The Impact of Education on Key Social Issues

The rationale for supporting primary education goes beyond economic arguments. Education equips people with what Amartya Sen (1999) calls human capabilities, which include the power to reflect, make better choices and seek a voice in society, all of which can significantly improve an individual's quality of life. Primary education is also linked to social benefits associated with some of the MDGs: poverty reduction, gender equity, child health, maternal health, lower prevalence rates of HIV/Aids and other communicable diseases, and environmental sustainability.

Studies show that primary education (and in particular primary education for girls) leads to improvements in health and nutrition and to lower fertility rates (Behrman, 1990). Girls' education has documented impacts on infant and child mortality and enhanced family welfare. A 2000 study of 63 countries concluded that gains in women's education made the single largest contribution to declines in malnutrition from 1970-1995, accounting for 43% of the total progress (Smith & Haddad). Glewwe (2002) found that health benefits arise in conjunction with mothers' general literacy and numeracy, which enable them to acquire useful health knowledge.

The impact of a mother's education improved her own health through lowered fertility (Gupta & Mahy, 2003). The World Bank (2001) released a second study using data from 100 countries, which found that an additional year of female education reduced fertility rates by an average of 0.23 births; three additional years of education was associated with a reduction of one child born per woman. It also found that mothers who have completed primary education are 50% more likely to ensure that their infant children receive immunisation shots than are mothers with no education.

Another health benefit associated with primary education is a lower HIV/Aids infection rate. New data from countries with high zero prevalence show that the more educated have lower rates of infection, especially among younger people, both males and females (Gregson et al, 2001; Kelly 2000; Vandemoortele & Delamonica; 2000).

In addition to the benefits described above, recent research argues that primary education can promote social cohesion and the development of democracy. Although evidence is limited in this area, Hallak (1999) cites two interesting examples from Israel, where new textbooks were developed to promote empathy between Israelis and Palestinians, and from South Africa, where social science textbooks are being rewritten to promote post-apartheid values. Proponents of the social cohesion rationale have high hopes for such interventions, but where primary education can lead to significant social change remains a matter of debate.

Perhaps the strongest justification for supporting primary education comes from the research of John Knight and Richard Sabot (1991), which shows that the children of parents with a primary education are significantly more likely to attend school. These points all suggest a potentially strong pattern of social benefits to the poor from universal primary education, particularly that for girls.

Based on international research highlighting its economic and social benefits, supporting primary-level education through partner organisations is an impactful and effective use of Suas' resources.

                                 << Rationale  Bibliography >>