, ,
Lavinia GasperiniFAO Senior Officer, Agricultural Education,
Office of the Director of Knowledge Exchange, Research and Extension (OEKD)"Broadening coherence and collaboration for rural development through
employment and decent work" Rome, 14 November 2011
Education for Rural People Education for Rural People (ERP)(ERP). . The role of Education, Training and The role of Education, Training and
Capacity Development in Food Capacity Development in Food Security and Poverty Reduction. Security and Poverty Reduction.
Underlying PremiseUnderlying Premise
Investments in education, training, Investments in education, training, and capacity development are and capacity development are
essential prerequisites to reducing essential prerequisites to reducing poverty, increasing food security poverty, increasing food security
and RD.and RD.
Rural undernourished
Rural illiterates
70% of the 925 millions =
647 millions
70 % of the 863 millions=
604 millions
The majority of the undernourished people are illiterate and vice
versa.
ERP ObjectivesERP Objectives
Put ERP high in the national and Put ERP high in the national and international agenda to reach the MDGs. international agenda to reach the MDGs.
Foster public private partnership to Foster public private partnership to advocate for ERP to be included in the advocate for ERP to be included in the plan of action of Rio 2012plan of action of Rio 2012
Strengthening national capacity to Strengthening national capacity to implement education programs to address implement education programs to address learning needs of rural people with the aim learning needs of rural people with the aim to overcome the urban-rural education to overcome the urban-rural education gap.gap.
MDGs
ERPERP
Education
FoodSecurity
PovertyReduction
GenderEquity
Environment
Ministries Ministries of of
AgricultureAgriculture
UNESCOUNESCO
Ministries Ministries of of
EducationEducation
DonorsDonors andandInt’l.Int’l.OrgsOrgs
NGOsNGOs
Civil Civil SocietySociety
FAO
10 10 ChallengesChallenges
10 Cases
PresentationPresentation
Effective Pro-rural Effective Pro-rural PoliciesPolicies
Challenge # 1Challenge # 1
• Motivating policy and resource allocation to favor rural citizens
• Capacity development for planning ERP at societal (macro), institutional and individual level.
Effective Pro-Effective Pro-rural Policiesrural Policies
Case # 1Case # 1
11 African Countries (Rome, 29 November 2007)
“Food security and poverty reduction strategies are directly dependent on our capacity to foster rural children's access to quality primary education.”
Organizational and Organizational and Institutional EfficiencyInstitutional Efficiency
Coordination among MoE, MoAg, extension, Coordination among MoE, MoAg, extension, schools, NGOs and the private sector is essential schools, NGOs and the private sector is essential for optimal efficiencyfor optimal efficiency
Challenge # 2Challenge # 2
Organizational and Organizational and Institutional EfficiencyInstitutional Efficiency
KosovoKosovo
National strategy for ERP developed National strategy for ERP developed through cooperation between agriculture through cooperation between agriculture and education ministriesand education ministries
Local stakeholders involved:Local stakeholders involved:- School personnel- School personnel
- Farmers- Farmers
- Women’s associations- Women’s associations
Case # 2Case # 2
Access to Education Access to Education and Trainingand Training
Challenge # 3Challenge # 3
• 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
Access to Education Access to Education and Trainingand Training
Case # 3Case # 3
IndiaIndiaA private sector - government partners- to provide school meals to 800,000 children daily.
Meals increase school attendance, especially among girls and improved learning ability
- Uses locally grown produce- Large centralized kitchens- Meals distributed daily by truck
Quality of Education Quality of Education and Trainingand Training
Quality depends on:Quality depends on: facilities facilities teachers teachers materials materials evaluationevaluation leadershipleadership curriculumcurriculum community linkscommunity links
Challenge # 4Challenge # 4
Quality of Education Quality of Education and Trainingand Training
UgandaUganda
Quality and relevance are linkedQuality and relevance are linked
Agriculture is part of curriculumAgriculture is part of curriculum
Garden produce helps supply Garden produce helps supply school lunch programschool lunch program
The link between quality and The link between quality and relevance, vital to increasing relevance, vital to increasing appeal and utility of education for appeal and utility of education for rural people.rural people.
Case # 4Case # 4
Decentralization and Decentralization and Community InvolvementCommunity Involvement
Challenge # 5Challenge # 5
Decentralization of authority and responsibility for education and training
The importance of high levels of community involvement in determining appropriate education interventions
Decentralization and Decentralization and Community InvolvementCommunity Involvement
CambodiaCambodia
Formation of school committees of parents, teachers Formation of school committees of parents, teachers and local leadersand local leaders
Village based satellite schools for young children who Village based satellite schools for young children who could not walk long distancescould not walk long distances
Parents provided the labor to build the schoolParents provided the labor to build the school
Local residents trained as teachersLocal residents trained as teachers
Case # 5Case # 5
Gender Responsive Gender Responsive Learning EnvironmentsLearning Environments
Girl friendly schoolsGirl friendly schools
Safe accommodations for girls and womenSafe accommodations for girls and women
Flexible timetables Flexible timetables
Take-home food for girlsTake-home food for girls
Challenge # 6Challenge # 6
Gender Responsive Gender Responsive Learning EnvironmentsLearning Environments
Burkina FasoBurkina Faso
A high percentage of girls do not finish primary A high percentage of girls do not finish primary schoolschool
Girl friendly schools see enrolments soar in 132 Girl friendly schools see enrolments soar in 132 communitiescommunities
- separate toilet facilities- separate toilet facilities- girls who attend 90% or more of the time are - girls who attend 90% or more of the time are given take home rationsgiven take home rations
Case # 6Case # 6
Accommodating Accommodating Non-traditional LearnersNon-traditional Learners
refugees and displaced personsrefugees and displaced persons people in inaccessible, remote areaspeople in inaccessible, remote areas nomadic and pastoral communitiesnomadic and pastoral communities out-of-school youthout-of-school youth disabled personsdisabled persons ethnic minoritiesethnic minorities retired child soldiersretired child soldiers working childrenworking children
Challenge # 7Challenge # 7
Accommodating Accommodating Non-traditional LearnersNon-traditional Learners
Case # 7Case # 7
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
Redefining Redefining Agricultural EducationAgricultural Education
Challenge # 8Challenge # 8
Fundamental changes needed in how agricultural education is conceptualized
Agricultural education has simply not kept up with the pace of our changing world
Redefining Redefining Agricultural EducationAgricultural Education
Case # 8Case # 8
Paraguay
Teaching entrepreneurship through agricultural education
Self sufficient, fully organic farm school
Teaches value added processing
Teaches life skills, agro-tourism, reproductive health
Skills Training for Skills Training for Rural PeopleRural People
Skills needed to succeed in global, knowledge Skills needed to succeed in global, knowledge economieseconomies
Challenge # 9Challenge # 9
- Life skills- Food production skills-Self-employment skills-Information Technology skills
Skills Training for Skills Training for Rural PeopleRural People
Case # 9Case # 9
UgandaCapacity development, life skills training, income generating activities
Community-based health and nutrition education
Use of trained volunteers to extend training throughout community
Recruitment and Recruitment and Retention of Extension Retention of Extension
and School Staffand School Staff
Challenge # 10Challenge # 10
Difficulty in attracting and retaining extension and school staff to rural areas
Recruitment and Recruitment and Retention of Extension Retention of Extension and School Staffand School Staff
Multiple countriesMore attractive deployment policies:
Case # 10Case # 10
• posting newly qualified staff in pairs• higher salaries• loan forgiveness • subsidized housing• better health care• access to land
What Will Success Look Like?What Will Success Look Like? Rural people will have the capacities to be people:Rural people will have the capacities to be people:
engaged in knowledge-based economies engaged in knowledge-based economies prepared to learn how to adapt and cope with to prepared to learn how to adapt and cope with to
globalization and market forces, climate change, food globalization and market forces, climate change, food crises and other shocks. crises and other shocks.
“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)