RCE Yogyakarta - 2023

Smart Integrated Education System of Agrotourism Community Services
Basic Information
Title of project : 
Smart Integrated Education System of Agrotourism Community Services
Submitting RCE: 
RCE Yogyakarta
Contributing organization(s) : 
Universitas Gadjah Mada
Sendangsari Village, Pengasih Subdistrict
Sidomulyo Village, PEngasih Subdistrict
Focal point(s) and affiliation(s)
Name: 
Ganies Riza Aristya
Organizational Affiliation: 
Universitas Gadjah Mada
E-mail: 
ganies_riza@ugm.ac.id
Format of project: 
Manuscrip
Language of project: 
English
Date of submission:
Saturday, July 29, 2023
Web link: 
https://sendangsari-kulonprogo.desa.id/
Additional resources: 
- Educational Institutions and Research Centers: Universities and research institutions often conduct studies and develop resources related to agrotourism and community services. Check out their websites and publications for relevant materials.

- Government and Non-Governmental Organizations (NGOs): Government agencies and NGOs may have reports, case studies, and best practices related to agrotourism and community services. Visit their websites or reach out to them directly for information.
Does this project link to any education and/or sustainable development policy or policies?: 
Yes
Community Services
At what level is the policy operating?: 
National
Geographical & Education Information
Region: 
Asia-Pacific
Country: 
Indonesia
Location(s): 
Yogyakarta
Address of focal point institution for project: 
Jln. Clereng-Wates, Serang, Kalurahan Sendangsari, Kapanewon Pengasih, Kabupaten Kulon Progo
Ecosystem(s):
Agricultural, Forest, Fresh water, Mountain
Target Audience:
Community, Primary, Secondary
Socioeconomic and environmental characteristics of the area : 
Sendangsari and Sidomulyo are the villages located in the Pengasih Subdistrict, Kulon Progo Regency, with a total area of 1,080.2550 hectares. The village has a hilly topography, with an average elevation of 25 meters above sea level. The air temperature ranges from 27 to 32°C, and the land contour consists of plains and mountains. The villages of Sendangsari and Sidomulyo have a hilly topography and are part of the highlands with a climate typical of highland areas in tropical regions. The landscape consists of hilly terrain and mountains. The potential of this area lies in its agricultural resources, which can be developed as an agrotourism destination.
Description of sustainable development challenge(s) in the area the project addresses: 
The potential of communities products in Sidomulyo village has experienced a decline during the COVID-19 pandemic. This decline is not only in the quality of products but also in their quantity, which has decreased. Currently, there are collaborative organizations in several fields or sectors of MSMEs, but the use of technology remains limited. Continuous guidance is still needed in the fields of education and technological insights for MSME products. In the fields of economy, agriculture, and livestock, they are still heavily dependent on agricultural and livestock yields, but these have not been fully developed into products with greater potential.

The results of surveys and observations conducted in many hamlets in Sidomulyo village regarding MSMEs indicate a lack of technological development. Women Farmer Groups (KWT) in several hamlets have started producing various types of processed medicinal plants, such as ready-to-drink herbal beverages or powdered forms. In agriculture, farmers face various challenges such as handling crop diseases and pests. Additionally, not all crops can be treated with chemical pesticides. In the field of education, there is still a need for some encouragement to advance education in those hamlets.
Contents
Status: 
Ongoing
Period: 
September, 2023
Rationale: 
The Smart Integrated Education System of Agrotourism Community Services is essential for promoting responsible and sustainable agrotourism practices while benefiting local communities, tourists, and the environment alike. It helps to create a more inclusive, informed, and resilient agrotourism sector that contributes positively to the overall development of the region.
Sustainable Development: Agrotourism, which combines agricultural activities with tourism, can contribute to sustainable development by promoting environmentally friendly practices and supporting local economies. A Smart Integrated Education System ensures that community members, tourists, and stakeholders are aware of sustainable practices, leading to more responsible and long-lasting development.

Environmental Awareness: Agrotourism often involves interactions with nature and the environment. By integrating education, tourists can learn about the importance of preserving natural resources, biodiversity, and ecosystems. This awareness can lead to more conscious and respectful behavior toward the environment.

Community Empowerment: The Smart Integrated Education System can empower local communities by providing them with the knowledge and skills to actively participate in agrotourism activities. It can create opportunities for community members to become guides, share traditional knowledge, or develop small businesses related to agrotourism.
Objectives: 
The Smart Integrated Education System of Agrotourism Community Services seeks to achieve these goals through various educational and training programs, community engagement, stakeholder collaboration, and the integration of technology and innovative practices. By doing so, it aims to create a sustainable, inclusive, and responsible agrotourism sector that brings benefits to all involved parties.
Environmental Awareness and Conservation:
Goal: To raise awareness about the importance of environmental conservation and sustainable agricultural practices.
Outcome: Community members and tourists develop a deeper understanding of local ecosystems, biodiversity, and the need for responsible resource management.
Cultural Appreciation and Preservation:
Goal: To promote cultural appreciation and preservation by sharing traditional practices, customs, and knowledge with tourists.
Outcome: Tourists gain insights into the local culture, fostering respect for traditions, and contributing to cultural exchange.
Sustainable Agrotourism Practices:
Goal: To teach sustainable agrotourism practices that minimize environmental impacts and enhance the long-term viability of agrotourism initiatives.
Outcome: Community members and agrotourism operators adopt eco-friendly methods, reducing their ecological footprint.
Economic Empowerment and Community Development:
Goal: To empower local communities economically by providing training and skills development for various agrotourism-related activities.
Outcome: Community members enhance their livelihood opportunities by engaging in agrotourism enterprises and benefiting from the sector's economic growth.
Activities and/or practices employed: 
The Smart Integrated Education System of Agrotourism Community Services employs a combination of educational, experiential, and collaborative approaches to foster sustainable agrotourism practices, promote environmental consciousness, preserve cultural heritage, and empower local communities.
Workshops and Training Sessions: Organizing workshops and training sessions for community members, agrotourism operators, and other stakeholders to impart knowledge and skills related to sustainable agrotourism practices, cultural preservation, hospitality, and customer service.

Agrotourism Tours and Experiences: Conducting agrotourism tours and experiences that allow tourists to interact with local communities, learn about traditional farming methods, participate in agricultural activities, and experience the local culture.

Environmental Education Programs: Developing educational programs that focus on environmental conservation, biodiversity, and sustainable agricultural practices. These programs may include hands-on activities, nature walks, and discussions about ecological importance.

Community Involvement and Ownership: Encouraging active community involvement in the planning and implementation of agrotourism initiatives to foster a sense of ownership and responsibility for their development.

Integration of Technology: Utilizing technology such as mobile apps, virtual reality (VR) experiences, and interactive displays to enhance the educational aspect of agrotourism and engage visitors in a more innovative and immersive way.
Size of academic audience: 
300 persons
Results: 
The Smart Integrated Education System of Agrotourism Community Services yields a range of positive outcomes, promoting sustainable development, responsible tourism, environmental conservation, cultural preservation, and improved livelihoods for local communities.
the Smart Integrated Education System of Agrotourism Community Services yields a range of positive outcomes, promoting sustainable development, responsible tourism, environmental conservation, cultural preservation, and improved livelihoods for local communities.
Lessons learned: 
Success Factors:
Community Engagement: Active involvement and ownership of the local community in the planning and implementation of agrotourism education initiatives are crucial for success. When community members feel empowered and motivated, the chances of successful outcomes increase.
Stakeholder Collaboration: Collaborative partnerships among various stakeholders, including government agencies, educational institutions, NGOs, and private enterprises, provide a comprehensive and supportive environment for the Smart Integrated Education System.
Supportive Policy Environment: A supportive policy framework that recognizes the importance of agrotourism, encourages sustainable practices, and provides incentives for education and development can significantly contribute to the system's success.

Failure Factors:
Lack of Community Participation: Without active community involvement, the Smart Integrated Education System may struggle to gain traction and meet the specific needs of the community, leading to limited interest and engagement.
Insufficient Resources: Inadequate funding and resources for education programs, infrastructure development, and capacity building can hinder the system's effectiveness and sustainability.
Resistance to Change: Resistance from traditional practices or a reluctance to adopt new approaches can impede the successful integration of education into agrotourism initiatives.

Challenges:
Balancing Conservation and Development: Finding the right balance between promoting agrotourism and preserving the natural and cultural assets can be challenging.
Seasonal Variability: Agrotourism activities might be influenced by seasonal changes, affecting visitor numbers and economic stability.
Marketing and Promotion: Effectively marketing agrotourism experiences and attracting tourists can be challenging, particularly for smaller and less-known destinations.

Opportunities:
Sustainable Economic Growth: Agrotourism offers opportunities for sustainable economic growth, diversification, and poverty reduction in rural areas.
Educational Tourism: Combining agrotourism with education creates a unique niche, attracting tourists seeking meaningful and educational experiences.
Innovation and Technology: Leveraging technology and innovative practices can enhance the agrotourism experience and attract tech-savvy travelers.
Key messages: 
The Smart Integrated Education System of Agrotourism Community Services is to create a sustainable and responsible agrotourism sector that preserves the environment, promotes cultural heritage, and benefits local communities, while also providing enriching experiences for tourists. By integrating education into agrotourism, this system strives to create a win-win situation that ensures the long-term viability and success of agrotourism initiatives.
Relationship to other RCE activities: 
the Smart Integrated Education System of Agrotourism Community Services can leverage the power of collaboration and shared knowledge to further enhance the impact and reach of its initiatives. It can also contribute to the broader global movement towards education for sustainable development and the promotion of sustainable agrotourism practices.
Knowledge Sharing and Collaboration: RCEs are built on the principles of knowledge sharing and collaboration. The Smart Integrated Education System can share its experiences, best practices, and lessons learned with other RCEs, contributing to the collective knowledge and expertise in sustainable agrotourism education.

Cross-Collaboration Projects: RCEs often engage in cross-collaboration projects that involve multiple RCEs working together on a common sustainability issue. The Smart Integrated Education System may collaborate with other RCEs to develop joint initiatives related to agrotourism, education, and community services.

Capacity Building and Training: RCEs typically focus on capacity building and training activities. The Smart Integrated Education System can contribute its expertise in agrotourism education and share training materials with other RCEs seeking to develop similar programs.

Policy Advocacy and Implementation: RCEs often engage in advocacy for sustainable development policies at the regional and national levels. The Smart Integrated Education System can advocate for policies that support sustainable agrotourism and integrate education into agrotourism initiatives.

Resource Sharing: RCEs may share resources, research, and educational materials relevant to their specific focus areas. The Smart Integrated Education System can benefit from and contribute to this resource sharing network.

Network Building: RCEs aim to build a strong network of organizations and individuals committed to sustainability. The Smart Integrated Education System can actively participate in RCE events and activities to expand its network and collaborate with like-minded partners.

Learning from Others: RCEs provide opportunities for learning from other regions' experiences and successes. The Smart Integrated Education System can gain insights from other RCEs' activities and adapt relevant practices to its context.
Funding: 
there is no funding for this activity yet

Pictures:

File Name Caption for picture Photo Credit
Image icon bimbel minggu ke 3.jpeg (177.4 KB) Learning subjects of elementary education for children Firnas
References and reference materials: 
PDF icon References RCE.pdf
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Direct
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Direct
SDG 12 - Ensure sustainable consumption and production patterns 
Indirect
SDG 13 - Take urgent action to combat climate change and its impacts 
Indirect
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
Indirect
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Indirect
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Indirect
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Indirect
Theme
Traditional Knowledge  
Direct
Agriculture 
Indirect
Arts 
Indirect
Curriculum Development 
Direct
Ecotourism 
Direct
Forests/Trees 
Direct
Plants & Animals 
Indirect
Waste 
Indirect
ESD for 2030-Priority Action Areas
Priority Action Area 1 - Advancing policy 
state: 
Direct
Priority Action Area 2 - Transforming learning and training environments 
state: 
Direct
Priority Action Area 3 - Developing capacities of educators and trainers 
state: 
Direct
Priority Action Area 4 - Mobilizing youth 
state: 
Direct
Priority Action Area 5 - Accelerating sustainable solutions at local level 
state: 
Direct
Update: 
No
I acknowledge the above: 
Yes