Global Societal Problem, Argument and Solution Alex

5

Rough Draft Review Process Evaluation

Alexander Stokes

University of Arizona

Professor: Genevieve Minter

GEN499

June 27, 2022

Introduction

Poverty and inequality significantly impact the educational system in a society. They influence people's education and living standards, which in turn advance the impact on students by diverting their learning concentration (Justice et al., 2017). For instance, students with poor living standards will tend to compare their livelihood to those of others instead of focusing on academic activities. Also, school readiness is a reflection of a student's ability to succeed socially and academically in a learning institution environment. It requires the student to be physically well-being and have appropriate development of the motor, positive approach, and emotional health (Lindquist, 2021). Poverty and inequality, however, tend to impact all these factors that determine the status of students while in the learning institution environment. Poverty and inequality can also prevent families under standard living status from finding adequate funds for educational support for their children. In essence, education comes with expenses that parents must accommodate for their children to get formal education (Steinberg & Krumer-Nevo, 2020). Due to poverty and inequality, children from low-income families may lack financial support from their parents and morale to progress in a complete education curriculum. Both poverty and inequality are standard components of socio-economic problems that have advanced effects on education within society and should therefore be remedied to increase the ability of children across all societies to access formal literacy and knowledge.   

Background Information

Poverty and inequality encompass more than just lack and unequal sharing of income or resources within a society. They also manifest other factors such as hunger and malnutrition, social discrimination and exclusion, and the limited opportunity to access formal education. These manifestations play a crucial role in the formal societal learning activities of children living in the societies. The root causes of poverty cannot only be pointed at the lack or insufficient access to basic needs such as food, water, and shelter. Inequality factors such as inter-societal conflicts, poor governance, domestic violence, and gender and ethnic discrimination also contribute significantly to the poverty of different societies across the globe (Thompson, 2020). On a global scale, poverty came into reality after the end of World War II in 1940. Before the period, poverty was never seen as a substantial issue for world organizations to address. Since then, many world organizations have made significant strides to overcome global poverty by interceding and providing aid to the most affected regions worldwide.

As of 1990, more than one billion people have been subjected to extreme poverty, which has significantly affected their livelihood. About 9.2 percent of the global population currently tend to survive on less than a standard living income of $1.90 daily. Since 1990, the number of children under the age of five years dying from adverse poverty has significantly reduced from over 35000 to about 14000 (Van, 2018). Since it was discovered, one significant factor that has led to poverty in many societies is the lack of formal education. Some leaders in poor communities have taken advantage of their Illiterate people to misuse their resources for self-interest. As a result, the gap between the poor and the rich within those societies has significantly increased. Likewise, the trend is more likely to continue as many children from wealthy families continue to get an education than those from low-income families.   

Recommendation of Solution to the Global Societal Issue

The most appropriate approach to ending extreme poverty across the globe is by identifying the primary cause of poverty in a particular society and dealing with it accordingly. In essence, poverty tends to appear differently, and factors contributing to it vary across different societies. As such, the approach should align with the factors and how poverty appears in different communities for one to reduce its impacts on the global level significantly. Following the theory of change, partnering with the local community leaders is another effective solution to the problem. The world organizations should partner with community members in the society of concern to understand the factors contributing to poverty, such as poor governance, lack of illiterate people to establish employment opportunities, or corruption, among other related factors (Jacobson et al., 2017). This will allow them to know precisely what they will focus on when addressing the global issue of poverty.

Conclusion

In conclusion, poverty and inequality are two issues that impact the education system within different societies. Poverty, in particular, involves inadequate access to basic resources such as food, water, and clothing, while inequality is the unequal sharing of such resources among different communities. Some common causes of poverty and inequality include poor governance, corruption, discrimination, societal conflicts, and climate changes, among others related. Poverty and inequality often take away necessary elements such as the right nutritional supplement and financial support that enable students to pursue and successfully achieve their education curriculum activities. For instance, children from low-income families find it hard to concentrate on their learning activities due to focusing on non-educational issues such as where the next meal will come from. Besides, poverty and inequality are two of the most socio-economic factors that the world aid organizations should consider finding an effective remedy for to reduce their impacts on the global societal settings.       

References

Jacobson, S. L., Brooks, S., Giles, C., Johnson, L., & Ylimaki, R. (2017). Successful leadership in three high-poverty urban elementary schools. Leadership and Policy in Schools, 6(4), 291-317.

Jensen, S. K., Berens, A. E., & Nelson 3rd, C. A. (2017). Effects of poverty on interacting biological systems underlying child development. The Lancet Child & Adolescent Health, 1(3), 225-239.

Justice, L. M., Jiang, H., Purtell, K. M., Schmeer, K., Boone, K., Bates, R., & Salsberry, P. J. (2019). Conditions of poverty, parent–child interactions, and toddlers’ early language skills in low-income families. Maternal and child health journal, 23(7), 971-978.

Lindquist, M. (2021). Secondary Special Education Teachers’ Perceptions of the Effects of Poverty Resources on Transition Outcomes (Doctoral dissertation, Capella University).

Steinberg, S., & Krumer-Nevo, M. (2020). Poverty-aware teacher education. European Journal of Teacher Education, 1-16.

Thompson, I. (2020). Poverty and education in England: a school system in crisis. In Poverty in Education Across the UK (pp. 115-140). Bristol University Press.

Van der Berg, S. (2018). Poverty and education. Education policy series, 10(28), 1-28.