Poverty Reduction - The Role of Education and Skillbuilding As Precursors To Economic Development

The Role of Education and Skillbuilding As Precursors To Economic Development

Universal public education has some role in preparing youth for basic academic skills and perhaps many trade skills, as well. Apprenticeships clearly build needed trade skills. If modest amounts of cash and land can be combined with a modicum of agricultural skills in a temperate climate, subsistence can give way toward modest societal wealth. As has been mentioned, education for women will allow for reduced family size—an important poverty reduction event in its own right. While all components mentioned above are necessary, the portion of education pertaining to the variety of skills needed to build and maintain the infrastructure of a developing (moving out of poverty) society: building trades; plumbing; electrician; well-drilling; farm and transport mechanical skills (and others) are clearly needed in large numbers of individuals, if the society is to move out of poverty or subsistence. Yet, many well-developed western economies are moving strongly away from the essential apprenticeships and skill training which affords a clear vocational path out of modern urban poverty.

Read more about this topic:  Poverty Reduction

Famous quotes containing the words role, education, economic and/or development:

    What is charm then? The free giving of a grace, the spending of something given by nature in her role of spendthrift ... something extra, superfluous, unnecessary, essentially a power thrown away.
    Doris Lessing (b. 1919)

    Nothing in education is so astonishing as the amount of ignorance it accumulates in the form of inert facts.
    Henry Brooks Adams (1838–1918)

    The first panacea for a mismanaged nation is inflation of the currency; the second is war. Both bring a temporary prosperity; both bring a permanent ruin. But both are the refuge of political and economic opportunists.
    Ernest Hemingway (1899–1961)

    Such condition of suspended judgment indeed, in its more genial development and under felicitous culture, is but the expectation, the receptivity, of the faithful scholar, determined not to foreclose what is still a question—the “philosophic temper,” in short, for which a survival of query will be still the salt of truth, even in the most absolutely ascertained knowledge.
    Walter Pater (1839–1894)