You’re probably familiar with the term Sekolah Tinggi (College), which is usually associated with academics and university students. But have you ever heard of a school dedicated not to humans, but to primates?
As unusual as it sounds, in Pariaman, West Sumatra, Indonesia, there is a school designed specifically for a beruk or southern pig-tailed macaque—a clever macaque known for its agility in climbing coconut trees.
This school is called Sekolah Tinggi Ilmu Beruk (STIB), or the College of Coconut-Picking Macaques. Here, macaques are trained to skillfully harvest coconuts, a tradition that has long been part of West Sumatran culture. Interestingly, this “campus” is not only about animals but also carries stories of local wisdom, community empowerment, and a unique tourism appeal.
From Tradition to Official Institution
The establishment of STIB began in 2019, when the Pariaman City Government, through the Apar Mandiri Village-Owned Enterprise (Bumdes), officially inaugurated the school in Apar Village, North Pariaman. The goal was simple: to preserve the tradition of using macaques while providing a formal training center that could also support the local economy and tourism.
Although formally established in 2019, the tradition of macaque training in Pariaman dates back to the colonial era. Apar Village, where STIB is located, was revitalized so that this tradition could be revived and integrated with tourism.
Today, STIB is more than just a training ground for macaques—it has also become a distinctive tourist attraction, complete with guides who explain the history and training process to visitors.
A Unique Curriculum: From Introduction to the Field
STIB has a structured training system designed to prepare the beruk (pig-tailed macaque, Macaca nemestrina) to truly assist humans. In total, there are six stages a macaque must complete before it is considered “graduated”:
1. Self-Introduction (3 months)
At this stage, the trainer builds a close bond with the macaque through feeding, bathing, and daily care. This process creates an emotional connection between them.
2. Introduction to Coconuts (2 months)
The macaque is introduced to selected coconuts suitable for consumption. The aim is to familiarize them with the shape and scent of the fruit they will later harvest.
3. Karambiah Pancang (3 months)
The macaque practices with coconuts attached to wooden poles. Here, it learns to twist the coconuts as if detaching them from the stem.
4. Karambiah Gantuang (2 months)
This stage is more challenging. The macaque trains with coconuts hung in the air, practicing coordination, strength, and technique—skills closer to real conditions on the tree.
5. Differentiating Old and Young Coconuts
At this stage, the macaque is trained to distinguish coconuts based on ripeness. Since not all coconuts need to be harvested, this skill is crucial.
6. Field Practice
Finally, the macaque is taken directly to the plantation to apply what it has learned. Once it masters the task, it is considered “graduated” and ready to help its owner.
The Role of Trainers and Community Empowerment
STIB is not just about macaques. The trainers (pawang) who teach these animals are also empowered through the program. They gain income, additional skills, and new job opportunities.
This creates a mutually beneficial relationship: trainers care for and teach the macaques, while the macaques help farmers save time and energy in harvesting coconuts.
Even when the macaques grow old and can no longer work, they are cared for until the end of their lives—a form of respect and gratitude for their valuable contribution.
From Tradition to Tourist Attraction
Located only 1.5 hours from Padang, Apar Village has become a popular stop for travelers eager to witness this unique school firsthand. Visitors don’t just watch macaques in action climbing coconut trees but also enjoy fresh coconuts harvested by them.
STIB is equipped with tour guides who are ready to explain the history and training process to visitors, adding an educational dimension to the experience.
Conservation and Ethical Perspectives
Despite its charm, the existence of a macaque school raises important ethical questions: can this be considered animal exploitation?
After all, macaques do not naturally choose this role. For that reason, animal welfare becomes a central concern.
From a conservation perspective, STIB can serve as a platform to raise awareness about local wildlife while preserving a deeply rooted tradition. However, balance is essential to ensure the practice does not harm the macaques’ natural habitat or ecosystem.
Ambivalence: Between Tradition, Economy, and Nature
The macaque school in Pariaman illustrates a unique ambivalence. On one hand, it brings economic opportunities, empowers the community, and strengthens tourism. On the other, if mismanaged, it could place pressure on macaque populations and their environment.
That is why a sustainable approach is crucial—one that blends economic benefits with conservation, cultural preservation with animal welfare. If this balance can be achieved, STIB will not only remain a uniquely Indonesian phenomenon but could also serve as an international model for harmony between humans and animals within local traditions.
