A Global Partnership to accelerate progress towards MDGs ...

1. Rural People: a hidden constituency of EFA and MDGs The child you see in this picture leaves in a rural village of Northern Mozambique, where people, like in many other African villages, are severely affected by hunger and poverty. His parents hope that by making sacrifices to ensure that he completes primary education, his future will be better then theirs. Two proverbs synthesize these parents wisdom: �do not give fish, teach fishing�. And a Chinese proverb �If your are planning for a year sow rice; if you are planning for a decade plant trees, if you are planning for a life time, educate people�. Education is the only asset built inside people, which no shock, natural or man made, can deprive people from, and is the key asset to sustainable rural livelihoods. In my presentation I am going to tell you why Education for Rural People (ERP) is important in achieving the MDGs and especially reducing extreme poverty and hunger; why is FAO leading this flagship partnership initiative - how can ERP be expanded and improved and which were and which will be its main activities Rural People: a hidden constituency of EFA and MDGs The child you see in this picture leaves in a rural village of Northern Mozambique, where people, like in many other African villages, are severely affected by hunger and poverty. His parents hope that by making sacrifices to ensure that he completes primary education, his future will be better then theirs. Two proverbs synthesize these parents wisdom: �do not give fish, teach fishing�. And a Chinese proverb �If your are planning for a year sow rice; if you are planning for a decade plant trees, if you are planning for a life time, educate people�. Education is the only asset built inside people, which no shock, natural or man made, can deprive people from, and is the key asset to sustainable rural livelihoods. In my presentation I am going to tell you why Education for Rural People (ERP) is important in achieving the MDGs and especially reducing extreme poverty and hunger; why is FAO leading this flagship partnership initiative - how can ERP be expanded and improved and which were and which will be its main activities

2. ERP is

a WSSD partnership bridging: the agriculture and education sectors efforts World Food Summit (WFS) and Education for All (EFA) aims and strategies MDG: 8 What is ERP and why is FAO leading the initiative? ERP is: a partnership (MDG8 ) bridging the efforts of the agriculture and rural development sector and the education sector aiming at fostering policies to expand access to quality Education for Rural People (ERP), as a crucial step to achieve goals the sustainable development policies promoted by the World Summit on Sustainable Development (WSSD) and the Rio Summit, by the World Food Summit (WFS Rome 1996 and 2002), the World Conference on Education for All (EFA) (Jomtien 1990 and Dakar 2000) and, especially, by the Millennium Summit (New York 2000). ERP was launched during the WSSD ( Johannesburg 3/9/ 2002: the picture shows FAO Director General, Mr. Diouf, with UNESCO Director General Mr, Matsura who started the ERP Initiative. WFP, in the middle was the first member to join the partnership (Mr Morrison is in the picture). ERP is one of the three FAO-led partnerships launched during the WSSD together with the Mountain partnership and the SARD partnership. What is ERP and why is FAO leading the initiative? ERP is: a partnership (MDG8 ) bridging the efforts of the agriculture and rural development sector and the education sector aiming at fostering policies to expand access to quality Education for Rural People (ERP), as a crucial step to achieve goals the sustainable development policies promoted by the World Summit on Sustainable Development (WSSD) and the Rio Summit, by the World Food Summit (WFS Rome 1996 and 2002), the World Conference on Education for All (EFA) (Jomtien 1990 and Dakar 2000) and, especially, by the Millennium Summit (New York 2000). ERP was launched during the WSSD ( Johannesburg 3/9/ 2002: the picture shows FAO Director General, Mr. Diouf, with UNESCO Director General Mr, Matsura who started the ERP Initiative. WFP, in the middle was the first member to join the partnership (Mr Morrison is in the picture). ERP is one of the three FAO-led partnerships launched during the WSSD together with the Mountain partnership and the SARD partnership.

3. Rural peoplein MDGs, EFA and WFS

852 million food insecure  1010 million illiterate Globally, high correlation of illiteracy, food insecurity and poverty Why is ERP important ? Because: Rural People are a hidden constituency of the MDGs, WFA and WFS The numbers above referring to the food insecure and the illiterate represent many facets of one same group, which is to be found mainly among rural people! Same group many facets, thus a need for interagency collaboration: In many parts of the world growing up in a rural region is most likely to mean facing poverty, illiteracy and hunger. The majority of the more than 850 million food insecure and 1010 million world illiterate (880 youth and adults + 130 Children) live in rural areas. The rural-urban education gap is increasing and is threatening efforts to achieve sustainable development and the Millennium Development Goals (MDGs). These people ARE THE SAME PEOPLE! We have been addressing them, in the past, if they were different people, and International Agency or government entities working in the agriculture and education had little collaboration. As indicated by the main policy agendas such as MDGs, it is now clear that we can only succeed if we develop strong interdisciplinary and interministerial partnerships , also among those working in agriculture, rural development and education, since the hungry and the illiterates are to be found, mainly, among the same people: these are rural people! Why is ERP important ? Because: Rural People are a hidden constituency of the MDGs, WFA and WFS The numbers above referring to the food insecure and the illiterate represent many facets of one same group, which is to be found mainly among rural people! Same group many facets, thus a need for interagency collaboration: In many parts of the world growing up in a rural region is most likely to mean facing poverty, illiteracy and hunger. The majority of the more than 850 million food insecure and 1010 million world illiterate (880 youth and adults + 130 Children) live in rural areas. The rural-urban education gap is increasing and is threatening efforts to achieve sustainable development and the Millennium Development Goals (MDGs). These people ARE THE SAME PEOPLE! We have been addressing them, in the past, if they were different people, and International Agency or government entities working in the agriculture and education had little collaboration. As indicated by the main policy agendas such as MDGs, it is now clear that we can only succeed if we develop strong interdisciplinary and interministerial partnerships , also among those working in agriculture, rural development and education, since the hungry and the illiterates are to be found, mainly, among the same people: these are rural people!

4. Why is ERP important?

70% Rural 30% Urban World poor Source IFAD 2001 The same applies to the poor: the majority of them (70%) are rural, thus poverty reduction strategies can only succeed if they are to focus on rural people... This is why also in education, the education for all strategies need to focus with priority on rural people. And this is why our partnership is important. Global problem local differences. The same applies to the poor: the majority of them (70%) are rural, thus poverty reduction strategies can only succeed if they are to focus on rural people... This is why also in education, the education for all strategies need to focus with priority on rural people. And this is why our partnership is important. Global problem local differences.

5.

72% Rural 28% Urban Least developed countries Why is ERP important? Source UNDESA 2005 To achieve EFA and the MDGs a better understanding of the needs and specificities of rural people is needed Why is ERP important? Despite the emphasis it is given to urbanization processes, the majority of the world population is still rural ... �45% of the global labor force is in Agriculture� �.and according to FAO statistics this situation is not going to change drastically for the next 20 years. This means that, globally, rural people are there to stay and that the urbanization trend can not be any alibi not to address rural people basic needs and rights. This is even more true Sub Saharan African where in 2002 70.6 % of the population was rural, in 2015 it will be still 62.7% and in 2030 56.9% (source FAO Paper to the ERP Workshop 2005) Education is one of the most crucial among the needs and rights of such rural people and the urbanization trends can not be an alibi not to address them. To achieve EFA and the MDGs a better understanding of the needs and specificities of rural people is needed Why is ERP important? Despite the emphasis it is given to urbanization processes, the majority of the world population is still rural ... �45% of the global labor force is in Agriculture� �.and according to FAO statistics this situation is not going to change drastically for the next 20 years. This means that, globally, rural people are there to stay and that the urbanization trend can not be any alibi not to address rural people basic needs and rights. This is even more true Sub Saharan African where in 2002 70.6 % of the population was rural, in 2015 it will be still 62.7% and in 2030 56.9% (source FAO Paper to the ERP Workshop 2005) Education is one of the most crucial among the needs and rights of such rural people and the urbanization trends can not be an alibi not to address them.

6. Globally: Literacy, school enrolment completion rates and quality are much higher in urban than in rural areas Higher gender inequality

 Why is ERP important? Same themes many variation: In developing countries school enrolment ratio are much higher in urban than in rural areas where the rate for boys exceed by far those of girls. In Mozambique for example, adult illiteracy rates in rural areas are about the double of illiteracy rates in urban areas. Three child out of four (�) enroll in the first cycle of primary schools (EP1)in urban while only about half (2/4) of rural children do so in rural areas. In urban areas one child every eight (1/8) is enrolled in the second cycle of primary school (EP2) versus one every fifty child (1/50) in rural areas. In basic secondary in urban areas one child every 12 (1/12) enrolls in basic secondary (ESG1) and none does in rural areas. One every 50 child enrolls in vocational education in urban areas and none in rural schools which means that rural people do not attend secondary, vocational and higher education. (Iniciativa Educacacao para as pessoas ruralis, FAO UNESCO 2005). About one girl out of one hundred (1/100) and 2 boys (2/100) in rural Ethiopia completed the eight-year primary cycle in 2000 (Education For All Global Monitoring Report 2003/4). Same themes many variation: In developing countries school enrolment ratio are much higher in urban than in rural areas where the rate for boys exceed by far those of girls. In Mozambique for example, adult illiteracy rates in rural areas are about the double of illiteracy rates in urban areas. Three child out of four (�) enroll in the first cycle of primary schools (EP1)in urban while only about half (2/4) of rural children do so in rural areas. In urban areas one child every eight (1/8) is enrolled in the second cycle of primary school (EP2) versus one every fifty child (1/50) in rural areas. In basic secondary in urban areas one child every 12 (1/12) enrolls in basic secondary (ESG1) and none does in rural areas. One every 50 child enrolls in vocational education in urban areas and none in rural schools which means that rural people do not attend secondary, vocational and higher education. (Iniciativa Educacacao para as pessoas ruralis, FAO UNESCO 2005). About one girl out of one hundred (1/100) and 2 boys (2/100) in rural Ethiopia completed the eight-year primary cycle in 2000 (Education For All Global Monitoring Report 2003/4).

7. Why is ERP important?

Research: Education contributes directly to improve food security and livelihoods of rural people Rural people, the hidden constituency for MGDs and EFA MDGs: 1, 2, 3, 4, 5, 6, 7 Why is ERP important? Illiteracy is strongly correlated to hunger and is mainly a rural phenomenon which hiders rural development, threatens productivity and health and limits opportunities to improve livelihoods. This problem is particularly severe in Africa. Research indicates that increased access to relevant and quality basic educational services in rural areas will directly and positively contribute to improve productivity, food security and livelihoods of rural people. Rural People are hidden Constituency of MDGs: Given the rural nature of poverty and hunger, and the direct impact of literacy rates on hunger and poverty, we need a special effort and alliance to focus on the education needs of the rural people to achieve the MDG 1. Hungry and poor children are prevented to access and to succeed in school. Also, children who do not go or succeed in school have little hope to get out of the poverty trap. The majority of such children are rural children thus special efforts need to be undertaken to address them. Today's� out of school rural children will be the illiterate farmers of tomorrow Since the number of illiterates and out of school children is especially severe in Africa, a special effort needs to be devoted to target such region. The gender gap is usually more pronounced in rural areas. Also the ratio of girls to boys in primary, secondary and tertiary education as well as of literate women to man is mach lower in rural than urban areas. Achieving gender parity often means promoting rural girls and women access to education. Thus by promoting ERP we shall contribute to achieve MDG3 Education affects directly child mortality, maternal health, HIV incidence. Given that access and quality of education is lower in rural areas, increasing ERP will result in a contributing to achieve MDG 4-5-6. Environmental awareness is directly correlated with schooling and contributes to increase environmental sustainability. Thus promoting ERP contributes to protect the environment The weaknesses of basic education services in rural areas are related to the fact that many countries still lack capacities to formulate policies, as well as the experience and the partnerships needed to plan and deliver effective services for rural people. In order to succeed in reducing extreme poverty and hunger (MDG1) and in improving basic standards of human development (MDGs 2-6) as well as environmental sustainability (MDG7) we need to promote partnerships addressing education needs of the rural poor. The figures indicate that the challenge is serious and non of us can succeed alone or by doing business as usual. The ERP initiative aims at mainstream ERP within national rural development and education plans. The ERP partnership comparative advantage is to bridge forces - from the agriculture and rural development sector and the education sector as well as from non governmental entities - to promote and implement new policies that will increase access to relevant and quality basic educational services for rural people. Why is ERP important? Illiteracy is strongly correlated to hunger and is mainly a rural phenomenon which hiders rural development, threatens productivity and health and limits opportunities to improve livelihoods. This problem is particularly severe in Africa. Research indicates that increased access to relevant and quality basic educational services in rural areas will directly and positively contribute to improve productivity, food security and livelihoods of rural people. Rural People are hidden Constituency of MDGs: Given the rural nature of poverty and hunger, and the direct impact of literacy rates on hunger and poverty, we need a special effort and alliance to focus on the education needs of the rural people to achieve the MDG 1. Hungry and poor children are prevented to access and to succeed in school. Also, children who do not go or succeed in school have little hope to get out of the poverty trap. The majority of such children are rural children thus special efforts need to be undertaken to address them. Today's� out of school rural children will be the illiterate farmers of tomorrow Since the number of illiterates and out of school children is especially severe in Africa, a special effort needs to be devoted to target such region. The gender gap is usually more pronounced in rural areas. Also the ratio of girls to boys in primary, secondary and tertiary education as well as of literate women to man is mach lower in rural than urban areas. Achieving gender parity often means promoting rural girls and women access to education. Thus by promoting ERP we shall contribute to achieve MDG3 Education affects directly child mortality, maternal health, HIV incidence. Given that access and quality of education is lower in rural areas, increasing ERP will result in a contributing to achieve MDG 4-5-6. Environmental awareness is directly correlated with schooling and contributes to increase environmental sustainability. Thus promoting ERP contributes to protect the environment The weaknesses of basic education services in rural areas are related to the fact that many countries still lack capacities to formulate policies, as well as the experience and the partnerships needed to plan and deliver effective services for rural people. In order to succeed in reducing extreme poverty and hunger (MDG1) and in improving basic standards of human development (MDGs 2-6) as well as environmental sustainability (MDG7) we need to promote partnerships addressing education needs of the rural poor. The figures indicate that the challenge is serious and non of us can succeed alone or by doing business as usual. The ERP initiative aims at mainstream ERP within national rural development and education plans. The ERP partnership comparative advantage is to bridge forces - from the agriculture and rural development sector and the education sector as well as from non governmental entities - to promote and implement new policies that will increase access to relevant and quality basic educational services for rural people.

8.

How does ERP contribute to accelerate progress towards MDGs in the Caribbean? Why is ERP important? Illiteracy is strongly correlated to hunger and is mainly a rural phenomenon which hiders rural development, threatens productivity and health and limits opportunities to improve livelihoods. This problem is particularly severe in Africa. Research indicates that increased access to relevant and quality basic educational services in rural areas will directly and positively contribute to improve productivity, food security and livelihoods of rural people. Rural People are hidden Constituency of MDGs: Given the rural nature of poverty and hunger, and the direct impact of literacy rates on hunger and poverty, we need a special effort and alliance to focus on the education needs of the rural people to achieve the MDG 1. Hungry and poor children are prevented to access and to succeed in school. Also, children who do not go or succeed in school have little hope to get out of the poverty trap. The majority of such children are rural children thus special efforts need to be undertaken to address them. Today's� out of school rural children will be the illiterate farmers of tomorrow Since the number of illiterates and out of school children is especially severe in Africa, a special effort needs to be devoted to target such region. The gender gap is usually more pronounced in rural areas. Also the ratio of girls to boys in primary, secondary and tertiary education as well as of literate women to man is mach lower in rural than urban areas. Achieving gender parity often means promoting rural girls and women access to education. Thus by promoting ERP we shall contribute to achieve MDG3 Education affects directly child mortality, maternal health, HIV incidence. Given that access and quality of education is lower in rural areas, increasing ERP will result in a contributing to achieve MDG 4-5-6. Environmental awareness is directly correlated with schooling and contributes to increase environmental sustainability. Thus promoting ERP contributes to protect the environment The weaknesses of basic education services in rural areas are related to the fact that many countries still lack capacities to formulate policies, as well as the experience and the partnerships needed to plan and deliver effective services for rural people. In order to succeed in reducing extreme poverty and hunger (MDG1) and in improving basic standards of human development (MDGs 2-6) as well as environmental sustainability (MDG7) we need to promote partnerships addressing education needs of the rural poor. The figures indicate that the challenge is serious and non of us can succeed alone or by doing business as usual. The ERP initiative aims at mainstream ERP within national rural development and education plans. The ERP partnership comparative advantage is to bridge forces - from the agriculture and rural development sector and the education sector as well as from non governmental entities - to promote and implement new policies that will increase access to relevant and quality basic educational services for rural people. Why is ERP important? Illiteracy is strongly correlated to hunger and is mainly a rural phenomenon which hiders rural development, threatens productivity and health and limits opportunities to improve livelihoods. This problem is particularly severe in Africa. Research indicates that increased access to relevant and quality basic educational services in rural areas will directly and positively contribute to improve productivity, food security and livelihoods of rural people. Rural People are hidden Constituency of MDGs: Given the rural nature of poverty and hunger, and the direct impact of literacy rates on hunger and poverty, we need a special effort and alliance to focus on the education needs of the rural people to achieve the MDG 1. Hungry and poor children are prevented to access and to succeed in school. Also, children who do not go or succeed in school have little hope to get out of the poverty trap. The majority of such children are rural children thus special efforts need to be undertaken to address them. Today's� out of school rural children will be the illiterate farmers of tomorrow Since the number of illiterates and out of school children is especially severe in Africa, a special effort needs to be devoted to target such region. The gender gap is usually more pronounced in rural areas. Also the ratio of girls to boys in primary, secondary and tertiary education as well as of literate women to man is mach lower in rural than urban areas. Achieving gender parity often means promoting rural girls and women access to education. Thus by promoting ERP we shall contribute to achieve MDG3 Education affects directly child mortality, maternal health, HIV incidence. Given that access and quality of education is lower in rural areas, increasing ERP will result in a contributing to achieve MDG 4-5-6. Environmental awareness is directly correlated with schooling and contributes to increase environmental sustainability. Thus promoting ERP contributes to protect the environment The weaknesses of basic education services in rural areas are related to the fact that many countries still lack capacities to formulate policies, as well as the experience and the partnerships needed to plan and deliver effective services for rural people. In order to succeed in reducing extreme poverty and hunger (MDG1) and in improving basic standards of human development (MDGs 2-6) as well as environmental sustainability (MDG7) we need to promote partnerships addressing education needs of the rural poor. The figures indicate that the challenge is serious and non of us can succeed alone or by doing business as usual. The ERP initiative aims at mainstream ERP within national rural development and education plans. The ERP partnership comparative advantage is to bridge forces - from the agriculture and rural development sector and the education sector as well as from non governmental entities - to promote and implement new policies that will increase access to relevant and quality basic educational services for rural people.

9. 

 ERP Objectives: Identifying and addressing: who are rural people why neglectedwhat needshow to address them To achieve EFA and the MDGs a better understanding of the needs and specifications of rural people is needed. ERP addresses all categories of age: children, youth and adults Because rural people often do not have a strong political voice and leadership, priorities for the allocation for public expenditures are heavily skewed to the urban sector. As a consequence poverty, including food insecurity, low educational participation and attainment, and gender inequity are among the critical issues affecting rural people. Therefore, addressing MDGs and EFA goals requires a stronger and specific focus on rural people, i.e. understanding who rural people are, why they are neglected, what their needs are and how to address them. Who are rural people? Rural people are those people living in small settlements and in a geographical space often dominated by farms, forests, mountains, costal zones and/or deserts. Agriculture is their main occupation, and frequently their labor is cheap, they incur high transaction costs for services received, they have limited if any political voice and the basic social services provided to them are inadequate and of less quality compared to urban areas. Typically, they are farmers, nomads and pastoralists or fishermen, they deal with animal production, transformation and marketing of land and forest products and services. Because of the prevailing western models of development � giving more priority to the industrial and services sectors as the engine of national economic development - rural people are often an overlooked majority of the world population, often neglected or marginalized. This happens disregarding to their critical role in determining food security (MDG1) and environmental sustainability (MDG7) , for agriculture is the primary interface between humanity and the environment. To address their needs and meet those of rising populations which translate into more food production per capita, we, the international community, must not only chart a technologically effective way of producing additional food from limited land and water resources, we must also consider the social, environmental and cultural components of the equation. To achieve EFA and the MDGs a better understanding of the needs and specifications of rural people is needed. ERP addresses all categories of age: children, youth and adults Because rural people often do not have a strong political voice and leadership, priorities for the allocation for public expenditures are heavily skewed to the urban sector. As a consequence poverty, including food insecurity, low educational participation and attainment, and gender inequity are among the critical issues affecting rural people. Therefore, addressing MDGs and EFA goals requires a stronger and specific focus on rural people, i.e. understanding who rural people are, why they are neglected, what their needs are and how to address them. Who are rural people? Rural people are those people living in small settlements and in a geographical space often dominated by farms, forests, mountains, costal zones and/or deserts. Agriculture is their main occupation, and frequently their labor is cheap, they incur high transaction costs for services received, they have limited if any political voice and the basic social services provided to them are inadequate and of less quality compared to urban areas. Typically, they are farmers, nomads and pastoralists or fishermen, they deal with animal production, transformation and marketing of land and forest products and services. Because of the prevailing western models of development � giving more priority to the industrial and services sectors as the engine of national economic development - rural people are often an overlooked majority of the world population, often neglected or marginalized. This happens disregarding to their critical role in determining food security (MDG1) and environmental sustainability (MDG7) , for agriculture is the primary interface between humanity and the environment. To address their needs and meet those of rising populations which translate into more food production per capita, we, the international community, must not only chart a technologically effective way of producing additional food from limited land and water resources, we must also consider the social, environmental and cultural components of the equation.

10. ERP objectives

ACCESS QUALITY CAPACITY ERP objective is to Increasing access to and equity of primary education, adult literacy and skill training for rural people which has been traditionally underserved . Improving the quality and the relevance of the curriculum which is usually urban biased and does not take into consideration the needs and the cultural identity of rural people Building the capacity of Ministries of Education and Agriculture to address the education needs of the rural poor, to work in partnership with civil society, to mobilize donor support in favor of ERP and to monitor progress towards universal ERP.ERP objective is to Increasing access to and equity of primary education, adult literacy and skill training for rural people which has been traditionally underserved . Improving the quality and the relevance of the curriculum which is usually urban biased and does not take into consideration the needs and the cultural identity of rural people Building the capacity of Ministries of Education and Agriculture to address the education needs of the rural poor, to work in partnership with civil society, to mobilize donor support in favor of ERP and to monitor progress towards universal ERP.

11. Strengthen capacity of Ministries of Education and Agriculture to: Formulate adequate policies to address the education needs of rural people Improve the quality and the relevance of the curriculum Strengthen participation of NGOs and the private sector Mobilize donor support

Education for Rural People objective is to fosters the capacity of Ministries of Education and Agriculture to address the education needs of the rural poor and to work in partnership with civil society. ERP bridges competencies of the two Ministers increase access to quality basic education for rural people and to ensure full participation of NGOs and the private sector, mobilizes donor support in favor of ERP and to monitors progress towards universal ERP. fosters access to and equity of primary education, adult literacy and skill training for rural people which has been traditionally underserved . Improves the quality and the relevance of the curriculum which is usually urban biased and does not take into consideration the needs and the cultural identity of rural people Education for Rural People objective is to fosters the capacity of Ministries of Education and Agriculture to address the education needs of the rural poor and to work in partnership with civil society. ERP bridges competencies of the two Ministers increase access to quality basic education for rural people and to ensure full participation of NGOs and the private sector, mobilizes donor support in favor of ERP and to monitors progress towards universal ERP. fosters access to and equity of primary education, adult literacy and skill training for rural people which has been traditionally underserved . Improves the quality and the relevance of the curriculum which is usually urban biased and does not take into consideration the needs and the cultural identity of rural people

12. Access to Education for Rural People and equity can be expanded by focusing on groups that have been traditionally underserved or discriminated. This requires adapting the systems to theirs needs such introducing flexible school calendars for working children; �nomadic/caravan� schools for nomadic populations; etcAccess to Education for Rural People and equity can be expanded by focusing on groups that have been traditionally underserved or discriminated. This requires adapting the systems to theirs needs such introducing flexible school calendars for working children; �nomadic/caravan� schools for nomadic populations; etc

13. Access to Education for Rural People and equity can be expanded to allow to reach those that are still un-reached by addressing Physical constraints: Increasing the availability of schools in rural areas (this is the school network) reducing the distance of schools, and increasing boarding schools Introducing alternative delivery systems including distance learning (and especially rural radio, and where appropriate, TV and ICTs) 2. Economic Constraints (Such as poverty and hunger) by promoting school feeding programs Direct costs, by providing books, pencils, uniforms, and avoiding fees Focusing not only on formal primary education but also on non- formal education (e.g. adult literacy, extension and skill training;) Strengthening Early Childhood Development programs Opportunity cost by introducing economic incentives to poor families 3. Socio- Cultural constraints Supporting girls enrolment with targeted interventions (incentives for female teachers, scholarships for girls or incentives to families, etc) Utilizing local language as language of instruction Access to Education for Rural People and equity can be expanded to allow to reach those that are still un-reached by addressing Physical constraints: Increasing the availability of schools in rural areas (this is the school network) reducing the distance of schools, and increasing boarding schools Introducing alternative delivery systems including distance learning (and especially rural radio, and where appropriate, TV and ICTs) 2. Economic Constraints (Such as poverty and hunger) by promoting school feeding programs Direct costs, by providing books, pencils, uniforms, and avoiding fees Focusing not only on formal primary education but also on non- formal education (e.g. adult literacy, extension and skill training;) Strengthening Early Childhood Development programs Opportunity cost by introducing economic incentives to poor families 3. Socio- Cultural constraints Supporting girls enrolment with targeted interventions (incentives for female teachers, scholarships for girls or incentives to families, etc) Utilizing local language as language of instruction

14. ERP can also be improved by focusing on quality and relevance Improving training for rural Teachers and introducing incentives for them (such as free housing, vegetable gardens, etc) Fostering Curriculum relevance (by including agriculture, nutrition, HIV/AIDS, health and other livelihoods basic skills; by recognizing the potential of indigenous knowledge etc..). Decentralized curriculum provide an opportunity to increase relevance to rural people School gardens as a way to foster child nutrition and experiential learning of agriculture and other basic life skills such as nutrition, etc Ensuring availability of relevant Teaching/learning materials Promoting Community involvement and ownership of school plans Strengthening skills development to support diversification of employment patterns in agriculture and off-farm activities Using Information and communication tech (especially rural radio) as appropriate ERP can also be improved by focusing on quality and relevance Improving training for rural Teachers and introducing incentives for them (such as free housing, vegetable gardens, etc) Fostering Curriculum relevance (by including agriculture, nutrition, HIV/AIDS, health and other livelihoods basic skills; by recognizing the potential of indigenous knowledge etc..). Decentralized curriculum provide an opportunity to increase relevance to rural people School gardens as a way to foster child nutrition and experiential learning of agriculture and other basic life skills such as nutrition, etc Ensuring availability of relevant Teaching/learning materials Promoting Community involvement and ownership of school plans Strengthening skills development to support diversification of employment patterns in agriculture and off-farm activities Using Information and communication tech (especially rural radio) as appropriate

15. Main results

New alliances between more than 240 partners (Gov. CSO. IO) ERP integrated into national RD and EFA policies (Kosovo, China, Venezuela, Mozambique, etc) Capacity building developed at national, regional and international level Research results incorporated in national policies Some achievements are : A national ERP strategy formulated in Kosovo Regional capacity building workshops in Latin America and Asia undertaken Donors and civil society capacity building workshops An ERP web site An ERP series co- published by FAO and UNESCO-IIEP An ERP tool kit resulting from a coordinated effort of all departments, which will also be enriched by other ERP members contribution, available for extension personnel, teachers, trainers and students. Some achievements are : A national ERP strategy formulated in Kosovo Regional capacity building workshops in Latin America and Asia undertaken Donors and civil society capacity building workshops An ERP web site An ERP series co- published by FAO and UNESCO-IIEP An ERP tool kit resulting from a coordinated effort of all departments, which will also be enriched by other ERP members contribution, available for extension personnel, teachers, trainers and students.

16. Main results - cont

Training materials in the �ERP tool kit� Some achievements are : A national ERP strategy formulated in Kosovo Regional capacity building workshops in Latin America and Asia undertaken Donors and civil society capacity building workshops An ERP web site An ERP series co- published by FAO and UNESCO-IIEP An ERP tool kit resulting from a coordinated effort of all departments, which will also be enriched by other ERP members contribution, available for extension personnel, teachers, trainers and students. Some achievements are : A national ERP strategy formulated in Kosovo Regional capacity building workshops in Latin America and Asia undertaken Donors and civil society capacity building workshops An ERP web site An ERP series co- published by FAO and UNESCO-IIEP An ERP tool kit resulting from a coordinated effort of all departments, which will also be enriched by other ERP members contribution, available for extension personnel, teachers, trainers and students.

17. Main results - cont

ERP: one of the three EFA world policy priorities identified by the High Level Group on Education for All (Beijing November 2005) Main results The High Level Group on Education for All, Beijing November 2005, convened by the UNESCO DG and hosting Ministers and head of state. FAO DG was invited to present ERP as one of the three key issue for the world education policy agenda. The outputs of this Africa Meeting will be convened to Beijing and will have an important impact on its final policy framework The Working Session II "Reaching the marginalized: investing in education for rural people to achieve EFA goals and the MDGs" organized in collaboration with FAO, the lead agency for the ERP flagship - highlighted key policies and financial implications on Education for Rural People as well as operational solutions through examples of successful programs in different regions. Practical recommendations of the ministers are summarized below: government policies to promote ERP as a top national priority and to ensure that this priority is reflected through an increase in budget allocation and investment. Collaboration of ministries with each other and also with civil society and the business sectors to develop and deliver national and decentralized policies and programmes for ERP. They request support for strengthening of rural communities and people to participate effectively in the formulation and delivery of ERP policies and programmes so they can derive maximum benefit from ERP. They urge civil society, the business sector and external community to work with and support ministries of government to enhance access of rural communities to education and to improve the quality and effectiveness of education programmes for the empowerment and well being of rural people. They urge FAO, UNESCO, ADEA, OAU, NEPAD and others to consolidate the work undertaken in Sub-Saharan Africa within the ERP partnership. They exhort the donor community to provide additional resources for targeting ERP within the Education for All for poverty reduction, food security and sustainable rural development.Main results The High Level Group on Education for All, Beijing November 2005, convened by the UNESCO DG and hosting Ministers and head of state. FAO DG was invited to present ERP as one of the three key issue for the world education policy agenda. The outputs of this Africa Meeting will be convened to Beijing and will have an important impact on its final policy framework The Working Session II "Reaching the marginalized: investing in education for rural people to achieve EFA goals and the MDGs" organized in collaboration with FAO, the lead agency for the ERP flagship - highlighted key policies and financial implications on Education for Rural People as well as operational solutions through examples of successful programs in different regions. Practical recommendations of the ministers are summarized below: government policies to promote ERP as a top national priority and to ensure that this priority is reflected through an increase in budget allocation and investment. Collaboration of ministries with each other and also with civil society and the business sectors to develop and deliver national and decentralized policies and programmes for ERP. They request support for strengthening of rural communities and people to participate effectively in the formulation and delivery of ERP policies and programmes so they can derive maximum benefit from ERP. They urge civil society, the business sector and external community to work with and support ministries of government to enhance access of rural communities to education and to improve the quality and effectiveness of education programmes for the empowerment and well being of rural people. They urge FAO, UNESCO, ADEA, OAU, NEPAD and others to consolidate the work undertaken in Sub-Saharan Africa within the ERP partnership. They exhort the donor community to provide additional resources for targeting ERP within the Education for All for poverty reduction, food security and sustainable rural development.

18. Upcoming

NGOs Seminar (FAO Headquarter October 2006) Regional Conference on ERP (Balkans Region 2007) Pilot projects (Brazil, Mozambique, etc )

19. Benefits for flagship members

Specific focus on ERP in National Education plans Improved coordination on ERP Sharing of good practices Accessing latest scientific research on ERP Becoming a member

20. Education for rural people key for a sustainable world http://www.fao.org/sd/erp/

At the end of this presentation you will have understood why ERP is important, the problems, the key aspect of ERP, and the way ahead. To reach the MDGs we need not only committed governments, but also dedicated partners in civil society, partners like you. The collaboration among of educators, rural development specialist and researchers is crucial. The challenge is formidable but we know it can be met if we work together, toward the same goals, it is possible. At the end of this presentation you will have understood why ERP is important, the problems, the key aspect of ERP, and the way ahead. To reach the MDGs we need not only committed governments, but also dedicated partners in civil society, partners like you. The collaboration among of educators, rural development specialist and researchers is crucial. The challenge is formidable but we know it can be met if we work together, toward the same goals, it is possible.