21 de Septiembre de 2018
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Colección:
La Educación
Número: (132-133) I,II
Año: 1999
SUMMARY

Inter-governmental organizations and governments in Latin America agree that, despite the importance of rural development for the region, the process has stagnated and the pace of positive change in rural areas is slow. The lack of rural development creates a cycle of poverty, trade deficits, and environmental deterioration. This cycle can be broken most effectively through formal education, which enables rural producers to become more  innovative and flexible. The II Summit of the Americas also assigned a high priority to education as a mechanism for reducing poverty and increasing productivity in the region. Unfortunately, the fiscal constraints on governments do not allow sizable new investments in rural education, which is an expensive initiative. Nonetheless, information and communications technologies (ICTs) used to train rural teachers are an investment that would have a broad and positive impact. Any teacher training program using the ICTs, however, must be carefully targeted and focus on the most appealing and imaginative aspects of the technology’s capability. Programs should not use technology simply to reproduce mechanically the didactic styles that are more appropriate for face-to-face teaching. Instead, it is most practical to use these technologies only in specific areas where they can be expected to have a unique and important impact. Of course, targeted and effective procurement, deployment, use, and maintenance will require systematic long-term planning, as well as increased financial support for schools in rural areas from national education ministries.