1. E ducation for R ural P eople David Acker Lavinia Gasperini Professor, Agricultural Education Senior Officer, Agricultural Education Raymond and Mary Baker Chair Office of Knowledge Exchange, in Global Agriculture Research and Extension (OEK) College of Agriculture and Life Sciences Food and Agriculture Organization Iowa State University, USA of the United Nations (FAO) Ministerial Conference on Higher Education in Agriculture (CHEA) Kampala, November 15-19, 2010

2. Purpose of ERP Share global synthesis of policy lessons learned on: E ducation for R ural P eople http://www.fao.org/erp/en/

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

4. ERP Objectives Placing ERP high in the national and International Agenda to achieve the MDGs Placing ERP high in the national and International Agenda to achieve the MDGs Focusing on improving access to quality education for rural people Focusing on improving access to quality education for rural people Fostering national capacity to address learning needs of rural people to overcome the urban-rural education gap Fostering national capacity to address learning needs of rural people to overcome the urban-rural education gap

5. ERP Contributes to MDGs: ERP is critical to the achievement of all MDGs and particularly: ERP is critical to the achievement of all MDGs and particularly: MDG 1: Eradicating extreme poverty & hunger MDG 1: Eradicating extreme poverty & hunger MDG 2: Achieving universal primary education MDG 2: Achieving universal primary education MDG 3: Gender equity, empowering women MDG 3: Gender equity, empowering women MDG 7: Ensuring environmental sustainability MDG 7: Ensuring environmental sustainability

6. MDGs ERP Food Security Poverty Reduction Gender Equity Environment

7. MinistriesofAgriculture UNESCO MinistriesofEducation Donors and andInt’l.Orgs NGOs CivilSociety FAO

8. Presentation 10 Challenges 10 Cases

9. Effective Pro- rural Policies Motivating major changes in policy and resource allocation to favor rural citizens Motivating major changes in policy and resource allocation to favor rural citizens ERP related capacity development at societal, insitutional and individual level ERP related capacity development at societal, insitutional and individual level Challenge # 1 Challenge # 1

10. Effective Pro- rural Policies Case # 1 Case # 1 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.”

11. Organizational and Institutional Efficiency Coordination among MoE, MoAg, extension, schools, NGOs and the private sector is essential for optimal efficiency Coordination among MoE, MoAg, extension, schools, NGOs and the private sector is essential for optimal efficiency Challenge # 2 Challenge # 2

12. 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 # 2 Case # 2

13. Access to Education and Training Challenge # 3 Challenge # 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

14. Access to Education and Training Case # 3 Case # 3 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

15. Quality of Education and Training Quality depends on: Quality depends on: facilities facilities teachers teachers materials materials evaluation evaluation leadership leadership curriculum curriculum community links community links Challenge # 4 Challenge # 4

16. 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 # 4 Case # 4

17. Decentralization and Community Involvement Challenge # 5 Challenge # 5 Decentralization of authority and responsibility for education and training The importance of high levels of community involvement in determining appropriate education interventions

18. Decentralization and Community Involvem ent 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 # 5 Case # 5

19. Gender Responsive Learning Environments Girl friendly schools Girl friendly schools Safe accommodations for girls and women Safe accommodations for girls and women Flexible timetables Flexible timetables Take-home food for girls Take-home food for girls Challenge # 6 Challenge # 6

20. G ender 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 # 6 Case # 6

21. Accommodating Non-traditional Learners refugees and displaced persons refugees and displaced persons people in inaccessible, remote areas people in inaccessible, remote areas nomadic and pastoral communities nomadic and pastoral communities out-of-school youth out-of-school youth disabled persons disabled persons ethnic minorities ethnic minorities retired child soldiers retired child soldiers working children working children Challenge # 7 Challenge # 7

22. Accommodating Non-traditional Learners Case # 7 Case # 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

23. Redefining Agricultural Education Challenge # 8 Challenge # 8 Fundamental changes needed in how agricultural education is conceptualized Agricultural education has simply not kept up with the pace of our changing world

24. Redefining Agricultural Education Case # 8 Case # 8 Paraguay Teaching entrepreneurship through agricultural education Self sufficient, fully organic farm school Teaches value added processing Teaches life skills, agro-tourism, reproductive health

25. Skills Training for Rural People Skills needed to succeed in global, knowledge economies - Life skills - Food production skills - Self-employment skills Challenge # 9 Challenge # 9

26. Skills Training for Rural People Case # 9 Case # 9 Uganda Capacity development, life skills training, income generating activities Community-based health and nutrition education Use of trained volunteers to extend training throughout community

27. Recruitment and Retention of Extension and School Staff Challenge # 10 Challenge # 10 Difficulty in attracting and retaining extension and school staff to rural areas

28. Recruitment and Retention of Extension and School Staff Multiple countries More attractive deployment policies: Case # 10 Case # 10 higher salaries loan forgiveness subsidized housing better health care access to land posting newly qualified staff in pairs

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

30. What Will Success Look Like? ERP well established and funded at societal, institutional and individual level and expanded access and improved quality of education of all rural children, youth and adults (CD Societal and Institutional Level) ERP well established and funded at societal, institutional and individual level and expanded access and improved quality of education of all rural children, youth and adults (CD Societal and Institutional Level) Rural people (CD Individual level): engaged in knowledge-based economies engaged in knowledge-based economies prepared to learn to adapt and cope with globalization and market forces, climate change, food crises and other shocks prepared to learn to adapt and cope with 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.

33. “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)