Soleh Solahuddin, the shuttling rector<\/p>\n
By Joko Suwarno<\/p>\n
BOGOR, West Java (JP): Prof. Soleh Solahuddin has to shuttle
\nbetween Bogor and Kendari these days. Appointed rector of the
\nBogor Institute of Agriculture (IPB) in March, Soleh has been
\nasked to stay on as rector of Haluuleo University in Kendari,
\nSoutheast Sulawesi, a post he has held since 1990.<\/p>\n
But Bogor is where his heart is.<\/p>\n
The state-run institute is not only his alma mater, it is also
\nwhere he has spent most of his academic career.<\/p>\n
In spite of his busy schedule here and in Kendari, 52-year-old
\nSoleh manages to find time for his favorite pastimes: reading and
\nworking out on his stationary bicycle, morning walks and jogging.
\nHe has also taken up golf which he describes as \"appropriate\" for
\nthe 50-something generation.<\/p>\n
Then there is his family. His marriage to Siti Sianah produced
\nsix children: Haryadi, 26, who works in Bali; Ani Dwi Gustiana,
\n25, recently graduated from the University of Padjadjaran; Adi
\nSatya, 23, a student at IPB, and 22-year-old triplets Erna
\nAgustini who's at IPB, Hendra Agustian at the University of
\nIndonesia and Erni Agustina at Padjadjaran.<\/p>\n
\"Hard work is what we need to reach our ideals. We need
\nperseverance and dedication in our work, to prevent frustration
\nand despair,\" Soleh told The Jakarta Post.<\/p>\n
Born in Garut, West Java, on April 22, 1944, Soleh completed
\nprimary school in Jakarta and high school in Bandung. In 1963 he
\nwas accepted at the school of agriculture of the University of
\nIndonesia, just before the school became IPB.<\/p>\n
He stayed on to teach at the institute after graduating in
\n1972. In 1975 he studied agronomy and plant physiology at the
\nUniversity of Wisconsin in the U.S. He obtained his PhD in 1980.<\/p>\n
His career blossomed at IPB, and he became the dean of the
\nSchool of Agriculture in 1986. In 1990, he was asked to become
\nrector of Haluuleo University. In March this year he was asked to
\nreturn to Bogor to lead the institute.<\/p>\n
Professor Soleh agreed to an interview with The Jakarta Post
\nin connection with his new job and his vision for the institute.
\nHere are excerpts.<\/p>\n
What is your opinion on the state of our educational system?<\/p>\n
Prof. Soleh: I think our education system has been fairly
\nsuccessful, but there are no grounds for complacency. We're still
\nfacing a lot of challenges. Our education system is not producing
\nas many graduates as we need for development. We must also be
\nmore responsive towards the criticism that we are not producing
\ngraduates who are ready to work.<\/p>\n
What steps do you propose to remedy this?<\/p>\n
We must strike the right balance between the curricula used
\nand the teaching methods. We are developing a \"link and match\"
\nconcept designed to make higher education institutes deliver what
\nis required by the community.<\/p>\n
What are your plans for IPB?<\/p>\n
Maintain the institute's high academic standards and enhance
\nthe quality of our research work.<\/p>\n
We are also turning the IPB into a center of information for
\nagrobusiness activities, at least for the Asia-Pacific region. We
\nalready have several centers of information within the institute.
\nBut as a whole we are not effective enough.<\/p>\n
We are also developing a biotechnology program because it
\nrelates to the competitiveness of our agricultural commodities at
\nhome and abroad. Without biotechnology, I think our country will
\nbe left behind even further by our neighbors.<\/p>\n
How do you plan to maintain or strengthen academic standards?<\/p>\n
There are three steps in an education system: input, process
\nand output. Students are part of the input. One proceeds
\nobjectively by selecting potential from the whole of Indonesia.
\nStudents are judged on their qualifications. Our new campus has a
\nhigh number of high-standard educational facilities and
\ninfrastructure on par with international standards in education.
\nWe have made a lot of progress thanks to government and foreign
\naid.<\/p>\n
The second component is the process and for this we need high-
\nquality teaching staff. We have to push forward our efforts to
\nimprove the quality of lecturers. We hope that eventually all our
\nlecturers will hold PhDs. A third of our staff already do. This
\nproportion will be increased gradually. You can only produce
\nquality graduates if you have good lecturers.<\/p>\n
What about public recognition of IPB's academic standards?<\/p>\n
IPB graduates are widely sought after by employers. Our
\ngraduates also enjoy advantages over others in the job
\nrecruitment process. At Unilever, for example, IPB graduates are
\namong those who score the highest in recruitment tests.<\/p>\n
Another testament of recognition is the numerous cooperation
\nprojects that IPB has through its Inter-University Center, some
\nwith institutions abroad. There are also projects on a national
\nlevel like the University Research and Graduate Education, a
\nprogram to develop higher education institutes.<\/p>\n
How is the management of the IPB going to change?<\/p>\n
I hope to restore the role and function of the various units
\nat the institute in accordance with their position in the
\norganizational structure. That means that if there is a tendency
\nof certain units to work by themselves or there is not enough
\ncoordination, we will force the cooperation of all units under
\nIPB. All the institute's assets must be used effectively. This
\nseemingly unimportant aspect is actually very basic and
\nessential. It prevents units from going their own way.<\/p>\n
What about other aspects of management?<\/p>\n
We will develop cleanliness, beauty and orderliness to make
\nthe campus atmosphere more dynamic and conducive. Many IPB
\nassets, which have been built at great pain and cost, cannot be
\nfully utilized or maintained and are therefore of little use,
\nlike IPB's sports facilities. We must make the best possible use
\nof them. They can be used by IPB people, and also by outsiders
\nfor a reasonable fee to pay towards their upkeep. The IPB can
\nlearn from other campuses how to make the most of existing
\nfacilities.<\/p>\n
Another aspect I would like to develop is an atmosphere that
\nis really conducive for students to develop their creativity and
\ndynamics as students and as young people. IPB administrators and
\nthe students must speak the same language. The students have both
\nrights and obligations. Their obligations include studying,
\nabiding by the rules, striving for the highest marks, and their
\nrights include the right to develop themselves; they also have
\nautonomy in thinking.<\/p>\n
Tell me about IPB funding.<\/p>\n
We need managers with a strong nose for business and
\nenthusiasm to get things moving. IPB must be managed with a eye
\non business. We've got the assets, but are selling ourselves
\nshort.<\/p>\n
We run management courses. But we should not only teach
\noutsiders about management, we must put it into practice. We
\ncreate skillful and competitive managers, but our own management
\nis chaotic.<\/p>\n
IPB is not that bad, but it would be good if we could improve,
\nso that the institute will not be too great a burden on the
\ncommunity. The IPB must generate its own money and be less
\ndependent on government subsidies.<\/p>\n
Why don't you privatize parts of IPB?<\/p>\n
This is a possibility, but only in the framework of
\ncooperation. In cases where we do not have the necessary
\nexpertise, we could recruit people from outside. Our assets are
\ngrowing, and if we do not have good management, we risk turning
\nthose assets into white elephants.<\/p>\n
How are you preparing your students for globalization?<\/p>\n
From the beginning, we try to instill in our students the
\ndesire to be competitive. We try to motivate them to exploit
\ntheir full potential. We encourage apprenticeship programs for
\nstudents so that they get a taste of working in the real world.
\nWe also teach logical and systematic thinking. We must combine
\nall these factors. So studying at IPB is not simply a matter of
\nattending classes, doing practical work, studying, obtaining high
\nmarks and passing examinations. These alone are not sufficient.
\nAttending university means acquiring physical and mental
\nresilience, hard work, developing one's potential, and logical
\npowers.<\/p>\n
What are the problems facing Indonesian farmers and the
\nIndonesian agriculture sector these days?<\/p>\n
Our farmers suffer from unfavorable terms of trade. They work
\nhard to increase output, but if you look at the industrial
\nproducts they have to buy, their purchasing power has declined.
\nThis is the reason why our farmers remain poor. This is a
\nnationwide problem that cannot be solved by the agricultural
\nsector alone.<\/p>\n
The best we can do is make proposals. We have proposed that
\nagriculture prices be determined by market forces rather than
\ncontrolled by the government. What's the price of rice now? Rp
\n600 to Rp 700 a kilogram? If prices were not controlled they
\ncould go up to Rp 1,000 to Rp 1,500. This sounds frightening, but
\nit's the risk we have to take if we want to improve the welfare
\nof our farmers. When the price of chili soared last year, we made
\na great fuss over it. Personally, I think the price of chili
\nshould be allowed to increase so that farmers can make some
\nprofit.<\/p>\n
We also need to arrest the conversion of productive farm land
\ninto nonagricultural land, especially in Java. Conversion is
\noccurring at a rapid rate, sacrificing first-class fertile land
\nwith access to good irrigation networks that have been built at
\ngreat cost. Suddenly factories are being built on these plots.
\nThe farmers may receive compensation, but their productivity
\nbecomes nil. Land usage is a complex problem. Should we let this
\ntrend go unchecked, and pursue another strategy, for example,
\ndeveloping agriculture outside Java? Industry should also be
\nencouraged to develop outside Java. So far, we have no clear
\nstrategy.<\/p>\n
We need to make our agriculture sector more competitive in
\nanticipation of free trade. This is decisive for our future. But
\nwe also need to protect our consumers and farmers. Currently
\nthere are no regulations regarding the importing of agricultural
\nproducts. Just look at the invasion of foreign fruit. Abroad,
\nforeign countries restrict agricultural imports. They bar the
\nimportation of fruit containing a certain percentage of
\nherbicide. There are no such regulations in this country. Do not
\nbe fooled by appearances. An analysis will show that the chemical
\ncontent of some of the fruit sold here is dangerous. So our own
\nagricultural produce has been making way for foreign products
\nwhich may be bad for our health.<\/p>\n
How do you expect the graduates of IPB to solve the problems
\nof farmers and agriculture?<\/p>\n
They have to be idealistic and defend the farmers. IPB's
\norientation towards farmers and agriculture must be maintained.<\/p>",
"url": "https:\/\/jawawa.id\/newsitem\/soleh-solahuddin-the-shuttling-rector-1447893297",
"image": ""
},
"sponsor": "Okusi Associates",
"sponsor_url": "https:\/\/okusiassociates.com"
}