education for rural people: a global partnership to ...€¦ · a global partnership to promote...

48th International Conference on Education

WORKSHOP 1

Education for Rural People: A Global Partnership to promote equity and

accelerate progress towards MDGs

Lavinia Gasperini

A Global Partnership to promote equity

and accelerate

progress towards MDGs

Education for Rural PeopleEducation for Rural People(ERP)(ERP)

LaviniaLavinia GasperiniGasperiniFood and Agriculture Organization Food and Agriculture Organization

of the United Nations (FAO )of the United Nations (FAO )ICE ICE

25 November 2008 25 November 2008 -- GenevaGeneva

A message to the Oslo EFA High A message to the Oslo EFA High Level MeetingLevel Meeting

Fight todayFight today’’s main global inequity, s main global inequity, address the Ruraladdress the Rural-- Urban gap, Urban gap, and invest in and invest in

EEducation for ducation for

RRural ural

PPeople eople

What is EFA main challenge ?What is EFA main challenge ?

EFA to promote an urgent EFA to promote an urgent ““innovationinnovation““ to to stop reproducing inequity: stop reproducing inequity: prioritize investments in education for prioritize investments in education for developing the capacities of developing the capacities of rural:rural:

Children (5 out of 4 of out of school children Children (5 out of 4 of out of school children are rural)are rural)-->Youth and Adults (5 out of 4 of out of >Youth and Adults (5 out of 4 of out of illiterates are rural)illiterates are rural)

ERP ObjectivesERP ObjectivesPromoting equity, sustainable development and Promoting equity, sustainable development and democracy.democracy.

Increasing investments to promote access to Increasing investments to promote access to quality basic education for rural peoplequality basic education for rural people

Enhancing governance and national capacity to Enhancing governance and national capacity to plan and implement education programs to plan and implement education programs to address learning needs of rural peopleaddress learning needs of rural people

HistoryHistory

The The majoritymajority of the poor, food insecure, illiterate of the poor, food insecure, illiterate adults, out of school children, refugees, adults, out of school children, refugees, displaced, nomads, people in remote settings displaced, nomads, people in remote settings and affected by HIV/AIDS live in and affected by HIV/AIDS live in ruralrural areas.areas.

Addressing the educational needs of this Addressing the educational needs of this "neglected majority" is key to achieving the "neglected majority" is key to achieving the Millennium Development Goals (Millennium Development Goals (MDGsMDGs) and ) and Sustainable DevelopmentSustainable Development

(Dr. Jacques (Dr. Jacques DioufDiouf, Director, Director--General of FAO)General of FAO)

ERP Inter ERP Inter sectoralsectoral HistoryHistory

2002: ERP launched at the World Summit for 2002: ERP launched at the World Summit for Sustainable Development, Johannesburg Sustainable Development, Johannesburg

2000 World Education Forum, Dakar, (Senegal) & 2000 World Education Forum, Dakar, (Senegal) & 1990 World Summit on Education for All Jomtien 1990 World Summit on Education for All Jomtien (Thailand)(Thailand)

1948 UN 1948 UN DeclarationDeclaration of of HumanHuman RightsRights

Key ERP policy achievements Key ERP policy achievements

EFA HLM Beijing 2005: ERP key policy EFA HLM Beijing 2005: ERP key policy prioritypriority

Senior government representatives from MOE Senior government representatives from MOE and MAG of 11 African countries reiterated the and MAG of 11 African countries reiterated the need to address the gross inequalities that need to address the gross inequalities that marginalize rural people (Addis Ababa 2005; marginalize rural people (Addis Ababa 2005; Rome 2007)Rome 2007)

ERP and the food crisis ERP and the food crisis World Food Summit (WFS) 1996 = 800 billion World Food Summit (WFS) 1996 = 800 billion undernourished . undernourished . TargetTarget: : Reduce hunger by 50% by 2015Reduce hunger by 50% by 2015((-->Year 2000 MDG 1 ) >Year 2000 MDG 1 )

WFS Plan of Action, Commitment 2 WFS Plan of Action, Commitment 2 " promoting access for all, especially the poor and " promoting access for all, especially the poor and members of vulnerable and disadvantaged groups to members of vulnerable and disadvantaged groups to basic educationbasic education" " ……"strengthen their capacity for self"strengthen their capacity for self--reliance"..."promote access and support for reliance"..."promote access and support for complete complete primary educationprimary education" of "" of "children in rural areas and to children in rural areas and to girlsgirls". ".

ERP and the food crisis ERP and the food crisis Millennium Development Goals 1 : eradicate extreme Millennium Development Goals 1 : eradicate extreme poverty and reduce hunger by 50% by 2015poverty and reduce hunger by 50% by 2015

HighHigh--Level Conference on Food Security: the Challenges Level Conference on Food Security: the Challenges of Climate Change and Bioenergy 3of Climate Change and Bioenergy 3--5 June 2008 : 5 June 2008 : world food production must rise 50 % by 2030. This will require world food production must rise 50 % by 2030. This will require investments exceeding $ 15 billion to $ 20 billion a year in theinvestments exceeding $ 15 billion to $ 20 billion a year in thefarm economies of poor countries , including research into robusfarm economies of poor countries , including research into robust, t, highhigh--yielding crops suited to poor regions like subyielding crops suited to poor regions like sub--Saharan Saharan AfricaAfrica”…”…

--> develop rural people capacity to utilize such > develop rural people capacity to utilize such investments and increase food production investments and increase food production

HistoryHistory

Famine does not happen in democracies Famine does not happen in democracies because educated people have the because educated people have the resilience to cope and adapt to changes, resilience to cope and adapt to changes, crises and shocks and in doing so they crises and shocks and in doing so they feed themselves, produce food for the feed themselves, produce food for the market and income for themselves.market and income for themselves.InvestmentsInvestments in ERP and in ERP and foodfood securitysecurityhave a direct relation have a direct relation

ERP Contributes to ERP Contributes to MDGsMDGs::ERP plays an important supporting role in the ERP plays an important supporting role in the achievement of all achievement of all MDGsMDGsERP is critical to the achievement of:ERP is critical to the achievement of:

MDG 1:MDG 1: Eradicating extreme poverty & hungerEradicating extreme poverty & hunger

MDG 2:MDG 2: Achieving universal primary education Achieving universal primary education

MDG 3:MDG 3: Promoting gender equity, empowering Promoting gender equity, empowering womenwomen

MDG 7:MDG 7: Ensuring environmental sustainabilityEnsuring environmental sustainability

FAOFAO

Food and Agriculture Organization Food and Agriculture Organization of the United Nationsof the United Nations

Ministries Ministries of of

AgricultureAgriculture

UNESCOUNESCO


EducationEducation

FAOFAO


AgricultureAgriculture

UNESCOUNESCO


EducationEducation

Donors, Donors, ADEA and ADEA and other I.O.other I.O.

NGOsNGOs

Civil Civil SocietySociety

FAOFAO

PresentationPresentation

8 Challenges8 Challenges



8 Lessons8 Lessons



8 Lessons8 Lessons

8 Examples8 Examples

Access to EducationAccess to Education

Fees and other costsFees and other costsDistance to schools and lack of boarding Distance to schools and lack of boarding schoolsschoolsAvailability of adult education and skills Availability of adult education and skills trainingtraining

Challenge # 1Challenge # 1

Access to EducationAccess to Education

School attendance in rural areas has School attendance in rural areas has improved primarily due to:improved primarily due to:

Removal or reduction of school feesRemoval or reduction of school feesFree access to learning materialsFree access to learning materialsSchool constructionSchool construction

But the But the percentagepercentage of rural people in of rural people in secondarysecondary and and higherhigher educationeducation and and skillsskillstraining training isis stillstill irrelevantirrelevant..

Lesson # 1Lesson # 1

Colombia Rural Education Colombia Rural Education ProgrammeProgramme, ,

AdressingAdressing holisticallyholistically all all levelslevels of the of the Education system, Education system, includingincluding teacherteachertraining training

Example # 1Example # 1 Access to EducationAccess to Education

Quality of EducationQuality of Education

Quality depends on positive discrimination and Quality depends on positive discrimination and extra investments for rural people extra investments for rural people

Infrastructures and facilities Infrastructures and facilities teaching materials teaching materials teachersteachers training training evaluationevaluationcurriculum relevance curriculum relevance links to communitylinks to community


Quality of EducationQuality of Education

Quality and relevance are vital to increase the Quality and relevance are vital to increase the access, retention and effectiveness of education access, retention and effectiveness of education for rural people.for rural people.

Contextualized learning Contextualized learning allows learners to study and allows learners to study and solve realsolve real--life problems and life problems and to acquire life skills to acquire life skills


School gardening programs contribute to School gardening programs contribute to relevance and quality and to school relevance and quality and to school feeding programsfeeding programsCommunity participation in determining Community participation in determining combination of national and local curricular combination of national and local curricular has proven successfulhas proven successful

Example # 2Example # 2 Quality of EducationQuality of Education

Gender Responsive EnvironmentsGender Responsive EnvironmentsAccommodations must be made to attract and Accommodations must be made to attract and retain schoolretain school--aged girls and adult womenaged girls and adult women


GGender ender Responsive Responsive EnvironmentsEnvironmentsFlexible timetables to Flexible timetables to accommodate peak labor accommodate peak labor demand for girls and adult demand for girls and adult women women WellWell--supervised boarding supervised boarding facilities to safeguard girlsfacilities to safeguard girlsTakeTake--home rations for girls to home rations for girls to compensate for labor lost compensate for labor lost when they attend schoolwhen they attend school


Gender Responsive EnvironmentsGender Responsive EnvironmentsHalfHalf--day long farmer training short courses day long farmer training short courses geared toward women that have geared toward women that have responsibilities at homeresponsibilities at home

Example # 3Example # 3

Photo: Wikipedia

Governance EfficiencyGovernance Efficiency

No single institution can provide all No single institution can provide all educational services for rural peopleeducational services for rural people


GovernaceGovernace EfficiencyEfficiency

InterInter--sectoralsectoralCoordination among Coordination among Ministries of Education, Ministries of Education, Agriculture and othersAgriculture and others

extension, schools, extension, schools, NGOs and the private NGOs and the private sector sector are essential for are essential for efficiency and efficiency and effectivenesseffectiveness


Governance EfficiencyGovernance Efficiency

RuralRural--based extension officers are a based extension officers are a valuable resource :valuable resource :

presentations of their subject at schoolspresentations of their subject at schoolsconducting adult education and skills training conducting adult education and skills training organizing farmer field schoolsorganizing farmer field schools


NonNon--traditional Learnerstraditional Learners

refugees and displaced personsrefugees and displaced personspeople in inaccessible and remote areaspeople in inaccessible and remote areasnomadic and pastoral communitiesnomadic and pastoral communitiesoutout--ofof--school youthschool youthdisabled personsdisabled personsethnic minoritiesethnic minoritiesretired child soldiersretired child soldiersworking childrenworking children



Functional adult literacy and alternative basic Functional adult literacy and alternative basic education programs for those who did not have education programs for those who did not have the opportunity to pursue education earlier in life the opportunity to pursue education earlier in life


Photo: Charles Darwin University


Integrated Intergenerational Literacy ProjectIntegrated Intergenerational Literacy Project

Emphasis:Emphasis:formal literacyformal literacylife skillslife skillsall age groups all age groups


UNESCO Institute of Life Long Learning

Photo: D. Masinde

Skills Training for Rural PeopleSkills Training for Rural People

Skills for youth and adults Skills for youth and adults are not receiving the are not receiving the deserved attention for deserved attention for them to succeed in them to succeed in global, knowledge global, knowledge economieseconomies


Skills Training for Rural PeopleSkills Training for Rural PeopleSkills for a more secure livelihood and Skills for a more secure livelihood and greater resiliency during times of stressgreater resiliency during times of stress

Life skillsLife skillsFood production skills Food production skills SelfSelf--employment skillsemployment skills

FAO/UNESCO/IIEP, 2006FAO/UNESCO/IIEP, 2006


Skills Training for Rural PeopleSkills Training for Rural PeopleJunior Farmer Field and Life Schools in Junior Farmer Field and Life Schools in Mozambique that deal with agricultural as Mozambique that deal with agricultural as well as life skills development among young well as life skills development among young rural citizens rural citizens FAO/UNESCO/IIEP, 2006FAO/UNESCO/IIEP, 2006


Redefining Redefining Agricultural Agricultural EducationEducation

Agricultural Agricultural education has education has maintained a fairly maintained a fairly narrow focus on narrow focus on productionproduction


Redefining Agricultural EducationRedefining Agricultural EducationAgricultural education must reflect changes taking Agricultural education must reflect changes taking place in rural areas:place in rural areas:

technology changestechnology changesglobal supply chainsglobal supply chainsnatural resource challengesnatural resource challengesonon-- and offand off--farm employment farm employment global environmental changesglobal environmental changesentrepreneurship and small enterprise developmententrepreneurship and small enterprise development

Crowder, Lindley, Crowder, Lindley, BrueningBruening and and DoronDoron (1999)(1999)


Redefining Agricultural Education: Redefining Agricultural Education: The Role of Higher EducationThe Role of Higher Education

EARTH University in Costa RicaEARTH University in Costa RicaFour pillars:Four pillars:

Social Commitment Social Commitment Environmental Awareness Environmental Awareness Entrepreneurial Mentality Entrepreneurial Mentality Development of Human ValuesDevelopment of Human Values


Effective ProEffective Pro--rural Policiesrural PoliciesMotivating major changes in policy and resource Motivating major changes in policy and resource allocation to favor rural citizens is difficult to allocation to favor rural citizens is difficult to achieve due to the absence of powerful political achieve due to the absence of powerful political forces that advocate for rural peopleforces that advocate for rural people..


Photo: W. Ngaka

Effective ProEffective Pro--rural Policiesrural PoliciesNational policies and financing strategies that National policies and financing strategies that effectively address ERP: effectively address ERP: recognize the diversity of needs of rural people recognize the diversity of needs of rural people

ecological and geographic differencesecological and geographic differencessociosocio--economic and cultural differences economic and cultural differences

FAO/UNESCO/IIEP, 2006FAO/UNESCO/IIEP, 2006

Produce data and disaggregate EMIS to enable Produce data and disaggregate EMIS to enable governments and the International community governments and the International community to monitor ERP progress to monitor ERP progress


Effective ProEffective Pro--rural Policiesrural PoliciesA strategy for Education for Rural People A strategy for Education for Rural People in Kosovo: 2004 in Kosovo: 2004 –– 20092009

Ministry of Education, Science & TechnologyMinistry of Education, Science & TechnologyMinistry of Agriculture, Forestry and Rural Ministry of Agriculture, Forestry and Rural DevelopmentDevelopment


Photo: BBC

What Will Success Look Like?What Will Success Look Like?

Increased proportion of central budget Increased proportion of central budget devoted to ERP devoted to ERP Expanded access and improved quality for Expanded access and improved quality for all rural people all rural people Rural people:Rural people:

engaged in knowledgeengaged in knowledge--based economies based economies prepared to learn to adapt and cope with prepared to learn to adapt and cope with globalization and market forces, climate change, globalization and market forces, climate change, food crises and other shocks food crises and other shocks

ERP Action at the National LevelERP Action at the National Level

Strategies are in place that are: peopleStrategies are in place that are: people--centered , rightscentered , rights--based , justicebased , justice--oriented, oriented, sustainable, diversified according agro sustainable, diversified according agro ecological, socio economic and cultural needsecological, socio economic and cultural needs

ERP ERP baselinebaseline and benchmarks are and benchmarks are establishedestablished

ERP complements programs in food security, ERP complements programs in food security, poverty alleviation and sustainable natural poverty alleviation and sustainable natural resources managementresources management

Action at the International LevelAction at the International Level

ERP, a commitment of all: One UN, ERP, a commitment of all: One UN, PRSPsPRSPs, , SWAPS, EFA, bilateral donors, NGOs, SWAPS, EFA, bilateral donors, NGOs, private sector and othersprivate sector and others

Action: Role of DonorsAction: Role of Donors

Support from regional and international Support from regional and international granting and lending organizations for granting and lending organizations for those countries committed to elevating the those countries committed to elevating the education of their rural citizenseducation of their rural citizensUNESCO and the Fast Track Initiative UNESCO and the Fast Track Initiative providing technical assistance to ensure providing technical assistance to ensure ERP becomes an integral part of EFAERP becomes an integral part of EFA (ERP (ERP Ministerial Meeting Recommendations 2005Ministerial Meeting Recommendations 2005--7)7)

ERP: Visit A Rich Resource ERP: Visit A Rich Resource CollectionCollection

33 books and conference proceedings33 books and conference proceedings57 virtual publications 57 virtual publications 7 published articles7 published articles8 newsletters8 newsletters3 theses 3 theses 93 featured activities93 featured activitiesERP ToolkitsERP Toolkits

www.fao.org/sd/erpwww.fao.org/sd/erp//

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