A gaze to rural education according to scientific discourses during the last decade

He largest proportion of illiteracy and lack of access to education in the world is concentrated in rural areas; therefore it is important to ensure there is access to quality education in these spots. This challenge is assumed by different branches of social research and it is reflected within the publication of articles in scientific journals. In the present document the scientific discourse surrounding the theme of rural education during the last decade was analyzed. To do this, the paper focuses on three aspects: the countries that set the agenda, the geographical areas that represent most of the attention and the prevalent themes within continents. It was observed that USA was the most productive country in terms of scientific writings with 30%; that Asia is really interested in health issues associated to rural education; that in Europe gender issues are on the table and that the African and Asian continents, as well as Latin America, are interested only on their own issues, as 100% of the times they only wrote about themselves.

Development in Rural Areas Through Capacity Building and Education for Business

This paper is based on a case study located in Avila, central Spain. Its main objectives are to implement an entrepreneurship program and design a plan of capacity building and education for business in order to promote the development of rural areas. The methodological approach of the program is based on the use of tools that permit involving the various actors of the area from the early planning stages. The university's group that is carrying out the field work has relied on these participatory tools in very different areas and contexts for over 25 years. This has allowed the development of an advanced planning model called ?Working With People? that connects expert and experience knowledge in the territories where it is applied. With this methodological approach, the diagnosis of the territory and the design of the program's strategy has been carried out. Once completed the first phase of the program and in order to ensure the sustainability and applicability of future entrepreneurial initiatives, it is necessary to support and strengthen potential entrepreneurs through training activities and capacity building. It relies on ?How to learn from people who live there? to promote investment projects and to teach them with adequate educational skills. In this context, this article aims to study the implementation strategy of these training and capacity building activities studied from an academic perspective, as well as analyzing the potential effects of these actions in promoting entrepreneurship in the territories

Competence Training in Higher Education: The case of the Technological Master "Prestación de Servicios Profesionales" from the Colegio de Postgraduados (México).

The Competency-Based Education in the context of training is intended as a comprehensive approach that seeks to link education with the productive sector and increase the potential of individuals, in the face of social, economic, political and cultural transformations that suffers the world and the contemporary society; this is how educational services associated to the rural area takes part of the global revalorization of the role of learning and knowledge. Under the competence approach and taking into account the CONOCER model, we design a Technological Master from the “Colegio de Postgraduados” identifying the competences needed so that the students, professional from different areas of knowledge, managed to develop them, but mainly to achieve the goal of developing the capacities of producers in Mexican rural area.

The integration of project competences within the post-graduate programme: a case study of the International Masters in Rural Development AGRIS MUNDUS

Experiences relating to the InternationalMasters in Rural Development from the Technical University of Madrid (Universidad Politécnica de Madrid, UPM), the first Spanish programme to receive a mention as a Registered Education Programme by InternationalProject Management Association (IPMA) are considered. Backed by an educational strategy based on Project-Based Learning dating back twenty years, this programme has managed to adapt to the competence evaluation requirements proposed by the European Space for Higher Education (ESHE). In order to do this the training is linked to the professional qualification using competences as a reference leading to the qualification in project management as established by the IPMA.

News in engineering education in Spain effective from 2010 in presence of external changes and mixed crisis, looking mostly to agro and civil engineers.

The engineering careers models were diverse in Europe, and are adopting now in Spain the Bolonia process for European Universities. Separated from older Universities, that are in part technically active, Civil Engineering (Caminos, Canales y Puertos) started at end of 18th century in Spain adopting the French models of Upper Schools for state civil servants with exam at entry. After 1800 intense wars, to conserve forest regions Ingenieros de Montes appeared as Upper School, and in 1855 also the Ingenieros Agrónomos to push up related techniques and practices. Other Engineers appeared as Upper Schools but more towards private factories. These ES got all adapted Lower Schools of Ingeniero Tecnico. Recently both grew much in number and evolved, linked also to recognized Professions. Spanish society, into European Community, evolved across year 2000, in part highly well, but with severe discordances, that caused severe youth unemployment with 2008-2011 crisis. With Bolonia process high formal changes step in from 2010-11, accepted with intense adaptation. The Lower Schools are changing towards the Upper Schools, and both that have shifted since 2010-11 various 4-years careers (Grado), some included into the precedent Professions, and diverse Masters. Acceptation of them to get students has started relatively well, and will evolve, and acceptation of new grades for employment in Spain, Europe or outside will be essential. Each Grado has now quite rigid curricula and programs, MOODLE was introduced to connect pupils, some specific uses of Personal Computers are taught in each subject. Escuela de Agronomos centre, reorganized with its old name in its precedent buildings at entrance of Campus Moncloa, offers Grados of Agronomic Engineering and Science for various public and private activities for agriculture, Alimentary Engineering for alimentary activities and control, Agro-Environmental Engineering more related to environment activities, and in part Biotechnology also in laboratories in Campus Monte-Gancedo for Biotechnology of Plants and Computational Biotechnology. Curricula include Basics, Engineering, Practices, Visits, English, ?project of end of career?, Stays. Some masters will conduce to specific professional diploma, list includes now Agro-Engineering, Agro-Forestal Biotechnology, Agro and Natural Resources Economy, Complex Physical Systems, Gardening and Landscaping, Rural Genie, Phytogenetic Resources, Plant Genetic Resources, Environmental Technology for Sustainable Agriculture, Technology for Human Development and Cooperation.