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L'EDUCATION EN MILIEU RURALE.AIDER CES ENFANTS!!!!

L'ÉCOLE RURALE ET LES ENSEIGNANTS RURAUX
En matière de développement, l'école rurale est essentielle, de quelque point de vue qu'on l'envisage: les spécialistes de l'enseignement, les autorités et les communautés rurales sont d'accord sur ce point. Pourtant, les conditions spécifiques dans lesquelles les enseignants ruraux accomplissent leur tâche quotidienne sont avant tout celles de la pénurie et des contraintes.
Seuls, les enseignants se sentent impuissants à surmonter les problèmes pesant sur l'école rurale et leur travail même. Les difficultés qu'ils rencontrent engendrent chez eux un pessimisme qui, à leur insu, contribue à faire de leur enseignement une routine débouchant sur des résultats éducatifs limités.
Il faut absolument se tourner vers une démarche nouvelle si l'on veut résoudre de tels problèmes; vers une façon de voir et de comprendre que la scolarité proposée aux enfants des campagnes doit être capable de s'adapter à leurs besoins effectifs et d'apporter au corps enseignant les solutions réalistes dont il a besoin.
Tous les concepts de formation et les contenus adoptés nécessiteront la prise en compte des grands choix suivants:
1) Mettre en lumière et évaluer la mission de l'école rurale dans le cadre du système éducatif national et des caractéristiques sociales propres à chaque situation réelle.
2) Établir quelles compétences humaines, techniques et matérielles sont effectivement disponibles: certaines ne sont présentement ni déployées ni utilisées à plein. L'amélioration qualitative de l'école rurale devrait débuter par une mobilisation plus efficace des ressources déjà disponibles.
3) Ré-évaluer les spécificités et circonstances sociales et naturelles de l'environnement rural. Les possibilités éducatives qu'offrent la société et l'environnement naturel devraient être mises en lumière prioritairement, quels que soient les obstacles ou les problèmes susceptibles de gêner le bon déroulement du programme et du le respect du calendrier.
En bref, cette nouvelle approche aidera à comprendre qu'une école ne saurait s'acquitter de sa mission socio-éducative qu'en développant ses propres potentialités et en tirant le meilleur profit possible de ses ressources et possibilités présentes. En outre, les indispensables changements ne seront réalisables que si les enseignants ruraux s'y impliquent de façon responsable.
La mission de l'école rurale
L'école rurale a pour vocation de promouvoir, guider et développer les compétences intellectuelles, morales et techniques des enfants des campagnes. Elle doit les préparer à affronter, comprendre et résoudre des problèmes spécifiques, qui s'opposent à l'amélioration de leur niveau de vie, à la fois dans le monde où ils sont nés et lorsqu'ils migrent vers les villes.
En d'autres termes, l'importance de l'école rurale réside dans sa contribution effective à la préparation des enfants et des jeunes gens des campagnes à jouer un rôle actif et responsable dans la vie sociale, économique et politique de leur communauté, leur région, leur pays. Pour remplir cette mission, l'école rurale devra:
a) Respecter et valoriser la langue, les coutumes et le fonds culturel spécifique des enfants des campagnes, en les intégrant dans les matières et les méthodologies scolaires. Ce qui signifie que ces éléments ne devront plus être considérés comme les expressions d'un retard à bannir.
La scolarisation au quotidien sera formatrice tout en respectant la diversité culturelle, vue comme un héritage à intégrer et non comme l'expression d'un sous-développement à éliminer.
b) Respecter, valoriser et incorporer dans les programmes scolaires les expériences familiales et laborieuses des enfants, celles-ci servant alors de points de départ à de nouveaux apprentissages.
Ainsi, l'enseignement à l'école ne sera pas synonyme de rupture avec les traditions, mais au contraire d'élément intégrateur porteur d'auto-amélioration.
c) Ré-évaluer l'environnement naturel, économique et culturel de la communauté rurale considérée. L'école devrait apprendre à se familiariser avec cet environnement, à en utiliser le potentiel éducatif et l'incorporer dans les processus d'apprentissage.
Les aspects positifs de l'environnement et du mode de vie des familles rurales seront évalués et utilisés pour bâtir une connaissance critique chez les élèves, dans le respect des réalités de leur vie. Tout apprentissage doit tendre vers des réalisations spécifiques contribuant à l'amélioration du niveau de vie.
d) Utiliser, élargir et mettre en pratique dans le travail éducatif les expériences et compétences déjà acquises par les enfants au sein de leurs familles et de leur communauté. Il sera bon aussi que les activités scolaires viennent résoudre certains des problèmes de la vie quotidienne.
L'enseignement formera donc les enfants à rechercher des alternatives spécifiques à des problèmes qui ne le sont pas moins.
e) Incorporer dans le contenu et les méthodes pédagogiques les relations qu'entretient avec son environnement la population locale. Des exemples et des activités bien choisis permettront de s'acquitter du programme scolaire tout en promouvant des attitudes de respect envers la nature, sur la base de la connaissance des relations complémentaires vitales entre les êtres humains et les ressources naturelles.
L'environnement et ses différents aspects enveloppant la vie des hommes sont l'unique espoir de bien-être et de développement pour la famille rurale d'aujourd'hui et de demain. L'école rurale devra donc préparer ses enfants à connaître, protéger et utiliser de façon convenable ces ressources.
Le meilleur moyen pour parvenir à connaître les problèmes de l'environnement lui-même, et leur importance dans la vie quotidienne de chaque communauté, est de transporter l'enseignement aux alentours de l'école. L'enseignant(e) cherchera des occasions d'explorer l'environnement, détecter, évaluer et comprendre les problèmes qui l'affectent, et démontrer les possibilités d'intervention pour les résoudre.
f) Stimuler et guider le travail collectif, la responsabilité sociale, la coopération, la solidarité, le contentement individuel, dans le cadre du développement de tout le groupe.
Pour parvenir à ces buts, il sera particulièrement utile de s'attirer la sympathie et la collaboration de la communauté et de s'appuyer sur les pratiques de réciprocité auxquelles les enfants sont initiés par leurs parents et leur entourage.
L'école rurale formera alors des individus solides, soucieux de participer, sachant comment respecter et valoriser

English translation by community member liannareed

Rural education, help these children!!!

Rural schools and rural teachers

In the realm of development, rural schools are essential, from any point of view of the plans: the teaching specialists, authorities and rural communities are in agreement on this point. However the specific conditions in which the rural teachers perform their daily tasks are done with scarcity and constraints. Only teachers feel powerless to overcome the problems weighing on the rural school and their work. This leads to pessimism, which unbeknownst to them leads to a teaching routine that brings limited educative results.

It is essential to turn to a new step so that we can resolve these problems: towards a way of seeing and understanding of educated for children of rural communities. The education must be adapted to their specific needs and to bring to the body of teaching the real solutions that they need. All the concepts of training and the content adopted requires the consideration of the following major decisions:

1) Bring into light and evaluate the mission of the rural school in the area of the national education system and the social characteristics unique to each real situation.

2) Establish what human competencies, techniques, and materials are effective and available: certain are not present, not deployed, and not utilized to their full potential. The qualitative improvement of rural schools should begin with a mobilization of the most efficient resources already available.

3) Re-evaluation of the specificities and social and natural circumstances of the rural environment. The education possibilities offered in the society and the natural environment should be put under scrutiny as a priority. Regardless of the obstacles or the problems that may hinder the smooth running of a problem and with respect to the calendar. In short, this new approach should help to understand the school that does not meet its socio-educative mission and to develop its own potential and making the best of the resources and present possibilities. In addition, the necessary changes are only realistic if the rural teachers include themselves responsibly.

The mission of rural schools:

The rural schools aims to promote, guide, and develop the intellectual, moral, and technical competencies of rural children. Students must prepare for, understand, and solve specific problems in improving their lives around the world from where they were born to when they will migrate to the city. In other terms, the importance of rural schools rests in the effective contribution to the preparation of children and young people in the countryside to play an active and responsible role in the social, economic, and political life of their community, their region, and their country. To fulfill this mission, the rural school should:

a) Respect and bring out language, customs, and specific cultural aspects for rural children and integrate these in the materials and scholastic methodology. This means that these elements should not longer be considered as things to be delayed or banished. Daily education should train students with respect to cultural diversity with a view of heritage that is integrated not as a expression or something under-development or to be eliminated.

b) Respect and incorporate in scholastic programs the familial experiences and the hard work of children and use this as a teaching mechanism. Also, teaching at the school should not be synonymous with the rupture of traditions but rather an integrated element brought for self-improvement.

c) Re-evaluate the natural environment and consider the economic and cultural aspects of the rural community. The school should learn to familiarize itself with the environment and use it in the education potential as well as incorporate it into the process of teaching. The positive aspects of the environment and the way of life of rural families should be evaluated and used to build a critical understanding for the students with respect to their realities. The learning process should extent towards specific realizations that contribute to the improvement of the standard of living.

d) Use, enlarge and put into practice the education experiences and competencies already acquired by the students in their families and in their communities. It will be good to also include scholastic activities that help to resolve certain problems in daily life. Teaching forms, therefore, in students to search for specific alternatives to these problems.

e) Incorporate in the content and pedagogic methods the relations maintained with the environment and the local population. Examples and activities will fulfill the curriculum and promote the attitudes with respect to nature at the case of an understanding of relations and vital relationships between humans and natural resources.

The environment and different aspects of development in the life of men is unique in the hope o well-being and the developing of rural families today and tomorrow. The rural school should therefore prepare students to know, protect and use these suitable resources.

The best method to reach an understanding of the problems of the environment itself and its importance in daily life for each community and to transport training to the surroundings of the school. The teachers look for occasions to explore the environment, detect and evaluate and understand the problems that affect it and to demonstrate the possibilities of intervention for the resolution.

f) Stimulate and guide the collective work, the social responsibility, cooperation, solidarity, and happiness of the individual in the area of the development of the whole group. To reach these goals, it is particularly useful to gather the sympathy and the collaboration in the community and to lean on for the practices of reciprocity which children are initiated by their parents and their entourage. Rural schools also form solid individuals, concerned participants that know how to respect and add enhance.

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liannareed's picture

Translation

Rural education, help these children!!!
Rural schools and rural teachers

In the realm of development, rural schools are essential, from any point of view of the plans: the teaching specialists, authorities and rural communities are in agreement on this point. However the specific conditions in which the rural teachers perform their daily tasks are done with scarcity and constraints. Only teachers feel powerless to overcome the problems weighing on the rural school and their work. This leads to pessimism, which unbeknownst to them leads to a teaching routine that brings limited educative results.

It is essential to turn to a new step so that we can resolve these problems: towards a way of seeing and understanding of educated for children of rural communities. The education must be adapted to their specific needs and to bring to the body of teaching the real solutions that they need. All the concepts of training and the content adopted requires the consideration of the following major decisions:

1) Bring into light and evaluate the mission of the rural school in the area of the national education system and the social characteristics unique to each real situation.

2) Establish what human competencies, techniques, and materials are effective and available: certain are not present, not deployed, and not utilized to their full potential. The qualitative improvement of rural schools should begin with a mobilization of the most efficient resources already available.

3) Re-evaluation of the specificities and social and natural circumstances of the rural environment. The education possibilities offered in the society and the natural environment should be put under scrutiny as a priority. Regardless of the obstacles or the problems that may hinder the smooth running of a problem and with respect to the calendar. In short, this new approach should help to understand the school that does not meet its socio-educative mission and to develop its own potential and making the best of the resources and present possibilities. In addition, the necessary changes are only realistic if the rural teachers include themselves responsibly.

The mission of rural schools:

The rural schools aims to promote, guide, and develop the intellectual, moral, and technical competencies of rural children. Students must prepare for, understand, and solve specific problems in improving their lives around the world from where they were born to when they will migrate to the city. In other terms, the importance of rural schools rests in the effective contribution to the preparation of children and young people in the countryside to play an active and responsible role in the social, economic, and political life of their community, their region, and their country. To fulfill this mission, the rural school should:

a) Respect and bring out language, customs, and specific cultural aspects for rural children and integrate these in the materials and scholastic methodology. This means that these elements should not longer be considered as things to be delayed or banished. Daily education should train students with respect to cultural diversity with a view of heritage that is integrated not as a expression or something under-development or to be eliminated.

b) Respect and incorporate in scholastic programs the familial experiences and the hard work of children and use this as a teaching mechanism. Also, teaching at the school should not be synonymous with the rupture of traditions but rather an integrated element brought for self-improvement.

c) Re-evaluate the natural environment and consider the economic and cultural aspects of the rural community. The school should learn to familiarize itself with the environment and use it in the education potential as well as incorporate it into the process of teaching. The positive aspects of the environment and the way of life of rural families should be evaluated and used to build a critical understanding for the students with respect to their realities. The learning process should extent towards specific realizations that contribute to the improvement of the standard of living.

d) Use, enlarge and put into practice the education experiences and competencies already acquired by the students in their families and in their communities. It will be good to also include scholastic activities that help to resolve certain problems in daily life. Teaching forms, therefore, in students to search for specific alternatives to these problems.

e) Incorporate in the content and pedagogic methods the relations maintained with the environment and the local population. Examples and activities will fulfill the curriculum and promote the attitudes with respect to nature at the case of an understanding of relations and vital relationships between humans and natural resources.

The environment and different aspects of development in the life of men is unique in the hope o well-being and the developing of rural families today and tomorrow. The rural school should therefore prepare students to know, protect and use these suitable resources.

The best method to reach an understanding of the problems of the environment itself and its importance in daily life for each community and to transport training to the surroundings of the school. The teachers look for occasions to explore the environment, detect and evaluate and understand the problems that affect it and to demonstrate the possibilities of intervention for the resolution.

f) Stimulate and guide the collective work, the social responsibility, cooperation, solidarity, and happiness of the individual in the area of the development of the whole group. To reach these goals, it is particularly useful to gather the sympathy and the collaboration in the community and to lean on for the practices of reciprocity which children are initiated by their parents and their entourage. Rural schools also form solid individuals, concerned participants that know how to respect and add enhance.

BUHENDWA NEEMA's picture

BONJOUR

MERCI POUR LA TRADICTION

neema

liannareed's picture

Merci pour votre article sur

Merci pour votre article sur les écoles ruraux. Je pense que vous avez un très bon schéma pour l'avenir des écoles ruraux. Est-ce qu'il y a des ONGs qui travailleur sur la promotion d'étudiants ruraux?

BUHENDWA NEEMA's picture

bien

en rd congo,je pense que c'est aucun ong ne pense au probleme des etudiants ruraux,
merci pour votre courage

neema

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