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Following on from the preceding volume in this series that focused on innovation and implementation in the context of school-university-community collaborations in rural places, this volume explores the positive impact of such collaborations in rural places, focusing specifically on the change agency of such collaborations. The relentless demand of urban places in general for the food and resources (e.g., mineral and energy resources) originating in rural places tends to overshadow the impact of the inevitable changes wrought by increasing efficiency in the supply chain. Youth brought-up in rural places tend to gravitate to urban places for higher education and employment, social interaction and cultural affordances, and only some of them return to enrich their places of origin. On one hand, the outcome of the arguable predominance of more populated areas in the national consciousness has been described as “urbanormativity”—a sense that what happens in urban areas is the norm. By implication, rural areas strive to approach the norm. On the other hand, a mythology of rural places as repositories of traditional values, while flattering, fails to take into account the inherent complexities of the rural context. The chapters in this volume are grouped into four parts—the first three of which explore, in turn, collaborations that target instructional leadership, increase opportunities for underserved people, and target wicked problems. The fourth part consists of four chapters that showcase international perspectives on school-university-community collaborations between countries (Australia and the United States), within China, within Africa, and within Australia. The overwhelming sense of the chapters in this volume is that the most compelling evidence of impact of school-university community collaborations in rural places emanates from collaborations brokered by schools-communities to which universities bring pertinent resources.
The following problems in the field of educational organization are examined in terms of a Peruvian case study: prerequisites for community participation in national planning; national planning which starts at the local level; integration of formal and nonformal education programs at the local level to meet the needs of the total local population; integration of educational programs with other social development and production programs; and the extent to which local and regional authorities can act on their own in the face of barriers at the central level. Illustrating the manner in which these problems might be addressed, Peru's educational plan is described as one based upon the Community Education Nucleus (CEN) concept. CEN is described as involving many educational nuclei, each of which serves elementary and secondary education institutions within a prescribed area of control and includes the following hierarchical structure; a zonal chief; a sub-zonal coordinator; a CEN director supported by an administrative support unit, a community education council (parent, community, and teaching interests), and the educational development team (four specialists in kindergarten and basic regular education, extension education, basic laboral education, and student orientation and welfare). The aggregate of nuclei needs and plans is identified as constituting the zonal, regional, and national educational objectives. (JC).
This report focuses on the status of rural education and is intended to provide information to education researchers, policymakers at the federal and state levels, as well as others concerned about issues in rural education. Specifically, the goal is to increase federal policymakers' attention to rural education problems, promote improvements in rural schools, and stimulate further research on rural education. This report documents how rural conditions are sufficiently different from urban ones to warrant being examined independently, and it endorses the hypothesis that a single set of public policies may not adequately address educational issues in rural versus urban settings. National data, mainly from surveys by the National Center for Education Statistics, are synthesized covering the following topics: (1) economic and demographic context of rural education; (2) location and characteristics of rural schools and school districts; (3) relationship between the rural school and its community; (4) policies and programs benefiting rural education; (5) profiles of educators in rural schools; (6) effects of education reform in rural schools; (7) public school finance policies and practices affecting rural schools; (8) assessment of student performance in rural schools; (9) education and work experiences of rural youth; and (10) the future of rural education. The report contains numerous data tables and a section describing statistical data sources and methodology. (LP)
A reversal in rural-to-urban migration patterns is creating increasing interest in the quality of education in rural areas and in techniques for meeting educational needs in sparsely populated regions. Wholesale urbanization of rural schools generally is rejected as a potential solution: it is logistically inefficient; centralization and standardization are met with growing resistance; and conventional solutions to educational problems produce uneven results when applied to rural areas. This book addresses the broad spectrum of rural education issues within OECD member countries. The authors identify innovative programs, policies, and strategies and point toward the more promising paths for rural school improvement. They also issue warnings about some of the blind alleys and dead ends that can be encountered. The major topics covered include delivery systems, in-school innovations, support mechanisms, and community-school linkages.
Case studies of the organisation of education at district level in Nepal and the Sudan.
The rural school superintendency is, in many ways, as demanding and difficult as the urban superintendency. Chapter 1 of this book provides a working definition of a rural small school district, an estimation of the number of rural systems in the nation that fit the criteria, and a profile of rural small school superintendents. Chapter 2 discusses the basic nature of the work of rural superintendents and the roles they perform. Chapter 3 describes the advantages and problems with rural school districts in the areas of community relationships and control, finance, administration, teachers, students, and curriculum and instruction. It also discusses the lingering problems of financing and staffing rural small schools. Chapter 4 considers possible rewards of the rural superintendent in terms of pay, fringe benefits, and job security. Chapter 5 reviews new pressures facing rural education such as changing enrollment patterns, fiscal constraints, school improvement initiatives, and family choice options. The book concludes with recommendations for a new commitment at the local, state, and national levels to develop comprehensive, integrated, and cohesive policies that will strengthen and enrich the rural small school superintendent. (KS)