Journal of Education and Research

1-6

Authors: Rebat Kumar Dhakal

N/A

24-38

Authors: Joseph Seyram Agbenyega

Education for rural transformation requires a critical analysis and appraisal of policies and education programmes, and skills development that can lead to the creation of sustainable jobs for rural people. This paper will examine and analyze how inclusion or exclusion manifests for rural people, and will do so with Pierre Bourdieu’s socio-critical theoretical framework that provides a three pronged (Habitus, Capital and Field), but unified approach that can be utilized to theorize education for rural transformation. Bourdieu draws our attention to three interactive ways of conceptualizing and understanding inclusion, exclusion, marginalization, disadvantage and transformation via: 1) the objective, physical, outright rejection in community due to the ways individuals are positioned and named in that community (field); 2) overt or covert denial of social, economic and cultural goods (capital), and 3) the inside subjective world, the space of thought, mind, attitudes, idea and interiority, which Bourdieu referred to as habitus (Bourdieu, 1990, 1996, 1998 & 1999). The paper provides a socio-critical framework for educators of how to work with rural people to enhance their living standards.

54-71

Authors: Harbans Singh Bhola

To engage meaningfully on the subject of “Education for Rural Transformation, ”it is essential first to understand the concept of the “Rural Condition” as well as of “Education” -- which is influenced by social, economic, political, technological and cultural factors. There are two additional complexities in that the “Rural Condition” itself is not something stable and absolute but is indeed in perpetual flux across Time and Place; and that the rural condition is inconceivable without at the same time understanding the “Urban Condition.” Concomitantly, “Education” itself will have to undergo transformation to serve as the lever of rural and urban transformations. Rural and urban transformations today have come to acquire one globally-focused mission, dealing with three objectives: mitigation of global warming, pursuing sustainable development and committing to poverty alleviation, in both rural and urban habitations. For “Planned Action” informed by the general conceptual framework constructed here, the general must be contextualized in each particular setting of time, space and locality – responding to a specific “Political Economy”; to policy processes such as formulation, planning, mobilization, implementation and evaluation; and configurations of agents and adopters of planned actions. Finally, the “Logic of Action” must come from the dialectics between the structural and the instructional.

87-101

Authors: Tanka Nath Sharma

The main purpose of this paper is to document the potential contributions of the community learning centers in the process of rural transformation and explore how formal, non-formal and informal education are blended for capital formation, empowerment and self-sufficiency of the rural communities. Discussions and arguments presented in this paper are based on secondary sources supplemented by a field-based case study. Nepal’s rural communities over the years are facing poverty, deprivation and ignorance. Education and skills for life are particularly important to combat rural poverty and deprivation by developing the capacity of rural people to take advantage of available opportunities for reducing economic and non-economic poverty. Community learning centers (CLCs) as the local educational institutions outside the formal structure, can create various learning options and opportunities, responding to the diverse needs of the rural communities living in a complex situation. Referring to a case study, the paper has advocated that CLCs can be instrumental in rural transformation by offering diverse programs in education and community services such as: early childhood care and development, good quality primary education for all children, second chance basic education for youth, literacy and post-literacy programs, women education program, vocational skill development, income-generating programs and community development services for improving the quality of life of rural people. The paper further suggested that CLC has potential to offer assistance to the students of local schools in improving their academic achievement and to serve as a local institutional base offering technology-based open and distance learning opportunities and engage rural people in lifelong learning and continuing education.