Impact Of International Aid Program On Sub Saharan African Countries

looking at education inequality, its relation to poverty and what we can do about it.

In fact, there are still some countries struggling to offer education because they are still in development. Countries in Africa, such as Sudan, are primary victims. According to a research paper, “education is one of the main priorities for the people of South Sudan. As recent studies show, many communities in South Sudan view education as the most important peace dividend.” (Barnaba). After the analysis of school enrollment and completion rates in Sudan, results were rather low. Sudan, a third world country, currently is going through the state of being the most illiterate country in the world. It has placed education as its top priority and may will be finding ways to encourage families to send students.This ultimately has been caused through the poverty of the parents and thus requiring help in supporting the health of the family making education a second priority. Due to that reason, the country is still developing. A huge gap separates the developed countries from the developing countries solely based on the education systems. The paper states, “there is also concern raised on lack of attention to education quality and its failure to reach the marginalized as contributing to the learning crisis”(“Fix the Gaps in Our Education System [column]”). There is a weak management of schooling in many third world countries, which is a primary reason to why they have not developed yet. This is the reason for the gap and

Modernization theory is inadequate with Global Inequality, because it is not the answer to why poverty still has a huge effect on the world. This theory deals more with the conflicts between modernity and tradition. Underdeveloped countries are more into their cultures, they believe there are certain things that should not be taken away. Nations have tried to industrialize, yet cultures traditions affect the countries development. The traditions are usually superstitions, ethnocentrism, fatalism, pride, dignity, and modesty; these variables are a

By the beginning of the second Millennium, many countries realized the need and necessity to cope up with the rest of the rapidly developing world. As they realized this necessity, they also realized that the key to growth and development is, indeed, education. As a result, many countries around the world entered the heated race of reforming their education systems hoping that this would ensure them a foothold in the modern world.

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).

Access to primary education for women has improved significantly except in some parts of Africa and Central Asia where there is still poor access to educational facilities. This global change occurred because of the goal set by the United Nations to “Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling” (We Can End Poverty 2015) Although this goal has not yet been fully achieved, it has contributed largely to the advances that have been made towards equal education. There are still over 20 influential countries that discriminate against women by preventing them from equal access to education. In these nations, gender inequality in education suppresses the independence, development, and sense of self-worth of women. We, as a well-educated community, need to stand up for the basic human rights of these girls and women by spreading awareness about this issue and supporting organizations that promote equal education for women across the world. Two examples of charitable organizations that support this cause are The United Nations Children's Fund, an organization that provides assistance to children and mothers in developing countries, and Heifer International, a non

Education is the destined formation in obtaining the development of the intellectual capacities of individuals. It can be defined as the process of socialization of individuals. Education is one of the most powerful resources to reduce inequality and poverty, it is a natural process associated with growth. On having been educated, a person assimilates and gains knowledge. Education also implies a cultural and behavioral raising awareness, where the new generations acquire the manners of being or the ways of life of previous generations. Malcolm Forbes once said, "The purpose of education is to replace an empty mind with an open one”. It is the common objective of educational systems in different countries to cultivate its citizens to become productive individuals of a society. Sharing the same purpose of providing the fullest conceivable development of every individual for living productively, creatively and ethically in a community. Their methods may be varied, the United States of America and many other countries, such as the Democratic Republic of the Congo, Bolivarian Republic of Venezuela, and the Republic of the Philippines.

Present at the forum were representatives from 164 countries that agreed on working towards the attainment of the wide-ranging education goals by 2015. In this research article, Wathne and Steer are examining why after extensive lobbying, deliberations and political will to support the implementation and success of basic education, EFA is yet to attract more donor funds. The authors critically look at factors that could be contributing to the lack of engagement and financing of basic education by

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

Some people speak against U.S foreign aid being sent to Africa for humanitarian reasons. Others speak out in favor of such actions. All of us have seen the news tickers with vital headlines about “people being devastated by droughts in Zimbabwe and unhygienic water in Sudan”, but what is their government doing about it. Personally, I’ve asked myself several founded inquiries about where is this foreign aid going to and what are some of the achievements being made. I’ve acquired over time well-built knowledge in relation to the United Nations and the work they perform globally to promote stability and development. I will be bringing in several valid arguments to get to the bottom of this controversial subject of

Education comes with social benefits as well which can improve the situation of the poor, such as lower fertility and improved health care of children ("Poverty and Education"). "Poor people are often unable to obtain access to an adequate education, and without an adequate education people are often constrained to a life of poverty." - Servaas Van Der Berg. The absolutely poor in developing countries have low education levels. Some may not even have access to primary education or may not have completed their primary education, not realizing that it is important to reduce poverty. Education is often poorly measured, and the impacts do not always show up as statistically significant in cross- country growth regressions (Levine & Renelt, 1992). Africa’s education crisis makes media headlines and analysis by the Brookings Center for Universal Education (CUE) explains why this needs to change. Progress towards universal primary education has come to a halt and learning levels of children who are in school are poor as well. Using a Learning Barometer, CUE estimates that 61 million African children will reach adolescence lacking even the most basic literacy and numeracy skills, this will deprive a whole generation of opportunities to develop and escape poverty ("Poverty, Education, & Opportunity").

It is my opinion that to eradicate the vicious cycle of poverty begins when you invest in today’s youth. Education is key. This is a solution because individuals require the knowledge and life skills to realize and strive endlessly to reach their full potential. This would create change in any individual’s life – for the better. Hence, they would be encouraged and have the drive to better themselves. I pose that we as a society help to provide quality education in poverty stricken areas by accurately training teachers, building new schools and destroying obstacles that limit many children – girls in particular – from attending school. The teachers can then subsequently give back to their communities and educate others, so they would eventually obtain the skills and knowledge they need in

Educational attainment in middle income countries is restrictive, for most citizens education beyond primary school is beyond their grasp. Although it is well established that one of the strongest predictors for a country’s economic growth is the education level of its population many middle income countries simply can not afford to make the necessary changes to their respective countries education systems. Education reform would require a monstrous amount of funding, with issues like infrastructure improvement, and financial market instability on these countries policy agendas, education reform isn’t the focus. (de Haan, 1996)

As a result of poverty and marginalization, more than 72 million children around the world remain unschooled. Sub-Saharan Africa is the most affected area with over 32 million children of primary school age remaining uneducated. Central and Eastern Asia, as well as the Pacific, are also severely affected by this problem with more than 27 million uneducated children. In addition, these regions must also resolve continuing problems of educational poverty (a child in education for less than 4 years) and extreme educational poverty (a child in education for less than 2 years) (Omwami & Keller, 2010).

Education is considered as the critical software for development as it shapes the destiny for every society. Currently the initiative is driven by the Millennium Development Goals and the goals of Education for All. The MDG’s with direct reference to women education are Goal 2: Achieve universal primary education and Goal 3: Promote gender equality and empower women. This means that everybody in the society should be given a chance to attend school, women included (Anne Syomwene , 2015)