At the recent Marga Survey on poverty it was clearly seen that households where husbands and wives who were educated ( gone through secondary education) were prone to come out of poverty faster. This is not rocket science though but it shows that access to information and knowledge about various services were high among these householders and therefore they ” knew” what to do in a given situation. Furthermore these householders valued education so much so that they provided all the facilities for their children to pursue studies. The second generation in these particular cases were educated enough to get into the formal sector and therefore brought in a stable and consistent monthly income.
However the social values must be further studied to see whether children break away from parents soon to form their own family thus leaving the ” older” family unit vulnerable to poverty . There were cases where young people who got tiertiary eduaction who couldn’t find suitable employment . So education has not helped in these situation. So the question is whether education per sae helps communities to overcome poverty. Please post your comments
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We planned to have a chat proceeding about this theme. Can anyone broaden on just what you actually published about right here?
There is a publication on “Poverty and Education” published by UNESCO available online at http://www.iiep.unesco.org/fileadmin/user_upload/Info_Services_Publications/pdf/2009/EdPol10.pdf. This might be a useful for resource.
Here is a short intro about the book.
“Two consistent research findings in the social sciences relate to the relationship between economic and education variables, and therefore between education and poverty. Educational research has consistently found home background (socio-economic status) to be an important determinant of educational outcomes, and economic research has shown that education strongly affects earnings.
Poverty is not simply the absence of financial resources. According to Amartya Sen, poverty is the lack of capability to function effectively in society. Inadequate education can thus be considered a form of poverty. Absolute poverty – the absence of adequate resources – hampers learning in developing countries through poor nutrition, health, home circumstances (lack of books, lighting or places to do homework) and parental education. It discourages enrolment and survival to higher grades, and also reduces learning in schools. Te relative poverty perspective emphasizes exclusion from the mainstream in rich countries, which can reduce the motivation of the relatively poor and their ability to gain full benefits from education. Education can reduce poverty in a number of ways. Firstly, more educated people are more likely to get jobs, are more productive, and earn more. Secondly, though international literature finds no simple causal relationship between educational attainment and the economic growth of a country, recent research shows that quality-adjusted education is important for economic growth. More and better education improves a poor country’s economic growth and thereby generates economic opportunities and incomes. Thirdly, education (particularly of girls) brings social benefits that improve the situation of the poor, such as lower fertility, improved health care of children, and greater participation of women in the labour market. The home background of pupils is the single most important factor influencing educational outcomes. Poverty is strongly correlated with a range of other home background variables, including parental educational attainment, thus it is difficult to separate the effects of limited financial resources from other home background factors. Analyses of international educational assessment studies have shown that while socio-economic gradients (between home background and achievement) differ greatly among countries, some schools manage to reduce the gradient by improving performance of poor students. High financial costs of schooling make education less affordable to the poor, who are very cost sensitive (demand is price elastic). Opportunity costs of education are often also high (for example, children may work in agriculture or do domestic chores such as fetching water). In many societies, the benefits of education may be low or not well understood, particularly for girls.
Lack of educational resources in poor schools sometimes hampers learning. Despite financial incentives, good teachers usually prefer to teach in richer schools. The correct resource combination may also be important. Without good textbooks or classroom resources, more teachers cannot necessarily improve the quality of learning.
There appears to be a limit to what schools alone can do to overcome the effects of poverty on education. Educational interventions throughout the world show at best modest success. Successful interventions seem to deal well with a specific context, rather than offering models that can be copied. A benevolent economic environment that accentuates the gains from education may be necessary for many educational interventions to have a strong effect on poverty.”
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