As World Vision California mentions, a family that has experienced poverty for three generations or longer is considered to be in the cycle of poverty.
Further, an arduous and demanding cycle that spans generations begins when a child is born into poverty. An impoverished family typically has very little or no access to resources. Due to the lack of prospects for growth, the family as a whole is firmly entrenched in the poverty cycle.
Accordingly, it is widely known that education is crucial for breaking the cycle of poverty.
Though education has bitter roots, the fruit is delicious. The transformational potential of education is reflected in these words from the ancient philosopher Aristotle, which still have a strong emotional resonance in today’s culture.
Education contributes to disrupting the poverty cycle by providing opportunities for skill development, enhanced employability, and access to more economic opportunities. It promotes the virtues of justice, equality, and critical thinking, all of which may help individuals overcome social barriers and live better lives.
Aside from that, education may lessen poverty by enhancing health outcomes and assisting individuals in making better decisions.
Studies show that higher-educated people typically lead healthier lifestyles and have greater access to healthcare. This lowers disease and death rates, benefiting impoverished households by increasing production and reducing healthcare expenses.
However, access to high-quality education is still a barrier for many Malaysian children from low-income households.
According to the 2024 Unicef Malaysia report, the current preschool enrolment rate is 71 per cent, which is lower than the 87 per cent national average. This highlights the urgent need to address access to early education.
Besides, a significant proportion of household heads think that the cost of schooling has increased since the pandemic started. For instance, purchasing computers and dependable internet connections essential for online learning has become increasingly challenging for several low-income households.
Education Minister Fadhlina Sidek recently exemplified the ministry’s commitment to upgrading facilities for instructors and students to improve access to high-quality education and the functioning of the national education system as a whole.
In saying that humane education aims to guarantee that no one is marginalised, Fadhlina said the ministry would always work to ensure that all individuals, especially those who reside on islands and in coastal regions, have access to high-quality education.
Governments are crucial in determining the direction of education policy and the distribution of funding. They possess the authority to promulgate laws, furnish financial support, and institute policies that foster equitable access to education for every person, particularly those belonging to underprivileged groups.
Governments can also use their power to coordinate efforts amongst other sectors and guarantee that education programmes reach the most disadvantaged groups.
Communities are the main recipients of education, and as such, they significantly influence the course and results of educational programmes. Communities may ensure that their unique problems and goals are considered by actively engaging in decision-making.
In addition, community involvement cultivates a feeling of accountability and enables people to take an active part in advancing education. Education programmes that involve communities are more likely to be inclusive, culturally appropriate, and long-lasting.
NGOs, on the other hand, offer grassroots strategies, creativity, and specialised knowledge. These groups frequently work on the ground, interacting with communities directly to comprehend their particular needs.
In light of this, it is imperative to recognise that every stakeholder contributes unique skills and perspectives and that when they work together, they may offer sustainable and synergistic solutions.
Essentially, advancing inclusive and equitable educational systems depends on collaboration between governments, non-governmental organisations, and communities. Through collaboration, these interested parties can address the complex issues surrounding poverty and guarantee that education drives good transformation.
Datin Seri Professor Dr Suhaiza Hanim Mohamad Zailani is the director of the Ungku Aziz Centre for Development Studies, Universiti Malaya.
The views expressed here are the author’s own and do not necessarily reflect those of Twentytwo13.
