PRIMARY SCHOOL AGRICULTURE : WHAT CAN IT REALISTICALLY ACHIEVE?
subjects: Education and Training Planning Tools
levels and types of education: Teachers' training Higher education, Life long learning, Tertiary education |
RIEDMILLER SIBYLLE
FAO, ROME, 2002 |
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 English
| This paper is a training tool for teachers, educators on rural development. It is also a useful tool for university professors, students and researchers of the agriculture rural development and education sectors. This study was published in "Entwicklung und Laendlicher Raum" on july 2002. According to the author, "school gardening" has often been understood as manual work in the school garden, without educational or social aims. The author promotes a sustainable and more comprehensive approach to agriculture in school which combines educational, socio-political and economic objectives. She is concerned about the "pathology" of school gardening which some critics have called child-labour exploitation or punishment. This refers to situations in which pupils have no control over their crops and no tangible benefits, when proceeds are appropriated by teachers as an additional income, or used by schools for miscellaneous expenses. For these reasons, agricultural labour in schools has often been viewed unfavourably by parents and communities.
This article highlights the strengths and the constraints of agriculture in primary schools and provides sound insight on how to overcome the pathology of weak practices.
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Contact: Education for Rural People Coordination Unit
Education for Rural People group
Natural Resources Management and Environment Department (NR)
FAO
Rome,Italy
Viale delle Terme di Caracalla, 00153
erp@fao.org
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