Do education and research activities matter in rural

areas?

Anna Guðrún EdvardsdóttirPh.D student at School of

EducationUniversity of Iceland

Myself

• Born in Reykjavík• Lived in a small town (Bolungarvík) in

Northwest Iceland for 24 years• Was a teacher and a principal at the local

compulsory school• Was chairman of the municipality• Was chairman of the Association of the

municipalities of the Westfjords

The research questions – main study

• The guiding research question:What aspects of the knowledge society system have an effect on the rural development system and sustainability system in rural communities in Iceland and Scotland?

• The subquestions are:1. How do the knowledge society system, the rural development system and the sustainability system work individually and together and how do they affect each other? 2. What is the educational, sociological and political discourse about the three systems in Iceland and in Scotland?3. Do East Iceland and Westfjords in Iceland and the Highlands and Islands in Soctland function differently in any way? If yes/no, how and why?

The research areas in Iceland

The research area in Scotland

Westfjords

1971 1981 1991 20110

2000

4000

6000

8000

10000

12000

1000010500

9722

6955

popu

latio

n

College established in Ísafjörður1970

1976 -1980: Stern trawlers in every fishing community.

Snow-avalances in Patreksfjörður 1982

Establishment of the quota system in 1983

1987 – 1993: Difficulties in the fishing industry, several businesses go bankrupt

In 199 1transfer of quota between companies allowed

In 1995 snow avalances in Súðavík and Flateyri

First research institute, Natural History Institute, established in 1997

The University Center of the Westfjords established in 2005

East Iceland

1971 1981 1991 2007 20110

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

11316

12953 1318713975

12360

College established in Egilsstaðir in 1979

Snow avalances in Neskaupstaður 1974

1976 - 1980. Stern trawlers in every community

Establishment of the quota system in 1983

In 1991 transfer of quota between companies allowed

First research institute, Natural History Institute established in 1995

The East Iceland Knowledge Network established in 2006

The power plant and the aluminium plant was launched in 2007

Westfjords

• Fishing industry relies on demersal fish

• Agriculture small• Other natural

resources limited• Tourist sector small

East Iceland

• Fishing industry relies both on demersal fish and pelagic

• Agriculture substantial

• Waterfalls suitable for electricity

• Aluminium plant• Tourist industry bigger

than in the Westfjords

University students in Iceland 1997 - 2011

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 20110

5000

10000

15000

20000

25000

Number

Distance learning students in Iceland

1997 - 2011

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 20110

500

1000

1500

2000

2500

3000

3500

4000

4500

Number

Distance learning students in Westfjords and East Iceland

1997-2006

1997 1998 1999 2000 2001 2002 2003 2004 2005 20060

20

40

60

80

100

120

140

160

180

200

WestfjordsEast Iceland

Knowlege and research institutions in Iceland

Researc

h centers

Staff

Positions

Full-e

mployed

Project

employed

0

200

400

600

800

1000

WestfjordsEast Iceland

Number

The knowledge society´s development

• Development of KS has been used as a governmental tool for rural development

• Is believed to be a foundation for powerful economy

• Is linked to employment matters• Is presented as a tool to reverse migration

from rural areas– What about sustainable rural communities and well-

being of rural people?

Sustainability

The radical view of a nested systems for understanding factors of sustainability.

Re-interpretation of the nested model of sustainable development

Social sustainability, higher education and rural development

• Involves an individual’s capacity to contribute to his/her own and the community’s well-being.

• Involves a community’s capacity to engage in collective action in order to improve and sustain a quality of life.

• All this happens in the framework the environment sets.• The environment can both be a challenge and a

resource.

Social sustainability, higher education and rural development

• Higher education and research can play a big role in social sustainability.

• Universities need to have distance learners in mind when they plan research projects and study lines, not only what is “suitable” for the rural areas.

• Universities need to develop a curriculum which nurtures sustainable knowledge, skills and values.

• Sustainable education - transformative learning

Population in Westfjords 1998 - 2012

19981999

20002001

20022003

20042005

20062007

20082009

20102011

20120

100020003000400050006000700080009000

10000

TotalMalesFemales

Population in East Iceland 1998 - 2012

19981999

20002001

20022003

20042005

20062007

20082009

20102011

20120

2000400060008000

1000012000140001600018000

TotalMalesFemales

University students – gender perspectives 1997 - 2010

19971998

19992000

20012002

20032004

20052006

20072008

20092010

02000400060008000

100001200014000160001800020000

AllsKarlarKonur

Distance learning students in Westfjords 1997 - 2006

1997 1998 1999 2000 2001 2002 2003 2004 2005 20060

20

40

60

80

100

120

140

160

TotalMalesFemales

Distance learning students in East Iceland 1997 - 2006

1997 1998 1999 2000 2001 2002 2003 2004 2005 20060

20406080

100120140160180200

TotalMalesFemales

Rural women

• Research has shown that rural women:– live in communities that favour male values – have more responsibility for the household– have less ‘action space’ – have fewer opportunities– have limited access to the area’s rescources– do not have the same access to power in local

politics– use higher education to strengthen their status– decide on the family residence

Conclusions• The RDP emhasise higher education and research

activities as key players in regional development.• In spite of increased number of research institutions

and development of distance learning the migration from rural areas has not stopped.

• We need to look at the concept “quality of life” or “the good life”.

• Stop linking higher education and research activities to the economy.

• Consider social sustainability.