Philosophical Reflections on Child Poverty and Education

Child poverty, food insecurity, and respiratory health during the COVID-19 pandemic

This paper presents a new approach to child poverty measurement that reflects the breadth and components of child poverty. The Alkire and Foster method presented in this paper seeks to answer the question “who is poor” by considering the intensity of each child’s poverty. Once children are identified as poor, the measures aggregate information on poor children’s deprivations in a way that can be broken down to see where and how children are poor. The resulting measures go beyond the headcount by taking into account the breadth, depth or severity of dimensions of child poverty. The paper illustrates one way to apply this method to child poverty measurement, using Bangladeshi data from four rounds of the Demographic Health Survey covering the period 1997-2007. Results for Bangladesh show that the AF adjusted headcount ratio adds value because it produces a different ranking than the simple headcount, because it also reflects the simultaneous deprivations children experience (intensity). Given this, we argue that child poverty should not be assessed only according to the incidence of poverty but also by the intensity of deprivations that batter poor children’s lives at the same time. The Bangladesh example is used to illustrate how to compute and interpret the child poverty figures, how the final measure can be broken down by groups and by dimensions in order to analyse child poverty, how to interpret changes over time, and how to undertake robustness checks concerning the poverty cut-off.

Child poverty occupies a special place in the fight against poverty of national governments and international organizations. Reducing child poverty and eradicating child extreme poverty should be a priority in the social and economic policy of any state. The aim of the study is to analyze child poverty in Russia, the United States and developing countries. Special attention is paid to the analysis of approaches to the study and tracking of child poverty by national systems and international organizations; the special significance of the negative impact of poverty in children on epigenetic, immunological, physiological, psychological types of adaptation at the age of 2-3 years was noted. This requires effective regulation to offset the negative impact of extreme poverty on children. it is substantiated that the policy of state aid to poor families with children in the Russian Federation should not be based on income poverty indicators. The influence of the depression of the Russian economy in 2014 on a sharp increase in the proportion of poor families with three or more children is shown. The special role of the experience of shame and threats to their dignity by poor children, which penetrate into all aspects of the life of poor children, negatively affects their future, is noted. The study of the role of the family, society, state, and international organizations in the elimination of child poverty in its extreme forms showed that the eradication of child poverty should be a top priority in any country.

Uspostavljanje modela filmske edukacije u srednjoj školi

In international comparisons, Sweden is one of the countries with the lowest number of children growing up in poverty; its material standard is high, and welfare services are extensive and heavily subsidised. How child poverty can be understood in that context is interrogated in the article. The point of departure for the discussion is Swedish Save the Children’s 2013 anti-poverty campaign Fattigskolan [Poverty School]. The campaign presents child poverty from the vantage point of a welfare state and is informative for understanding normative discourses on childhood. Childhood is investigated as a social imagination that both structures children’s and parents’ everyday lives and organises society. It is argued that the dominant social imagination is based on a middle-class fantasy permeating the organisation of the welfare state. The elements of this fantasy are critical to understanding child poverty.

The Covid-19 pandemic has compelled a shift to online learning, thereby necessitating parental involvement in their children's education at home. In this study, we aim to explore the perceptions and roles of parents in guiding their children's mathematics education during the pandemic. Our research comprises a sample of 67 participants who are parents of junior high school students with diverse occupational backgrounds in Jambi, Riau, and West Sumatra. We adopted an accidental sampling technique to select our research sample. The primary instrument for our study is a questionnaire that consists of closed questions that probe parents' emotions, knowledge, and perceptions regarding their responsibility in supporting their children's learning at home. Our survey was conducted in two phases: the initial phase spanning six months at the onset of the pandemic, and the second phase occurring several months later. Our findings indicate that during the first phase, parents were generally unaware of their roles and held negative perceptions of the online learning process. However, in the second phase, parents demonstrated a more proactive and mentoring role in supporting their children's online learning. Our study highlights the vital role of parents in facilitating their children's education during the pandemic and suggests that parental involvement is essential for optimizing online learning outcomes.

This paper offers evidence on the sensitivity of child poverty in South Africa to changes in the adult equivalence scale (AES) and updates the child poverty profile based on the Income and Expenditure Survey 2005/06. Setting the poverty line at the 40th percentile of households calculated with different AESs the scope and composition of child poverty are found to be relatively insensitive to the scale used. The rankings of children of different ages, girls versus boys, racial groupings and children living in rural versus urban areas are unaffected by choice of AES, although some provincial rankings on the poverty headcount measure are. The proportions of children and households ‘correctly’ identified as poor for the full range of scales is extremely high. These findings support the argument that it may be appropriate for profiling poverty in South Africa to use a poverty line based on a per capita welfare measure. For the construction of the child poverty profile, per capita income is used as the welfare indicator with the poverty line set at the 40th percentile of household. The profile suggests that poverty amongst children is more extensive than amongst the population or adults even after the massive injection of transfers into households with poor children through the child support grant. The child poverty headcount, depth and severity are all highest amongst children age 0–4 and lowest amongst those aged 15–17, who are not yet beneficiaries of the grants. They are also highest amongst African and Coloured children. Large variations across provinces remain. The analysis underlines the importance of prioritising children in the fight against poverty, particularly in their earliest years.

This article aims to show the impact of tourism and sightseeing in the education and upbringing of children. The article highlights the role of regional education as an important element in the education of children and youth. The article presents the results of a survey conducted among students Kornel Makuszynski Primary School in Wiecbork. The survey was designed to identify what the role and importance of tourism in the development of children is and what travel preferences such young people have.

This chapter examines the limitations and flaws of the welfare program, and suggests different approaches to solving child poverty that have been used in most of the other industrialized nations of Europe, Australia, and elsewhere. The two central approaches to reducing child poverty that have been used in most other industrialized nations are effective child support collection and a progressive children's allowance. The United States has among the worst record in the world in terms of assuring child support collection. This problem is particularly important for poor and low-income children. If the United States were to adopt child support collection approaches used in Europe, Australia, New Zealand, and elsewhere, it could cut child poverty rates in half. Furthermore, if the United States were to adopt a progressive children's allowance as is found in most other countries, it could further substantially cut child poverty.

The need to deal with poverty and child poverty in particular cannot be overemphasised. Children around the world are among the most helpless victims of poverty, more especially in sub-Saharan Africa where the number of children under 18 years of age is a bigger percentage of the population. The need to deal with child poverty becomes an even urgent issue when considering the consequences of poverty in children, both during the childhood days and even when they are in their adulthood. This paper analyses the perceptions of the consequences of child poverty among the households in Boipatong Township. The objective was to analyse the difference in perception, between different groups of people. The results indicate that there are significant differences between females and males in what they perceive to be the consequences of child poverty. A total share of 50% Males and 50% females vastly disagreed on the perception that poor children are likely to get involved in drugs and they also disagreed (that these children are likely to have poor academic outcomes among other things. The study also found differences in the perceptions of the poor vis avis the non-poor. DOI: 10.5901/mjss.2014.v5n21p239

Sultan Mahmud II's era witnessed a gradual transition of the centuries-old classical Ottoman education system that was controlled by the ulama into a state administration by the announcement of an imperial decree in 1824. Although this significant change was the third in Europe, it has not been a specific topic for academic research so far. As the documents from the Ottoman archives confirm, the Sultan's efforts concerning children's basic education began almost a decade earlier. He was concerned about the deteriorating quality of the education system. Based on the primary sources, this study aims to portray the historical background and the official transfer of children's education under state control. This decree did not only make children's education compulsory but also displayed families' bad habit of letting little children work instead of sending them to school. According to the imperial decree, children started working at a very early age and did not learn the basics of their religion, and when they grew up, they did not go and educate themselves either. Sultan instructed authorities to prevent child labor and ensure children attended schools learning the basics of their religion. In effect, children's education became the collective responsibility of not only the families but also imams, school teachers, neighborhood administrators, and judges.

This study aims to analyze the influence of culture on the role of Batak Toba parents in supporting children's higher education in Bandar Pasir Mandoge. The Batak Toba people have a strong system of values and traditions, which affect various aspects of life, including education. The role of parents in supporting children's education is crucial for the success of higher education, especially in the midst of existing cultural and social challenges. This study uses a case study approach with a qualitative method, which involves in-depth interviews with parents, children who are pursuing higher education, and community leaders in Bandar Pasir Mandoge. The results of the study show that although the Batak Toba culture highly upholds family values and hard work, There are challenges in terms of adapting to the modern education system which requires a change in mindset and habits in supporting higher education. Batak Toba parents in Bandar Pasir Mandoge tend to support their children's education through moral and material motivation, although there are differences in their level of understanding of the importance of higher education. This study concludes that Toba Batak culture plays a significant role in shaping parents' attitudes and actions in supporting children's higher education, but there is a need to educate the public about the importance of cultural adaptation in the context of modern education.

For several past years a new type of school has been noticeable in the Polish educational landscape – real schools. The creators of this type of institutions refer to the idea of 18th-century real schools focused on “training in practical areas that are useful to students in a life” at the same time “education should be engaging and interesting for students”. However, the idea of creating of real schools should be sought two hundred years earlier, in Reformation era, when new concepts of education emerged, including the idea of school – the real school. In this article I will present the educational ideal of real schools. I will scrutinize the concept of real schools created in 16th century as a result of a new way of thinking about the upbringing young people. I will reconstruct the educational ideal and sketch the pedagogical pattern created by the founders of real schools in 19th-century Poland.

Star Teachers of Children in Poverty, by Martin Haberman. West Lafayette, IN: Kappa Delta Pi,1995. 100 pp. $15.00, paper. Reviewed by Frances Y. Lowden, Indiana State University. Throughout this book, Martin Haberman, himself renowned scholar, teacher, and policymaker, unabashedly supports concept he calls Haberman states that 5% to So/a of teachers in the U.S. meet the following criteria: (a) their students score higher on standardized tests; (b) parents, children, and school principals rate them highly; (c) other teachers regard them as outstanding; (d) school district administrators consider them successful; (e) cooperating universities regard them as superior; and (f) they evaluate themselves as outstanding teachers. Star teachers are not deterred by the professional and emotional demands placed upon them by students, parents, and administrators; rather, they share Haberman's philosophy that life's greatest gift is the opportunity to throw oneself into job that puts meaning into the lives of other people (p. xii). Having such teachers in the lives of poor urban children, he maintains, is a matter of life and death (p. 1). Haberman's star teachers personify warmth, fairness, and discipline. They understand that their role is to teach; love and compassion are not enough. Teachers Haberman designates as failures blame academic underachievement on students' backgrounds, home context, and perceived personal shortcomings rather than recognizing their responsibility to provide safe, risk-free environment for students to learn. Haberman also contends that pejorative terms such as culturally deprived, academically disadvantaged, difficult to serve, hard to reach, alienated, and host of others-including the currently popular at risk-have hampered teachers' attempts to reach and teach all children. According to Haberman, these terms are labels used for the same purpose: to attribute the causes of low achievement and school failure to the child and family, but in manner that implies the labeler is not prejudiced and is sincerely trying to help. As he steadfastly maintains, there is no way to provide an equitable education to child one perceives and labels as basically inadequate. The book is divided into four chapters, the first of which, What Star Teachers Don't Do, discusses issues of parent bashing, discipline, homework, assessment, reinforcements, and time-on-task. Time-on-task, in Haberman s view, is not separate and discrete function but is best measured through engagement in collaborative projects where time spent is based on students' involvement and interest. …

This chapter argues that the treatment of the environment as a separable entity from systems of interest is not consistent with a dynamic systems (DS) perspective. Instead, the environment is a macrolevel within a system's organization. The chapter presents the definition of the system and shows how that definition reflects the researcher's or theorist's choice of the level of analysis. Incorporating analyses real-time and developmental-time scales, even without adopting a systems view, is perhaps the most daunting endeavor of developmental research. The chapter describes one such methodology, the state space grid (SSG) technique, as it intuitively illustrates the relations between structural and temporal aspects of system dynamics. It reviews various SSG studies that reveal critical aspects of system dynamics and structure. Finally, the chapter discusses the implications of the DS approach for the study of environmental contexts.