Education for all and for what? Life‐skills and livelihoods in rural communities

Purpose - The purpose of this paper is to argue for appropriate formal education for rural young people in order to sustain and enhance viable rural communities. Design/methodology/approach - In reviewing the literature, it bridges the gap between thinking on education and development respectively, and links schooling with the concepts of livelihoods, human and social capital and life‐skills. By way of example, it summarises an empirical study of the content and delivery of tele‐education among indigenous communities in Chiapas, Mexico. Findings - Developing and emerging economies and regions should prioritise effective and efficient rural education which incorporates practical and technical skills appropriate to the rural context in order to include young people in the agricultural development and agribusiness of rural areas. This means delivery of education that is rural, local and particular to the context, with appropriate technology, pedagogy and curriculum. Research limitations/implications - The concepts and argument are of wide significance. The case study findings should not be readily generalised but the implications will relevant to many remote and marginalised communities where the rural economy is weak, opportunities are few and education resources are scarce. Originality/value - The paper links different literatures and, by also drawing on empirical evidence consistent with the literature, makes a case for a significant reorientation of rural education towards appropriate life‐skills in order to create viable rural livelihoods.