Education for Rural Development: The Case of the UPCA/BNE Barrio Development School Project.

Autor/in	Contado, Tito E.
Institution	University of the Phillipines, College, Laguna. Coll. of Agriculture.
Titel	Education for Rural Development: The Case of the UPCA/BNE Barrio Development School Project.
Quelle	(1972), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Agricultural Education; Cultural Background; Educational Development; Employment; Instruction; Pilot Projects; Rural Development; Rural Youth; Secondary Education; Socioeconomic Background; Vocational Education; Philippines + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Bildungsentwicklung; Dienstverhältnis; Teaching process; Unterrichtsprozess; Pilot project; Modellversuch; Pilotprojekt; Rural environment; Development; Ländliches Milieu; Entwicklung; Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; Sekundarbereich; Sozioökonomische Lage; Berufsbildung; Philippinen
Abstract	The Barrio Development School, a 4-year action-research project which has been in operation for 2 years, is located at Masaya, Bay, Laguna, Philippines. Begun by the University of the Philippines, College of Agriculture, and the Board of National Education, it is a secondary school program for barrio youths who have decided to stay, live, and work in the barrio as farm operators. It is aimed towards (1) determining whether a non-college preparatory secondary school program is possible in a village setting, (2) determining the extent of the school's contribution to the socioeconomic development of the people and the village, and (3) studying the sociological processes involved in the introduction and operation of such a school project. The Barrio Development School trains prospective (12-18 year olds) farm operators on their own farm, where day-to-day problems have to be studied and solved. In addition to learning about farm production, the future farmer learns about supply, labor, credit, marketing, and other management requirements of modern farming. The student operates the farm by himself, with the guidance of the agriculture teacher and his parents. This paper discusses the resistance encountered from the barrio leaders and parents, the program-supervised farming projects (i.e., raising rabbits for profit), and the school's impact on the barrio, parents, and educators in the country, as well as from other countries. This paper also compares the school project to the present secondary school programs. (NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC