Marginalization of Agriculture and Rural Life: As they develop, almost all countries of the world have decreasing proportions of their economically active population dependent on agriculture. Despite increasing demand for food production, the percentage of the population which makes a living directly from agriculture continues to fall in developing countries. Intensification of production through improved technology and increased input is responsible in most cases for increased production, rather than from increased numbers of producers.
High rural population growth rates and increased level of unemployment and underemployment, and a consequent migratory drift (some would say flood) to cities in search of work and better standards of living.
National budget tend to be directed to satisfying the needs of urban centers at the cost of funding and service for rural area bias and rural neglect has led to decreasing level of real income in the rural areas.
More on Agriculture
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- AGRICULTURAL EDUCATION FOR SUSTAINABLE DEVELOPMENT
- Agriculture: Contextual Constriants, Budgetary and Financial Crisis
- Marginalization of Agriculture and Rural Life
- Relationship between agricultural education and research and extension
- Integration Population Issues Into Agricultural Education
- Agricultural Change to Curricular Content and Emphasis
- Agricultural education: Changes to Educational Processes
Funds and resources for agricultural education are reduced as national budgetary restriction are applied to rural areas. Reduced funding for primary and secondary education in rural areas means poorer educational standards.
In many developing countries, rural youth find difficulty in obtaining a basic education of the same quality as urban youth, and hence have difficulty in gaining entrance to higher education institutions. This in turn means fewer agricultural students with an in-depth understanding of rural life.
This situation is unlikely to change as long as admission to these institutions is competition with better schooled urban youth. The result is a significant waste of human resources, since rural sector and is well suited for technical work in agricultural.
The increasing number of students with urban backgrounds has led some institutions to look for ways to ensure that these students again a practical understanding of the realities of rural and farm life.
One way is early integration of students in rural life through practical training before final admission and a series of practical training periods throughout the programme of study.
Agricultural universities and colleges need to take into consideration during admission the willingness of students to follow an agricultural career and their ability to adapt to work in rural areas.
Policies and strategies need to be developed that ensure representation of rural youth in higher agricultural education bright but economically disadvantaged students need access to education. Quotas or community representation schemes are one means to ensure opportunities for rural youth.
Another option is community or regional scholarships for capable youth interested in studying agricultural intellectually capable rural youth lacking academic skills may require an adjustment period and a make-up year to meet standards. Similarly, urban youth may need to obtained agricultural competencies through mandatory internships and systematic exposure to rural life.