Education In Rural Communities Research Articles

Procesos de enseñanza en escuelas rurales multigrado de México mediante Comunidades de Aprendizaje

This article analyzes the teaching methods developed in two primary rural multi-grade schools in Mexico, based on the implementation of a new pedagogical model inspired by the concept of Learning Communities. The text examines the general characteristics of the model, and of the state agency that develops it, and also highlights both the strengths and limitations observed during the implementation of the model in the selected schools. Among the strengths is the promotion of autonomy processes and the development of investigative skills and also oral and written communication in students. The limitations are noted as the coexistence of innovative practices along with traditional classroom practices, as well as the poor provision of resources by the state towards education in rural communities.

Contributions of Rural to Urban Area’s Migration to Education in Rural Community: A Study in District Karak, Khyber Pakhtunkhwa, Pakistan

Contributions of Rural to Urban Area’s Migration to Education in Rural Community: A Study in District Karak, Khyber Pakhtunkhwa, Pakistan

Policy Challenges and Opportunities for Rural Special Education

This article reviews current developments in state and national policies that affect rural special education. A brief overview of the federal role in rural education is provided, with emphasis on the implications for the provision of special education services in rural communities. A variety of challenges are identified, including (a) the variable contexts of rural communities and the associated problems with the identity of rural education, (b) influences of rural poverty and accompanying decline in economic development in many rural communities, (c) ongoing personnel shortages in rural schools that pose unique dynamics for recruitment and retention of rural educators, (d) the disparities in available resources targeted for education in rural communities in comparison with urban counterparts, and (e) the influences of increased learner diversity on schools in rural America. A number of promising practices that address the challenges are identified, including attention to comprehensive statewide systems of educator identification, preparation, and ongoing support for educators and schools located in rural communities across America. A set of recommendations for policymakers and policy implementers is offered for consideration to advance the improvement of special education programs and services for learners in rural communities.

Developing successful conservation education programs as a means to engage local communities in protecting cotton-top tamarins (Saguinus oedipus) in Colombia

Engaging children in developing countries to care for wildlife, and to make appropriate choices to protect wildlife, are challenging tasks. Proyecto Tití works to conserve the cotton-top tamarin (Saguinus oedipus), a critically endangered endemic monkey from Colombia, using a multi-disciplinary approach that focuses on scientific research, community empowerment, habitat protection, and conservation education to protect this species. Proyecto Tití has developed a multi-tiered methodology for education in rural communities that increases knowledge and understanding of the cotton-top tamarin and the threats to its survival, generates attitudes and behavior that support conservation, and provides opportunities to develop the future generation of conservation leaders in Colombia. We evaluated TITÍ KIDS and CARTITILLA, two of Proyecto Tití’s educational programs, measuring the knowledge gained by students before and immediately after the program. For CARTITILLA, we also measured the retention of knowledge after five years, and if the program developed pro-conservation attitudes and behaviors. We analyzed the evaluations of over 6000 students who participated in programs from 2011 to 2016, using a paired t-test. Students significantly increased their knowledge of cotton-top tamarins (p≪0.01) and their ability to identify and classify domesticated and wild animals in their regions (p≪0.01). Five years after participating in the CARTITILLA program, students had retained their knowledge about cotton-top tamarins and demonstrated attitudes and behavior that support cotton-top tamarin conservation. The educational programs of Proyecto Tití provide evidence that engaging youth in meaningful conservation activities can assist in the protection of cotton-top tamarins.

Shadow mobilities: regulating migrant bicyclists in rural Ontario, Canada

This article explores bicycling practices among migrant farmworkers in rural southwestern Ontario, Canada. Migrant farmworkers are legally authorized to work in Canada for designated farm operations for up to eight months a year. Migrants lack access to cars in rural regions where motorized travel predominates. Consequently, bicycling is an essential yet inadequate and unsafe means of transportation for migrants, part of everyday geographies of what Tim Cresswell calls ‘shadow citizenship’. I use shadow citizenship to refer to the overlapping regulatory and geographical exclusions from mobility rights that create risk and stigma for migrants in Canadian communities. Migrants have become subjects of bike safety education in rural communities. I argue that bike safety regulates and orders migrants’ bicycling conduct rather than addressing the roots of unsafe bicycling conditions. Overall, the article complicates the conventional view of bicycling as a universally healthy and progressive travel mode. Racial and economic forms of exploitation as well as socio-spatial exclusions inflect actually existing bicycling geographies.

Democracy and Contributions of Town Union to Educational Development in Ebonyi State: A Focus on Some Selected Rural Communities

AbstractThis study interrogates the nexus between democratic governance and the contributions of town unions to provision basic education in rural communities in Ebonyi State. The study was carried out in twelve selected rural communities chosen across the three senatorial zones of the state. The study was provoked by need to empirically test the contentious debate among development scholars over the correlation between democracy and development. The data for the study were gathered through the use of questionnaire, Focus Group Discussion (FGD), observation and documentary methods. The study adopted community action theory as its framework of analysis. The data were analyzed using simple percent, contingency tables, and histogram while chi square was used for the test of hypotheses. The findings revealed that democratic governance has increased contributions of town unions in the provision of basic education in rural communities in Ebonyi State. The study equally revealed that lack of enlightenment, illiteracy, and poverty among the rural dwellers poses challenge to the contributions of town unions in the provision of basic education. The study recommended that government should provide periodic subventions to town unions to enable them mobilize adequate funds for the provision of basic educational projects. Besides, leadership trainings should be organized on regular basis to educate and enlighten town union executives on the best global practices on rural development.

Relationship between remittances and rural primary education: a case study on a group of remittance beneficiaries

Today nearly two million Sri Lankans are employed abroad generating US Dollars 7 million annually, accounting for 8 percent of Gross Domestic Product. Most of the studies pertaining to Sri Lanka are confined to the benefits of migration on rural communities and members left behind by increasing household income. However, there is little focus on the impact of remittance on educational productivity. In this context, this study was conducted with the main objective of investigating the impact of remittance on primary education in rural community. The data collection was conducted using a pre-structured questionnaire in Galewela Divisional Secretarial with a sample of 45 households receiving remittances through a selected private bank and another 45 households who are non- recipients of remittances with children obtaining primary education. The findings of the study revealed that migrant households spend a higher proportion of remittances on primary education than non-migrant households. It was found that according to the parental perception of migrant families, the productivity of rural primary education has increased after the investment of remittances. But according to the statistical comparison using two sample t- test focused on the level of primary education among migrant and non-migrant families, it is revealed that remittances have no significant impact on the productivity of rural primary education. Through the regression analysis conducted to find the factors affecting rural primary education, it was concluded that parental absence and time allocation of mother for children's education play an important role than the share of remittances allocated for education.

Rural Community Education as Inspiration for Post-Soviet Space

The paper deals with the concept of community education and its possible application in post-Soviet as well as post-communist space. The main research question of the paper is: What are the objective and subjective conditions and barriers for successful establishment of community education in rural areas of post-Soviet countries, which have similar conditions as other post-communist states? From this research it is possible to conclude that Rural Community Schools should be established upon fulfilment of certain objective conditions, such as geographic location and accessibility: the Community School should meet the selected educational needs of the residents of the catchment area; demographic structure of the population showing the parameters of the target population’s education; and potential participation given by the existence of a local school and local societies – the Community School works towards the final solution of creating local partnerships. Some subjective barriers to the development of Community Schools also exist. This starts (at macro-level) with support of their existence by the general legislative and promotional framework as a basis of cooperation between the Ministry of Education and local and regional development authorities and should continue (at mezzo-level) with support from decentralised government authorities and self-government authorities.

Using Inexpensive Technology and Multimedia to Improve Science Education in Rural Communities of Nepal

This article explores an ongoing project that promotes science education in rural communities of western Nepal by using affordable technology. With the advent of inexpensive technology and multimedia resources, teaching materials for science education can be accessed with a much smaller budget than was previously possible. A preliminary survey done in two schools of Baglung district in Nepal found a significant lack of funding for science education. Using affordable computing technology such as Raspberry Pi and open-source electronic library contents, including those provided by Khan Academy and Wikipedia, this project will help foster the currently underutilized talent that exists in the country by making communities less dependent on external educational aid and hence promote ownership and progress of online educational platforms.

La educación ambiental en comunidades rurales y la popularización del derecho a la conservación del entorno natural: el caso de la comunidad de pescadores en la Ciénaga de Ayapel (Colombia)

This research article reflects on the issue of policy instruments and their ineffectiveness as the only tool to solve environmental problems, proposing as fundamental element the active participation of communities in the awareness and processes and in the exercise of actions to protect their rights to subsistence and environmental conservation. The overall objective of the research was to analyze the popularization of the right to the conservation of the natural environment as a strategy for environmental education in rural communities. Based on qualitative research, the reality of fishermen who survive from fishing in the swamp of Ayapel was interpreted and a methodological approach from symbolic interactionism was adopted, which enabled explaining environmental issues in the fishers' community and their relationship with fishery resource conservation. Direct observation in the Ayapel Swamp and conversation with 20 fishermen in the area were used as techniques for data collection. From the experiences and realities observed in the fishing community in the Swamp of Ayapel (Colombia), it was possible to design, as a result of the investigation, an educational proposal articulated from dialogic pedagogy and didactics, in order to enable the sustainability of region ecosystems, identifying priorities for management of natural resources and the generation of cultural identity processes from the environment. It is concluded in this study that the popularization of law is a contribution in relation to environmental education as it starts from the idea of carrying out educational processes rooted in contexts and committed to the ideal of a decent life for all.

CIES Bibliography 2011

CIES Bibliography 2011

Can interprofessional collaboration provide health human resources solutions? A knowledge synthesis

Many studies examine the impact of interprofessional (IP) interventions on various health practice and education outcomes. One significant gap is the lack of research on the effects of IP interventions on health human resource (HHR) outcomes. This project synthesized the literature on the impact of IP interventions at the pre- and post-licensure levels on quality workplace, staff satisfaction, recruitment, retention, turnover, choice of employment and cost effectiveness. Forty-one peer-reviewed articles and five IECPCP project reports were included in the review. We found that IP interventions at the post-licensure level improved provider satisfaction and workplace quality. Including IP learning opportunities into practice education in rural communities or in less popular healthcare specialties attracted a higher number of students and therefore may increase employment rates. This area requires more high quality studies to firmly establish the effectiveness of IP interventions in recruiting and retaining future healthcare professionals. There is strong evidence that IP interventions at the post-licensure level reduced patient care costs. The knowledge synthesis has enhanced our understanding of the relationships between IP interventions, IP collaboration and HHR outcomes. Gaps remain in the knowledge of staff retention and determination of staffing costs associated with IP interventions vis-à-vis patient care costs. None of the studies reported long-term data on graduate employment choice, which is essential to fully establish the effectiveness of IP interventions as a HHR recruitment strategy.

A Preservice Special Education Teacher's Construction of Knowledge: Implications for Coursework and Retention in the Field

This case study looks closely at one preservice special education teacher candidate's views on how her coursework, program requirements, and practical experiences influenced her knowledge of teaching. Her perspectives are examined through the research-based frameworks of Hanline (2010), Shulman (1986), and Cochran-Smith and Lytle (1999). These three different frameworks outline the various types of knowledge needed for effective instruction. Further, this article provides insight into how preservice teachers' knowledge is constructed. This insight can influence program creation and implementation as well as help focus attention on teacher retention within special education in rural communities.

Decentralisation policy and practice in Ghana: the promise and reality of community participation in education in rural communities

In 1987, the government of Ghana embarked on a process to decentralise education management to districts as part of wider social and democratic governance reforms. A central part of this reform was the prescription of active community participation in the affairs of schools within their locality. This paper explores the different meanings community participation had for school community stakeholders. It examines the multiple understandings of how community and school relations work and the factors which influence this relationship. Drawing on case study data, it argues that much of the theoretical and policy expectations on representation and participation in education by community members are only evident in form, but not as intended in practice. In poor rural contexts, it is often the local elite and relatively more educated members of the community, who become the new brokers of decision-making and, through their actions, close up the spaces for representation and participation by community members in the affairs of schools. Furthermore, the extent of community participation appears to be shaped by a ‘social contract’ based on the principle of reciprocity of roles between the community and schools, and that increasingly teachers feel accountable to the traditional hierarchical educational structure, and not to the community. The paper argues that the realisation of decentralisation policy in education has to contend with the realities of local politics of influence in the community, and tap into the positive side of this influence to improve education service delivery.

Assets, Challenges, and the Potential of Technology for Nutrition Education in Rural Communities

Objective To examine assets of and challenges to getting adequate nutrition and physical activity among low-income rural residents, and the potential for technology to provide health education. Methods Environmental scans and community stakeholder interviews were conducted in 5 rural counties in Maryland. During environmental scans, stakeholders guided tours around each county to explore community services and resources for nutrition, physical activity and technology. In-depth interviews with stakeholders (n = 58) focused on nutrition, physical activity, and technology issues. Results Low-income residents both benefit from and face challenges in rural settings. Besides attitude and knowledge barriers, lack of affordable resources and public transportation contributed to inattention to nutrition and physical activity. Stakeholders' reactions to a proposed Internet-based intervention were mostly favorable, but questions emerged about providing computers and Internet to individual families. Conclusions and Implications Internet-based education may be a viable option to help low-income rural residents overcome barriers to nutrition and physical activity.

University of Missouri School of Medicine in Columbia

University of Missouri School of Medicine in Columbia

The Role of Education in Rural Communities

Drawing upon a conversation held in rural Prince Edward Island, in this article I explore community questions regarding the role of education in Canada. I present five brief vignettes and then consider these through a lens that recognizes the criticality of community, context, and culture.

Delivering Distance Learning in Rural Solomon Islands: Practical Issues and Concerns

This paper is intended to inform readers about the use of on-line learning in rural Solomon Islands. The Distance Learning Centre Project is still in its early stages of implementation and therefore, this paper is not intended to provide a rigorous evaluation of the project or to assess student attainments. The objective of the project was to improve access to quality education in rural communities. The implementation of the project was funded by European Union and New Zealand Aid. There are nine Distance Learning Centres currently running and are located in rural communities across the country. The centres were equipped with network services, solar power and learning technologies. The learning technologies were hooked onto the network with six laptop computers in each centre. There were 15 courses offered on-line using the synchronous tuition tools. Observing the first year of the project, some practical issues and concerns are examined that relates to empowerment and access to quality education. The paper concludes with reflections on the issues of adequacy, practicality of teaching technical and vocational skills on-line, future sustainability, the importance of follow up and the need for further research to investigate the pertinent issues highlighted in this paper.

Rural Community and Human Development through Sustainable Information Technology Education

In developing countries, Information Technology education is associated with high cost and is not typically available outside urban areas. Seeking IT education might not be on the priority list of countries battling numerous problems related to healthcare, housing, nutrition and other basic needs of life, but globally, IT education is an increasingly important aspect of human resource development, as well as economic development. This article presents a case where the provision of IT education differs from the conventional emphasis on urban dwellers. The authors discuss the case of Summit Computers in a rural community in Nigeria. The analysis of the case suggests that for developing countries to benefit from advances in IT, awareness among the real users, convenience, affordability and consideration of how IT training can meet local needs and employment are important factors. Entrepreneurship, participation and empowerment of local users are also discussed as important factors that enhance the sustainability of IT education in rural communities.

Defining rural community(ies): Future considerations for informal and nonformal adult education in rural communities

AbstractThis chapter examines ways that rural character or community can be defined and suggests that future rural adult education research should be framed to include more specific considerations of rural context.