Introduction
Suas' work in India & Kenya is focused on the Primary Education System. Specifically, we partner with local organisations that support children from disadvantaged communities to get access to a quality holistic education. We support these activities based on the assumption that education itself is an appropriate and beneficial intervention. With the support of Jordan Campbell (B.A., M.Phil) we have reviewed the literature available around that core belief.
Rationale for Supporting Primary Education
Universal primary education (UPE) for all children was first made by many international development agencies at the 1990 World Conference on Education for All in Jomtien, Thailand. While the original target for UPE was not achieved, it was reaffirmed in 2000 at an international conference on education in Senegal. The education goal was then adopted as the second of eight Millenium Development Goals (MDGs) approved by a United Nations conference in September 2000.
Education is seen as particularly important because it is thought to be a driving force toward achieving the other MDGs. Below are some examples of how education can act as a catalyst toward achieving other MDGs:
MDG 1: Eradicate extreme poverty and hunger.
An educated society is associated with lower poverty and faster economic growth (Birdsall and London, 1998).
MDG 2, 4: Achieve universal primary education. Reduce child mortality.
Education for girls in particular is linked to improved family health and nutrition, increased rates of immunisation and greater educational attainment of children (World Bank, 2001).
MDG 6: Combat HIV/Aids, malaria and other communicable diseases.
Research indicates that education for girls and boys may be the single most effective preventive weapon against HIV/Aids (World Bank, 2002).
MDG 7: Ensure environmental sustainability.
Primary education is thought to contribute to better natural resource management (Godoy and Contreras, 2001)
Given the widespread commitment to achieving the second MDG, it is evident that education is viewed as a powerful means of reducing poverty and improving the quality of life for individuals and communities throughout the world. Below is a rationale for supporting primary education that is based on economic and social benefits associated with basic educational attainment.
Education as an Income-Generating Tool
Economists and social scientists have been studying the links between education and income for decades.
In connection to MDGs, Besley and Burgess (2003) explore different ways of reducing poverty by half (MDG 1), concluding that human capital development must be an essential part of any successful strategy. The human capital justification for primary education is based on the assumption that the basic skills an individual gains in primary education will result in an increased income (Mincer, 1974; Temple, 1999). The positive relationship between primary education and income is most often associated with increased productivity (Becker, 1964). Companies offer higher salaries to the most productive employees to maintain an edge in delivering goods and services that are produced using less production factors (work and capital) than their competitors. In addition to the extra income it generates for the individual, the human capital justification argues that educational attainment supports a country economic growth.
Exactly why education leads to greater productivity is a matter of debate. While increased productivity is most often attributed to basic literacy and numeracy skills, some argue that education develops characteristics (e.g. discipline, confidence) that make individuals more motivated in the work place. Whatever the cause of the increased productivity is, it is estimated to generate an income gain between 5%-15%, depending on the country (Psacharopoulos, 1994).
In addition to increasing productivity, education is also thought to decrease inequality while contributing to economic growth (Birdsall, Ross & Sabot, 1995). Illiteracy is accepted as one of the strongest predictors of poverty and, therefore, unequal access to educational opportunity is linked to income inequality. This appears to be especially true for the groups most susceptible to poverty (i.e. girls and women, ethnic minorities, orphans, people with disabilities, and those living in rural areas). Ensuring access to primary education for these vulnerable groups allows them to contribute to and benefit from economic growth. It is important to note, however, that education is most effective as a means of reducing poverty when it is accompanied by policies that promote equality of access to other social services, and to decision-making power.
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