Help Build a School for Underprivileged Children

by Yayasan Lembaga Kajian Pengembangan Pendidikan Sosial Agama dan Kebudayaan (INFEST)
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children
Help Build a School for Underprivileged Children

Project Report | Dec 29, 2025
Education as the Key to Ending Farmers' Poverty

By Nur Abdullah | Project Facilitator

Discussion with local farmers
Discussion with local farmers

Poverty in Indonesia cannot be separated from the agricultural sector and rural livelihoods. Data from Statistics Indonesia (BPS) shows that more than half of poor households in Indonesia depend primarily on agriculture for their income. In March 2021, 51.33% of poor households relied on agriculture as their main source of livelihood, while the rest depended on other sectors or were unemployed (BPS, 2021). This fact underscores that poverty is not a phenomenon external to agriculture, but one that is deeply embedded in Indonesia’s agrarian economic structure.

Ironically, the agricultural sector—often portrayed as the backbone of national food security—reveals its most vulnerable face through the lives of farmers themselves. Numerous studies indicate that the incomes of smallholder farmers are relatively low, unstable, and highly dependent on seasonal fluctuations and market price variations (FAO, 2018; World Bank, 2020). In many cases, farm outputs are insufficient to cover production costs, let alone provide opportunities for capital accumulation and improved household welfare.

 Structural poverty in agriculture has driven shifts in livelihoods, particularly among younger generations. Many farming households leave agriculture and seek employment in non-farm sectors. However, this transition often fails to resolve poverty, as available jobs are largely informal, low-paid, and poorly protected (World Bank, 2020). Poverty thus shifts sectors without being fundamentally addressed.

 A crisis of farmer regeneration compounds this challenge. BPS data indicate a continuous decline in the number of farmers, accompanied by an aging population of farmers. Research by the People’s Coalition for Food Sovereignty (KRKP) reveals that most food crop farmers are over 30 years old, with nearly half being over 50 years old. Only about 54% of farmers’ children are willing to continue farming, while the remainder explicitly reject it (KRKP, 2015). These trends indicate that agriculture is losing its appeal for younger generations.

 In this context, farmers’ education emerges as a crucial yet often neglected factor. Farmer education in Indonesia has often been limited to short-term technical extension—how to plant, fertilize, or control pests—without addressing more fundamental needs, such as farm business management, financial literacy, market understanding, and science-based decision-making. Evidence shows that low educational attainment among farmers directly contributes to weak innovation adoption, persistent dependency on external inputs, and limited productivity gains (FAO, 2018).

Limited education also fuels the regeneration crisis. For many farmers’ children, agriculture is perceived as synonymous with hard labor and poverty rather than innovation and opportunity. This perception is not rooted in apathy, but in lived experience—watching parents work tirelessly with little economic improvement. Without relevant, applied, and future-oriented agricultural education, it is unrealistic to expect young people to view farming as a rational livelihood choice (White, 2012).

Farmers’ education should therefore be understood as a long-term empowerment process, not merely a transfer of technical knowledge. Transformative education integrates applied science, farm enterprise management, ecological sustainability, and critical reflection to foster a deeper understanding of these concepts. This approach aligns with recommendations from FAO and the World Bank, which emphasize the centrality of human capital development in sustainable agricultural transformation (FAO, 2018; World Bank, 2020).

Amid climate change and ecological crises, education grounded in ecology and circular economy principles is increasingly essential. Farmers need the knowledge to reduce dependence on costly and environmentally harmful external inputs. Such education has been shown to lower production costs, increase resilience, and strengthen household economic security (Altieri & Nicholls, 2020).

Ultimately, alleviating poverty in agriculture will not be effective without serious investment in farmers’ education. Infrastructure development, input subsidies, and short-term assistance will remain temporary solutions unless accompanied by sustained improvements in human capacity. Farmers’ education is a long-term investment—its impacts may not be immediate, but it forms the foundation for a just, sustainable, and dignified agricultural future in Indonesia.

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Dec 28, 2025
Understanding Poverty in Indonesia

By Irsyadul Ibad | Project Leader

Dec 28, 2025
When Young People Learn to Farm and Raise Livestock

By M Abdullah | Project Facilitator

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Organization Information

Yayasan Lembaga Kajian Pengembangan Pendidikan Sosial Agama dan Kebudayaan (INFEST)

Location: Bantul, Yogyakarta - Indonesia
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Project Leader:
Irsyadul Ibad
Bantul , Yogyakarta Indonesia

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