Skill Development for Rural Transformation National,International and Comparative Perspectives
Any attempt to readdress our worlds increasing inequity,poverty and widening human development gaps is possible through access to relevant,equitable and effective education of our rural people who makes our worlds majority of illiterate,unhealthy,malnourished,marginalized,and oppressed population.Currently,up to 3.1 billion people or 55 percent of the total population of developing world live in rural areas and at least 70 percent of the worlds very poor are rural.For the next two decades,it is also estimated that the majority of population living in developing countries will continue to be rural (IFAD,2010) (See Figure 1 and Figure 2).Unfortunately,very little research is looking at the causes and roots of such deteriorating situations.Education for Rural Transformation (ERT) is the only way to reduce the widening human development gaps within and between nations.The dynamics of rural transformation in the ‘globalized world has created new educational imperatives that call for a re-evaluation of present educational policies and priorities,and the re-examination of the role of education and learning (formal,nonformal and informal) for rural people from rather new perspectives.Henceforth,education should be seen as a key instrument for fulfilling the goal of rural transformation.It should contribute to the wellbeing of the rural people including food security,health,employment,protection of the environment and the management of our natural resources.ERT should be inclusive and should meet effectively and equitably the basic learning needs of rural children,out-of-school youth and adults in the perspective of reducing rural poverty.
Vinayagum Chinapah
Head of the Institute of International Education Stockholm University
国际会议
Dujiangyan International Forum -UNESCO Chengdu Conference(2011都江堰国际论坛-联合国教科文组织成都会议)
成都
英文
1-10
2011-08-06（万方平台首次上网日期，不代表论文的发表时间）