Developing Countries Suffer From Malnutrition

“124 million children and adolescents are out of school, 63 million girls are out of school around the world, an estimated 90% of children with disabilities in the developing world do not go to school, 25% to 75% of children in the most deprived regions of poor countries cannot read a single word, and yet only 2% of humanitarian aid has been invested in education” (Bandwidth). Standing between these children and the classroom is a lack of funding for quality basic education to help them overcome the barriers to school such as tuition fees, disabilities, lack of sanitation, lack of access, and poorly qualified teachers. The United States and other countries must commit to providing education for all children. If we are to end extreme poverty, then every child, every future global citizen needs good education, because education is not only for the privileged few, it is a right of every child. The developed nations need to support the expansion of educational opportunities for boys and girls

This paper discusses five main issues that affect the quality of and access to education in developing countries, namely; economic barriers, conflict barriers, climate change barriers, gender barriers, and language barriers. Definitions of ‘education’ such as “the acquisition of the art of the utilisation of knowledge” (Whitehead, 1966), or “making available to each generation the organised knowledge of the past” (Good, 1959, p191), or “the means whereby one generation transmits the wisdom, knowledge and experience which prepares the next generation for life’s duties and pleasures” (Snelson, 1974, p1) might be correct, but are too broad and not relevant in the context of this paper. ‘Education’ in this paper is defined as “the systematic

The UN Convention on the Rights of the Child, illuminates the essential rights that all children have. According to the Convention, each child has the privilege of education, it is the state 's obligation to guarantee that essential education is free and necessary, to allow distinctive types of secondary training, including general and professional training and to make them open to each child and to make advanced education accessible (United Nations, 1990). But as indicated by UNICEF, an expected 93 million kids on the planet don 't get the chance to go to school, the majority whom are girls. A large part of these children are poor and their families can 't stand to send them to school. They should work to help their families survive. Others, for the most part, young girls don 't go to school since they need to help at home. However, without an education, children and families are forced to lead an existence in poverty (UNICEF, 2015).

The proportion of children who are enrolled in primary schools has increased from 49% to 77% in the past decade in sub-Saharan Africa. This increase in enrollment is due mostly to the initiative of the governments from these regions to improve universal primary education. However, much remains to be done because even though enrollment has been made a possibility in a lot of these countries, there are a lot of other variables at play that still prevent children from receiving a quality education. Things such as poverty, cultural traditions, gender violence, and the incidence of early marriage are a major reason for disadvantaged groups, particularly poor girls, not making as much progress in enrolling

Many opportunities are not present in terms of equality when schooling is the topic. An instance of a lack of similar chances can be identified between the high and low-class populations of different countries such as Nigeria or the Congo. These countries are rarely able to provide a consistently adequate learning system, leading to an insufficiency of attaining

Approximately 75 million children around the world have no opportunity to attend primary school. Of the 75 million, most of them are girls due to tradition or parents that hold them back from attending ("Main Navigation"). Other factors that affect children from going to school is because of conflicts and wars that result in schools to be destroyed and families to flee the country. Lack of education is a growing crisis due to many factors in developing countries but it has the power pull a country out of poverty and make them economically stable and attract other countries to trade, therefore it should be seen as a priority. Developed countries are involved to help countries increase their education because every child should have the

According to an annual report done by the United Nation’s International Children’s Emergency Fund (UNICEF) there are approximately 65 million girls around the world being denied their right and civil liberty to education (Tomiuc, 2003). There are many third world countries across the globe that are consumed by poverty and epidemics and a lot of those problems reside in lack of self-knowledge and education. The annual State of the World’s Children report states

Maternal and childhood malnutrition in low and middle-income countries presents a global public health challenge and threatens attainment of the Millennium Development Goals (MDGs)i. Encompassing both under nutrition and obesity as well as vitamin and mineral deficiency, malnutrition can be caused by multiple factorsii. These factors are closely linked to general standards of living, education, environment and the ability of a population to meet its basic needsiii. Malnutrition has profound effects on health throughout life and holds important consequences for survival, incidence of disease, growth and development and the economic productivity of communities. These outcomes can be seen across generationsiv.

It is unfortunate when schools create inequalities among students (Tan, 2009) whether knowing or unknowingly. UNESCO (2011) argued previously that if children from poor country complete primary school with the ability to read, then "171 million of people would be out of poverty” (p. 8). Primary education, opens doors for opportunities and is the foundation for quality higher education. So often it may be normal, but it dismays to watch, public schools suffering from what Tan, (2009) once called an educational tragedy, where the majority of poor students enforced to suffer from the educational calamity of failure. Masha (2014) reported in Daily News Tanzania that around 98 % of standard two children cannot read, write, or count. Among 200 pupils surveyed, only 8% of them could understand what they read. There’s a profound educational gap between children who come from rich and poor families. This again reminds the need for improved primary schools that links children with kindergarten, would make sense when it becomes imperative (UNESCO, 2012) for each child.

According to a new UNESCO policy paper 58 million children aged 6 to 11 are not receiving any education. Over 40% of these children will never enter a classroom (Unesco.org). In Afghanistan, President Hamid Karzai said, “almost half of school-age children do not have access to education. Some because of war or their schools have closed by the Taliban or others, or they do not have the ability to go to school” (Rawa.org). Pakistan has the world’s poorest education systems with 3 million children out of school (en.unesco.org). Girls in poor countries face barriers such as cost of education, violence, poverty, gender norms, and early pregnancy;

Education is an incredibly important resource to help create a new generation of empowered and informed individuals, which can lead to improvements in overcoming inequality or poverty. Without receiving education, children are being excluded from opportunities to better their future and current situation, which is especially critical for impoverished families or marginalized groups. However, the current education system throughout most of the continent seems to exclude the people who need it the most. While many countries claim free primary education, 44% families still have some form of payments to schools, with an average fee of $4.16 per year per child. This is excluding the fact that many families do not send their children to schools

The consequences are numerous when addressing malnutrition in children. Proper nutrition is key in living an active and healthy life. When children are undernourished they have a weaker immune system and are more susceptible to illnesses and infections. A long-term lack of nutrition can cause stunting, delayed development, cognitive and motor skills, pneumonia and diarrhea. According to UNICEF, stunting in early life is linked to 0.7 grade loss in schooling, a 7-month delay in starting school and between 22-45% reduction in lifetime earnings. When children are stunted,

Poverty, which is a barrier to quality educational attainment for the marginalized children, is a high leveraged problem of practice that needs attention. Poverty is beyond financial scarcity, as it leads to the inability to contribute in the public production (UNESCO, 2009 & Arbour, 2006). Lack of enough education implies “poverty.” Poverty deprives human dignity, excludes the poor from fundamental human rights including freedom. It creates barriers parallel with the inability for the poor to petition their human rights to “civil, cultural, economic, political, and social rights.” Hence, exclusion of human rights creates poverty (Arbour, 2006 p.III). A complete “poverty” which is living without enough income generates barriers to education, causes hunger, inability to learn, and scarce learning tools in schools. Similarly, poverty prompts teenage early pregnancy; hence, wiping out girls’ dream for education. Education is one of the pivotal tools for poverty eradication (UNESCO, 2010). As its magnitude, skillful people would determine techniques to improve their lives through employment or self-employment (UNESCO, 2010; Haughton, & Khandker, 2009. Educated people incline to be creative, hence improve their living income contrary to the uneducated ones. Actually, Hartwig, (2013) found that a slight number of families with extra education, improved their living circumstances as opposed to their colleagues who did not.

Mr. John Smith, attached is a recommendation on how to improve education in most developing countries. After making some researches and reading several educational articles, I recommend the implementation of the following strategies mentioned below to enhance education in developing countries. In case of any questions, I will be much honored to arrange a meeting with you at your convenience with other members of interest.

In signing the UN Convention on the Rights of a Child (Office of the United Nations High Commissioner for Human Rights, 2004), Ethiopia agreed to implement free, compulsory, universal primary education by 2015. The abolition of school fees for primary schooling in Ethiopia was integrated into the Poverty Reduction Strategy Plan (PRSP) in 2002. This change was viewed as a positive development by various stakeholders, including parents, teachers, and government representatives. However, in Ethiopia, the effects of the abolition of school fees saw a minimal increase in enrolment rates. Thus, the goal of UPE in Ethiopia is especially challenging considering, “current access to such education is about 67% for primary school-age boys and 47% for primary school-age girl…[and]…enrollment rates in rural and remote regions, where 86% of the population resides, are even lower because of the absence of schools near these communities.” However, although the abolition of school fees saw some improvements in enrolment rates, the lack of proper educational planning and capacity building in Ethiopia has caused other burdens in the educational sector. Thus, although many countries have decided to abolish school fees, the experiences in Tanzania and Ethiopia, has proven that many challenges remain leading to consequences on the quality of education delivered. In the case of Ethiopia, the biggest barrier to achieving