Poverty line and the relationship between poverty and education

Further reading and references What is child poverty? Many people in low-paid work are entitled to benefits to supplement their wage because it is not enough to live on. Work does not provide a guaranteed route out of poverty in the UK. Benefit levels are set at the minimum a person needs to live on, and are inadequate to lift families out of poverty.

Poverty line and the relationship between poverty and education

Although there is widespread agreement that poverty and poor educational outcomes are related, there are competing explanations as to why that should be the case.

This report provides a framework, which organises the research literature around studies that focus on: These levels are underpinned by two broad perspectives that provide quite different views about the purpose of education.

The framework is then used to examine current policy in the area of education and poverty and suggest possible future directions. Summary Summary There is widespread agreement that poverty and poor educational outcomes are related but there are competing explanations as to why this should be.

This study identifies the thinking behind different approaches and the implications for policy. Key points The relationship between poverty and education is very complex. The research indicates a corresponding need for extensive and complex policy interventions if the established relationship between poverty and poor educational outcomes is to be disturbed.

There are no specific problems which can be fixed by either a 'magic bullet' or 'scatter gun' approach. Studies tend to fall into one of three groups, focusing on: Initiatives such as Excellence in Cities, Connexions, Sure Start, Educational Maintenance Allowance and full service extended schools focus mainly on immediate social factors and the problems these cause directly for individuals and communities.

These interventions have been undertaken in a piecemeal fashion and so far have had only a very partial impact in breaking the link between poverty and poor educational attainment.

The researchers conclude that breaking the link between education and poverty demands a change in underlying structures and power relations and a coherent set of integrated and multi-level interventions.

What is the Relationship Between Poverty and Learning?

The issues facing policy-makers are: Background This review examines research which explicitly addresses the relationship between poverty and educational outcomes.

It identifies a framework that organises studies of the link between education and poverty around three different levels: The review identifies two broad perspectives: The 'functionalist' perspective Research taking this perspective assumes that education plays an important part in the proper functioning of society but that these supposed benefits often do not materialise for individuals and groups from poorer backgrounds.

The individual focus These studies highlight concerns about individual identity and actions and about notions of hereditary differences, particularly IQ levels: The individual is seen as having high levels of choice. This approach recognises the importance of mentoring programmes to provide opportunities for broadening networks of influence for young people.

Some research focuses on notions of inherited capability and intelligence that pre-ordains an individual's ability to succeed in society. These inherited capabilities mean individuals have few opportunities to improve the position into to which they are born.

This approach has been heavily criticised methodologically, theoretically and morally. Immediate social context These studies examine the social and cultural effects that peer groups, families and neighbourhoods have on young people and their understanding of, aspiration towards, and capability within schools.

The studies also look at how schooling and other public services have aided or constrained educational achievement. The main themes in this work are: Poor neighbourhoods are characterised by a lack of employment and effective public services that is likely to affect self-esteem and a lack of resources that results in poor health and diet.

All of these taken together affect the ability of families support young people through education. Different neighbourhoods and communities can provide different levels of social and cultural capital. These can alleviate some material aspects of poverty and improve opportunities for educational success for certain groups of young people.

Effective parenting is central to young people's educational success. This is linked to the educational aspirations of parents, support and stimulation for young people in the home, secure and stable home environments and participation within school.

Schools can make a difference in 'challenging' areas. This is heavily influenced by the make-up of schools, the constraints that poverty exerts on the schools, the capabilities of teachers and the nature of educational markets in such areas.

Improved public sector service delivery can improve access to and achievement within school but professional and organisational boundaries constrain effective multi-agency working.

Poverty line and the relationship between poverty and education

Broader social structures These studies tend to see the relationship between poverty and education as resulting from underlying social structures though, of course, individual characteristics and immediate social contexts also have an impact. Many analyse the impact of globalisation and the resulting forms of social exclusion.

This is reflected in aspects of 'ghettoisation', health inequalities, high levels of unemployment, poor housing and poor infrastructure for such individuals and communities. Together these factors are linked to, and compound, poor educational attainment. Integrating explanations Some studies integrate these different levels in their analysis: Studies examine how — taken together — particular variables create risk or resilience in the lives of young people and consequently their ability to engage with education actively.

Research highlights particular risk factors such as maternal depression, violent neighbourhoods or negative peer group socialising. Some research identifies moderating factors, particularly the development of a warm caring relationship with a significant adult or within a caring community.relationship between poverty and education in the country.

For conducting research the available literature is reviewed to find out the significant relationship between poverty and. UNDP Government has developed a set of indicators (measurements) to measure development and improvements to people's lives.

These indicators go far beyond measuring income and looks at things like access to basic services, improvements in the quality if life and changes in areas like crime, transport, etc.

The Relationship between Hunger and Poverty Words | 2 Pages. Often missed is the relationship between hunger and poverty. Poverty is the principal cause of hunger. The cause of poverty includes lack of resources, an extremely unequal income distribution in the world, and hunger itself.

Over the past 20 years or so India, China, and the rest of East Asia, experienced fast economic growth and falls in the poverty rate, Latin America stagnated, the former Soviet Union, Central and Eastern Europe, and sub-Saharan Africa regressed.

Jan 30,  · While there is no sure answer to the dangerous relationship between poverty and crime, hopefully the future will lead to progress that diminishes the hold the illegal drug trade and crime have on impoverished parts of the schwenkreis.comon: East 31st Street, Savannah, , GA.

Their results imply that an increase in the unemployment rate of 1 percentage point increases the poverty rate by between and percentage points, while a 1 percent increase in median wages is associated with about a percentage point decrease in the poverty rate.

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