Poverty are significance difference for both adults and

 

Poverty impacts children in wide-ranging extents including their academic participation and performance. In fact, studies have demonstrated poverty’s grave consequences on student’s academic achievement, behavior and retention in school. (Jensen, 2009; Lacour and Dissington, 2011) A study conducted in 1991 has demonstrated that students from low-income family ranks significantly lower on assessments than those from mid-upper income family. (Edelman and Ladner, 1991) In more serious cases, children from impoverished areas are blighted by physical and mental vulnerabilities and often face social discrimination in school and in community (Save the Children, 2016) which impede their access to education as well as their learning outcomes. Furthermore, not only these children’s education is jeopardized but also lacking basic literacy, life skills and knowledge obtained from schooling trap them in the cycle of poverty. Without the mentioned skills, economic and financial stability will not be secured for the children and their family. It also impacts the future generations particularly their children. Researches indicate that parental educational attainment is “an important predictor of children’s educational and behavioral outcomes” (Davis-Kean, 2005; Duncan et. al 1994)

 

Conversely, education is key to breaking the cycle of poverty. There are significance difference for both adults and children when it comes to everyday life, including health, nutrition, gender equity and so on. (ChildFund International, n.d.) Educated adults also inspire younger generations to learn to improve the quality of their living. Having the right to education recognized in a number of international conventions, specifically as reflected on the Universal Declaration of Human Rights (Article 26) and International Covenant on Economic, Social and Cultural Rights (Articles 13 and 14), the international community have been making efforts to make education accessible and providing quality education during the past decades. The report focuses on the efforts on the global level, particularly by the international organizations, where in a part of their activities work towards promoting and protecting the rights to education. The discussion covers the perspectives of international organizations on education of working and/or street children and its role to break the cycle of poverty concerning the above-mentioned issue. Specific examples of the various frameworks and projects will be provided and will be assessed with the aim of offering suggestions for future projects related to children’s education.

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