Relevant bibliographies by topics / Rural education

Academic literature on the topic 'Rural education'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Rural education"

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P. Sunitha, P. Sunitha, and V. Sreedevi V. Sreedevi. "Rural Education – In India." Indian Journal of Applied Research 3, no. 12 (October 1, 2011): 241–43. http://dx.doi.org/10.15373/2249555x/dec2013/71.

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Chothani, Sumitaben K. "Rural Education in India." Indian Journal of Applied Research 3, no. 3 (October 1, 2011): 369–70. http://dx.doi.org/10.15373/2249555x/mar2013/126.

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Sanghaik, Gopal Krishan. "Rural Development Education." Indian Journal of Public Administration 56, no. 3 (July 2010): 669–78. http://dx.doi.org/10.1177/0019556120100323.

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Polivka, Barbara J. "Rural Sex Education." Public Health Nursing 13, no. 6 (December 1996): 425–33. http://dx.doi.org/10.1111/j.1525-1446.1996.tb00270.x.

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Pini, Barbara, and Kalwant Bhopal. "Racialising rural education." Race Ethnicity and Education 20, no. 2 (December 7, 2015): 192–96. http://dx.doi.org/10.1080/13613324.2015.1115620.

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Leversha, Anne. "Rural Health Education." Australian Journal of Hospital Pharmacy 29, no. 2 (April 1999): 117. http://dx.doi.org/10.1002/jppr1999292117.

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Genglin, Gu. "Rural adult education." New Directions for Adult and Continuing Education 1988, no. 37 (1988): 23–31. http://dx.doi.org/10.1002/ace.36719883705.

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矫, 禄婷. "Research on Rural Preschool Education in the Context of Rural Education." Advances in Education 13, no. 10 (2023): 7821–26. http://dx.doi.org/10.12677/ae.2023.13101214.

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Barter, Barbara. "Rural education: learning to be rural teachers." Journal of Workplace Learning 20, no. 7/8 (September 12, 2008): 468–79. http://dx.doi.org/10.1108/13665620810900292.

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Strasser, Roger, Ian Couper, John Wynn-Jones, James Rourke, A. Bruce Chater, and Steve Reid. "Education for rural practice in rural practice." Education for Primary Care 27, no. 1 (January 2, 2016): 10–14. http://dx.doi.org/10.1080/14739879.2015.1128684.

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Dissertations / Theses on the topic "Rural education"

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Shuman, Aaron. "Rural High School Principals: Leadership in Rural Education." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/71544.

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Educational Administration
Ed.D.
Educational leadership has been the focus of many studies; however, leadership does not occur in a vacuum. Understanding the context in which it occurs will in turn help to explain the phenomenon itself. Rural communities in the United States have many differences when compared to urban and suburban areas. Twenty-eight percent of schools in the United States are rural, and within those rural districts seven million students attend schools (Sherwood, 2001). Even with the large number of rural schools, there are significant deficiencies in rural research, including available raw data (Sherwood & Arnold, 2001, 2004). Moreover, when research is done, the rural context is almost always seen as a limitation (Howley & Howley, 1999). Many times research that is conducted in urban and suburban settings is generalized to the rural setting. Ethical educational leadership is drawing increased attention in research. The bulk of ethical decision-making research has focused on administrators in urban and suburban settings. The rural context is silent when one looks to ethical leadership work. This study explores four rural high school principals' perceptions of how the rural context influences their ethical leadership, career aspirations and advancement opportunities. This study also explores the principals' perceptions about their personal history and their gender to determine whether either has been a hindrance or a help to their leadership in the rural context. A case study methodology was utilized while conducting this study. Over a twelve month period; 18 site visits were conducted at four rural high schools in central Pennsylvania. Twelve semi-structured interviews were conducted along with eight days of shadowing to explore the respondents' perceptions on leading in the rural context. The findings indicate that the respondents of this study did perceive differences in the rural context as compared to urban and suburban areas. Those differences were perceived by the respondents to have an impact on their work as educational leaders. This study suggests that the principals' personal histories impact their leadership within the rural context. All of the respondents lead in districts where they once attended school. This phenomenon strengthened the impact of social reproduction as the principals struggled to maintain a way of life that they valued, while competing with the ideals of the educational institution. The principals maintained programs with a focus on local interests such as logging, shop programs, fish farming and agriculture education. They did this with limited resources and at the expense of offering other programs. Students entering these programs often ended their formal education with high school. They entered the local economy and reproduced their parents' class position in the wider society. The principals' ties to their communities impacted their expectations for students in their schools. This study suggests that the rural context impacts opportunities for advancement. While opportunities for advancement were perceived to be present, they often required principals to move their families due to geographic distance. None of the respondents were willing to relocate to take advantage of opportunities. Gender barriers were rampant within the rural context. The two female principals had experienced gender discrimination. The two male candidates acknowledged gender barriers in their districts. All the respondents affirmed that the stereotype for a high school principal in their respective districts was a male. The principals used multiple paradigms when solving difficult ethical decisions, and their personal history influenced the paradigms they used most frequently. The respondents all used the ethic of care and critique more than the ethics of justice and the profession. Critical life incidents shared by the principals were from a caring or critical perspective and tied to the paradigms they used most frequently. Competing values about the educational mission of the school, the purpose of school and social mobility of students were found to impact leadership.
Temple University--Theses
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Phillips, Joshua C. "Retaining Rural Educators| Characteristics of Teacher Retention Practices of Rural School Districts." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729528.

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The purpose of this study was to determine the reasons high-quality rural veteran educators choose to remain in small, rural district settings and to identify common factors among small rural school districts that have high numbers of highly qualified veteran teachers. The study is relevant to school leaders and school boards within small rural communities seeking to develop policies and encourage strategies to keep high-quality educators from leaving districts. The motivation-hygiene theory of job satisfaction developed by Herzberg, Mausner, and Snyderman (1993), coupled with Rosenholtz’s (1989) 10 essential components for working together were utilized throughout the study to evaluate the motivations of high-quality veteran rural educators. A self-administered survey and telephone interviews were utilized to gather data, which revealed high-quality veteran teachers choose to remain in the small, rural school setting due to intrinsic motivators. It was learned strong support from fellow educators and the community contributed to the desire of rural educators to remain employed within their districts. Data revealed educators were interested in autonomy within the classroom and support from administrators. Research indicated small, rural schools with high numbers of highly qualified veteran teachers have high levels of administrative support. These educators have a sense of belonging within their districts and high levels of job satisfaction. Opportunities for educators to collaborate are readily available and support is given through teacher evaluations. Additionally, these educators feel connections within their school communities, which enable them to better teach the district's students. Lastly, educators voiced school climate played a large role in their decisions to stay in the small, rural setting.

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Jepbarova, Dilyara. "Returns to education in rural America /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131527708.pdf.

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Addington, James R. "Education and Development in Rural Appalachia: An Environmental Education Perspective." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1299705241.

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Mahan, Camilla. "Home-Grown Teachers: Will Their Rural Roots Keep Them in Virginia's Rural Schools." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2082.

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The purpose of this research, based on Tönnies’s theory of Gemeinschaft and Durkheim’s theory of mechanical solidarity, was to determine if there were differences between rural Virginia teachers from rural areas and those from nonrural areas in their perceptions of salary, isolation, working conditions, NCLB requirements, and job satisfaction, as well as their plans to remain in rural schools. It also was to determine if there was a relationship between rural and nonrural backgrounds and the rural teachers’ intentions to remain employed in rural schools. Rural teachers from each of Virginia’s eight Superintendents’ Regions were selected and were asked to respond to an on-line survey. Their responses were collected and the data were analyzed using SPSS. The findings of this research showed that perceptions of isolation and working conditions were significant predictors of teachers’ plans to remain in rural schools. Although the findings of this research did not show rural origin to be significant, the concept of community that is inherent in ruralness was indicated by the significance of the relationship between feeling membership in the community and plans to remain in a rural school. In addition, the findings of this research supported the development of the grow-your-own programs discussed in the literature review. This research showed that established residency in the rural area and feeling membership in the rural community significantly influenced the decision to remain in a rural school.
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Flowers, Lena Butler. "Health education in the Black Rural Church." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/3277.

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The purpose of this project was to develop a Health Education program for the Black rural church that would serve to educate and inform the Black church on the health disparities facing a community and to provide programs that lead to healthier lifestyles. The project for this dissertation has three components: 1. Health Fair 2. Health Education Bible Study 3. Enrichment Challenge ( Personal Development of Holistic Healing) Bellview African Methodist Episcopal Church (AME), located in Aragon, Georgia, was the site of the project. The participants were composed of members of varying denominations in Aragon and Rockmart, Georgia, These communities are know for having "good" church and for their ethnic fellowship meals consisting of fried chicken, seasoned collard greens with "fat back," macaroni and cheese, candied yams, potato salad, hot-buttered cornbread, chocolate and caramel cake, and sweet tea. These meals, typically served during the church fellowship, are high in fat, cholesterol, sugar, and salt. A steady diet like this can lead to hypertension and heart disease further resulting in strokes, heart attacks, and eventual death. It was the purpose of this project to provide meaningful health-related educational intervention that would result in healthier lifestyles. The program presented embraces the concept of holistic health. It provided six elements of health intervention: spiritual, intellectual, emotional, social environmental, and physical intervention strategies. The Health Fair model gave the participants the opportunity to check for high blood pressure, diabetes, body fat, and disorders of the feet. This provided the individuals with and awareness of various ailments. Small and large group discussions were held throughout the day. The health fair was a first step focused on eliminating the racial disparities in health in the Black rural church. Te Bible Study model gave the participants an opportunity to study health education with and emphasis on good nutrition. It was a blend of faith and health. Personal development is important to individual growth, therefore, a program of personal development with emphasis on holistic healing was used as a reinforcement activity to strengthen the participant in the area of social, environmental, physical, spiritual and intellectual health. This model of holistic healing with a biblical foundation helped the participant to understand that all six methods of intervention are essential for total healthy growth.
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Fenton, Nina. "Minority education in transition : ethnicity, poverty and education in rural China." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571654.

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Marketization of the Chinese economy has created wealth and economic opportunities. But it has also created barriers preventing vulnerable gTOUpS from accessing quality education and escaping poverty. This thesis examines the causes of low educational investment by minority ethnic groups in rural China between 1988 and 2002. Information about conditions facing minority groups, including the financing and administration of education, motivates a theoretical model of investment. Characteristics of minority households, such as remote, rural location and low parental education play a role in explaining disadvantage. Low income is both a cause and effect of disadvantage for credit-constrained households. Furthermore, low education has a negative externality on the rewards for education facing other households. Poor 'ethnic capital' and cultural norms regarding enrolment can perpetuate a poverty trap generated by differences in the ways groups form expectations about the behaviour of other group members. The remaining chapters test these hypotheses using rural household data from 1988, 1995 and 2002, and a data-set on academic achievement of children in the final year of compulsory education, collected by the author in a remote minority prefecture. Descriptive regression analysis and decomposition of the differences in educational outcomes between minority and Han groups suggest that low income, relatively high fertility, and low parental education are among the factors driving minority disadvantage. lVIore careful analysis of the effect of income, attempting to control for potential endogeneity, finds the effect to be robust, although differences in income explain far les of the gap in investment than differences in community resources, although it was not possible to control for all potential sources of bias. Higher fertility of minority households may be an important cause of their lower investment. More careful examination of the impacts of fertility finds a significant negative impact of siblings in school and siblings in work, although suitable instrumental variables were not available. Fixed effects regressions, con- trolling for all observed and unobserved household characteristics, revealed that households spend significantly more on more able children and that younger and middle children often lose out. The final chapter reveals that minority students are segregated into lower quality schools, partly because of the high costs of traveling to school from remote locations. This reduces their academic achieve- ment. However, poor achievement of minority students is not fully explained by school choice and observable household characteristics. It is plausible that cul- tural barriers or disengagement from the education system reduce the benefits of education for these children. 2
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Mallon, Philip. "Impact of innovation in science education on small rural secondary education." Thesis, University of Ulster, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241993.

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Kelly, Tony Nelson. "Readings from a life : rural educators read our rural selves." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115610.

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Readings from a Life: Rural Educators Read our Rural Selves is a cultural study of identity in place in Atlantic Canada. The study is developed based on hybrid methodology drawing on key elements of literary anthropology, self-study, autobiography, auto-ethnography, and geo-poetics. The literary landscape of rural Nova Scotia provides the principal site for the readings which are developed throughout in contrapuntal fashion, that is to say the readings move back and forth between global and local representations of rural space. Key to the development of each of the chapters is the concept of distance as a device for making the world strange and therefore knowable. The readings are contained within seven chapters based on the research question, 'What are you doing here?' This question is deconstructed first through establishing the literary landscape of rural Nova Scotia as a site for analysis, followed by a discussion of literary anthropology as method, which leads in turn to a close examination of how particular teachers read themselves through their engagement with the literary texts. These readings are followed by a critical examination of what kinds of reading count in official policy discourses when compared to the more literary representations. As self-study the readings are used to provide insight into a life lived for the most part in rural Nova Scotia and at the same time are used to highlight aspects of education and teacher identity in this place. The concluding chapter moves recursively in order to strengthen the insights contained in the previous chapters and at the same time articulates the ambivalent nature of the project as a whole. Policy implications, potential beneficiaries, limitations of the study, and future directions are indicated in the final chapter.
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White-Davison, Patricia A. M. "Rural Views: Schooling in Rural/Remote Communities." Thesis, Griffith University, 1999. http://hdl.handle.net/10072/367842.

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This study is based on data collected for a large project that investigated social literacies and various aspects of the literacy culture of members of three rural communities in Queensland. This study draws on ideas from current critical literacy theory and research and post-structural writings. It reports a distinctive set of observations which aim to contribute to social and educational knowledge in respect of centre-margin relationships, literacy-empowerment relationships, the changing socio-economic and political landscape in rural Australia, and the need for a new conceptual landscape to define the foundations of a 'postprogressive pedagogy'. This study delineates some of the distinctive features of rural communities, and investigates the connections that people construct between schooling and economic change and the future, and between literacy and schooling and various aspects of the culture of the community. It interprets how schooling and literacy are socially constructed by members of the rural communities studied. One hundred and fifty-eight residents of three rural/remote communities were interviewed and their responses recorded and analysed. The residents represented the full range of ages and occupations. A selection of data from these interviews is taken for this study, based on themes and issues emerging from the data. A theoretical and empirical framework for the study is provided by reviewing current literature on rurality and rural living, on communities and schooling and cultural practices; literature on qualitative research methodology, specifically ethnomethodology, methods of interview analysis and the application of these methods, is also reviewed. Ethnomethodology is used for this study and the specific analytic procedures of Membership Categorisation Analysis. This specific type of qualitative research methodology is chosen because of its power to take the everyday conversations of community members and, through analytical procedures, to make explicit in those members accounts the interaction of their experiences with the organisational and social forces (the social realities) which permeate their relationships with one another and with the context of the community where they live, work and recreate. This study makes use of recent systematic procedures developed for interrogating interview data. It adds to the research literature on ideologies of family and community literacies and social practices in Australian rural communities. The study provides information relevant to rural development planners, and education policy developers and curriculum writers, for the purpose of enhancing schooling for rural students and better understanding of rural lifestyles. This study's focus on rural communities has highlighted the complexities and diversities of the rural communities that are studied. The different approaches and debates about 'defining rural' must continue, and researchers must avoid promoting a unidimensional category of 'rural'. The changing and developing nature of the rural communities has also been prominent in this study. The implications of these complexities and changes are that rural communities should be studied regularly so that the effects of the changes can be traced and documented. There is a varied set of understandings among rural dwellers about education. For some, education is bringing knowledge and skills to life in the rural location and enabling residents to avail themselves of the urban offerings that may enhance their occupations and leisure activities thus utilising the benefits of two cultures to their best advantage. For others, there are the expectations that education will enable them to move away from the rural areas, to go to the city, to take up other careers, to lead a different lifestyle. Hypotheses and generalisations that express negative approaches to rural cultures and to rural education must be reduced and the positive aspects promoted. Any centre-margin discourse must be scrutinised for its relevance and the feasibility of the assumptions on which it is based. Education policy developers, social researchers and rural policy planners need to re-evaluate the philosophical premises on which the current concept of success is based: success for the individual school student, success for education and schooling, and success in adult life. A number of recommendations are developed in an attempt to make a vision of excellence in rural education a central part of rural agenda. Curriculum in rural schools needs to be matched to rural resources and rural occupations and lifestyles, and to encourage enterprise. While education remains a centralised provision, it needs to provide a context for training in the communication skills that shape rural people's views of their communities. Rural secondary students may be disadvantaged by not having access to a wide range of curriculum offerings, and at tertiary level by inequities (mostly financial) of access, but technology could be used to assist in broadening the range of offerings at secondary level, and library resources across the country could be better utilised. Social and education research could benefit from further studies using this methodology, for example, studies in mining communities, rural ethnic communities, rural tourist communities.
Thesis (Masters)
Master of Philosophy (MPhil)
School of Cognition, Language and Special Education
Arts, Education and Law
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Books on the topic "Rural education"

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Corbett, Michael, and Dianne Gereluk, eds. Rural Teacher Education. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2560-5.

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Cervone, Jason A. Corporatizing Rural Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64462-2.

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Goel, S. L. Rural health education. New Delhi: Deep & Deep Publications, 2008.

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Chalapathi, B. V. Rural education administration. New Delhi: Deep & Deep Publications, 1992.

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Sinha, Tushar K. Education for rural development. New Delhi: Authors Press, 2009.

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New Zealand. Education Review Office., ed. Rural education: Winter 2001. Wellington, N.Z: Education Review Office, 2001.

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Asia and the Pacific Programme of Educational Innovation for Development., ed. Education in rural areas. Bangkok: Unesco Principal Regional Office for Asia and the Pacific, 1989.

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Bhaskar, Chatterjee. Rural education: Status & trends. New Delhi: Indian Council of Social Science Research, 2004.

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D, Ushadevi M., ed. Education in rural areas. New Delhi: Ashish, 1985.

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O, Barker Bruce, and Phi Delta Kappa. Educational Foundation., eds. Technology in rural education. Bloomington, Ind: Phi Delta Kappa, 1994.

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Book chapters on the topic "Rural education"

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Rourke, James. "Impact of Rural Medical Education." In Think Rural!, 45–52. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-03931-8_4.

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Souare, Gail E. "Health Education." In Handbook of Rural Health, 315–35. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3310-5_18.

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Martin, Christopher. "On the Educational Ethics of Outmigration: Liberal Legitimacy, Personal Autonomy, and Rural Education." In Rural Teacher Education, 99–111. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2560-5_4.

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Cervone, Jason A. "Corporatizing Rural Schools." In Corporatizing Rural Education, 13–38. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64462-2_2.

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Maddern, Guy, and Matthias W. Wichmann. "Rural Surgical Education: The Australian Approach." In Rural Surgery, 3–4. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-540-78680-1_1.

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Donnermeyer, Christopher J. "Arson prevention and education." In Rural Crime Prevention, 313–16. 1 Edition. | New York City : Routledge, 2020. | Series: Routledge studies in rural criminology: Routledge, 2020. http://dx.doi.org/10.4324/9780429460135-34.

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Cervone, Jason A. "Introduction." In Corporatizing Rural Education, 1–9. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64462-2_1.

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Cervone, Jason A. "Religious and Market Fundamentalisms." In Corporatizing Rural Education, 39–66. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64462-2_3.

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Cervone, Jason A. "Environmental Sacrifice." In Corporatizing Rural Education, 67–92. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64462-2_4.

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Cervone, Jason A. "Production of Rural Space." In Corporatizing Rural Education, 95–121. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64462-2_5.

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Conference papers on the topic "Rural education"

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HORNYÁK GREGÁŇOVÁ, Radomíra, Dana ORSZÁGHOVÁ, and Jarmila HORVÁTHOVÁ. "THE ROLE OF TERTIARY EDUCATION IN REGIONAL DEVELOPMENT IN CONDITIONS OF SLOVAK REPUBLIC." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.126.

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In addition to the infrastructure of the regions, an essential aspect of their development is their educational structure and the demographic potential according to the predominance of the age composition. The education is basic tool for acquiring expert knowledge, which affects human capital of the labor market and professional mobility and adaptability of human resources at the labor market. It is important to educate the university undergraduates for practice by using appropriate and suitable educational methods. In Slovakia the share of inhabitants with the university education is increasing. This group represents the development potential of the regions. Great possibilities consist in the training of a new generation of graduates for different fields of regional development. Therefore, the educational structure and also the active working and networking of universities with other actors in the region are important. The objective of this paper is focused on the tertiary education and study programs for the regional development. We will analyze the development of number of students at universities with regard to the individual levels of study (bachelor, engineer/master and PhD.) and study programs within the individual regions of the Slovak Republic. The evaluation of the obtained data will be made by using the methods of comparative statistics.
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ZIGANSHIN, Bulat, Renat ABDRAKHMANOV, Ilnar GAYAZIEV, and Zufar ZAKIROV. "CLUSTER APPROACH TO AGRICULTURE EDUCATION IN RUSSIA BY THE EXAMPLE OF THE REPUBLIC OF TATARSTANi." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.209.

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In modern conditions of rural development, the most important productive resource of the agrarian company is human capital. Only well-trained, receptive to innovation, adapted to the market economy, the technician can solve problems for the effective implementation of the economic activity of any enterprise. However, in recent years the problem of staffing is both a management and staff machine operators have intensified. Numbers have fallen substantially, increased the load on one specialist. Inadequate salaries and general social problems in rural areas of Russia and Republic of Tatarstan reduce the attractiveness of work for graduates of agricultural education institutions. The main purpose of this research was to develop a new conceptual approach to staffing of agro industrial complex in modern conditions. The subject of the study was the system of training personnel for agriculture of Russia (on the example Republic of Tatarstan). The main methods used in this study are comparative theoretical-methodological research of educational institution and logical analyze agricultural education in Russia. The article discusses and analyzed the positive experience of scientific and educational cluster of agro-industrial complex of Republic of Tatarstan and Kazan State Agrarian University. One of the important conditions to solve some of the problems facing agriculture of Russia today, is the modernization of the agricultural education is associated with the formation of relevant scientific, scientific-educational and scientific-production platform. The progressive development of human potential of the agricultural sector plays an important role in achieving the designated high results as the main carrier of innovative knowledge and skills, without which the introduction of modern methods and technologies in production and management of enterprises of agro-industrial complex is simply impossible. Staffing issues agriculture is of great socio-economic importance and is the most important priorities of the state policy not only at present but in the future. Identified key staffing problems of the agro industrial complex of Russia and Tatarstan. Designed and proposed a new intensive model of development of scientific-educational cluster of agro-industrial complex of Republic of Tatarstan.
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MERKYS, Gediminas, Daiva BUBELIENE, and Nijolė ČIUČIULKIENĖ. "SATISFACTION OF RURAL POPULATION WITH PUBLIC SERVICES IN THE REGIONS: ANALYSIS OF EDUCATIONAL INDICATORS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.154.

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The key idea of the well-being concept strives to answer the question about how well the needs of people in a society are met in different spheres of social life - the physical, economic, social, educational, environmental, emotional, and spiritual – as well as individuals’ evaluations of their own lives and the way that their society operates (Gilbert, Colley, Roberts, 2016). One of the possible suggestions for answering the question: “How well are the needs of people in a society met?” could be the monitoring of citizen’s satisfaction with public services while applying a standardized questionnaire for population covering 193 primary indicators (health, social security, culture, public transport, utilities, environment, recreation and sport, public communication, education, etc). Even 23 indicators are about education that makes educational services a considerable part of all social service system. As the researchers aimed to analyze satisfaction of rural population with public services stressing the education issue, indicators about education dominated in the survey. The data were collected in 2016 - 2017 in 2 regional municipalities: municipalities: Jonava and Radviliskis (N=2368). The results of the analysis demonstrate that rural residents' satisfaction with formal general education services is relatively high. The only negative exception is the "the placement of a child in a pre-school institution based on the place of residence". Furthermore, rural residents poorly evaluated educational services that are related to non-formal education, adult education, the education of children with disabilities, child safety, meaningful xtracurricular activities of children and young people during all day, preventive programs. These major conclusions let the researchers state that local self-governmental institutions are not capable to cope with the quality challenges of some educational services without special intervention policy of the central government and the EU responsible structural units. A negative impact is also reinforced by a rapidly deteriorating demographic situation in Lithuanian rural areas.
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DREJERSKA, Nina. "EMPLOYMENT IN VS. EDUCATION FOR THE BIOECONOMY." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.245.

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A number of employees is one of the basic indicators applied for identification of the economic relevance of an industry or an economic sector. Referring to nearly 18.6 million people employed in the 28 EU Member States within the bioeconomy in 2014, it can be stated that this a an economic sphere of significant importance in the European economy. The main aims of the study are to identify a scale of employment in the bioeconomy sector across EU Member States as well as to investigate tertiary education in bioeconomy based on the Polish experience in the Bioeconomy subject area group within the Euroleague for Life Sciences (ELLS). Data used included: (1) the data portal of agro-economics modelling – DataM of the Joint Research Centre of the European Commission, (2) CAWI research among students of WULS-SGGW on their attitudes to the bioeconomy, (3) feedback of participants of the first summer school in bioeconomy coordinated by WULS-SGGW. Research results display that the majority of Polish students did not meet the term of bioeconomy generally as well as at the university. There is also one very important students’ comment which can describe their attitude: students of economic disciplines are not very much interested as they think that bioeconomy focuses on life sciences (bio) so it is not appropriate for them; students of different fields of life sciences are not very keen to study bioeconomy as according to them it focuses on economy (as in the name itself).
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POLCYN, Jan, and Bazyli CZYŻEWSKI. "POPULATION DENSITY IN RURAL AREAS AS A DRIVER OF THE HUMAN CAPITAL DEVELOPMENT." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.042.

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Rural areas are typically characterised by uneven access to education and the resulting varying levels of pupils’ educational attainment. The inefficiency of the education system may lead to a decreased level of human capital development in the society. It is therefore vital to identify the factors responsible for the inefficiency of the education system and take steps to mitigate their negative impact. The aim of the present study is to determine the relationship between the population density in rural areas, the pupils’ average level of examination performance and the educational value added. The analyses were based on the exam results achieved by lower secondary school-leavers in 1,372 rural communes between 2012 and 2014. The original intention was to include all rural communes in the analysis. However, due to the incompleteness of the data concerning some of the communes, they were eventually excluded from the study. The final sample for analysis consisted of about 58% of all rural communes in Poland. The communes were divided into classes, based on the criterion of population density. The objects under study were arranged in an ascending order according to the value of the population density variable, and then divided into four classes (class A contained 25% of communes with the highest population density). The classes thus defined were used as a qualitative predictor in the subsequently performed ANOVA test. As a next step, contrasts were determined by applying a simple contrast to the analysed classes of communes. The analyses revealed that the highest examination results were achieved in the communes with the highest population density, while the lowest examination results were found in the communes with the lowest population density. This dependence may be indicative of educational negligence at lower levels of education, in this particular case - at the stage of primary school. The results of the analyses point to the need for expanding the network of nursery schools. To address the above problem, financial support should be provided from the state budget to social initiatives aimed at increasing the access to nursery schools, e.g. by creating an appropriate system of subsidies for nursery schools run by both local governments and private entities.
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Boothe, Diane. "LITERACY, LANGUAGE AND LINGUISTICS: STRUCTURING ENGLISH TEACHING PROGRAMS IN RURAL COMMUNITIES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end104.

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"This study will examine English learning environments and methods in rural settings in Europe and the United States, assessing their contributions to language learning, both written and spoken. This is a pilot project and will evolve into a rigorous comprehensive study suitable for publication as a chapter and part of an edited volume. This study will compare and contrast educational systems, including two different styles of English education structured in a comparative analysis using five focal areas. These focal areas include the definition and structure of rural education, English language learning modalities, linguistic environment, academic leadership, educational outcomes and indicators of success. For the purpose of this paper, the definition and structure of rural education and English language learning modalities will be addressed. The opportunity to investigate the experiences of teachers who are active in rural communities and focus on the multidimensional aspects of the education of multilingual learners will provide valuable information that will contribute to expert teaching and learning. Embracing English language learning, new technologies, and initiating change through proactive educational strategies including a paradigm shift to incorporate a translanguaging pedagogy for emergent English speakers will lead to relevant and purposeful accomplishments in rural school settings."
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PÕDER, Anne. "ENTREPRENEURSHIP ACTIVITIES AND ENTREPRENEURSHIP COMPETENCIES OF ESTONIAN UNIVERSITY GRADUATES FROM BIO-ECONOMY FIELDS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.219.

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Constant and rapid global economic and social developments and environmental processes create considerable new challenges, but also new opportunities for bio-economy. Entrepreneurs have a crucial role harnessing the new opportunities and addressing the challenges through innovation. The aim of the present paper is to study the entrepreneurship activities and entrepreneurial competencies of Estonian university graduates in the fields connected with bio-economy. The paper studies the data from a survey of three Estonian universities carried out in 2016 in the program “Systemic Development of Entrepreneurship education throughout all educational levels”. The analysis focuses on the share of entrepreneurs, assessments of the entrepreneurship competencies among the alumni, who graduated university in the fields of agriculture, forestry, fisheries; life-sciences, and veterinary medicine, and on their comparison with alumni of the other curricula. Chi-square test, ANOVA are used the compare the entrepreneurship activities, competencies of alumni of different curricula. The results show that the graduates’ field of study had significant impact on their entrepreneurship activities after the graduation, and on the attainment of entrepreneurship competencies. A quarter of the agriculture, forestry and fisheries, and a fifth of veterinary alumni were entrepreneurs, although a significantly smaller share of them in comparison with graduates of other fields had received entrepreneurship education during their studies. The share of entrepreneurs was lowest among all the fields of study in case of life-sciences alumni. The study demonstrates the need to integrate entrepreneurship education into the agricultural and life-sciences education and to address the attainment of key competencies in university’s curricula.
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Botha, Adele, and Marlien Herselman. "ICTs in Rural Education." In ACM DEV '15: Annual Symposium on Computing for Development. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2830629.2830646.

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SANNIKOVA, Aija, Aina DOBELE, and Madara DOBELE. "EFFECTS OF LIFELONG EDUCATION AND RELATED FACTORS ON THE COMPETITIVENESS OF COUNTRIES." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.105.

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Modern knowledge becomes a strategic endowment of the country and its key resource for economic growth, giving individuals opportunities to become active employers or increasing their opportunities to become professionals being demanded in the labour market. For these reasons, the development of lifelong education is a significant tool for economic growth in Latvia. Correlation and linear regression analyses showed that lifelong education made the strongest and most positive effects on a country’s competitiveness at two stages of economic development: at the innovation-driven stage and during a country’s transition to it from the efficiency-driven stage (the case of Latvia). Calculations were preformed based on the data for 2008 and 2013, and the results were similar, which indicated the stability of this global causal relationship. So the authors conclude that a country’s stage of economic development plays a crucial role in the extent the factor of lifelong education can affect the country’s global competitiveness. In the countries being at lower stages of economic development, even well-developed lifelong education is not objectively capable of increasing their competiveness as effectively as it takes place, for example, at the innovation-driven stage. Proving a causal relationship – the capability of lifelong education to increase a country’s competitiveness is determined by the existing economic background and rules of game, which are different at different stages of economic development – based on research of the economic aspects of lifelong education may be regarded as the key gain of the present research.
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Andersone, Rudite, and Ineta Helmane. "Interdisciplinary Education in Multicultural Environment." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.002.

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Reports on the topic "Rural education"

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McKenzie, David, and Hillel Rapoport. Migration and Education Inequality in Rural Mexico. Inter-American Development Bank, November 2006. http://dx.doi.org/10.18235/0011113.

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This paper examines the impact of migration on education inequality in rural Mexico. Using data from the 1997 National Survey of Demographic Dynamics (ENADID), we first examine the impact of migration on educational attainment for males and females aged 12-15 and 16-18. We then build on the results on attainments to compute education inequality indicators for a large sample of communities throughout Mexico. After instrumenting, we find no significant impact of migration on educational attainment of 12 to 15 year olds. In contrast we find evidence of a strong disincentive effect of migration on schooling levels of 16 to 18 year olds, resulting in less education. This effect is strongest for males and for children of highly educated mothers. As a result of this, migration tends to lower educational inequality, in particular for females, but changes in inequality are driven mainly by reductions in schooling at the top of the education distribution rather than by increases in schooling from relaxing liquidity constraints at the bottom.
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Kipnis, Andrew. Wanting an education in rural China. East Asia Forum, March 2010. http://dx.doi.org/10.59425/eabc.1267801611.

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Tofaris, Elizabeth, and Asadul Islam. Improving Early Childhood Education in Rural Bangladesh. REAL Centre, University of Cambridge and The Impact Initiative, August 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii351.

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Overberg, Nathaniel. Social Justice Education in Rural White Schools. Ames (Iowa): Iowa State University, January 2019. http://dx.doi.org/10.31274/cc-20240624-1298.

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Ertur, Omer. Public education finance: urban rural tax burden distribution. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.82.

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Goudy, D. Outreach energy education to rural schools. Final report. Office of Scientific and Technical Information (OSTI), November 1997. http://dx.doi.org/10.2172/564074.

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Ulrich, Jessica. Education in chronically poor rural areas lags across generations. University of New Hampshire Libraries, 2011. http://dx.doi.org/10.34051/p/2020.132.

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Castelló-Climent, Amparo, Abhiroop Mukhopadhyay, and Ravinder. Transforming rural economies through tertiary education: Evidence from India. UNU-WIDER, July 2023. http://dx.doi.org/10.35188/unu-wider/2023/397-0.

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Bonilla-Mejía, Leonardo, and Erika Londoño-Ortega. Geographic Isolation and Learning in Rural Schools. Banco de la República, August 2021. http://dx.doi.org/10.32468/be.1169.

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Rural schools are usually behind in terms of learning, and part of this could be related to geographical isolation. We explore this hypothesis, assessing the effect of distance between rural schools and local governments on learning in Colombia. We use spatial discontinuous regression models based on detailed administrative records from the education system and granular geographic information. Results indicate that distance to towns and Secretary of Education has significant negative effects on students’ standardized test scores. We evaluated alternative mechanisms, finding that the effect of distance is partly explained by differences in critical educational inputs, such as teachers’ education attainment and contract stability. Finally, we assess the mediating role of a program providing monetary incentives to teachers and principals in remote areas.
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Arango, Pablo R., Susana Leal, and Mauricio Perfetti. Successful Alternatives for Rural Education: Tutorial Learning System (TLS) and New School Methodology Rural Post-Primary. Inter-American Development Bank, July 2001. http://dx.doi.org/10.18235/0011038.

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