A Global Partnership to promote equity


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • UNESCO: Including HQ, Regional Offices and specialized research and training centers such as IIEP
  • A Global Partnership to promote equity

    1. 1. A Global Partnership to promote equity and accelerate progress towards MDGs Education for Rural People (ERP) Lavinia Gasperini Food and Agriculture Organization of the United Nations (FAO ) David Acker – IOWA State University March 2009 - BONN
    2. 2. A message to the Oslo EFA High Level Meeting <ul><li>Fight today’s main global inequity, address the Rural- Urban gap, </li></ul><ul><li>and invest in </li></ul><ul><li>E ducation for </li></ul><ul><li>R ural </li></ul><ul><li>P eople </li></ul>
    3. 3. What is EFA main challenge ? <ul><li>EFA to reach the un reached </li></ul><ul><li>Reach the un rich </li></ul><ul><li>Reach the poor </li></ul><ul><li>Reach the rural ….promote an urgent “innovation “ </li></ul>
    4. 4. What is EFA main challenge ? <ul><li>EFA to promote an urgent “innovation “ to stop reproducing inequity: </li></ul><ul><li>prioritize investments in education for developing the capacities of rural: </li></ul><ul><ul><li>Children (4 out of 5 of out of school children are rural) </li></ul></ul><ul><ul><li>->Youth and Adults (4 out of 5 of out of illiterates are rural) </li></ul></ul>
    5. 5. ERP Objectives <ul><li>Promoting equity, sustainable development and democracy. </li></ul><ul><li>Increasing investments to promote access to quality basic education for rural people </li></ul><ul><li>Enhancing governance and national capacity to plan and implement education programs to address learning needs of rural people </li></ul>
    6. 6. History <ul><li>The majority of the poor, food insecure, illiterate adults, out of school children, refugees, displaced, nomads, people in remote settings and affected by HIV/AIDS live in rural areas. </li></ul><ul><li>Addressing the educational needs of this &quot;neglected majority&quot; is key to achieving the Millennium Development Goals (MDGs) and Sustainable Development </li></ul><ul><li>A strategic partnership to promote ESD </li></ul><ul><ul><ul><li>(Dr. Jacques Diouf, Director-General of FAO) </li></ul></ul></ul>
    7. 7. ERP Inter sectoral History <ul><li>2002: ERP launched at the World Summit for Sustainable Development, Johannesburg </li></ul><ul><li>2000 World Education Forum, Dakar, (Senegal) & 1990 World Summit on Education for All Jomtien (Thailand) </li></ul><ul><li>1948 UN Declaration of Human Rights </li></ul>
    8. 8. Key ERP policy achievements <ul><li>EFA HLM Beijing 2005: ERP key policy priority </li></ul><ul><li>Senior government representatives from MOE and MAG of 11 African countries reiterated the need to address the gross inequalities that marginalize rural people (Addis Ababa 2005; Rome 2007) </li></ul>
    9. 9. ERP and the food crisis <ul><li>World Food Summit (WFS) 1996 = 800 billion undernourished . Target : Reduce hunger by 50% by 2015 (->Year 2000 MDG 1 ) </li></ul><ul><li>WFS Plan of Action, Commitment 2 </li></ul><ul><li>&quot; promoting access for all, especially the poor and members of vulnerable and disadvantaged groups to basic education &quot; …&quot;strengthen their capacity for self-reliance&quot;...&quot;promote access and support for complete primary education &quot; of &quot; children in rural areas and to girls &quot;. </li></ul>
    10. 10. ERP and the food crisis <ul><li>Millennium Development Goals 1 : eradicate extreme poverty and reduce hunger by 50% by 2015 </li></ul><ul><li>High-Level Conference on Food Security: the Challenges of Climate Change and Bioenergy 3-5 June 2008 : </li></ul><ul><li>world food production must rise 50 % by 2030. This will require investments exceeding $ 15 billion to $ 20 billion a year in the farm economies of poor countries , including research into robust, high-yielding crops suited to poor regions like sub-Saharan Africa”… </li></ul><ul><li>-> develop rural people capacity to utilize such investments and increase food production </li></ul>
    11. 11. History <ul><li>Famine does not happen in democracies because educated people have the resilience to cope and adapt to changes, crises and shocks and in doing so they feed themselves, produce food for the market and income for themselves. </li></ul><ul><li>Investments in ERP and food security have a direct relation </li></ul>
    12. 12. ERP Contributes to MDGs: <ul><li>ERP plays an important supporting role in the achievement of all MDGs </li></ul><ul><li>ERP is critical to the achievement of: </li></ul><ul><ul><li>MDG 1: Eradicating extreme poverty & hunger </li></ul></ul><ul><ul><li>MDG 2: Achieving universal primary education </li></ul></ul><ul><ul><li>MDG 3: Promoting gender equity, empowering women </li></ul></ul><ul><ul><li>MDG 7: Ensuring environmental sustainability </li></ul></ul>
    13. 13. FAO Food and Agriculture Organization of the United Nations
    14. 14. Ministries of Agriculture UNESCO Ministries of Education FAO
    15. 15. Ministries of Agriculture UNESCO Ministries of Education Donors, ADEA and other I.O. NGOs Civil Society FAO
    16. 16. Presentation <ul><li>8 Challenges </li></ul>
    17. 17. Presentation <ul><li>8 Challenges </li></ul><ul><li>8 Lessons </li></ul>
    18. 18. Presentation <ul><li>8 Challenges </li></ul><ul><li>8 Lessons </li></ul>8 Examples
    19. 19. Access to Education <ul><li>Fees and other costs </li></ul><ul><li>Distance to schools and lack of boarding schools </li></ul><ul><li>Availability of adult education and skills training </li></ul>Challenge # 1
    20. 20. Access to Education <ul><li>School attendance in rural areas has improved primarily due to: </li></ul><ul><ul><li>Removal or reduction of school fees </li></ul></ul><ul><ul><li>Free access to learning materials </li></ul></ul><ul><ul><li>School construction </li></ul></ul><ul><li>But the percentage of rural people in secondary and higher education and skills training is still irrelevant. </li></ul>Lesson # 1
    21. 21. <ul><li>Colombia Rural Education Programme, </li></ul><ul><ul><li>Adressing holistically all levels of the Education system, including teacher training </li></ul></ul>Example # 1 Access to Education
    22. 22. Quality of Education <ul><li>Quality depends on positive discrimination and extra investments for rural people </li></ul><ul><ul><li>Infrastructures and facilities </li></ul></ul><ul><ul><li>teaching materials </li></ul></ul><ul><ul><li>teachers training </li></ul></ul><ul><ul><li>evaluation </li></ul></ul><ul><ul><li>curriculum relevance </li></ul></ul><ul><ul><li>links to community </li></ul></ul>Challenge # 2
    23. 23. Quality of Education <ul><li>Quality and relevance are vital to increase the access, retention and effectiveness of education for rural people. </li></ul><ul><li>Contextualized learning allows learners to study and solve real-life problems and to acquire life skills </li></ul>Lesson # 2
    24. 24. <ul><li>School gardening programs contribute to relevance and quality and to school feeding programs </li></ul><ul><li>Community participation in determining combination of national and local curricular has proven successful </li></ul>Example # 2 Quality of Education
    25. 25. Gender Responsive Environments <ul><li>Accommodations must be made to attract and retain school-aged girls and adult women </li></ul>Challenge # 3
    26. 26. G ender Responsive Environments <ul><li>Flexible timetables to accommodate peak labor demand for girls and adult women </li></ul><ul><li>Well-supervised boarding facilities to safeguard girls </li></ul><ul><li>Take-home rations for girls to compensate for labor lost when they attend school </li></ul>Lesson # 3
    27. 27. Gender Responsive Environments <ul><li>Half-day long farmer training short courses geared toward women that have responsibilities at home </li></ul>Example # 3 Photo: Wikipedia
    28. 28. Governance Efficiency <ul><li>No single institution can provide all educational services for rural people </li></ul>Challenge # 4
    29. 29. Governance Efficiency <ul><li>Rural-based extension officers are a valuable resource : </li></ul><ul><ul><li>presentations of their subject at schools </li></ul></ul><ul><ul><li>conducting adult education and skills training </li></ul></ul><ul><ul><li>organizing farmer field schools </li></ul></ul>Example # 4
    30. 30. Skills Training for Rural People <ul><li>Skills for a more secure livelihood and greater resiliency during times of stress </li></ul><ul><ul><li>Life skills </li></ul></ul><ul><ul><li>Food production skills </li></ul></ul><ul><ul><li>Self-employment skills </li></ul></ul><ul><li>FAO/UNESCO/IIEP, 2006 </li></ul>Lesson # 6
    31. 31. Redefining Agricultural Education <ul><li>Agricultural education must reflect changes taking place in rural areas: </li></ul><ul><ul><li>technology changes </li></ul></ul><ul><ul><li>global supply chains </li></ul></ul><ul><ul><li>natural resource challenges </li></ul></ul><ul><ul><li>on- and off-farm employment </li></ul></ul><ul><ul><li>global environmental changes </li></ul></ul><ul><ul><li>entrepreneurship and small enterprise development </li></ul></ul><ul><ul><li>Crowder, Lindley, Bruening and Doron (1999) </li></ul></ul>Lesson # 7
    32. 32. Effective Pro-rural Policies <ul><li>National policies and financing strategies that effectively address ERP: </li></ul><ul><li>recognize the diversity of needs of rural people </li></ul><ul><ul><li>ecological and geographic differences </li></ul></ul><ul><ul><li>socio-economic and cultural differences </li></ul></ul><ul><li>FAO/UNESCO/IIEP, 2006 </li></ul><ul><li>Produce data and disaggregate EMIS to enable governments and the International community to monitor ERP progress </li></ul>Lesson # 8
    33. 33. What Will Success Look Like? <ul><li>Increased proportion of central budget devoted to ERP </li></ul><ul><li>Expanded access and improved quality for all rural people </li></ul><ul><li>Rural people: </li></ul><ul><ul><li>engaged in knowledge-based economies </li></ul></ul><ul><ul><li>prepared to learn to adapt and cope with globalization and market forces, climate change, food crises and other shocks </li></ul></ul>
    34. 34. ERP Action at the National Level <ul><ul><li>Strategies are in place that are: people-centered , rights-based , justice-oriented, sustainable, diversified according agro ecological, socio economic and cultural needs </li></ul></ul><ul><ul><li>ERP baseline and benchmarks are established </li></ul></ul><ul><ul><li>ERP complements programs in food security, poverty alleviation and sustainable natural resources management </li></ul></ul>
    35. 35. Action at the International Level <ul><li>ERP, a commitment of all: One UN, PRSPs, SWAPS, EFA, bilateral donors, NGOs, private sector and others </li></ul>
    36. 36. Action: Role of Donors <ul><li>Support from regional and international granting and lending organizations for those countries committed to elevating the education of their rural citizens </li></ul><ul><li>UNESCO and the Fast Track Initiative providing technical assistance to ensure ERP becomes an integral part of EFA (ERP Ministerial Meeting Recommendations 2005-7) </li></ul>
    37. 37. ERP: Visit A Rich Resource Collection <ul><li>33 books and conference proceedings </li></ul><ul><li>57 virtual publications </li></ul><ul><li>7 published articles </li></ul><ul><li>8 newsletters </li></ul><ul><li>3 theses </li></ul><ul><li>93 featured activities </li></ul><ul><li>ERP Toolkits </li></ul><ul><ul><li>www.fao.org/sd/erp/ </li></ul></ul>