire a full-time staff, researchers are involved in administration on top of teaching at undergraduate/graduate schools, so the burdens on researchers are significant.

3-4 Conclusion

The project effects are at a high level, as judged by the high retention rate in trained human resources, establishment of the center specializing in R&D, active academic exchanges, and the number of research papers and auspices of international seminars. Also, the number of higher degree holders in the agricultural engineering field has increased substantially. In this sense, the technologies transferred through the Project have led to further developmental activities, such as development of appropriate technologies and implementation of pilot projects in agricultural communities.

3-5 Recommendations

IPB has implemented pilot projects for micro-enterprises in non electrified areas, but it is difficult for IPB to diffuse the effects further on a stand-alone basis; therefore, strategies have to be laid to expand its activities and to extend the ones in collaboration with village entrepreneurs, woman groups, other university/research institutes and local governments.

3-6 Lessons Learned

During a period from planning to implementation, the expected outcomes in terms of policies (making overall goals clear and achieving a common understanding) should be discussed with partner countries as much as possible.

3-7 Follow-up Situation

The Third-country Training Program “Agricultural Engineering and Technologies in Developing Countries” was carried out from FY1998-2002.