Education, Poverty, and Development - Case Study Example

Education, Poverty and Development According to researchers worldwide, there is a close link between education, poverty and development. Education is directly related to the building up of human capital. It has a pivotal role in encouraging economic growth and raising the overall quality of life. Developed economies have already gone miles in achieving high in terms of the average education of its population. The picture is not very perfect on another side of the coin. Some of the undeveloped and underdeveloped economies are still struggling to provide basic level education to their country’s child i.e., the country’s future. These ground realities have prompted the focus of international human development agencies on education in their global agenda. This paper will try to establish the correlation between education, poverty and development with reference to the third world countries i.e., the underdeveloped economies. The expenditure that provides five years of basic education helps in the acquisition of some basic reading, writing and other skills. This stock of knowledge always allows individuals to obtain employment at a wage level which is easily twice that obtained by an illiterate person (Chopra, K. (1994) Employment and Earning Levels of Scientific-Technical Manpower in Urban India (ed. G.K. Chadha). New Delhi, pp. 247. ) These two statements lead to a coherent relation for the money spent on a child’s education and his future earning potential. Even in 1990, the World Bank’s Report on poverty using the findings from a good number of sources from the 1970s and 1980s reveals that skills acquired through education increase both salaries and labor efficiency in agriculture and other informal sectors. The rates of income on the expenditure spent on basic and high school education is more than ten percent (LANJOUW, P. and M. RAVALLION (1999), Benefit Incidence, Public Spending Reforms and the Timing of Program Capture, pp.287) The research undertaken in African countries shows that children of educated parents tend to be in better health, have higher family income, and produces higher earning potential (LANJOUW, P. and M. RAVALLION (1999), Benefit Incidence, Public Spending Reforms and the Timing of Program Capture, pp.293) However, there also exists a reverse link between poverty and illiteracy. Unemployed and poor parents sometimes refuse to send their children to the schools since they fail to meet the fees charged by these primary schools. Given the dependence of economic growth on poverty, the poverty eradication strategies are the basic conditions for the sustained development. The problems of poverty and development can be tackled only when the following factors of demographics, health, women empowerment, and local communities are kept in mind in association with improved governance. (Tilak, J B G (1997) Human Capital for development, New Delhi, pp. 79) A truth: In the third world countries, 200 million children below five years are undernourished. They live and stay in extreme poverty, never ate for full stomach and never attended primary school (MARTORELL, R. and J.-P. HABICHT (1986), “Growth in Early Childhood in Developing Countries”, in Human Growth: A Comprehensive Treaty, Ecological.Plenum Publisher, pp. 79) Unfortunately, without education, their future will be as dark as their past. Poverty will sustain itself generations after generations, only education can break this vicious circle of poverty. The governments of underdeveloped and developing nations work hard to reduce poverty, improve standard of life but such goals become very hard to achieve when people are unfed and that lessens their productivity. The development becomes very hard to achieve and at the same time, it is very slow. Definitions 1. Education: Education is the process of acquiring knowledge and skills through experience, teachings and trainings. 2. Poverty: Poverty is the state when even the basic necessities like food, cloth and shelter can not be obtained easily and the standard of life is depressing. 3. Development: it is the process of growth that raises the standard of living of its people. India as an example to establish the link between education, poverty and development Let’s take the example of the most sought after developing country today which is India. The Indian Government focuses on education, training, information and knowledge as the essential preconditions for social upliftment of the people and empowering them with choices and social security. It also emphasizes the fact that women must actively take part in decision making which can be the best way to promote social development. The urgent requirement for stopping violence again the weaker sex and strengthen their status is one of the major initiatives undertaken by the Indian Government. The important and priority areas like education, training, health, employment, credit accessibility and other opportunities should be made free from gender discrimination.( Tilak, J B G (2003), Public Expenditure on Education in India, New Delhi, pp. 10-11) “Education for all” is one of the priority areas of the Indian government. Different programmes have been undertaken by the central and the local governments to increase the coverage of education in the country and indirectly, have a positive impact on eradicating poverty. Some of the programmes that have been undertaken are: National Literacy mission: promoting literacy among women, schedules castes and tribes and backward classes (Tilak, J B G (2002) Education, Poverty in India, Review of development and change, pp.2). Mahila Samakhya (supported by the World Bank): designed speciacally for women’s empowerment through education so that they can be independent and earn their livelihood and at the same time, works towards promoting the economic growth and development of the country (Tilak, J B G (2002) Education, Poverty in India, Review of development and change, pp.2). Education Guarantee Scheme: a programme aiming at universalization of elementary education (Tilak, J B G (2002) Education, Poverty in India, Review of development and change, pp.3). Schemes of vocalization of secondary education: centrally sponsored programme to encourage setting up of vocational courses in the country (Tilak, J B G (2002) Education, Poverty in India, Review of development and change). Sarva Shiksha Abhiyaan: steps have been taken to mandate elementary education a fundamental right for children in the age group 6-14, focus on education to reduce unemployment and eradicate poverty (Tilak, J B G (2002) Education, Poverty in India, Review of development and change, pp.6). As a consequence of the above programmes, the literacy rates in India as a whole increased from 18% in 1951 to about 65% in 2001, while the rate for males at about 76 % and the rate for females at about 54 (Census of India, 2001, pp.2-3). Women After independence, the Indian Government introduced policies to promote gender equality and protect women’s rights which have been its prime agenda since then. Some of the programmes initiated by the government to empower women and seek their support in economic development are: National Policy for empowerment of women: the policy aims at bringing about the upliftment, growth and empowerment of Indian women to improve their economic and social status and help them increase their capabilities to increase their earning potential and help in the country’s development; ensure at par opportunities for their participation in the decision making process; and strengthening of the legal system for reducing crime against them (Tilak, J B G (2003), Public Expenditure on Education in India, New Delhi, pp.23). Development of women and children in rural areas: it aims to improve their standard of living through providing opportunities to education and employment (Tilak, J B G (2003), Public Expenditure on Education in India, New Delhi, pp. 14). As a result, the female literacy rate has increased which in turn has resulted in better health and status, their competence and development. The index of gender inequality has shown improvements which means that the women are much more empowered today (Tilak, J B G (1997) Human Capital for development, New Delhi, pp. 77). Concerns for India Inadequate education infrastructure: The insufficient number of primary schools remains another concern. According to the all-India 6th Educational Survey, about 17% rural people did not have any link to a primary school within the range of one kilometer. The study showed that about 40% of basic teaching in schools is being imparted in thatched huts. Low levels of education for women: low levels of education and training is constantly depressing the state of women in India. The literacy levels for women are low when compared to men. Poor quality of higher education: low educational standards are common across the country and training for employment and reducing poverty has not really taken off. Gender discrimination: it serves as an important deterrent to development in India. Even the highly qualified women are not getting the suitable jobs. (Planning Commission. 2001a Indian planning experience: a statistical profile Planning Commission, New Delhi, India 221 pp.) Participation of education in reducing poverty and promoting development The latest empirical evidence suggests, that basic and higher education as well as training can benefit largely on both public and private fronts ((Tilak, J B G (2003), Public Expenditure on Education in India, New Delhi, pp. 8). The private advantages are well proven and mean more and better employment opportunities in terms of better salaries and increase in skills to save securely and invest profitably. These gains will result in better health and improved standard of life. The advantages in Public channels, though not so pronounced also matters. The other important area where higher education can benefit immensely in case of higher education is that of better grasp of new technology. Tertiary education in today’s modern society can assist economies go a long way on gaining more technological advantage, as graduates are more informed and better aware of and can smartly and efficiently able to use newer technologies. The human development report of 2000 by the World Bank proves the concept that expansion in higher education may assist in faster technological catch-up and improve the output generation capability of the country. The above figure clearly proves the point that education can become a primary tool for economic development. In brief, education can improve economic growth in these two well established theories: 1. Raising GDP directly through the increase in productivity of labor. 2. Accelerating the pace at which a country adopts the new technology and raises the capital productivity. The relationship between shortage in education and poverty is mutually reinforcing. Both serve as the origin point of each other. The impact of education in lessening comparative income inequalities is also found significant. It is also evident that, with respect to education, particularly for women, a society could move out of vicious circles of poverty and leap into prosperity. For example, almost all of the needy in Pakistan were illiterate; and in Thailand, almost cent per cent of the deprived had no education or less than school level education (Fields, 1980a, pp. 158-60). Recommendations to reduce poverty and promote development 1. Measures to promote equity: the children of poor families should be given free primary and secondary schooling with free books and scholarships. The government should work to develop the education infrastructure, hire more quality teachers, provide more facilities to students, etc. Extreme priority should be imparted to basic education. The latest food subsidy programmes can only be beneficial to those whose children attend school regularly. The above steps where children and the poor families benefit for sending their child to school is a good solution and this aid is better than direct financial help which can be misused and may not get the targeted results. 2. Measures to increase effectiveness: setting realistic targets over a period of time to reach the goals is the best solution instead of trying to do so in a very short span of time. The utility of education should be communicated to the poor, uneducated parents wo are sometimes unwilling to send their children to school because of the hidden costs. 3. Measures to ensure consistency: the different measures taken from time to time should be a part of the long term strategy. Also, the spending on different factors like health, education, etc. should be properly coordinated. The decentralized implementation should be sought to the provincial and local levels. The supply of education does not necessarily guarantee its demand. The poor households must understand the importance of education, and it’s utility. References http://www.censusindia.net/ http://www.education.nic.in/ Census of India, 2001, pp.2-3 Chopra, K. (1994) Employment and Earning Levels of Scientific-Technical Manpower in Urban India (ed. G.K. Chadha). New Delhi, pp. 247. Government of India (2004) Economic Survey 2003-2004. New Delhi. Gupta, S.P. (1995) Macro Economic Growth and Poverty, in Poverty and Employment (eds.: K. Raghavan and L. Sekhar), New Delhi: New Age International, pp. 3-10 Fields, 1980a, pp. 158-60 LANJOUW, P. and M. RAVALLION (1999), Benefit Incidence, Public Spending Reforms and the Timing of Program Capture, pp.287-293 MARTORELL, R. and J.-P. HABICHT (1986), “Growth in Early Childhood in Developing Countries”, in Human Growth: A Comprehensive Treaty, Ecological.Plenum Publisher, pp. 78-80 MoHRD. 2001 Annual Report 2000/01pp.46-49 Ministry of Rural Development, India. Planning Commission. 2001a Indian planning experience: a statistical profile Planning Commission, New Delhi, India 221 pp. Tilak, J B G (2003), Public Expenditure on Education in India, New Delhi, pp. 3-25. Tilak, J B G (1997) Human Capital for development, New Delhi, pp. 75-83 Tilak, J B G (2002) Education, Poverty in India, Review of development and change, pp. 1-9 Read More