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Rural Sustainable development in human skill
- 3. THE CHALLENGES FACING RURALCOMMUNITIES
- 4. Access to educationand training is often limited by both financial barriers.
- 5. The opportunity costsof education and training may be too high to justify their giving up income-generating activities.
- 6. Many rural peopledo not have proper access even to basic education
- 7. Unequal gender relations andtraditional gender roles.
- 8. Education and training isavailable is often of inadequate quality
- 9. Lack of goodtraining system
- 10. Environmental degradation and climate changepresent particular risks to rural livelihoods.
- 12. Flourishing rural areasare vital to regional and national development.
- 13. Skills are centralto improving employability in the overall economy
- 14. Migration from ruralto urban areas
- 15. The need toincrease agricultural production
- 17. Integrating skills development intorural development policies and strategies.
- 18. Strengthening coordination and collaboration with theprivate sector in skills development.
- 19. Assessing labor market needsand economic opportunities
- 20.
- 21.
- 23. Expanding the outreach ofboth schools and training institutions to under- served rural areas
- 24.
- 25.
- 26.
- 27. Facilitating access to trainingmaterials
- 28.
Editor's Notes
- #2 The term ‘sustainable development’ gained currency after the 1992 Earth Summit in Rio de Janeiro. In effect, over 170 governments agreed that human development aspirations and the capacity of the environment to support them were on a collision course. Sustainable development became the overarching policy framework within which governments would seek to address the challenges of unsustainable development patterns. At the time, the most widely used definition described sustainable development as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”.1 As governments and organisations turned to designing and trying to implement relevant policies, they discovered that this definition, however apt, needed expanding if it was to provide a useful operational framework. The UK government, for example, defines sustainable development as meeting four objectives at the same time, in the UK and the world as a whole: • social progress which recognises the needs of everyone • effective protection of the environment • prudent use of natural resources • maintenance of high and stable levels of economic growth and employment. Unfortunately, even the government itself is prone to quoting only the four bullet points when it talks about sustainable development. This misses the crucial lesson about how we have ended up with unsustainable development. It is by pursuing our economic, social and environmental goals separately that has resulted in repeated trade offs between goals. Sustainable development is about progressing them together. We are not in the habit of thinking about the economy, the sort of society we would like, or the sort of environment we would like to live in at the same time. In higher education institutions, each is taught as different subjects, in different departments.
- #5 (e.g. training and transport costs) and non-financial barriers (e.g. scarce education and training infrastructure, inflexible training timetables).
- #6 Especially for poor rural children and adults, the opportunity costs of education and training may be too high to justify their giving up income-generating activities and/or unpaid work that helps to sustain their families. They get trapped in a vicious cycle which tend them to believe that the already existing income generating activities are their limit, so they don’t reach out for more. (skill development)
- #7 This hampers their access to technical and vocational training. Which potential and the caliber to grasp the skills in future trainings get affected. Evidence from Asia suggests that better education and training increases the chances of finding high-paying non-farm employment, whereas lack of education tends to limit options to agriculture or low-wage non-farm employment (ILO [International Labor Office], 2008)
- #8 Unequal gender relations and traditional gender roles entail specific difficulties for rural girls and women in accessing education and training. Women are mostly bind with the household work load and aren’t given opportunities to have education(rural areas). Rural girls and women are often the most disadvantaged. For example, in South Asia rural women aged 18–25 have completed on average only 3 years of schooling, as compared to 6.5 years for their urban counterparts
- #9 Teachers and trainers are most of the times unqualified, equipment and technology outdated, and teaching and training methods ill-suited to rural contexts(non-adaptive). Less number of the highly qualified professional want to work in the rural area. In many developing countries, most training in rural areas takes place outside the formal training system. Eg- in china whenever someone gets a doctorate, he’s first appointed in for the rural areas for few of his career's initial year.
- #10 In many developing countries, training systems tend to operate in isolation from the labor market and employers’ needs, so that training does not always match demand for skills. Like if there was a proper well directed system like the ARMY present in the rural areas for the education and training process(skill development) then they wouldn’t be having such difficulties. For example, nearly 90 per cent of agricultural workers in India have no formal training(ILO [International Labor Office], 2008),
- #11 Climate change had a very crucial effect on the world as a whole including rural and urban areas, many things such as harvesting periods, seeding seasons etc have changed and due to which the orthodox approach with the technology might not work now for the benefit. This requires developing new, innovative strategies and skills to enable rural women and men to learn about and use new environmentally friendly technologies.
- #13 Education, entrepreneurship, and physical and social infrastructure all play an important role in developing rural regions. All the above activities helps in the overall development of the economy's GDP and hence it promotes national development.
- #14 Skills are central to improving employability and livelihood opportunities, reducing poverty, enhancing productivity and promoting environmentally sustainable development. With proper skill set one can be employed in other non-agricultural jobs (agriculture estimates to be about generating 60-70% of the jobs in INDIA) Rural economies are becoming more diversified. While agriculture is still the main source of livelihood, an increasing share of rural households’ incomes comes from non-farm activities.
- #15 Migration from rural to urban areas has placed enormous pressure on many cities to accommodate newcomers, greatly increasing demand for infrastructure and services and often leading to increased levels of pollution and other forms of environmental degradation. Providing employment and decent incomes in rural areas is a principal means of both stemming this tide of migration and reducing poverty. If the human capital is well equipped with some proper skill they can generate employment in the rural areas for themselves and for others as well so less migrations will occur and a balance will be created. The flock of birds symbolize migration.
- #16 The need to increase agricultural production and ensure food security has focused attention on the difficulties that rural communities face in promoting livelihoods in both farm and non-farm activities. More and more farmers are quitting due to various hindrances in the agricultural activities and hence there are chances of shortage food production in the upcoming year and that’s why they need certain skills related to their current activities or to be efficient enough to be engaged in some other non-agricultural income generating activities.
- #17 *There is a wide range of policy initiatives that can be undertaken by governments, the social partners and local communities to improve the situation of rural workers through skills development and thereby contribute to increased productivity and incomes and improved social welfare* *An integrated approach is essential to ensure that development of skills and employment opportunities in rural areas draws on the wide range of policies, institutions and actors in the training sphere that can support and expand training delivery in rural regions*
- #18 Which include things such as agricultural policies, and private sector development and entrepreneurship policies.
- #19 Both to increase the relevance of training, and to improve and facilitate its delivery. Employers in particular, but also workers’ organizations, NGOs and community groups should be involved in planning and implementing programmes.
- #20 Linking training to the skills requirements in the particular rural context.
- #21 Collect the disaggregated by gender, age, ethnicity, disability and other relevant dimensions, to enable appropriate services and programmes to be designed. Then as per the requirement the training system can be designed more effectively.
- #22 Policies that consider formal, non-formal and informal training & some other typical convectional type of training. While access to good quality formal training is important, it is also crucially important in improving skills provision in rural areas to include innovative non-formal and informal training into national training systems.
- #24 Providing free basic education, as an essential foundation for further skills training, and offering financial incentives (e.g. vouchers) and non-financial incentives (e.g. meals at schools) to improve attendance.
- #25 Providing affordable technical and vocational training by reducing financial entry barriers, and designing interventions to enable those most disadvantaged, such as working children, women in poverty, ethnic minorities and ex-combatants, to participate. Complementing technical and vocational training with basic education (literacy and numeracy) and life skills (e.g. confidence-building, health management, social awareness (Brewer, 2013). This enables participants to benefit more from technical and vocational training, and may be particularly relevant for those most marginalized
- #26 for example, by providing safe transportation and training facilities, separate sanitation facilities, dormitories and provisions for child care. Ensuring that textbooks and other learning and training materials are not gender stereotyped and sensitizing teachers and instructors to gender equity. All these small facilities will encourage the people to be a part of the training. Encouraging the training of women and men in trades’ not stereotypically associated with one gender: for example, promoting training for women in mechanics and for men in textile work.
- #27 This will benefit those who cannot afford to take time off (for example due to seasonal or household work) or to pay for longer-term training. Flexibility in the training programmes will enable its compatibility as per different type of people who have potential or need training.
- #28 Providing different materials like toolkits, and modern equipment and technology, as well as better remuneration, for teachers and trainers.
- #29 Such as mobile or distance learning through information and communication technologies (ICT). This requires expanding access to mobile phones, computers, and education and training hardware and software, and investing in the ICT training of teachers and trainers.