Education for Rural People David Acker Lavinia Gasperini Professor , Agricultural Education Raymond and Mary Baker Chair in Global Agriculture College of Agriculture and Life Sciences Iowa.
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Education for Rural People David Acker Lavinia Gasperini Professor , Agricultural Education Raymond and Mary Baker Chair in Global Agriculture College of Agriculture and Life Sciences Iowa State University, USA Senior Officer, Agricultural Education Office of Knowledge Exchange, Research and Extension (OEK) Food and Agriculture Organization of the United Nations (FAO) Ministerial Conference on Higher Education in Agriculture (CHEA) Kampala, November 15-19, 2010 Purpose of ERP Share global synthesis of policy lessons learned on: Education for Rural People http://www.fao.org/erp/en/ Underlying Premise Investments in rural people education, training, and capacity development are essential prerequisites to reducing poverty and increasing food security. ERP Objectives Placing ERP high in the national and International Agenda to achieve the MDGs Focusing on improving access to quality education for rural people Fostering national capacity to address learning needs of rural people to overcome the urban-rural education gap ERP Contributes to MDGs: ERP is critical to the achievement of all MDGs and particularly: MDG 1: Eradicating extreme poverty & hunger MDG 2: Achieving universal primary education MDG 3: Gender equity, empowering women MDG 7: Ensuring environmental sustainability MDGs Food Security Poverty Reduction ERP Gender Equity Environment UNESCO Ministries of Education Ministries of Agriculture FAO Donors and Int’l. Orgs Civil Society NGOs Presentation 10 Challenges 10 Cases Challenge # 1 Effective Prorural Policies Motivating major changes in policy and resource allocation to favor rural citizens ERP related capacity development at societal, insitutional and individual level Case # 1 Effective Prorural Policies 11 African Countries “Food security and poverty reduction strategies are directly dependent on our capacity to foster rural children's access to quality primary education.” Challenge # 2 Organizational and Institutional Efficiency Coordination among MoE, MoAg, extension, schools, NGOs and the private sector is essential for optimal efficiency Case # 2 Organizational and Institutional Efficiency Kosovo National strategy for ERP developed through cooperation between agriculture and education ministries Local stakeholders involved: - School personnel - Farmers - Women’s associations Challenge # 3 Access to Education and Training • Removal of school fees • Mobile extension staff • School feeding programs • Expansion of the education network • School and training center construction • Satellite schools in remote areas for young children Case # 3 Access to Education and Training India A private sector – government partnership to provide school meals to 800,000 children daily. Link: education - child’s health Meals increase school attendance, especially among girls and improved learning ability - Uses locally grown produce - Large centralized kitchens - Meals distributed daily by truck Challenge # 4 Quality of Education and Training Quality depends on: facilities teachers materials evaluation leadership curriculum community links Case # 4 Quality of Education and Training Uganda Quality and relevance are linked Agriculture is part of curriculum Garden produce helps supply school lunch program Important link between quality and relevance, vital to increasing appeal and utility of education for rural people. Challenge # 5 Decentralization and Community Involvement Decentralization of authority and responsibility for education and training The importance of high levels of community involvement in determining appropriate education interventions Case # 5 Decentralization and Community Involvement Cambodia Formation of school committees of parents, teachers and local leaders Construction of village based satellite schools for young children who could not walk long distances Parents provided the labor to build the school Local residents trained as teachers Challenge # 6 Gender Responsive Learning Environments Girl friendly schools Safe accommodations for girls and women Flexible timetables Take-home food for girls Case # 6 Gender Responsive Learning Environments Burkina Faso A high percentage of girls do not finish primary school Girl friendly schools see enrolments soar in 132 communities - separate toilet facilities - girls who attend 90% or more of the time are given take home rations Challenge # 7 Accommodating Non-traditional Learners refugees and displaced persons people in inaccessible, remote areas nomadic and pastoral communities out-of-school youth disabled persons ethnic minorities retired child soldiers working children Case # 7 Accommodating Non-traditional Learners Kenya Non-traditional learning for children of pastoralist families Classes take place after animals are penned for the night allowing students to fulfill their duties managing the animals Curriculum developed in consultation with parents, local leaders and students Multi-grade classes Challenge # 8 Redefining Agricultural Education Fundamental changes needed in how agricultural education is conceptualized Agricultural education has simply not kept up with the pace of our changing world Case # 8 Redefining Agricultural Education Paraguay Teaching entrepreneurship through agricultural education Self sufficient, fully organic farm school Teaches value added processing Teaches life skills, agro-tourism, reproductive health Challenge # 9 Skills Training for Rural People Skills needed to succeed in global, knowledge economies - Life skills - Food production skills - Self-employment skills Case # 9 Skills Training for Rural People Uganda Capacity development, life skills training, income generating activities Community-based health and nutrition education Use of trained volunteers to extend training throughout community Challenge # 10 Recruitment and Retention of Extension and School Staff Difficulty in attracting and retaining extension and school staff to rural areas Case # 10 Recruitment and Retention of Extension and School Staff Multiple countries More attractive deployment policies: • • • • • • posting newly qualified staff in pairs higher salaries loan forgiveness subsidized housing better health care access to land Conclusion Education for rural people is critical to insuring that development efforts are successful and that future generations will succeed. What Will Success Look Like? ERP well established and funded at societal, institutional and individual level and expanded access and improved quality of education of all rural children, youth and adults (CD Societal and Institutional Level) Rural people (CD Individual level): engaged in knowledge-based economies prepared to learn to adapt and cope with globalization and market forces, climate change, food crises and other shocks Adults Will benefit from agricultural extension, skills training, literacy training and basic education. Children and Youth Will benefit from quality education and training opportunities to ensure their livelihoods are improved relative to those of their parents. “We will work to increase public investments and encourage private investment in the country- developed plans for rural infrastructure and support services, including- but not limited- to roads, storage, irrigation, communication infrastructure, education, technical support and health.” (Declaration of the World Summit on Food Security, Rome, 2009)