Las rutas de aprendizaje: una estrategia novedosa de desarrollo rural con identidad territorial. El caso Cauca-Nariño (Colombia). (Spanish)

Las rutas de aprendizaje: una estrategia novedosa de desarrollo rural con identidad territorial. El caso Cauca-Nariño (Colombia). (Spanish). PATRICIA MUÑOZ ERASO, J. LEARNING ROUTES: AN INGENIOUS STRATEGY FOR RURAL DEVELOPMENT WITH LOCAL IDENTITY. (English), January, 2008.

Paper abstract bibtex

Learning Routes is the name given to a continuous process of formal education in which successful cases of rural and local development are analyzed; the experiences and testimonies of those involved are highly valued and emphasized, so that those people themselves become trainers. The Ministry of Agriculture and Rural Development in Colombia, through the PADEMER (Spanish acronym for Rural Small Enterprise Support Program) and the Regional Corporation PROCASUR, established a technical and financial cooperation agreement in order to support the design and implementation of a learning route called Successful Rural Business Initiatives carried out by Colombian Small Enterprises: What we "Learned from Cauca to Nariño". The objective was to improve the managerial abilities of small rural enterprises and to contribute to the development of the technical services they provide in local markets. The process had positive results and fulfilled the expectations of both rural host organizations and small enterprises ("routers"), since it allowed: (i) sharing and learning from the successful experiences of six agricultural associations located in Cauca and Nariño; (ii) learning from the experience of organized producers who managed to overcome obstacles that prevented them from having access to new and better markets; (iii) seeing different ways of making incursions into markets; (iv) opening up spaces for analyzing successful experiences and discussing contingencies in each process; (v) fostering local identity in those regions where host organizations are located. The Learning Routes process accomplished the learning objectives that were clear at the end of the route in the presentation of three innovation plans made by routers, which will be carried out upon their return to their organizations. (English) [ABSTRACT FROM AUTHOR]

@article{patricia_munoz_eraso_rutas_2008,
	title = {Las rutas de aprendizaje: una estrategia novedosa de desarrollo rural con identidad territorial. {El} caso {Cauca}-{Nariño} ({Colombia}). ({Spanish})},
	issn = {01221450},
	url = {http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=34739502&lang=es&site=ehost-live},
	abstract = {Learning Routes is the name given to a continuous process of formal education in which successful cases of rural and local development are analyzed; the experiences and testimonies of those involved are highly valued and emphasized, so that those people themselves become trainers. The Ministry of Agriculture and Rural Development in Colombia, through the PADEMER (Spanish acronym for Rural Small Enterprise Support Program) and the Regional Corporation PROCASUR, established a technical and financial cooperation agreement in order to support the design and implementation of a learning route called Successful Rural Business Initiatives carried out by Colombian Small Enterprises: What we "Learned from Cauca to Nariño". The objective was to improve the managerial abilities of small rural enterprises and to contribute to the development of the technical services they provide in local markets. The process had positive results and fulfilled the expectations of both rural host organizations and small enterprises ("routers"), since it allowed: (i) sharing and learning from the successful experiences of six agricultural associations located in Cauca and Nariño; (ii) learning from the experience of organized producers who managed to overcome obstacles that prevented them from having access to new and better markets; (iii) seeing different ways of making incursions into markets; (iv) opening up spaces for analyzing successful experiences and discussing contingencies in each process; (v) fostering local identity in those regions where host organizations are located. The Learning Routes process accomplished the learning objectives that were clear at the end of the route in the presentation of three innovation plans made by routers, which will be carried out upon their return to their organizations. (English) [ABSTRACT FROM AUTHOR]},
	number = {60},
	journal = {LEARNING ROUTES: AN INGENIOUS STRATEGY FOR RURAL DEVELOPMENT WITH LOCAL IDENTITY. (English)},
	author = {PATRICIA MUÑOZ ERASO, JANETH},
	month = jan,
	year = {2008},
	keywords = {COLOMBIA, Desarrollo rural, EDUCATION, LEARNING, Learning route, RURAL development, RURAL industries, Route d'apprentissage, développement rural, experiencias exitosas, expériences á succès, innovation plan, microchefs d'entreprise ruraux, microempresarios rurales, plan d'innovation, plan de innovación, ruta de aprendizaje, small rural businessperson, successful experience},
	pages = {113--132},
}

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