REVIEW OF RELATED LITERATURE AND STUDIES

The research study delves into the intricate relationship between education and

agriculture in Pastrana, Leyte, focusing on students grappling with financial Hardship By

exploring the transition to farming among these students, researchers aim to shed ligth the

challenges and opportunities faced by individuals navigating educational disengagement in a

rural setting. This study seeks to uncover the motivations, barriers, and implications of students

shifting towards agricultural pursuits as a means of livelihood, offering valuable insights into the

intersection of education, economic constraints, and agricultural practices in Pastrana, Leyte.

LITERATURE

In the study of Zoni Henki Singal, Nismawati , Maryam Lamadrisi. (2020) the

pressures leading to school dropout among children of farmers in a rural context. Employing a

qualitative approach, the research delves into the subjective experience and perceptions of the

subjects, aiming to provide a nuanced understanding of the factors contributing to educational

disengagement. The subjects of the study are farmers' children in the Tounsaru District, and the

format follows a case study design, allowing for an in-depth exploration of individual narratives.

Data collection methods involve interviews, observations, and document analysis, offering a

comprehensive view of the multifaceted challenges faced by these students. The results of the

study illuminate the complex interplay between socio-economic pressures, familial

expectations,and the educational aspirations of farmers' children, ultimately leading to dropout

scenarios. The research emphasizes the need for targeted adaptation strategies, proposing

interventions that bridge the gap between the agricultural livelihoods of families and the
educational goals of their children, thus addressing the root causes of dropout incidents in this

specific rural setting.

According to PhilRice (2019), students' perceptions on farming were explored through

a qualitative approach, focusing on pressure factors influencing their attitudes towards

agriculture. The study involved youth from various schools, aiming to understand their

perspectives on farming as a viable career option. Data was collected using focus group

discussions (FGDs) and individual interviews, providing rich insights into participants' thoughts

and experiences related to agricultural practices.The results revealed that young people face

multiple challenges such as limited access to resources like land and capital, lack of role models,

and societal stigma associated with farming careers. However, they also identified opportunities

for growth within the sector, including technological advancements, potential for

entrepreneurship, and the positive impact of sustainable farming on the environment to address

these findings, the research recommends implementing strategies to promote awareness about

modern farming techniques, provide training programs for youth interested in agribusiness, and

foster collaboration between educational institutions and local farmers to create mentorship

opportunities. By adopting these measures, the study aims to encourage more young Filipinos to

consider pursuing careers in agriculture, thereby contributing to food security and rural

development efforts in the country.

The research conducted by Viriyasack Sisouphantong and Terukazu Suruga in

2020, titled "The Effects of Growth in the Agricultural and Service Sectors on Out-Of-School
Children in the Lao PDR," investigates the impact of economic growth in the agricultural and

service sectors on the prevalence of out-of-school children in the Lao People's Democratic

Republic (PDR). The study delves into the details of the socio-economic factors contributing to

the phenomenon of children being out of school and explores the specific influences of growth

in the agricultural and service sectors. Findings from the research shed light on the intricate

relationship between economic development and educational access, providing insights crucial

for understanding and addressing the challenges faced by out-of-school children in the context

of Laos. The authors' comprehensive analysis offers valuable perspectives for policymakers,

educators, and stakeholders involved in shaping strategies for sustainable educational

development in the region.

According to Maini, De Rosa, and Vecchio the function of the family as a

mediator in addressing agricultural strategy decisions was explored using activity theory

approach. The empirical analysis supports the hypothesis that higher levels of education have the

greatest impact. However, further research is needed to clarify the effective decision-making

mechanisms mediated by education levels. As a result, additional field assessments will be

conducted. Despite this limitation, this study may serve as a foundation for future research on the

role of the collective family farm's decision-making process in the transition to sustainable

agriculture. In reality, the research provides a solid foundation for the relationship between

degree of (family) education and adoption of sustainable agriculture. Set against this backdrop, it
makes a novel contribution in comparison to earlier evaluations, which have mostly explored the

influence of education on production and the adoption of technology . Furthermore, the

importance of education in promoting sustainable farming was investigated from the perspective

of a single farm manager. Furthermore, the geographical feature we incorporated in our research

has already been addressed in the literature, but only in the context of increasing productivity . In

comparison to earlier studies, the empirical study conducted has demonstrated the superiority of

this novel technique from the two perspectives used here:Family viewpoint, in that the cultural

mediation highlighted in activity theory appears to be successful in explaining the decision to

transition to sustainable agriculture. The greatest degree of education may not necessarily match

that of the farm manager, indicating that other family members may have an impact on decision-

making.Territorial perspective; what was previously said is especially visible in rural marginal

regions (D areas of the national strategic plan). Actually, the intensity of the transition to

sustainability is higher when the farm is located in isolated rural locations. Empirical

investigation examines various policy consequences at the farm and territorial levels. If, on the

one hand, literature has highlighted the role of educational programs in governing the transition

to sustainable farming , on the other hand, by focusing on the family farm business, our findings

highlight the need for more inclusive educational programs that empower family farms with

effective, life-long training systems, given the high impact education has on strategic decision

making. Raising educational standards is crucial for rural and distant communities, since they

benefit the most from high levels of education.

According to Pia Smeds, and Eila Jeronen, and Sirpa Kurppa(2015). Farm education

represents a burgeoning area of research that employs genuine learning settings, merging
academic subjects with the practical context of a farm. This study aimed to explore the impact of

different learning environments (farm, classroom, and a combination of both) on learning

experiences for students. Employing mixed-methods research with experiential interventions,

data collection involved interviews and pre-learning, post-learning, and delayed tests. SPSS

software facilitated analysis using ANOVA and ANOVA repeated-measures design, coupled

with inductive content analysis. Results indicated that students exhibited significantly improved

learning outcomes when exposed to authentic farm learning environments. They perceived

learning in such settings as more straightforward and acknowledged greater knowledge

acquisition compared to traditional classrooms. The comprehensive and firsthand exploration of

the subject matter in its original surroundings, including processes, was identified as a key factor

contributing to enhanced learning on the farm. Farm education was found to be adaptable,

catering to diverse learning preferences and supporting both students with moderate learning

difficulties and those who excel, allowing them to study aspects of the subject at their own pace.

Incorporating authentic learning environments in education was highlighted as beneficial for

long-term retention and improved comprehension. The study encourages those involved in

teacher education, teachers, and schools to consider these findings when planning and

implementing educational strategies.

Young farmers' role in the future of agriculture in newly industrialized countries of Asia

In several newly industrialized countries in Asia, the involvement of young people in agricultural

production has been decreasing over at least the past two decades. In Indonesia, the proportion of

the agricultural labor force under 35 decreased from 20% in 2003 to 12.9% in 2013 (Susilo Wati,

2014). A similar trend has been identified in China (Ji et al., 2017; Zhang et al., 2018) and in the
Philippines (Moya et al., 2015). This trend, along with the aging of the population as a whole

(Chomik and Piggott, 2015), contributes to the aging of the farming population. The same trend

is emerging particularly rapidly in Thailand. Young people's lack of engagement in agricultural

production in Thailand is not new (Funahashi, 1996) but has considerably accelerated in recent

decades (Rigg et al., 2012; Suphannachart, 2017). In particular, according to the 2003 and 2013

agricultural censuses, farmholders aged less than 45 decreased from 2.6 million in 2003 to 1.4

million in 2013, that is, a decrease of 46%. The reasons usually given for the declining

engagement of young people in agricultural production in newly industrialized countries of Asia

are 'pull' and 'push' factors. A key pull factor is the availability of non-farm income-generating

activities, for instance, based on tempo- rary or permanent migration to work in factories (Li et

al., 2013; Peou, 2016). In northeastern Thailand, many people start farming in their late 40s or

50s, after having worked for some years in industry (Rigg et al., 2014). In Thailand, even young

people who remain in rural areas are increasingly earning a non-farming income (Rigg et al.,

2019). Push factors relate, for instance, to the difficulty in accessing land, the quest to be

independent from their parents, the general limited profitability of farming (Rigg et al., 2016)

(•Stockholm Environmental Institute, Bangkok, Thailand •Asian Institute of Technology,

Bangkok, Thailand •Sustainable Agriculture Foundation, Sai Ma, Thailand *Cirad, G-Eau Unit,

Montpelier University, Montpellier, France.vStudies of young people's willingness to farm

usually analyze their plans based on the resources available to them, or their hopes if they had

access to more resources, but rarely study the two jointly. However, in newly industrialized

countries in Asia, such joint assessments are needed to disentangle the extent to which young

people's limited involvement in farming is due to a lack of interest or to the fact that they see no

way to get around the obstacles to starting the kind of farming they want to practice. This study
analyzed the vision of 86 young rural people in Prachinburi Province, Thailand, concerning

farming, their plan to farm under prevailing conditions, and their willingness to become a farmer

if more opportunities to start farming were available. More than two-thirds of the interviewees

were not farming at the time of the interview, but half planned to start farming, either part-time

or full-time, in the coming decade. One-third of the interviewees said that if they had better

opportunities to start farming, they would reconsider their current plans to work in non-

agricultural sectors. and instead become full-time farmers. Public policies aimed at increasing the

number of young people who become farmers should consequently not take the prevailing lack

of engagement in farming by many young rural people as a given. Such policies should not only

support young people who already plan to farm but also those who would be willing to farm if

they had better opportunities to do so. ( This is according to Marta Ruiz Salvago, Kassirin

Phiboon³, Nicolas Faysse, and Thi Phuoc Lai Nguyen², in their research entitled "Young people's

willingness to farm under present and improved conditions in Thailand"). Farming has a

significant impact on young individuals in the Philippines, providing valuable skill development

opportunities, a deep connection to nature, and economic empowerment through agricultural

activities. However, it also presents challenges such as limited education opportunities due to the

demands of farming, health and safety risks from chemical exposure, and social isolation from

peers. While farming equips youth with practical skills and promotes environmental awareness,

it also hinders educational and social growth, as well as poses health risks. It is essential for

policymakers, educators, and communities to address these complexities, providing support for

the next generation of farmers in the Philippines.

 According to the study of Esther J. Veen, Roald Pijpker, and Jan Hassink . Young people

in the Philippines benefit greatly from farming since it offers them excellent chances for skill

development, a close bond with the natural world, and economic empowerment through

agricultural pursuits. But it also comes with drawbacks, such little options for education because

of the rigors of farming, hazards to one's health and safety from chemical exposure, and social

isolation from peers. Although farming gives young people useful skills and raises awareness of

the environment, it also limits social and educational advancement and presents health hazards.

In order to help the Philippines' future generation of farmers, legislators, educators, and

communities must address these difficulties.

STATEMENT OF THE PROBLEM

1.What barriers do students from financially disadvantaged backgrounds in Pastrana, Leyte face

in staying engaged in their education in terms of:

1.1Financial resources

1.2Extracurricular activities

1.3Work obligation

1.4Family obligation

2. How was the transition to farming in Pastrana, Leyte change the lives of the participants in

terms of:

2.1Educational resources

2.2Economic Challenges

2.3Social Disparities

3.How has community support and collaboration affected the participants' agricultural

experiences in Pastrana, Leyte, in comparison to other aspects of their lives?