Rural Farm Schools in Lian, Batangas and Jala-Jala Rizal: A Case Study

Abstract

The purpose of this study was to determine education’s part in poverty alleviation and rural development. Particularly, this study sought to assess how Rural Farm Schools contribute to community development based on its: thrusts and direction, curriculum and pedagogy, strategies, and people’s participation in management. Its significance is anchored on the lack of a comprehensive and people-centered rural education and rural development program. The literature reviewed were thematic that included the following areas: a) rural development, b) education focusing on thrusts and direction, curriculum and pedagogy, entrepreneurship education, and people’s participation; and, c) rural farm schools.

 The researcher used the descriptive approach as its research design. The case study was used since the study needs description and contextual analysis. A structured interview was used to collect information from eighteen (18) participants. Five (5) of them were key the informants and the remaining thirteen (13) were participants for the focus group discussion.

 The study revealed the following results: (a) rural farm schools are directed towards rural development and human capital development; (b) rural farm schools follow the core subjects of basic education but are also integrating agriculture, fishery, and entrepreneurship subjects; (c) rural farm schools are implementing the alternating system or the 70 – 30 scheme meaning that 70 percent of time is devoted to practical education and 30 percent for lectures and instruction. Incorporated in the alternating system are various pedagogical tools employed by rural farm schools; and (d)parents’ associations, students, tutors, and other stakeholders participate in school projects and in the formation of themes.

 The researcher found out that through the development of rural farm schools, education remains as an effective strategy for rural development.