Evaluación de la metodología del desarrollo de escuelas de campo en la provincia de Morona Santiago.

Abstract

Rural Schools (ECA) have emerged as an innovative methodology for promoting sustainable agricultural development in rural communities. In the province of Morona Santiago, this strategy has been implemented with the aim of enhancing farmers' skills and promoting agroecological practices. However, the implementation of ECAs faces challenges related to interinstitutional coordination, logistics, and adaptation to local needs. This study aimed to evaluate the ECA methodology, identify key challenges, and propose improvements for its development in the province. A mixed-methods approach was used, combining qualitative data collection through surveys from three focus groups, which included representatives from the German Technical Cooperation (GIZ), researchers from the Catholic University of Cuenca (UCACUE), and the initial promoters (participants) of the ECA methodology, as well as document and record review. The results revealed that ECAs have significantly contributed to the adoption of sustainable practices through the implementation of agroecological techniques. However, barriers such as a lack of transportation, inaccessibility of some communities, and a disconnect between teaching materials and local practices were identified. Furthermore, coordination between institutions has not always been effective, limiting the impact of the initiatives. In conclusion, it is emphasized that ECAs are a valuable tool for sustainable rural development, but their effectiveness depends on overcoming logistical challenges and adapting to the specific needs of communities. It is recommended to strengthen interinstitutional coordination, improve communication with participants, and develop more relevant teaching materials. With these improvements, ECAs could maximize their impact and contribute more effectively to sustainable agricultural development in Morona Santiago.