Agriculturally based Equivalent Education: Insights on Nonformal Education Human Resources and Program Quality

Abstract

This study provides an overview of the role of nonformal education human resources in supporting the quality and delivery of agriculturally based equivalent education programs aimed at enhancing adult learner competences in modernized agriculture in Karawang City. The objectives of the study were to assess the condition of the program's implementation, analyze the quality of human resources, identify gaps and challenges, and propose improvements. The study employed a quantitative research approach, utilizing descriptive analysis and documentation strategies. A descriptive statistical analysis was conducted to comprehensively examine the collected data. The findings reveal several important insights. Firstly, educators involved in the program possess the necessary experience and skills, indicating their competence in guiding participants. Secondly, learner participation in equivalent education seminars contributes to the improvement of subject-specific competencies, suggesting the effectiveness of hands-on learning approaches. However, there is a shortage of teaching staff in some institutions, which hampers performance and service quality. Lastly, there is a significant gap between student participation and achievement targets, emphasizing the need for increased support and resources to bridge this disparity. The novelty of this study lies in its focus on nonformal education human resources and their impact on the quality and effectiveness of agriculturally based equivalent education programs. The findings highlight the importance of skilled educators, the value of equivalent education seminars, and the need for adequate staffing and support to enhance student achievement. The study contributes to the existing literature by providing insights and recommendations to improve the implementation and outcomes of agriculturally-based equivalent education programs, particularly in Indonesia. Doi: 10.28991/HEF-2022-03-04-04 Full Text: PDF

Education on Hydroponic Technology to Increase the Productivity of Modern Farmers

“…The integration of academic knowledge and practical application, as exemplified in this study, aligns with the suggestions put out by experts in the field of educational outcome agricultural education (Cahyo Mardiyanto & Reni Prastuti, 2016;Nalwade & Mote, 2017;Safuri et al, 2022). The scholarly discourse in the fields of agricultural science and education highlights the existence of a favourable association between education, the acquisition of information, and the enhancement of practices (Arniati et al, 2022;Cahyo Mardiyanto & Reni Prastuti, 2016;Sabandi et al, 2021;Safuri et al, 2022).…”

“…Agriculture has served as the fundamental foundation of human civilization, exerting significant influence on civilizations, economies, and cultures over successive generations (Arniati et al, 2022;KHAN, 2018;Safuri et al, 2022). Nevertheless, in light of the ongoing evolution of the modern world, driven by the rapid process of urbanisation, advancements in technology, and the changing dynamics of the environment, conventional agricultural methods encounter new obstacles.…”

“…In light of the dynamic problems and potential benefits associated with hydroponic technology, the notion of enhancing contemporary agricultural output through educational initiatives focused on hydroponics emerges as a compelling remedy (Asaari et al, 2020;Ekawati et al, 2022). The integration of education with hydroponic technology serves as a transformative force, empowering contemporary farmers with the necessary expertise and abilities to adopt progressive methodologies (Korgitet, 2019;Safuri et al, 2022). Education program for farmers is one form of community education (Hasan & Nurhayati, 2012;Nurhayati, 2021).…”