In different communities, people live with different economic statuses, with some falling under the poverty category. Poverty levels could be attributed to distinct factors. For example, a person’s education level may render them to white-collar jobs, thus minimizing the chances of perishing in poverty. On the other hand, the lack of employment despite the level of education, may be a significant trigger to the living standards mentioned above. Elsewhere, poverty hinders the affected from giving their offspring a decent education, thus extending the chain of poverty. As such, most governments have worked towards achieving equality in education by initiating affordable primary education at an early stage. Education is necessary since it equips learners with first-hand knowledge, competencies, and skills to tackle and solve problems involving real-life situations. Regarding education, I strongly believe that providing equal educational opportunities to all, starting at the earliest stages of education, can reduce global poverty and income inequality.
Education has had a significant impact on the socio-economic status of the members of communities across the globe. Educated people tend to be wealthier than their counterparts. Majorly, education is known to provide more life opportunities, thus exposing one to the critical survival requirements. Exposure to high-quality primary education at tender ages and ample consideration of the students’ well-being has been ranked as a major solution to the poverty cycle. Other than these factors, education addresses more life-related problems, which in most cases render the communities vulnerable (Stevencua and Johan 12). Notably, education plays a vital role in overseeing economic developments, minimizing the chances of income inequality, reduced infant and maternal mortalities, and general reduction of violence in families and society at large. When this is achieved, the mental and physical well-being of the community members is greatly heightened. However, for quality education to be attained, equality at the age of introduction is paramount. Since time immemorial, students from two different backgrounds have registered distinct performances, both in school and adulthood. Nonetheless, it would be biased to hold on to the assertion that those who access quality education at the early stages of life always live luxurious lives in the future, as more underlying factors, such being in the wrong company could lead to the unexpected.
Education is the major factor that equalizes humanity, irrespective of a person’s origins. The effect is mostly felt at the later stages when the subjects are of age and can search for employment. However, there exists a notable gap between those that were exposed to quality education earlier enough. For example, when kids attain the age to seek formal education, various factors may hinder them from being initiated into the system. At the same time, more factors could enhance the process.
Nonetheless, the difference gets to affect their living standards in the future. Those who were introduced to education at the earliest stages of life, and were enrolled in quality schools, have a higher likelihood of securing better jobs in their adulthood. They are more exposed than the former, thus being more open-minded when dealing with life-related challenges. Their decision-making skills are recommendable and allow them to follow the right paths in life (Tilak 3). Notably, most of the students in this cohort hail from wealthy families hence have access to most luxuries and essential needs while learning. Elsewhere, those that lacked the right resources to access education at a tender age tend to be the complete opposite of the former. Most join schools at a later age, probably two to three years late.
Additionally, they lack basic needs in education, such as enough learning materials. The schools they enroll in are low-ranked and poorly maintained. These kids hail from low-income family backgrounds. They may not perform as expected due to various stressors, such as hunger and a lack of basic learning resources, such as stationery.
Equal education opportunities in the early stages of life enable children to develop fundamental skills and abilities. Any quality learning institution ought to support children as at an early age, their mind is fragile. When they gain essential skills, they are highly likely to transmit them to adulthood, thus enabling them secure jobs quickly, or establish their own, thus eradicating poverty level in the society. Besides, quality education seeks to establish equality among the public members (Hagenaars 212; Wong and Christine 150). Therefore, if not accorded equal opportunities to address the same, the poverty level across the globe may never be salvaged.
On the flip, the provision of equal educational opportunities at the initial stages may not necessarily translate to a reduction of global poverty and income inequality. People have different timings in life, and acquiring education at a later stage could not affect one’s destiny. Instead, determination, hard work, moral support, and zeal determine one’s economic status in life (Xu and Wanwan 399). Also, being from wealthy families plays a significant role in human life. In such instances, education does not necessarily matter, as wealthier children are assured of better lives, with significant consideration of family wealth. For example, one may hail from financially unstable families, fail to access quality education, but is still lucky to learn the basics. However, in the long run, they may work hard and stay focused on their goals, translating to a quality life in the future.
Overall, providing equal educational opportunities to all, starting at the earliest stages of education, can reduce global poverty and income inequality. However, this argument can be approached from different perspectives. The assertion could hold, assuming that the student remains focused on their goals and works hard towards achieving them. However, if they indulge in misconduct and lose focus along the way, they may not be wealthy in the future, despite accessing quality education at the right stage. On the other hand, a learner may join school late but still acquire the right skills to secure better jobs in the future, thus gaining a wealthy lifestyle.
- Hagenaars, Aldi JM. “The definition and measurement of poverty.” Economic inequality and poverty: International perspectives. Routledge, 2017. 148-170. http://morpheus.calm.unimas.my/file.php/8925/moddata/forum/14080/149394/145776.pdf
- Stevencua, Stevencua, and Johan Setiawan. “Data Visualization of Poverty Level at Provinces in Indonesia from the year 2013-2015.” IJNMT (International Journal of New Media Technology) 5.1 (2018): 8-12. http://ejournals.umn.ac.id/index.php/IJNMT/article/view/813/617
- Tilak, Jandhyala BG. “Education poverty in India.” Education and development in India. Palgrave Macmillan, Singapore, 2018. 87-162. http://www.nipccd-earchive.wcd.nic.in/sites/default/files/PDF/EDUCATION%20PROVERTY%20IN%20INDIA.pdf
- Wong, Alfred, and Christine Ribeiro. “Income inequality: Does it matter?.” Ekonomski horizonti 19.2 (2017): 141-155. https://scindeks-clanci.ceon.rs/data/pdf/1450-863X/2017/1450-863X1702141W.pdf
- Xu, Xiaowen, and Wanwan Feng. “Influence of Education on Poverty Intergenerational Transmission from the Perspective of Gender.” 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019). Atlantis Press, 2019. https://download.atlantis-press.com/article/125915729.pdf