Education for All Children in Developing CountriesAlexa RobertsELA 4Dr. AiesiJanuary 31, 2018Education for Children in Developing CountriesModern day education is not available to all throughout the world. Children living in poor countries with little to no resources and improper psycho-socio-economic problems occuring in the unsuitable environment have no access to proper schooling, limiting the children to the knowledge they could obtain in order to make a living, and even a difference, in the world. This injustice is overlooked, as the young are deprived of the rich reward of knowledge and the power it can give to achieve greatness and success. Further, the quality of such an education is a determinate factor into how well children can develop in their young lives. Children are exposed to risks in third world countries such as poverty, malnutrition, poor health, and mundane home environments that affect their development socially and psychologically (Grantham-McGregor et al, 2007). These risk factors in such developing countries, including more overseen ones, deteriorate the potential that children can have as they grow which can also lead to a gradual increase of infections and stunting. Analysis of 156 developing countries, stunting is common in 126 of them and 88 are known to have a population of people that live in poverty. These kids face factors of life that adults go through here in America: striving for food or money to buy food as well as a suitable environment to sleep and live. However, in these countries, children don’t get to live long enough to have a full, prosperous life. An estimate of over two hundred million children under the age of five never fulfill their developmental potential was calculated in the developing countries, like South Asia and Sub-Saharan Africa. In addition, two hundred and nineteen children are charted as disadvantaged in fifty-one countries. Studies have shown that in later years, children have poor levels of cognitive process and education. Substandard education is believed to be the effect poverty has on the community, along with evidence that 37% of children live in poverty in 45 developing countries, according to their reports. Thus, the goal of the UN Millennium Development is to remove poverty and hunger from third world countries first, then ensuring education for proper growth in young people. A study also conducted in Ethiopia, India, and Peru, titled Young Lives, observes twelve thousand children (Little & Rolleston, 2014, p. 3). The researchers examine how poverty, access to education, and school quality over the life of a child shapes them. “In principle, improvements in educational access provide for the acquisition of the skills that enable individuals, households, communities and countries to adapt to a fast changing world” (Little & Rolleston, 2014, p. 2). Young Lives has found that the disadvantaged students who attend quality schools can diminish the poor effect of their development psychologically and socially, and further can prepare them for livelihoods consisting of productivity and well-being. The Young Lives’ study design has allowed analyses to compare learning between groups with no schooling, as well as the time enrolment and progression of and to the delay and interruption of schooling. Rolleston, along with other colleagues, has found that “years of enrolment in school are a strong predictor of cognitive skills development and that interrupted and late enrolment are strongly associated with poor learning” (Little & Rolleston, 2014, p. 8). In addition, attendance and enrollment into school have been the utmost priority. However, the quality of the place where the teaching is being given is not up to par and can result in disastrous effects on the children, like diseases. Also, “highly unequal education system exist in which relatively poor children have fewer opportunities to learn in school, pointing to an important area of policy concern regarding equity” (Little & Rolleston, 2014, p.6).In regard to more sophisticated ‘opportunities to learn’ such as those related to computers and internet technology, advantaged pupils do have much better access, and the same is true in relation to learning opportunities which are directly linked to home resources such as attendance at paid ‘extra classes’. The Vietnamese example provides a potential example of how an equity-oriented policy such as ‘minimum standards’ may serve to improve the function of schooling to mitigate learning gaps which result from home-advantage. Attention to such standards ensures the direction of resources to areas of greater need, potentially helping to ‘close the gap.’ Foreign aid has been an important factor into the development and implementation of schools in developing countries. Not only does it focus as well as contribute to the building blocks of improved learning greatly, it opens opportunities for communication around the world (especially the third world), which is one of the Millennium Development Goals.