This document discusses the role of higher education and lifelong learning in rural development. It outlines several key challenges, including low literacy rates, low participation in secondary and tertiary education, declining farming employment, and the danger of rural skills being undervalued. A vision for sustainable rural communities is proposed, where education helps communities adapt to change, value traditional skills, and participate in decision-making. Higher education and lifelong learning could help rural individuals and groups address social, economic, and cultural issues to promote community sustainability.

1. TECHNOLOGY TRANSFER

3. socio-economic development

4. Climate

5. population scale and density

6. remoteness from major urban centres

7. degree of infrastructural facilities, main

8. economic activities, wealth of natural

11. Important features of rural communities in the context of education and lifelong learning: 4. The danger of traditional rural dwellers being absorbed into manual type labour such as construction with its vulnerability to changing economic trends  Many of the skills that are associated with those in traditional agricultural employment may be classified as unrecognised manual and craft -type skills. These skills are in danger of being absorbed into manual occupations with low levels of pay, opportunities for advancement and job security.

12. Important features of rural communities in the context of education and lifelong learning: 5. Farmers are reluctant to enter into learning environments (unless very informal ones) due to negative perceptions of formal schooling and their possibly low academic achievement. In many cases those that had the educational capacity to leave the farming environment did so  The experiences of those that exited the schooling system at an early age were often negative and their perception of schooling is negative. There is, therefore, a perception that education and training is neither necessary nor possible amongst this group, as well as a sense of personal inadequacy.

13. 6. Rural areas have many enterprises, both agricultural and other, that requiretechnical and other skill-based supports  These supports are similar to those required by businesses in urban areas, though there area specific issues (limited mobility for some due to proximity to raw material; access to markets; isolation; additional costs of services and so on)

14. 7. Rural areas can become marginalised and, in essence, forgotten in an urbanised, globalised world  The widespread decline in rural services that is driven by a market-base approach to service provision and the focus on the agglomeration of populations into large urban centres. For example, Ireland’s National Spatial Strategy as reflected in the National Development Plan 2007 – 2013, suggests that fine words not-withstanding, the actual commitment to sustainable rural communities is limited.

15. 8. Rural areas are experiencing substantial change which is particularly high when compared to the relative stability in the post-war and EU era  It is noted in Scenar 2020, greater parts of rural areas are likely to suffer a decline in agricultural employment and an increase in the use of land for recreational and other purposes associated with an urbanising society.

17. A vision for rural areas  concept of sustainability includes social, economic, environmental and equity considerations, then the following might be said about a sustainable rural community It would value, protect and preserve its natural and built environment. It would participate in developing technologies and seek the development of the capacity of all its members with regard to such technologies. It would be aware of and respond to its global as well as its local responsibilities. It would have a vision and purpose regarding its future character.

18. A vision for rural areas It would be welcoming and responsive to those of other cultures and ethnicities. It would provide equitable access to those services and facilities needed for a high quality of life. It would provide a nurturing social context in which the lives of all its members might be lived. It would be a caring community in which the needs of the marginalised and excluded would be addressed. It would be economically viable either in its own right or in partnership with adjacent communities.

20. A vision for rural areas 2. Individuals and communities in rural areas would be responsive to the change that constantly faces them It will not be possible to resist this change in any meaningful way. However, what will be possible is to enhance the capacity of rural communities to respond to, manage and mitigate the negative effects of such change.

21. A vision for rural areas 3. Rural communities would retain, value and recognise their traditional crop production skills as a protection against possible future need and other skills and knowledge as valuable in their own right The role of higher education and life-long learning in addressing these issues can relate to the 77 ways in which informal learning can be recognised, valued and transmitted to the next generation, so that traditional skills are not lost.