Introduction
Education is a vital tool in any person’s life especially at early growth stages in human beings. It is power granted to an individual that will help him/her cope with a diverse number of issues, which will never fade or count as lacking usefulness. All humans should have access to basic quality education regardless of their physical being, class, tribe or social status.
Unfortunately, most people worldwide lack access to basic education due to discrimination by illegitimate factors. Poverty is a crucial issue worldwide and the most prevalent factor that denies access to education to many people worldwide. In this case, many societies struck by poverty lack access to basic education.
Over 125 million children lack access to basic education worldwide, whereas three quarters of these children account to Africa. This occurs in poverty-stricken areas, where intermediaries reside. For the few that get access to education, only few manage to complete their education to institutions of higher education. Most students drop out due to early sexual engagement that leads to early pregnancies.
Most of these children drop out of school to fend for their new born who dwell under poor living conditions. Slum creation and marginal living conditions cause development of slum areas and street urchins who beg for basic amenities from the society. It is this problem that proposal intends to solve since granting education to these poor children will empower them to fend for themselves, and assist in national development.
Discussion
Education is a basic human right as indicated by the United Nations in the millennium development goals. Education accessibility is not equal to all people, especially children in poverty-stricken areas. The girl child suffers more vulnerability to lack of access to education than the boy child due to cultural ties does. They account to more than half of the global population that lacks access to education.
The second Millennium Development Goal is to provide education to worldwide by 2015. This program intends to help solve the problem of access to basic education to various communities struck by poverty. Areas in sub-Saharan Africa are most affected by poverty and consequent lack of access to basic education.
The UNDP asserts that the major cause of lack to basic education to many communities worldwide is poverty. It is most prevalent in southern Asia and Sub Saharan Africa. Children in poverty-stricken areas are most affected as they become vulnerable to changes in their growth. They may be victims of political, ethnic, social and economic issues in the community.
These children get exposure to poverty, child labor, sexual harassment, refugees and immigration. They are victims of conflict zones through boundary, ethnic or religious wars, orphaned by HIV/AIDS or disabilities.
The older children fend for their young ones and those who were fortunate to access lower education drop out of school for survival. Children who emigrate from their nationality countries suffer as refugees and illegal migrants. They engage in activities of terrorism and children soldiers around the refugee camps, thus ignoring the necessity of education (Kushner, 2000).
Lack of access to basic education causes a risk in increasing crime rates since most of these children lack employment. It also influences the growth of slum areas since these children move to urban areas to seek refuge, but cannot survive the harsh urban environment. They result to living in poor sanitary conditions, in slum areas, which increase the risk of early pregnancies and poverty.
The organization intends on assisting worldwide attempts to make education accessible to all children since it is a human right which every child deserves. Education is a social indicator of development. When education dwells to all, especially children, the nation improves economically as well as overall development.
The population becomes empowered to acquire means and tactics to handle life through wisdom and enlightenment. The young generation will form the future leaders and educating those means security to future generations.
The development of this program aims at transforming the society that dwells in the poverty struck the area of choice, Africa, and the world at large. This takes effect through assisting them to attain one of the millennium development goals, education, which is a vital element of a young person’s growth.
Provision of quality education means equity for all students regardless of their backgrounds, provision of sanitation facilities and clean water to the children and an overall conducive learning environment for the children.
The homeless refugees and immigrants will be the highest beneficiaries together with children from nearby children homes, who lack access to education. This will ensure social well being to people in this society. The nation as well as the world will benefit from this program in the short and long run (Mohr, 1995).
The Mission of the program is to enhance nation building and development through providing needy children with basic free quality education in areas of immense poverty.
The goals of the program:
- To enhance gender equality in the education sector; through the provision of education facilities open to both boys and girls
- To eradicate poverty in Sub Saharan Africa; through providing basic quality education to the poor communities
The program aims at achieving its goals through the following objectives:
- To provide the poverty-stricken areas; with basic quality education for all children
- To enhance community development; through the provision of basic education to children in poverty-stricken areas, regardless of their social or economic status
This program will benefit the children struck by poverty or its effects through providing them with a safe and clean learning environment. This takes place through building schools near refugee camps, immigration areas and areas of neglect by the government. The built schools should provide quality education by enrolling adults with high moral values and expertise to deliver education to the pupils.
They should also be able to understand the problems that their students are facing and assist them through moral guidance. The schools should provide sanitation facilities such as clean toilets and water that will ensure that students have relaxed minds to learn. This will benefit the whole society since the parents and guardians will have adequate time to look for food as their children learn.
The provision of water to these areas in school will also prevent children from missing school to fetch water from far areas. Disease outbreaks also related to poor sanitation will also decrease. The program aims at providing poor girls with sanitary towels, which will ensure that they do not fail to attend school while menstruating. The children of these areas will gain as well as the whole society in the long run.
The government to these areas prohibits ownership of land to non-citizens. This necessitates the need to have trustworthy citizens who can implement the program’s goal. The program plans to use the social media services to attract well-wishers and volunteers to work at the built institutions.
The program aims to be a nonprofit making organization. This will exempt it from taxation from money received, thus assist in community delivery. The laws of these areas also prohibit the shipment of its orphaned or needy children to other countries. This limits the provision of these facilities to the affected areas.
Access to basic education lacks due to a number of series factors. It starts by area of concern being a rival, conflict or poverty zone. The parents to these children are the enforcing factors towards them not acquiring education. Many of these parents have faced many challenges in life and do not value education since they have no role model to learn.
Other parents lack the means to educate their children and maintain them in the learning institutions. Culture binds some parents; they view educating the girl child as a waste of money since she is to be married off at puberty. Over 30% of rural female children drop out of school; this occurs due to lack of resources for education.
Traditional ties are more prevalent in areas where civilization is low, and people lack gender equality. The program should institute community-based programs to educate the society on the benefits of education and the reasons behind educating the girl child.
It should use videos to enlighten the adults on better living standards and civilization, such as wearing shoes and proper clothing, which will make them urge their children to do their best in school (William, 1980).
The program requires approximately 25000 dollars to initiate. Its initial capital requirement to acquire land and building materials that approximates to 7000 dollars. It will also require chairs and desks to be used in the classes, estimated to cost about 2500 dollars. The total wages and allowances to staff are approximately 3000 dollars a month.
Training programs to the community will require the use of brochures and video projections, which will cost approximately 500 dollars. There will be a head office located at the region of school placement, headed by a director. He/she has to participate in the Board and be a resident to the country. The Board members are volunteers from varied parts of the world, who assist in building this program.
The support team should constitute of the school head, assistants and other volunteers. It also requires staff positioned at the region offices, which will ensure delivery of equipment such as chalk and exercise books to the school. The teachers are to be volunteers with minimal allowances such as transport, food and housing.
This estimates to around ten teachers, who can teach at least two subjects. The head office will have a works department, which will take up the responsibility of receiving and issuing of materials for the program. It will also keep a record of the monthly debits and credits. An internal audit team, together will accountability of funds, should do performance evaluation occasionally.
Rules and policies governing employees and social workers are to be instituted. These will include principles of equality, fairness, kindness, respect and dignity to oneself and others. The social workers train to treat all people equally without discrimination or bias. They should embrace social welfare and justice through being role models to their communities.
They should also be free of any illegal engagements or law breaking practices. They should have moral values that can be emulated by the children as they interact with them. They should be responsible people with high self-esteem, which the director and head teacher should maintain in the institution.
Conclusion
While education access is a prime concern worldwide, its quality should be emphasized upon. It follows that a conducive learning environment plays a key role in promoting decent grades. The UNDP asserts that Asian countries have the capacity to provide free primary education as a Millennium Development Goal. In order to achieve free, universal education, strategies have to be implemented on how to provide access to all.
The most crucial step after access to education is how to maintain class attendance until the final grade. Availability of teachers is another key issue; in sub Saharan Africa, the balance between students and teachers is remarkably poor. This makes student monitoring by teachers difficult. In as much as programs form to enhance education delivery, the government has to play a key role in implementation.
References
Kushner, S. (2000). Personalizing evaluation. London: SAGE.
Mohr, L. B. (1995). Impact analysis for program evaluation (2nd ed.). Thousand Oaks, Calif.: Sage Publications.
William, W. (1980). The Implementation Perspective, A Guide for Managing Social Service Delivery Programmes. California: University of California Press.