Transcript 9. Plan Ireland - Chris & Julius

Poverty
and
Education
Poverty and Education
• Does improved household economic
security lead to an improvement in
school attendance and achievement?
• Does improved access to quality
education have an impact on future
economic security
• Can a causative relationship in
both/either case be established?
“Everyone has the right to an education.” The United Nations
Universal Declaration of Human Rights
“Educational research has consistently found home
background (socioeconomic status) to be an important
determinant of educational outcomes, and economic
research has shown that education strongly affects
earnings.” (UNESCO’s International Institute for Educational
Planning IIEP 2008:10-11)
“International literature finds no simple causal relationship
between educational attainment and the economic growth
of a country.” (UNESCO’s International Institute for
Educational Planning IIEP 2008:10-11)
“The impact of education on poverty reduction
is most potent when education is combined
with a broader economy strategy that includes
macroeconomic stability, trade openness and
incentives for foreign investment” (Aoki et al
2002, in World Bank; Sourcebooks for Poverty
Reduction Strategy Papers (PRSP) 2006:234).
“While there are several reasons why children
join armed forces and groups, poor living
conditions are increasingly recognized as being
at the heart of the problem. Children’s
testimonies often refer to their enrolment as a
strategy to ensure immediate survival and to
earn a living.”
(International Programme for the Elimination of
Child Labour. Good Practices on Child Labour:
Africa, Congo 2010)
“Many Tanzanian writers (e.g. Leshabari and Masesa,
2000; Rajabu, 2000) identify the push for UPE as the
major cause of the deterioration in quality at all levels
of education in Tanzania. ‘UPE’, pronounced ‘oopay’, has
become a colloquial term associated with low quality
education rather than with universalisation. Some jest
that the letters UPE stand for ‘Ualimu Pasipo Elimu’
(teaching without education).” (Wedgwood 2007:386)
Wedgwood, R. 2007.Education and poverty reduction in
Tanzania. In: International Journal of Educational
Development. Vol. 27, no. 4, 2007. pp.383-396
Vietnam’s advantages
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Market size
Attractiveness of a transitional economy
Strong work ethos
High levels of education
Plentiful resources
Geographical location
flood of foreign capital into "the emerging market universe"
In 1990 Southeast Asia attracted 36% of all FDI flows to developing
countries
• Region exceeded China's FDI inflows by more than three times.
• August of 2010, Vietnam FDI over $11b so far; Tanzania 2010 est. $460m
Hossein Varamini, & Anh Vu. Foreign direct investment in Vietnam and its
impact on economic growth. International Journal of Business Research, Nov,
2007)
GNI per capital
Brazil
1990
5,000
2008
10,700
GNI Gross (billions)
1990
754
2008
1,933
GDP (billions)
1990
461
2008
1,575
Vietnam
Tanzania
610
2,690
610
1,260
40
232
15
52
6.4
90
4.2
20
Educational Goals
2000 Dakar No. 6
Improving all aspects of the quality of education and ensuring
excellence of all so that recognized and measurable learning
outcomes are achieved by all, especially in literacy, numeracy
and essential life skills.
Millennium Development Goals on Education
Goal 2. Achieve universal primary education.
Target 3. Ensure that by 2015 children everywhere, boys and
girls alike, will be able to complete a full course of primary
schooling.
Goal 3. Promote gender equality and empower women.
Target 4. Eliminate gender disparity in primary and secondary
education, preferably by 2005, and at all levels of education no
later than 2015.
Economics & MDGs
MDG 8a: Develop further an open, rule-based,
predictable, non-discriminatory trading and
financial system
G-20 London Summit, 2 April 2009; G-8 Summit
of L'Aquila, 8-10 July 2009;
Failure to conclude the Doha Round.
No specific timeframe for the successful
conclusion of the Doha Round in 2010 was set.
Increase in protectionism