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Eeffect of Poverty on Children Education in Primary Schools - Dissertation Example

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CHAPTER ONE INTRODUCTION In this chapter eight major areas are highlighted vis-a-vis Background of the Study, Statement of the Problem, Purpose of the Study, Research Questions, Significance of the Study, Limitations, Delimitations and Organization of the Study…
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Eeffect of Poverty on Children Education in Primary Schools
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Eeffect of Poverty on Children Education in Primary Schools

Download file to see previous pages... According to Sinclaire et al (2004) education involves teaching people various aspects of subjects usually at a school or a college or being taught. When one looks at the concept of Education, the word education has its root from the latin word “educare” which means to nurture and “duco”, which means to grow (Nigel, 2001). This means Education is to take care and help the child as he or she grows in the characteristics he or she is born with and prepares him or her for life in the society. It is actually in this context that education is essentially used as a process or an activity which is directed at producing desirable change in the behaviour of a human being. John Dewey (1972), the great American educator of the early 20th century put more into what Education should be when he stated that “Education is a process of the construction and reconstitution of experiences, giving it a more socialized value through the medium to increased individual efficiency.” Essentially, the philosopher’s point is that education should be a continuous process that should continue in the life of a person as long as the person has the consciousness to learn. It is not surprising therefore that even outside the confines of schools, there are several experiences around us from which we learn. Even before the introduction of formal education, education was deeply rooted in the British society. The people of old had an aim of developing the young ones socially, morally, spiritually and intellectually. Later, formal education actually started with growing need for expanded formal education across Europe (Mustapha, 2000). It has been identified that “In Britain, during the Middles Ages, formal education was already taking shape. Schools ranged from those organised by the local parish to those connected to Cathedrals, chantries and monasteries” (Know Britain, 2009). This was because there was no centralized system that controlled the general operation of schools across the country. Regardless of this limitation, the effort to get formal education rooted was still being pursued because local dwellers saw the need to be at par with other compatriots in other parts of the world (Mustapha, 2000). As colonisation and the need to spread religion were also gaining prominence, there was also the need to use formal education as a tool for spreading the Christian faith and colonizing the people of West Africa and other colonies. After this, many measures were put in place by prominent governments and other political parties just to boost the quality of Education in Britain. Their main purpose was to improve the quality of Education and to develop every individual physically, mentally, spiritually, morally, socially, culturally as instrument of change. The aim was also to prepare everyone to acquire skills or vocation to use in earning his or her living in the society. Invariably therefore, it is being said that formal education was seen as essential for creating self-sufficiency among the citizenry and bridging the gap between the rich and the poor. In view of the above, the United Kingdom, the British Education service, Educational stakeholders and Non-governmental bodies have championed policies that aim at making education very affordable and as much as possible, free. Mention can be made of some interventions such as the Free Grammar Schools, which were introduced as far ...Download file to see next pagesRead More
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