Which are the foundations of TVET for rural transformation by benbenzhou

VIEWS: 3 PAGES: 10

									WGICSD, FAO, Rome, 10-11   1
    November 2005
 The transformation of rural labour markets


• Impact of globalisation on rural labour
  markets
• The rise of non-farm employment and income
  (30% to 40% of rural households ’ income in
  South Asia)
• Diversification of employment patterns
• The new perspective : from employment to
  sustainable livelihoods



               WGICSD, FAO, Rome, 10-11         2
                   November 2005
   Agricultural education and training :
             main limitations

• Excessive focus on public sector jobs and on
  farm employment
• Lack of consideration for new skill areas:
  environment and natural resources
  management, biotechnology, agribusiness…
• Fragmented delivery
• Lack of learning pathways
• Lack of relationships between providers and the
  labour market
• Focus on tertiary level qualifications
• Weak articulation between research and training3
                   WGICSD, FAO, Rome, 10-11
• Low enrolment capactity 2005
                       November
      The rationale for rural skills
             development
• Food security challenge : urgent need to
  increase productivity (Sub-Saharan Africa)
• Environmental challenge : protecting the
  environment (soils, coastal areas, forests…)
• Economic challenge: contributing to economic
  growth, increasing international competitiveness
  of the agricultural sector
• Social challenge: poverty reduction, employment
  generation, building social capital

                 WGICSD, FAO, Rome, 10-11        4
                     November 2005
African producers have been unable to make up for the decline i
n
prices through higher volumes, since African agricultural product
ion has been flat over the past two decades, while agricultural
production increased rapidly in developing countries as a whole




                        WGICSD, FAO, Rome, 10-11                    5
                            November 2005
           The way forward:
        three policy directions
• Reforming the TVET sector in relation to
  rural and agricultural development
• Including rural skills interventions in
  poverty reduction strategies
• Broadening the EFA agenda to include
  programs for rural youth and adults



               WGICSD, FAO, Rome, 10-11      6
                   November 2005
   Reforming the TVET sector in relation to
     rural and agricultural development
• Agriculture-related and rural development skills within
  TVET and higher education policies
• TVET provision can be transformative in contributing to
  rural economic regeneration but also in offering a way to
  out-migration
• TVET for rural development, a livelihood approach
  (embracing all skills relevant to rural life, versus
  agriculture education)
• Articulating TVET programs with rural development
  projects
• Formulate a specific AET strategy (SNFAR)
• Rising the status of rural issues in policy and planning

                     WGICSD, FAO, Rome, 10-11                 7
                         November 2005
Including rural skills interventions in
    poverty reduction strategies
• Many PRSPs make special reference to TVET as a
  critical component of capacity building
• Target groups include the poor but also civil society
  organizations and decentralized levels of government
• Targeted sectors go beyond education to cover
  institutional, social and economic dimensions (capacity-
  building as an intersectoral dimension: agriculture and
  rural development, housing, health and social protection,
  public sector management…)
• Only, some PRSPs mention the reform of theTVET
  sector


                     WGICSD, FAO, Rome, 10-11             8
                         November 2005
    Broadening the EFA agenda to include
    programmes for rural youth and adults
•       National EFA Action Plan focus on school education,
        in particular UPE, the needs of out-of-school youth are
        overlooked, notably rural
•       However goals 3 and 4 of the Dakar framework relate
        to skills developmpent for rural youth and adults :
    –     Ensuring that the learning needs of all young people and
         adults are met through equitable access to appropriate
         learning and life skills programmes
    –    Increasing adult literacy
•     Promoting skills development for rural people
    –    The development of capacity for learning, innovation and
         productivity
    –    Skills are more than just narrow technical competencies
    –    Skills also include interpersonal, communications, teamwork
         and creative skills

                         WGICSD, FAO, Rome, 10-11                      9
                             November 2005
 Issues for donors: which focus for
              support?
• TVET policies
• AET policies (SNFAR)
• Linking agricultural education issues
  to a Sector Wide Approach
• Integrating skills development
  strategies for rural people in PRSPs
• Giving more visibility to Education for
  Rural People in the overall EFA
  movement at the national and
  international levels (ERP
               WGICSD, FAO, Rome, 10-11     10
  flagship/partnership)
                   November 2005

								
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