Poverty is one of the critical factors that determine children’s possibility for education. Despite the intention to promote knowledge as a primary universal human right, many poor countries do not provide their young populations with the necessary opportunities. A lack of funding, no classrooms, poorly trained teachers, and the shortage of learning materials are the barriers to education (Rueckert). As a result, children remain uneducated, cannot find good jobs, and become beggars, spoiling the image of a healthy and satisfied nation. Like broken and hardly repairable things, children should be re-used in new roles that could bring benefits and profits.
In many developed countries, children have to study and use various simulations to check their knowledge. For example, teachers offer them to take tests, develop improvement plans, and analyze interventions, relying on fictional scenarios. Dignified children should be able to work with “real” subjects, conduct experiments, and check if their practical application of knowledge is correct. There is no need to do harm to animals that become good pets for families or spend millions of dollars to invent a new simulation device. The idea to use children from poor families who live in developing countries as “lab rats” or “experiments” is the best solution that can be beneficial for educators, students, and those children who do not go to school.
In fact, the use of children for educational purposes is characterized by a number of logical advantages. First, becoming a subject of the study is a unique opportunity for a poor child to visit a classroom, observe how other students are educated, and even learn something new. Secondly, there are usually good conditions in schools and colleges, including clean and warm rooms. Thirdly, children as significant research subjects are fed and treated well to promote their functionality and long-term use. Finally, all these services and opportunities remain free for children, and their parents should not spend a dollar from their family budget.
At the same time, some lucky participants may not be satisfied with such education options because of the possibility of dying during a surgery performed by a student or being injured during another management intervention. Therefore, families are interested in the improvements of the government system and discovering new sources of funding. In addition, developed countries could share their personnel and develop altruistic strategies to support poor families. However, during the last several decades, no evident changes have been observed in India, Mexico, and many African countries (Rueckert). It is hard to believe that some decisions can be made quickly and effectively. The number of uneducated children continues increasing, challenging the expected wealth and prosperity of the nation.
In general, when children from low-income families cannot be educated, other ways to promote their contributions must be identified. It is hard to imagine another opportunity for a poor child to get into the classroom and even learn the material except being introduced as a research subject. Many children have to work with expensive equipment to demonstrate how they should apply theories and strategies in real life. Their mistakes are not evaluated properly, and the necessity to move from fictional situations to real tasks is never easy. The presence of real subjects like children is a benefit for the future of the nation and a free education option for poor families to learn something new and even use it if their children are able to survive such practice.
Work Cited
Rueckert, Phineas. “10 Barriers to Education That Children Living in Poverty Face.” Global Citizen. 2019. Web.