E ducation for R ural P eople The role of education, training, and capacity development in poverty reduction and food

1. Education for Rural PeopleThe role of education, training, and capacity development in poverty reduction and food security Summary of a book published in May 2009, authored by: David Acker LaviniaGasperini Professor , Agricultural Education Senior Officer, Agricultural Education Raymond and Mary Baker Chair Natural Resources and in Global Agriculture Environment Department College of Agriculture and Life Sciences Food and Agriculture Organization Iowa State University, USA of the United Nations (FAO) Rome, June 4, 2009

2. Purpose of the book Share global synthesis of policy lessons learned on: Education for Rural People www.fao.org/sd/erp

3. Underlying Premise Investments in education, training, and capacity development are essential prerequisites to reducing poverty and increasing food security.

4. ERP Objectives • Improving: • access to quality basic education for rural people • national capacity to implement education programs to address learning needs of rural people • Overcoming: • the urban-rural education gap

5. ERP Contributes to MDGs: • ERP is critical to the achievement of 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

6. UNESCO Ministries of Education Ministries of Agriculture FAO Donors and Int’l. Orgs Civil Society NGOs

7. Presentation 10 Challenges 10 Cases

8. Access to Education and Training Challenge # 1 • 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

9. Access to Education and Training Case # 1 • 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

10. Quality of Education and Training Quality depends on: facilities teachers materials evaluation leadership curriculum community links Challenge # 2

11. 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. Case # 2

12. Decentralization and Community Involvement Challenge # 3 Decentralization of authority and responsibility for education and training The importance of high levels of community involvement in determining appropriate education interventions

13. 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 Case # 3

14. Gender Responsive Learning Environments Girl friendly schools Safe accommodations for girls and women Flexible timetables Take-home food for girls Challenge # 4

15. 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 Case # 4

16. Organizational and Institutional Efficiency Coordination among MoE, MoAg, extension, schools, NGOs and the private sector is essential for optimal efficiency Challenge # 5

17. 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 Case # 5

18. 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 Challenge # 6

19. Accommodating Non-traditional Learners Case # 6 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

20. Redefining Agricultural Education Challenge # 7 Fundamental changes needed in how agricultural education is conceptualized Agricultural education has simply not kept up with the pace of our changing world

21. Redefining Agricultural Education Case # 7 Paraguay Teaching entrepreneurship through agricultural education Self sufficient, fully organic farm school Teaches value added processing Teaches life skills, agro-tourism, reproductive health

22. Skills Training for Rural People Skills needed to succeed in global, knowledge economies Challenge # 8 - Life skills - Food production skills - Self-employment skills

23. Skills Training for Rural People Case # 8 Uganda Capacity development, life skills training, income generating activities Community-based health and nutrition education Use of trained volunteers to extend training throughout community

24. Recruitment and Retention of Extension and School Staff Challenge # 9 Difficulty in attracting and retaining extension and school staff to rural areas

25. Recruitment and Retention of Extension and School Staff Multiple countries More attractive deployment policies: Case # 9 • posting newly qualified staff in pairs • higher salaries • loan forgiveness • subsidized housing • better health care • access to land

26. Effective Pro-rural Policies Motivating major changes in policy and resource allocation to favor rural citizens Challenge # 10

27. Effective Pro-rural Policies Case # 10 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.”

28. Conclusion Education for rural people is critical to insuring that development efforts are successful and that future generations will succeed.

29. MDGs Food Security Poverty Reduction ERP Gender Equity Environment

30. What Will Success Look Like? • Expanded access and improved quality for all rural children, youth and adults to education and training (including extension) • Rural people: • engaged in knowledge-based economies • prepared to learn in order to adapt and cope with to globalization and market forces, climate change, food crises and other shocks

31. Adults Will benefit from agricultural extension, skills training, literacy training and basic education.

32. Children and Youth Will benefit from quality education and training opportunities to ensure their livelihoods are improved relative to those of their parents.