Launching a New Flagship on Education for Rural People: An Initiative Agricultural and Extension Educators Can Get Behind

Acker, David; Gasperini, Lavinia; Officer,

doi:10.5191/jiaee.2003.10310

Cited by 2 publications

(4 citation statements)

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“…Literacy has been hypothesised and established as a critical measure of controlling population growth within the framework of the quantity-quality models (Black et al 2005). Furthermore, farm household graduates with basic education are believed to be equipped with knowledge sufficient to significantly impact on agricultural productivity and rural transformation (Acker and Gasperini 2003). Some researchers have illuminated the relevance of schooling in discussing the large welfare differential effects expected from promoting the nonfarm sector for sustained poverty reduction relative to farming (Otsuka et al 2009a).…”

Section: Nexus Between Education and Povertymentioning

confidence: 99%

“…Although its literacy rate is relatively low, Benin is highly rated for good governance and human rights records. 2 On the other hand, a long period of bad governance and political instability until 2002 has left Sierra Leone with enormous challenges over the years that require continued and substantial investments not only in education but in other critical development areas including institutional reforms to ensure meaningful reduction of poverty.…”

Section: Nexus Between Education and Povertymentioning

confidence: 99%

“…For instance, fertility rates can be managed better in societies with high literacy rates, and graduates with just basic education in the rural areas can boast of minimum knowledge necessary to significantly impact on agricultural productivity (Acker and Gasperini 2003). Additionally, literacy can engender efficient rural-urban migration, and can drastically stem bad governance plaguing a pool of countries in the bottom billion of the world (Collier 2007; among others).…”

Section: Introductionmentioning

confidence: 99%

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Nexus between Education and Poverty in Africa: Evidence from Sierra Leone

Bangura¹,

Kim²

2017

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We have discovered education as a lead predictor of poverty in Sub-Saharan Africa with evidence from Sierra Leone based on the country's integrated household survey 2011. Noticeably, education expenditure could have negative direct impact on welfare in the short run even though it delivers long run positive effect through indirect effect of covariates. This explains an inevitability of policy trade-offs with the simultaneous decision making problems a poor household faces, which would sometimes have to reduce health spending in favour of child education. Thus, careful policy is critical to ensuring optimal balance of effects on general household welfare that derive from household decision making problems.

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Section: Nexus Between Education and Povertymentioning

confidence: 99%

Section: Nexus Between Education and Povertymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Nexus between Education and Poverty in Africa: Evidence from Sierra Leone

Bangura¹,

Kim²

2017

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“…In the fall of 2003, the authors published a commentary in this journal entitled "Launching a New Flagship on Education for Rural People: An Initiative Agricultural and Extension Educators Can Get Behind" (Acker and Gasperini, 2003). The purpose of this follow-up article is to present a global synthesis of lessons learned since the launch of Education for Rural People (ERP) in 2002.…”

Section: Introductionmentioning

confidence: 99%

Education for Rural People: What have we learned?

Acker

Gasperini²,

Officer³

2008

JIAEE

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This article presents a synthesis of lessons learned since the launch of Education for Rural People (ERP) in 2002 under the leadership of the Food and Agriculture Organization (FAO) of the United Nations as part of the implementation process for the Millennium Development Goals (MDGs). The ERP program originated from the global consensus on the importance of education in reducing poverty and concern over the development challenges presented by approximately 880 million illiterate youth and adults and approximately 130 million out-of-school children, many of whom are rural and female. The most important products of ERP to date have been the knowledge generated and disseminated, innovations identified, and lessons learned by ERP partners related to policy and practice in areas such as education quality and access, gender responsive learning environments, parent and community engagement, and accommodation of non-traditional learners, to name just a few. Tools to strengthen national capacities to advance ERP have been developed. A global repository of the knowledge base on ERP has been established at FAO and is accessible worldwide via the Internet. Partnerships have been forged to expedite and facilitate implementation. ERP is now widely acknowledged as a top priority in the international education agenda. But educating all rural people is a huge challenge, and much is still to be done considering the number of out-ofschool children living in rural areas. During this next phase, new investments will be needed at the national level. Preparing rural citizens to engage successfully in knowledge-based economies is central to the achievement of the MDGs.

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Launching a New Flagship on Education for Rural People: An Initiative Agricultural and Extension Educators Can Get Behind

Cited by 2 publications

References 2 publications

Nexus between Education and Poverty in Africa: Evidence from Sierra Leone

Nexus between Education and Poverty in Africa: Evidence from Sierra Leone

Education for Rural People: What have we learned?

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