An international joint study by the Food and Agriculture Organization of the United Nations (FAO) and UNESCO's International Institute for Educational Planning (IIEP) was conducted on education and rural development to review the status of the topic from the standpoint of public policies and the conceptual frameworks on which they are based and also to shed light on what may be called "good practice." The findings of the study are meant to serve not as models, but rather as points of reference for all those who are seeking ways of developing education in rural areas and contributing more effectively to rural development. Chapter I, "Education and Rural Development: Setting the Framework" (David Atchoarena and Charlotte Sedel), provides a contextual and theoretical introduction to the new rural development and poverty reduction thinking, as well as a discussion on the contribution of education to rural development. In Chapter II, "Basic Education in Rural Areas: Status, Issues and Prospects" (Michael Lakin with Lavinia Gasperini), the book reviews in depth the provision of basic education in rural areas and offers some policy directions for improvement. Further exploring a particular dimension of basic education, Chapter III, "Making Learning Relevant: Principles and Evidence from Recent Experiences" (Peter Taylor, Daniel Desmond, James Grieshop and Aarti Subramaniam), devotes specific attention to strategies linking the formal school teaching with students' life environment, including agriculture, and to garden-based learning. The intention is to provide updated information and new insights on much-debated aspects which are often associated with rural areas although their application is much broader. Chapter IV, "Strategies and Institutions for Promoting Skills for Rural Development" (David Atchoarena, Ian Wallace, Kate Green, and Candido Alberto Gomes), shifts the analysis from education to work and discusses the implications of the transformation of rural labor markets for skill development. A particular concern is the rise in rural non-farm employment and the need to enlarge the policy focus from agricultural education and training to technical and vocational education for rural development. This debate is taken further in Chapter V, "Higher Education and Rural Development: A New Perspective" (Charles Maguire and David Atchoarena), which considers higher level skills and the contribution of the tertiary education sector to rural development. Special attention is given to the reform of higher agricultural institutions and lessons based on case studies are provided to document good practice in institutional reform. Finally, Chapter VI, "Main Findings and Implications for Policy and Donor Support" (David Atchoarena with Lavinia Gasperini, Michael Lakin and Charles Maguire), concentrates on the main findings of the study and discusses policy implications and possible responses for donors and countries. (Contains 28 tables, 14 figures, and 64 boxes.).

A strong and widely acknowledged record of economic success-including a three-and-a-half-fold increase in per capita income since 1994--places Rwanda among the world’s fastest--growing economies. Traumatic memories of the 1994 genocide are gradually fading, as associations begin to take a more positive form--of a nation on the rise, powered by human resilience, a sense of common purpose, and a purposeful government. Past successes and a sense of frailty have fueled aspirations for a secure, prosperous, and modern future. Sustaining high rates of economic growth is at the heart of these ambitions. Recent formulations of the nation’s Vision 2050 set a target of achieving upper-middle-income status by 2035 and high-income status by 2050. Future Drivers of Growth in Rwanda: Innovation, Integration, Agglomeration, and Competition, a joint undertaking by experts from Rwanda and the World Bank Group, evaluates the country’s possibilities and options in this endeavor. The report identifies four essential drivers of growth--innovation, integration, agglomeration, and competition--and reforms in six priority areas: human capital development, export dynamism and regional integration, well-managed urbanization, competitive domestic enterprises, agricultural modernization, and capable and accountable public institutions.

An inclusive, digitally-enabled agricultural transformation could help achieve meaningful livelihood improvements for Africa’s smallholder farmers and pastoralists. It could drive greater engagement in agriculture from women and youth and create employment opportunities along the value chain. At CTA we staked a claim on this power of digitalisation to more systematically transform agriculture early on. Digitalisation, focusing on not individual ICTs but the application of these technologies to entire value chains, is a theme that cuts across all of our work. In youth entrepreneurship, we are fostering a new breed of young ICT ‘agripreneurs’. In climate-smart agriculture multiple projects provide information that can help towards building resilience for smallholder farmers. And in women empowerment we are supporting digital platforms to drive greater inclusion for women entrepreneurs in agricultural value chains.

The contributors to this document compare the main approaches to agricultural extension in sub-Saharan Africa; the cost-effectiveness in view of precarious national budgets; the weaknesses of the system for generating technology; the difficulties in forging productive partnerships between researchers, extensionists and farmers; the ineffective public services and fragile institutional networks; and the degree to which farmers are allowed to participate in extension management. The articles include: (1) "Agricultural Extension and Its Linkage with Agricultural Research" (D. Pickering); (2) "The Commodity-Driven Approach of the Cotton Companies" (G. Mahdavi); (3) "The Extension System of British-American Tobacco (Kenya) Limited" (F. N. Kimani); (4) "The World Bank and the Training and Visit System in East Africa" (N. Roberts); (5) "A Few Questions on the Training and Visit Method" (D. Gentil); (6) "The Design of T&V Extension Programs for Small Farmers in Ethiopia" (A. Dejene); (7) "Proposals for a New Approach to Extension Services in Africa" (G. Belloncle); (8) "Village Associations and Agricultural Extension in the Republic of Mali" (B. Sada Sy; M. Yero Bah); (9) "On-Farm Research with a Farming Systems Perspective" (M. Collison); (10) "The Farming Systems Approach and Links between Research and Extension" (N. Okigbo); (11) "The Farming Systems Approach in Senegal" (J. Faye); (12) "Extension under East African Field Conditions" (J. R. Morris); (13) "Public Investment in Africa's Extension Services" (J. Howell); and (14) "New Developments in Agricultural Extension" (M. Baxter). A reference list of 95 items is appended. (NL)

Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.