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Running head: MY GLOBAL PROBLEM 1

MY GLOBAL PROBLEM 6

My Global Problem.

Revital Yagudayev

LA498JF

My Global Problem

Children Living in Impoverished Areas Are Denied Equal Access to Quality Education.

My Global Problem is concerned with children living in impoverished areas. They are deeply affected by poverty which has denied equal and adequate access to quality education worldwide. So due to persistent economic disadvantages, children from poor backgrounds have limited access to equal educational opportunities. Teachers play a significant role by being the voice of all children in school and those who cannot access education due to poverty. Therefore, being an educator, creating and sustaining access and equity requires being concerned about students' background, experience, culture, and voice. This paper discusses children living in impoverished areas worldwide; they tend to have inadequate access to quality educational opportunities leading to much diversity in various contexts and backgrounds.

There are lower levels of education mobility within most countries across the world. Latin America, Africa, Asia, the USA, the eastern bloc, and western Europe are among the parts where children have no access to quality education in some countries (Leone, 2019). Since some families have low-income levels, they are unable to provide quality education to their children. This is a concern for me because I am an educator, to know that most students cannot receive the education or resources they deserve because of the income. Children should not be affected by this and will only prolong the problem instead of improving it in the long run. The research shows that children from high-income nations can access quality education compared to children from low-income nations with no access to quality education. Also, it is identified that across the 148 countries that investigation was conducted, most parents did not have an education diploma since they had a poor background; thus, they were unable to acquire quality education (Leone, 2019). Also, the children from sub-Saharan and south Asia represent the low levels of educational attainment compared to the developed countries.

The attainment of education in the countries where research was conducted is relatively low. However, in the affected regions, children tend to spend more years doing their studies which do not relate to the quality of education they acquire. There is always a big gap between the high-income countries and the low-income countries as the quality of education the children acquire differ (Leone, 2019). This is also a problem with my global problem as it being very unfair that those with different incomes have to have different lengths of educations. There is inequality in schooling as some regions have schools with good facilities that enhance the delivery of quality education. Still, those in areas highly affected by poverty receive low-quality education, which is observed worldwide.

Most children, especially those from low-income countries, face inequality in opportunities that can help them develop skills that are school-based that aid learning. For example, in Guinea, it can take a teacher a long time to reach the schools as taxis stick in the mud due to poor infrastructure (Wagner, 2017). Some students are late to reach the school while others cannot attend classes daily as the poor infrastructure hinders them from accessing the schools when it is rainy. Therefore, the student does not receive a quality education as it takes them a hard time to get the little education they can acquire. I can understand this struggle of not getting from one place to another from where I live. Since I have to teach a class and make sure to have my son be dropped off at daycare, the commute becomes longer, significantly since I do not drive. Having commute be a problem globally in these areas can for sure make good quality learning very difficult. Since some are not taught adequately, there is a high rate of them dropping out; thus, they cannot access the education. In various countries, they are against teaching the students using the local language, making it for them to understand the foreign language but learning another language does not lead to lower results (Wagner, 2017). Also, in Tanzania, students have no access to a textbook or have little access that can only be shared, limiting access to quality education. This is also a problem because not having access to the proper resources can have the children lack the skills and proper education they need.

Even though there have been a growing number of studies on "disparity views" over the last three decades, studies have mostly ignored the connection between faith and beliefs regarding poverty and many other disparities. According to Hunt (2002), research contrasts the views of African Americans, Latinos, including whites about problems of poverty and also the association between religious identity and "individualistic," structuralism," as well as "fatalistic" beliefs about consequences of poverty in the context of education. The findings showed that "religious influences" shape attitudes regarding poverty and they add to an increasing mountain of research that Protestant and Catholic associations throughout the United States and many other countries around the world have distinct interpretations and consequences along racial and ethnic lines (Hunt, 2002).

The studies reveal that there has been lacking gender equity in education. Most women across various countries were not engaged in education as their culture discriminated against them from accessing the education. This has caused most women to lack access to quality education across most parts of the world (Baily & Holmarsdottir, 2015). From the benchmark that was done in Beijing during the World Conference of Women, where women campaigned for gender equality so that they could participate in the activities of the society. The research is related to gender inequality in access to education concerning violence, poverty, and globalization rather than quantitative and statistics measurement. In countries like Sudan and South Africa, they have not ensured gender equity in access to education. Besides, in sub-Saharan Africa, girls are more sensitive to education than boys (Baily & Holmarsdottir, 2015). However, women in high-income countries have access to education as research has shown there are more undergraduate women in high-income countries like European countries' education than low-income countries where few women access higher education. Research conducted in Peru showed that more women in urban areas had access to education than those in rural areas where poverty prevails (Baily & Holmarsdottir, 2015). Therefore, research revealed that most females from the poverty areas have minimal levels of access to education, and there are measures imposed to uplift the levels so that gender equality can prevail in society.

In a nutshell, my global problem is crucial as it can lead to illiteracy in most parts of the world. For areas that are greatly affected by poverty, the government and the developed nations should collaborate to eradicate poverty in those regions, enhancing education in the affected areas. The students should be provided with adequate textbooks to facilitate learning and improve the infrastructure and the facilities of schools that will help the student have access to quality education. Furthermore, gender equality should be observed in giving quality education.

References

Baily, S., & Holmarsdottir, H. B. (2015). The quality of equity? Reframing gender, development, and education in the post-2020 landscape. Gender & Education, 27(7), 828–845. https://doi.org/10.1080/09540253.2015.1103842

Hunt, M. O. (2002). Religion, race/ethnicity, and beliefs about poverty. Social Science Quarterly, 83(3), 810-831.

LEONE, T. (2019). Intergenerational Mobility in Education: Estimates of the Worldwide Variation. Journal of Economic Development, 44(4), 1–42.

Wagner, D. A. (2017). Children’s Reading in Low-Income Countries. Reading Teacher, 71(2), 127–133. https://doi.org/10.1002/trtr.1621.