Wasteful Gov't Spending on Education in 3rd Worlds

Here in America every single child is sent to school starting at the age of five years old for kindergarten, and sometimes as early as two years old for pre-school and continue on to get an education late into their twenties, some even going on to take classes the rest of their lives. Education in America is something that is readily available and even is required by law, but taken for granted by many children. On flip side third world countries often do not have schools or public education mandated by government, and most times it is not even available when most children yearn for it. Education is taken for granted in America, and in third world countries where education is almost completely absent something can be learned from their

“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

Within the last 60 years, Third World development has been a global priority, at the top of virtually every Western agenda. And with the rise of the global population and poverty levels continuing to rise along with it, it is very easy to see why human development is becoming such a topic of focus and discussion among members of the academia. But one question that everyone wants the answer too is, how does Third World development fit into Globalization? Despite apparent compatibility, when closely examined it is clear to see that Globalization actually contradicts Third World development due to the conflict of agendas. Both Globalization and Development hold views concerning market reform, social structure and regulation, which are

Being un-educated is like being an infant in a dark room, both will constantly be anxious about their lack of knowledge or information. Millions of people in various countries across the world are condemned to this darkness due to their inability to receive an education. In Three Cups of Tea by David Oliver Relin, the abysmal state of the education in third world countries such as Pakistan and Afghanistan stems from the absence or atrocious state of schools. This can be seen by looking at the influence the Taliban had over the system, the backwards nature of the madrassa’s which ingrained hate in the minds of children and also, the sexism in society. All these factors led to desperation amongst people to get an education for themselves or their

In third world countries, education is difficult to receive and to teach. This is because there could be no classrooms, lack of funding, little learning materials, country at risk of conflict, and the distance from home to school. Children who live in a country or area

Throughout his paper, Tooley shows problems that the public schools of Africa have. (Tooley 9) He shows the first problem by saying, “An estimated 40 million primary-school-age children in sub-Saharan Africa are not in school and in half of the countries less than 60% finish the full course of schooling.” (Tooley 9) Afterward, He gives the quote, “The United

The differences between standards of living in developed and developing nations have been made more evident by the rapid pace of technological innovation. Many world leaders consider the poor circumstances of developing nations to be tragedies that should be solved. Some altruistic organizations such as the World Bank have attempted to improve the conditions in developing nations through deliberate development, in which they would enable an all-encompassing plan aimed at efficiently reducing material suffering. However, in The Tyranny of Experts, Easterly argues that development approaches are flawed because they often emphasize material goods at the detriment of individual rights. Instead, he argues for giving developing nations the freedom to improve themselves by supporting democracy and personal rights. In explaining this idea, he comments on four aspects of the two differing methodologies: blank slate versus learning from history, nations versus individuals, conscious direction versus spontaneous solutions, and authoritarian rule versus free development.

Western countries like us North Americans take education for granted and we don’t realize how fortunate we are. We complain about attending classes and completing our homework, while there are many girls fighting for our privilege. Are you aware that there are still many countries where girls don’t have access to education? `Education is an essential human right that developing countries such as India, Pakistan,Afghanistan were intended to have access to already! This resembles as one breathes, eats, and drinks. I fully agree with the UNESCO research, which demonstrates that education transforms lives. Unfortunately, this transformation seems to be unacceptable for many in developing countries. They desire women to be dependent, enslaved, and

The state of education in Sub-Saharan Africa is in crisis. UNICEF (2013) research has shown that 40 million children in Africa currently do not attend school. The enrollment figures indicate that there are fewer educational opportunities in sub-Saharan Africa than in the five countries in the northern part of the continent. More than 100 million children of primary school age do not attend school worldwide, of which a vast majority of these children are in sub-Saharan Africa (UNICEF, 2013). However, the research also shows that even if these children could attend school, the existing schools are not equipped to provide for them (Samhoff, 2003). Rampant poverty, economic turmoil, and disease have taken over the sub-Saharan countries.

Education is the ‘base’ for all successful countries. Reading the Rainbow Troops by Andrea Hirata has caused me to see this by changed my view on education and the reason for the struggles of education in developing countries. First the content, more specifically how the characters and key events deal with issues in education will be discussed. Then, I will explain how my research help me understand the reason behind the problems in education and other lessons that I have learned from the research. Finally, I will comment on what I believes needs to be done to move the issue in the right direction. Along with this I will explain how I will do my part to change the issue. By examining the content, the research and my plans of action, it is clear the real problems of education are not commonly known. Once the world knows the root of the problem we as a human race can take the steps needed to provide a solution.

The article “What Is Development “was written by Hugo Slim and published by Taylor and Francis. Ltd. on behalf of Oxfam GB .The paper emphasized on the ideal of genuine development and the principles of diversity and originality as essentials element of genuine development.

Development is defined as “the process of change operating over time- the process by which countries and societies advance and become richer’’. The modern 20th century defines development as” the process of change which allows all the basic needs of a region to be met, thereby achieving greater social justice and quality of life and encouraging people to fulfill their potential’’. Todaro defines development as “the process of improving the quality of all human lives through raising people’s living standards, their incomes, consumption levels of food, medical services, education, raising people’s self-esteem through the establishment of social, political and economic systems and institutions that promote dignity and respect and increasing people’s

The term developmental state has been widely utilised to describe any state experiencing a period of economic development and improvement in living standards (Pham, 2012). One of the most significant arguments in this scope is the performance of developmental state model. A number of scholars have attempted to investigate this issue and arguments can be divided into three categories. Proponents of state intervention indicate that the state plays an indispensable role in directing economic development and utilising the resources of the country to achieve development goals. On the contrary, those who oppose state-led model argue

Lack of development in countries in the so-called `Third World' has many political and economical reasons. Historians explain the inadequacy of developing countries with the early imperialism and the resulting colonization of the South. Exploitation of mineral resources, deforestation, slavery, and the adaptation of foreign policies shaped the picture of today's suffering and struggling civilizations and natural rich continents. The omission of concessions and equal negotiations between dependency and supremacy give rise to the contrast of enormous resources and immense poverty in developing countries is. In the last years the outcry of justice and the emancipation of the Third World became louder throughout developing and industrialized

Peet and Hartwick (2009) emphasise this by detailing the numerous scientific theories of development which have existed throughout history. Overall they argue development is a process which aims to achieve, “a better life for all of us” (Peet and Harwick, 2009:1). Whereas Cornbridge (2002:188), conceptualises development as the removal of un-freedoms, “Sen argues that individuals must be able to choose their own accounts of the good life and thus resist the drive to normalisation”. Development is not conceptualised and implemented in an apolitical vacuum, it is always political. “Development has never been a scientific concept, it has always been an ideology” (Friedmann, 1992:5). The approaches taken within development depend upon the political context within certain nations. The United Kingdom and the United States both share a similar conservative, market led political approach which began in the 1970s.