The Role of Agricultural Colleges and Universities in Rural Development and Lifelong Learning in Asia

The paper expounds on the challenges confronting institutions of higher agricultural education (HAE) in the context of the significant role of education in alleviating poverty, especially in rural areas, and in light of the changing needs of rural areas and economies. Specifically, HAE institutions are called upon to initiate and lead in articulating a vision for the future that serves the needs not only of agriculture but also of all who inhabit the rural areas. They can step beyond their traditional role by merging forces with other stakeholders to enrich and support other levels of education with critical knowledge and information on agriculture and natural resources management (NRM), the latter being crucial in the pursuit of rural development, poverty education, and food security. To perform an active and constructive role in rural development, agricultural universities need to adjust their programs to accommodate new topics, as well as teaching and learning models; forge new partnerships with schools, academia and rural space stakeholders; expand its representation in governance; and hold continuous dialogue with policymakers. Their extension services could include support to education for rural people that encompasses primary, secondary, vocational, and adult education. University-school linkages are perceived to be illustrative of a decentralized, democratic, and community-based response to rural development problems. It is noted that universities can potentially become showcases of local traditions and knowledge, reflecting the regional, cultural, and ethical traditions of their society, as well as global movements and forces. In reinforcing their roles as contributors to a culture of learning and rural development, it is emphasized that HAE institutions need to engage more directly and more effectively in partnerships and dialogue with other local educational institutions and their surrounding communities. Findings of the ongoing IIEP-UNESCO/FAO program of research on HAE institutions in Asia are expected to provide information on how higher education institutions contribute to learning and rural development, and insights on how their strategic role in this field could be strengthened and further developed.higher agricultural education, rural development, Asia, lifelong learning

The Evaluation of International Cooperation in Education : A Rural Perspective

Rural issues have largely been overlooked in development aid, including aid to education. Yet, the vast majority of the poor live in rural areas. The recognition of this wide gap between the urban bias of development interventions and the rural character of many education and poverty challenges requires adopting a new perspective to analyze education issues in developing countries and to evaluate the results of international and national development efforts. This paper presents the case for adopting a “rural lens" when analyzing education issues in countries where the majority of the population lives in rural areas. This paper examines conceptual and practical implications for the evaluation of ‘rural-sensitive' education. It presents the Education for Rural People (ERP) flagship initiative as an illustration of a creative scheme to mobilize the international community around a rural agenda for education

The Role of Agricultural Colleges and Universities in Rural Development and Lifelong Learning in Asia

The paper expounds on the challenges confronting institutions of higher agricultural education (HAE) in the context of the significant role of education in alleviating poverty, especially in rural areas, and in light of the changing needs of rural areas and economies. Specifically, HAE institutions are called upon to initiate and lead in articulating a vision for the future that serves the needs not only of agriculture but also of all who inhabit the rural areas. They can step beyond their traditional role by merging forces with other stakeholders to enrich and support other levels of education with critical knowledge and information on agriculture and natural resources management (NRM), the latter being crucial in the pursuit of rural development, poverty reduction, and food security. To perform an active and constructive role in rural development, agricultural universities need to adjust their programs to accommodate new topics, as well as teaching and learning models; forge new partnerships with schools, academia and rural space stakeholders; expand its representation in governance; and hold continuous dialogue with policymakers. Their extension services could include support to education for rural people that encompasses primary, secondary, vocational, and adult education. University-school linkages are perceived to be illustrative of a decentralized, democratic, and community-based response to rural development problems. It is noted that universities can potentially become showcases of local traditions and knowledge, reflecting the regional, cultural, and ethical traditions of their society, as well as global movements and forces. In reinforcing their roles as contributors to a culture of learning and rural development, it is emphasized that HAE institutions need to engage more directly and more effectively in partnerships and dialogue with other local educational institutions and their surrounding communities. Findings of the ongoing IIEP-UNESCO/FAO program of research on HAE institutions in Asia are expected to provide information on how higher education institutions contribute to learning and rural development, and insights on how their strategic role in this field could be strengthened and further developed

The role of agricultural colleges and universities in rural development and lifelong learning in Asia

No description supplie

Le développement rural : comprendre pour agir

Sainte Lucie, petite île de 615 km2 de la Caraïbe anglophone, longtemps occupée par les français, fut octroyée à la Couronne d'Angleterre en 1814. L'histoire coloniale a forgé le développement économique de l'île selon le modèle de l'économie de plantation, auquel a succédé un modèle d'inspiration ricardienne. La politique économique suivie aujourd'hui vise à moderniser et diversifier l'agriculture et à favoriser la création d'entreprise. Ce rapide tableau de la situation économique de l'île permet de cerner le cadre dans lequel s'est déroulé le projet d'appui à la formation d'entrepreneurs et à la création d'activités économiques. Lancé en 1983, il repose sur une mobilisation des acteurs et des décideurs économiques. La coordination du projet est assuré par un coopérant françai

Strengthening Institutional and Technical Aspects of Technical and Vocational Education and Training (TVET) in Netherlands Partner Countries

No description supplie