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Concluding remarks

Addressing the needs of rural people through national agriculture, rural development and education for all plans FAO/UNESCO seminar Bangkok, Thailand, 25-26 May 2004. Concluding remarks. What is rural?. Rural is plural Rural is often associated with poverty

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Concluding remarks

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  1. Addressing the needs of rural people through national agriculture, rural development and education for all plansFAO/UNESCO seminarBangkok, Thailand, 25-26 May 2004 Concluding remarks IIEP, concluding remarks, FAO/UNESCO seminar, Bangkok 26 May 2004

  2. What is rural? • Rural is plural • Rural is often associated with poverty • Defining rural may require several criteria (e.g. Laos) • Rural matters! IIEP, concluding remarks, FAO/UNESCO seminar, Bangkok 26 May 2004

  3. Rural areas require specific strategies • “No rural child will be left behind” • Elementary and secondary education Act, 2001 (USA) IIEP, concluding remarks, FAO/UNESCO seminar, Bangkok 26 May 2004

  4. Bad news • Rural poverty remains an issue, in spite of economic growth • Food security challenges remain serious • Educational rural/urban disparities are often still significant • Several at-risk-groups are underserved (e.g. ethnic minorities in China, Laos, Thailand, children from remote islands in the Philippines…, ) • Cost matters: spending relatively more for rural children • Boarding facilities (e.g. Malaysia, Mongolia) • Feeding programs • Financial incentives for students (e.g. Vietnam) • Financial incentives for teachers • Teachers support mechanisms • Transportation services • Smaller schools (e.g. Malaysia) • Lower pupils/teacher ratio • … IIEP, concluding remarks, FAO/UNESCO seminar, Bangkok 26 May 2004

  5. Good news • Education for rural people seems to be a little less marginalized • Increased attention from Ministries of Education and Agriculture • Specific policy attention to rural areas and to rural people (China: 2003 National Conference on Rural Education, Indonesia: Education Act 2003, “intensive rural education development model”…) IIEP, concluding remarks, FAO/UNESCO seminar, Bangkok 26 May 2004

  6. Rural schools (can) have a comparative advantage • Pedagogy (contextualization, IPM in Cambodia, Thailand Vietnam) • Linkages with the community • Rural schools as centers of innovation (e.g. Trenggalek model in East Java, Karen villages CLCs in Thailand) • Lessons from rural schools can inspire the renovation of the entire system (USA, Japan) IIEP, concluding remarks, FAO/UNESCO seminar, Bangkok 26 May 2004

  7. Some directions for planning management and monitoring • Improving education : relevance, access, quality, equity • Choosing appropriate approaches for planning and management • Developing specific targeted monitoring instruments IIEP, concluding remarks, FAO/UNESCO seminar, Bangkok 26 May 2004

  8. Improving relevance • Education for what? • Poverty reduction and productivity : yes but the focus should be on sustainable livelihoods (recognizing migration patterns, e.g.China) • Social, cultural and political dimensions should not be overlooked (e.g. Malaysia: national unity, common curriculum, Indonesia: recognizing local cultures –”adat”-, localized curricula) • Participatory approaches to needs assessments • Competency-based curricula IIEP, concluding remarks, FAO/UNESCO seminar, Bangkok 26 May 2004

  9. Improving access • Developing early childhood education in rural areas (e.g. Mongolia, Thailand, Vietnam,…) • “Rural sensitive” school mapping: • Small schools often make sense • Boarding facilities remain an effective response (Malaysia, Mongolia) • Clustering can improve efficiency (e.g. Laos) • Multigrade teaching constitute a cost/effective formula (Cambodia, Malaysia) • Reaching-out through developing linkages between extension services and community-based organizations • Distance education programs for rural people IIEP, concluding remarks, FAO/UNESCO seminar, Bangkok 26 May 2004

  10. Improving quality • The main challenge remains to recruit and retain qualified teachers • Financial incentives (e.g. Mongolia) • Support mechanisms • Improved living conditions • Certification of NFE • Building learning pathways IIEP, concluding remarks, FAO/UNESCO seminar, Bangkok 26 May 2004

  11. Improving equity • Gender equality • Equity for minority groups • Targeting • Positive discrimination (financial support for target groups: e.g. Cambodia, Malaysia for Orang Asli, Mongolia, Philippines, Vietnam) • Promote (NFE) programs for excluded groups and adult basic education (e.g. CLCs, FFS) IIEP, concluding remarks, FAO/UNESCO seminar, Bangkok 26 May 2004

  12. Choosing appropriate approaches for planning and management • Promoting integrated (intersectoral) approaches (e.g. Indonesia) and programs (TSEP-RLI in the Philippines), linkages between EFA action plans and PRSPs (e.g. Laos) • Decentralization (e.g. Cambodia, China, Laos, Thailand): greater relevance and responsiveness but increasing disparities, local taxing capacity is a function of local wealth, there is a need for more central level support • Reinforcing collaboration between Ministries of education and agriculture (need for greater involvement of MoA in the EFA process) : coordinated planning IIEP, concluding remarks, FAO/UNESCO seminar, Bangkok 26 May 2004

  13. Developing specific targeted monitoring instruments • At the country level: enlargement of existing EMIS in order to collect relevant data on ERP and produce targeted indicators related to specific policy objectives • At the international level : including ERP in the global EFA monitoring process IIEP, concluding remarks, FAO/UNESCO seminar, Bangkok 26 May 2004

  14. I M P O RTANCE GAUGE Percentage of state’s population that is rural Number of rural people Percentage of public schools in rural areas Percentage of public school students enrolled in rural schools Percentage of students enrolled in rural schools who are minorities Percentage of all students attending small rural schools Percentage of rural children in poverty URGENCY GAUGE Average rural teacher’s salary Ratio of rural to non-rural teacher salary Percentage of rural students who are free or reduced-price lunch eligible Average rural student to teacher ratio Percentage of rural teachers using computers in class Percentage of rural expenditures on school administration costs, difference from median Rural per capita income Percentage of rural teachers reporting parental support Percentage of rural expenditures on transport a t i o n Percentage of rural expenditures on instruction and pupil support Average number of students per grade Percentage of rural schools with declining enrolments of at least 10% NATIONAL RURAL STAT I S T I C S:the USA case (source: WHY RURAL MATTERS 2003:2003, Rural School and Community Trust) IIEP, concluding remarks, FAO/UNESCO seminar, Bangkok 26 May 2004

  15. IIEP, concluding remarks, FAO/UNESCO seminar, Bangkok 26 May 2004

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