Outline of contents
David Atchoarena and Lavinia Gasperini
Chapter I Education and rural development: setting the framework David Atchoarena and Charlotte Sedel
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Chapter II Basic education in rural areas: status, issues and prospects Michael Lakin and Lavinia Gasperini
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Chapter III Making learning relevant: principles and evidence from recent experiences. Peter Taylor (Part 1); |
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Introduction 1. The transformation of the rural context and the new development agenda onrural poverty 1.1 Defining rural areas 1.2 Rural trends and implications for poverty reduction efforts 1.3 Rural areas, poor areas 1.4 Poverty, food security and globalization 1.5 New thinking on rural development 2. The contribution of education to rural development: theoretical expectations,empirical evidence and past strategies 2.1 Education: an enabling factor 2.2 Education in rural areas: learning from past experiences References |
Introduction 1. Basic education in rural areas today 1.1 Primary schooling 1.2 Other modes of basic education in rural areas 1.3 Learning achievement and outcomes 1.4 Basic education inside the poverty cycle 1.5 Why has basic education in rural areas been neglected? 2. Improving the provision of basic education in rural areas 2.1 Expanding the provision of basic education with greater equity 2.2 Improving the quality and outcomes of basic education 3. Planning and managing improvements to basic education in rural areas 3.1 Planning basic education for rural development 3.2 Co-operation and partnerships at the national and international levels 4. Concluding remarks References |
Introduction 1. Using students’ environment to enhance learning: experiences and findings 1.1 Introduction 1.2 Experiences of contextualization 1.3 The role of agriculture in contextualizing teaching and learning in schools in rural areas 1.4 Beyond agriculture: contextualizing learning in HIV/AIDS and environmental education 1.5 Lessons learned 2. Revisiting garden-based learning in schools 2.1 Definitions 2.2 Roots and history 2.3 Contemporary movement: overview and future directions 2.4 Further considerations References |
Chapter IV Strategies and institutions for promoting skills for rural development David Atchoarena (Parts 1 and 3) Ian Wallace and Kate Green (Part 2) Candido Alberto Gomes (Part 4) |
Chapter V Higher education and rural development: a new perspective Charles Maguire and David Atchoarena (ed.) |
Chapter VI Main findings and implications for policy and donor support David Atchoarena with Lavinia Gasperini, Michael Lakin and Charles Maguire |
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Introduction 1. Rural labour market challenges and training policy responses 1.1 The transformation of rural labour markets: the rise of non-farm employment 1.2 The provision of technical and vocational education and training in rural areas: issues and trends 2. Skills for agriculture and food security in sub-Saharan Africa 2.1 The context 2.2 An historical perspective 2.3 Emerging needs in sub-Saharan Africa: changing demands for skills and competencies in the rural sector 2.4 Steps towards a consistent response to training needs 2.5 Directions for reform 3. Skills development in rural Asia: trends and experiences in selected countries 3.1 The transformation of rural labour markets: challenges in China 3.2 Delivery patterns 4. Towards demand driven responses to training needs in rural areas: the Brazilian experience 4.1 The Brazilian context 4.2 Establishing a specific training agency for rural development 4.3 Main features of SENAR (Serviço Nacional de Apprendizagen Rural) training provision 4.4 Financing and responsiveness 4.5 Efficiency 4.6 Main lessons References |
Introduction 1. Higher education for rural development: challenges and opportunities for higher agricultural education 1.1 Higher agricultural education (HAE) in perspective 1.2 Signs of change 1.3 Providing support to rural development: implications for HAE 1.4 What is required to bring about change in HAE? 1.5 Desirable features of higher education 1.6 Policy directions and issues 2. Higher agricultural education institutions: lessons from case studies 2.1 The scope and issues 2.2 The transformation and diversification of HAE institutions’ activities 2.3 Conducting the reform: planning, governance, staff and financing issues 2.4 Staff issues 2.5 Resistance and change Reference |
Introduction 1. Return to contextual issues: the decline in rural support 2. Main findings 2.1 New opportunities for rural development 2.2 Basic education 2.3 Skill development and rural labour markets 2.4 Higher agricultural education 2.5 Donor support 3. Policy implications 3.1 Policy focus 3.2 Basic education in rural areas for targeted and integrated policies 3.3 Skill development strategies 3.4 Emerging responses in the higher education sub-sector, including HAE institutions 3.5 Improving donor support References |
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