Presented as part of the SIANI Hesa Expert Group meeting in Chulalongkorn University School of Agricultural Resources (CUSAR) in Bangkok. More at: http://bit.ly/1NwBkbp

1. SEARCA’s Priorities and Perspectives
on Higher Education for Sustainable
Agriculture and Food Security
in Southeast Asia
MARIA CRISTETA N. CUARESMA
PROGRAM HEAD, GEIDD-SEARCA
18 AUGUST 2015

2. Outline
Brief Introduction to SEARCA
Agriculture Education in the Region:
Challenges and Opportunities
Initiatives and Strategies to meet the
challenges of overlapping agro-
environmental problems

3. Southeast Asian Regional Center for
Graduate Study and Research in
Agriculture (SEARCA)

4. BACKGROUND
SEARCA is the oldest among the
21 regional centers of excellence
of the Southeast Asian
Ministers of Education
Organization (SEAMEO), a treaty
organization that promotes
regional cooperation in education,
science, and culture.
Mandate
Build capacities for agricultural and rural development

5. MEMBER COUNTRIES
SEARCA is an inter-government organization
mandated and supported by 11 member countries,
namely:
• Brunei
Darussalam
• Cambodia
• Indonesia
• Lao PDR
• Malaysia
• Myanmar
• Philippines*
• Singapore
• Timor Leste
• Thailand
• Vietnam
*Host Government

6. • To provide high quality graduate education
and training in agriculture to member
countries
• To promote, undertake, and coordinate
research related to the needs and problems
in agriculture of the region
• To disseminate the findings of agricultural
research and experimentation
MAJOR FUNCTIONS

7. Challenges and
Opportunities

8. Challenges in a Constantly
Changing Environment
• Increasing population amidst decreasing
land area available for agriculture and food
production;
• Increasing competition for arable land
among producers of human food, animal
feeds, and biofuels;
• Water scarcity;
• Unpredictable weather patterns;

9. Challenges in a Constantly
Changing Environment
• Food shortages and volatile food prices;
• Fast-paced evolution of new knowledge,
technology, and information;
• Uneven, inequitable economic growth;
• Lingering rural poverty;
• Declining interest in and demand for
agricultural education;
• Regional economic integration.

10. Agriculture Graduate
Education in Southeast Asia
Graduate education in agriculture in the
ASEAN region today is facing a crisis.
The world needs highly trained and skilled
scientists and technologists because of the
challenge of providing enough food for a
burgeoning population amid an uncertain
environment.

11. Agriculture Graduate
Education in Southeast Asia
Bright and talented young men and women are
becoming less interested in pursuing graduate
degrees in agriculture.
Graduate schools have not been responsive
enough to the emerging opportunities and
threats.
Employers noted lack of communication and
leadership skills.
Pedagogical method with no fundamental change

12. Agriculture Graduate Degree Holders
Large majority are in the teaching profession.
Very small percentage are researchers or
extension workers (in government agencies) or
technical officers or managers (in private
companies).
Even fewer have gone to become independent
entrepreneurs.

13. Quality of Agriculture
Education
Quality of education in the ASEAN
universities varies considerably.
only 6 ASEAN universities are included in the
top 200 universities in the 2014 QS World
University Rankings for agriculture and
forestry

14. INITIATIVES AND STRATEGIES

15. Internationalization of
Education
It requires change in existing structures,
operating modes and mindsets.
HEI’s are not able to deliver what they
promise, owing to the historical and
organizational barriers, as well as resource
limitations.

16. Internationalization of Education
Internationalization of the curriculum,
creating student and faculty exchange
programs, and participation in international
academic and research partnerships.

17. Curricular Reforms
Graduate agriculture education need to be
reoriented toward innovation-driven curricular
programs.
Exercise and improve creativity, critical thinking
and commitment to undertaking inter-
disciplinary research, and entrepreneurial skills.

18. Curricular Reforms
Government-industry-academe partnerships should also
be strengthened.
Regular curricular review is suggested to make sure the
program remains relevant to the needs of the global
community.
Strengthen the graduate faculty.

19. Increase Student and Faculty Mobilities
Student mobilities:
◦ Diploma or degree mobility
◦ Credit mobility
Faculty mobilities – teach or conduct research
in a partner institution; paves the way for
more collaborative research and extension.
ASEAN International Mobility for Students
(AIMS) Programme

20. SEARCA Initiatives

21. Tenth Five Year Plan
Development Principle:

Economic growth must be inclusive.

Development must be sustainable.

Research findings must benefit the people.
Inclusive and Sustainable Agricultural
and Rural Development (ISARD)

22. A leading enabler and champion of Inclusive and
Sustainable Agricultural and Rural Development
(ISARD) in a food-secure Southeast Asia
VISION
To strengthen institutional capacities toward
Inclusive and Sustainable Agricultural and Rural
Development (ISARD) in Southeast Asia through
Graduate Education, Research and Development,
and Knowledge Management
MISSION

23. CORE PROGRAMS
Graduate Education
and Institutional
Development
Research and
Development
Knowledge
Management

24. Framework of SEARCA’s 10th Five-Year Plan
2014-2019
Priority Themes
Core
Programs
Output
Outcome
Impact
Strengthened
capacities
of institutions
and
individuals
Inclusive and
sustainable
agricultural
and rural
development
(ISARD)
Food and
Nutrition
Security
Poverty
Reduction
Graduate Education
and Institutional
Development
Social
Inclusion
Environmental
Sustainability
Regional and
Sub-regional
Cooperation
Institutions
and
Governance
Core Values
Operating Principles
Excellence Integrity Commitment Unity
Learning
Organization
Holistic and
Interdisciplinary
Partnership and
Collaboration
CONCEPTUAL FRAMEWORK

25. Social Inclusion
• Agricultural value chains
agribusiness commodity
systems/rural
entrepreneurship
• Food and nutrition security
• Productivity-enhancing
innovations, modern
technologies
Environmental
Sustainability
• Climate change
adaptation and resiliency
• Natural resource
management
• Government policies,
institutions, and
governance mechanisms/
reforms
• Sub-regional cooperation
in trade and investments
• Regional economic
integration
Regional and
Sub-regional
Cooperation
Institutions and
Governance
PRIORITY THEMES AND FOCUS AREAS

26. GRADUATE EDUCATION AND
INSTITUTIONAL DEVELOPMENT
Produce advocates and leading champions of ISARD by
strengthening the capabilities of individuals and institutions
engaged in pushing the frontiers of ARD in Southeast Asia
• Graduate Scholarships (MS,
PhD, PhD Research, Sandwich
Programs)
• Academic Bridging Program
• Institutional Development
Assistance
• Southeast Asian University
Consortium for Graduate
Education in Agriculture and
Natural Resources (UC)

27. Institutional Development Assistance
Focus on young agricultural HEIs located
strategically in economic growth areas, and
expected to play a vital role in the economic
development of the country.

28. Institutional Development
Assistance in the conduct of an institutional
review
Fielding of experts to develop curricula or
training modules
Capacitating staff and faculty through
educational support interventions
Participatory approach

29. Southeast Asian
University Consortium
for Graduate Education
in Agriculture and
Natural Resources
University Consortium
Launched in 1989, UC is a commitment
made among leading Southeast Asian
higher education institutions to share
academic expertise and resources, and
knowledge

30. vision
To be a leader in implementing collaborative strategies for
excellent graduate education and cutting-edge research in
agriculture, environment, and natural resources for the
benefit of the Southeast Asian region.
mission
To promote collaboration among its members to enhance
graduate education and research in agriculture,
environment, and natural resources for the benefit of the
Southeast Asian region.

31. UC Members
UGM
IPB
KU
UPLB
UPM

32. Faculty Grants

33. Thesis Grant
Travel Grant for
Research
Travel Grant for
Credit
Student Grants

34. UC
Summer
School
To enhance the understanding of post graduate students and
other professionals in rural studies, agriculture and natural
resource management on the importance of the
interdisciplinary approach in tackling the issue of food and
nutrition security in the Southeast Asian region for sustainable
development.

36. UC
Graduate
Forum
• to provide an opportunity for graduate students from UC
members to share new knowledge, research ideas, and
experiences in an open platform;
• offer academic training and develop next generations of scholars;
• encourage transdisciplinary studies, promote greater integration
of research through strategic partnership; and
• strengthen the relationship between and among the UC
members.

37. RESEARCH AND DEVELOPMENT
• Research Studies on ISARD
Strategic Themes
• Action Research
 Designing, pilot-testing, and
up-scaling of ISARD
models/agricultural systems
• Umbrella Research and Development Program
 Food and Nutrition Security for Southeast Asia (FaNS-SEA)
 Climate Change Adaptation and Mitigation for Southeast
Asia (CChAM-SEA)

39. R&D
Projects
under the
Umbrella
Program
on Food
and
Nutrition
Security
1 Indigenous Crops – Food Production,
Food Safety and Process Development of
Indigenous Crops to Strengthen Food and
Nutrition Security
IPB
2 Implications of AEC and Trade and
Investments on Regional Food Security
UGM
3 Postharvest System Improvement – Best
Practices in Fresh and Dried Chili in
Southeast Asia: Quality and Safety Aspect
KU
4 Enhancing Human Resource Development
In Agriculture: Imperatives for Regional
Food and Nutrition Security
UPLB
5 Safeguarding And Sustaining The Integrity
Of Halal Food
UPM

40. RESEARCH AND DEVELOPMENT
• Conferences and
Regional Forums
• Policy Roundtables for
ASEAN and Transition
Economies in Southeast
Asia

41. KNOWLEDGE MANAGEMENT
Promote a learning culture, knowledge creation,
knowledge-sharing and use focusing on the strategic
themes of ISARD
Knowledge
Resources
• Asian Journal of Agriculture
and Development (AJAD)
• Discussion Paper Series
• Policy Briefs
• Monographs and other
technical publications
Training
Programs
• Learning and
knowledge events for
key stakeholders to
ISARD in Southeast
Asia
• Online and blended
courses
• Platforms for e-
learning and peer
mentoring on ISARD
in Southeast Asia
Virtual
Knowledge
Centers
• Knowledge Center on
Climate Change (KC3)
• Biotechnology
Information Center
(BIC)

42. SUPPORT PROGRAMS
• Project Development and Technical Services
 Development of flagship and cross-cutting programs and
projects
 Professional Technical Services
• Award, Fellows, and Grants Programs
 Seed Fund for Research and Training (SFRT)
 Travel Grant
 Fellows Program
 Regional Professorial Chair Grants
 DL Umali Achievement Award in Agricultural Development
• Networks and Partnerships (University Consortium, Food
Security Center (Hohenheim), DAAD, IDRC, ExPERTS & ALFABET
Consortia, SEARCA Alumni Associations, etc.)

43. Conclusion
The important role of educational
institutions and the people that comprise
them cannot be ignored.
Lifelong skills and technical competencies
are continuously honed in educational
institutions.

44. Research and
Development
Knowledge-
based
societies
Technological
innovation
Economic
productivity and
growth
Conclusion

45. Conclusion
Agriculture Educators must be willing to institute
reforms, and pursue initiatives and strategies in
order to address the challenges of the time.
• Focus on creating business opportunities;
developing entrepreneurial and technical skills
• Review and improve curricula to be responsive to
changing environment

46. Conclusion
• Application of new ICTs
• Transdisciplinary, problem-based, community
based and practice-based approach
• Partnerships with government and private sector
• Allow for faculty/student mobilities

47. References
Aldaba, R.M. (2013). The ASEAN Economic Community and the Philippines:
Implementation, Outcomes, Impacts, and Ways Forward. PIDS Discussion Paper Series No.
2013-01, Makati City.
Arboleda, C.R. et.al (2012). Enhancement and Strengthening of Graduate Agriculture
Education Curricula in Southeast Asia. Project Report. SEARCA, College, Laguna,
Philippines.
ASEAN Secretariat, n.d., The ASEAN Economic Community Blueprint 2008, Accessed on 15
March 2010.
Balboa, J., del Prado, F. and Yap, J. (2010). Achieving the ASEAN Economic Community by
2015: Challenges for the Philippines, PIDS Discussion Paper Series No. 2010-20, Makati
City.
UNESCAP, 2013. Statistical Yearbook for Asia and the Pacific. Thailand.
Worldbank, 2012. World Development Indicators http://data.worldbank.org/data-
catalog/world-development-indicators
Yaacub, M.N, 2012. Challenges in Education towards the Realization Of ASEAN Community
2015. Special Lecture. Colombo Plan Staff College for Technician Education. Indonesia

48. Thank you.
www.searca.org