According to George F. Kneller, education is “any act or experience that has a formative effect on the mind, character, or physical ability of an individual . . . In its technical sense education is the process by which society, through schools, colleges, universities, and other institutions, deliberately transmits its cultural heritage – its accumulated knowledge, values and skills – from one generation to another.”1
Education is vital for a child’s development intellectually, emotionally, socially and spiritually. Historically speaking, the Church has always played a pivotal role in its development and implementation. It was the Church that fostered the development and spread of universal education, especially in the West. This can be traced back to the Early Middle Ages where almost all schools were established in churches, cathedrals or monasteries.2 The first universities evolved from the cathedral schools, which lead to the greater diffusion of knowledge. Then, with the Protestant Reformation and Counter Catholic Reformation, came the demand for each individual to read the Scriptures, which required universal literacy and an increase in educational opportunities for the masses.3 Again it was the Church that initially constructed most of the educational institutions to meet this need, and brought this value with them to the developing world through their missionaries. Therefore in many societies around the world, the transmission of general knowledge and skills, such as reading and writing, paralleled the teachings of the Church.Yet unfortunately, the passing on of knowledge, values and skills, through the formal institutions mentioned above, does not occur in every society today. This lack of education can be attributed to:
A child’s need to work: UNICEF estimates that 158 million children between the ages of 5 and 14 are engaged in child labor; that is one in six children worldwide.4 Often they are working to provide supplementary income for their families. Even if they don’t work ‘full-time’, the exhaustion, health problems and stigmatization related to their work can prevent them from being involved, or performing well in educational settings. The International Labour Organization (ILO) is working to combat this issue globally through their International Programme on the Elimination of Child Labour (IPEC).5
Lack of infrastructure: the quality, accessibility and affordability of formal educational institutions are not always sufficient to prepare children to join a competitive workforce. On an even more basic level, communities and families often lack the funds to provide books, uniforms, tuition fees and to hire teachers. In other situations, the immediate benefits of labor are necessary or preferred over the long-term investment that education requires.6
Gender issues/cultural traditions: UNICEF estimates that 93 million children are not in school, the majority of which are girls, and 80 percent of them live in Sub-Sahara Africa and South Asia.7 Sometimes they are simply not allowed to attend school because of cultural views on gender, and in other cases their parents do not have the money to send all of their children and therefore choose to only educate the boys. Contrary to the cultural belief that educating girls is useless, research shows that “educated girls are likely to marry later and have fewer children, who in turn will be more likely to survive and be better nourished and educated. Educated girls are more productive at home and better paid in the workplace, and more able to participate in social, economic and political decision-making”.8 In societies where education is inaccessible, non-existent or of poor quality, the results are devastating. Lack of education is shown to:
perpetrate poverty. Lack of education contributes to the cycle of poverty, in that individuals within the community do not have the skills to provide for their basic needs and those of their families.9
hinder development. Low education levels prevent individuals in society from having the necessary skills to develop their local workforce from unskilled and low paid, to more technological and skills-based labor, which is directly tied to higher standards of living.10
deter health progress. UNICEF highlights the importance of education in combating child mortality, HIV/AIDS and other diseases.11 Not only are non-school going children more susceptible to infection, they are less capable of following necessary treatments, as they cannot read the instructions or tell time. The Global AIDS Alliance notes that HIV infection rates are doubled among young people who do not finish primary school.12 Through basic education, youth can be empowered to make informed decisions and begin addressing false beliefs in society (i.e. a notable and tragic example is the belief that sleeping with a virgin cures AIDS).
contribute to political marginalization. Under-educated populations are less likely to engage in their formal political systems.13 Most often this can be attributed to high illiteracy rates, or because they are unregistered citizens, and therefore do not have a birth certificate (which may be the same reason they are not in school) and cannot vote. They may also feel they lack the necessary information to voice their opinions and values, and therefore become apathetic. In this case a society as a whole can become more susceptible to dictatorial leadership, military coups and totalitarian regimes, which then reinforces political marginalization of certain groups in society.
increase crime. In communities where youth are unengaged in educational activities, they are more likely to lack self-esteem and purpose, and therefore are prone to devious or destructive behavior.14
On the other hand, when children are educated they are empowered to break out of the cycle of poverty, they are more qualified for diverse and higher paying jobs and they can contribute to their country’s development through their personal skills and gifts. Ideally, they would have the opportunity to develop socially, cognitively, and emotionally. They are less likely to suffer frompreventable diseases and can make wise life choices regarding their health. The general education they receive will allow them to engage in multiple sectors of society, including political participation, investing in their society and developing a sense of ownership and will be less likely to defy societal norms and laws. Finally, they are more likely to send their own children to school and pass on the benefits of education to future generations.
The numbers:
According to Compassion International’s website:
Globally, an estimated 130 million youth between the ages of 15 and 24 cannot read or write.
There are 781 million illiterate adults worldwide, and 64 percent of them are women.
Of the 22 countries where more than half the population is illiterate, 15 are in Africa.
Only 14.4 percent of Gross Domestic Product (GDP) per capita is spent on primary education worldwide.
About 75 percent of children who are not attending primary school in developing countries have mothers who did not go to school.15
Why be involved?
Throughout the Old Testament we can see the value God places on educating and raising up the next generation. This process is not limited to the classroom, but must begin in the home, from parent to child.
Deut. 4:9 Only be careful, and watch yourselves closely so that you do not forget the things your eyes have seen or let them slip from your heart as long as you live. Teach them to your children and to their children after them.
Deut. 6:6-8 These commandments that I give you today are to be upon your hearts. Impress them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up. Tie them as symbols on your hands and bind them on your foreheads.
Proverbs 1: 1-7
The proverbs of Solomon son of David, king of Israel:
for attaining wisdom and discipline;
for understanding words of insight;
for acquiring a disciplined and prudent life,
doing what is right and just and fair;
for giving prudence to the simple,
knowledge and discretion to the young - let the wise listen and add to their learning, and let the discerning get guidance - or understanding proverbs and parables, the sayings and riddles of the wise.
The fear of the Lord is the beginning of knowledge, but fools despise wisdom and discipline.
Proverbs 1: 8-9
Listen, my son, to your father's instruction
and do not forsake your mother's teaching.
They will be a garland to grace your head
and a chain to adorn your neck.
For more ways to become involved, please take a look at what YWAM Ministries are doing in the area of education:
1George F. Kneller, Introduction to the Philosophy of Education (New York: John Wiley and Sons, 1971), 20-21.
2 C.B. Eavey, History of Christian Education (Chicago: Moody Press, 1964) 103.
3 Gerald Gutek, A History of the Western Educational Experience (Prospect Heights: Waveland, 1995), 156.
4 UNICEF, “Child Protection from violence, exploitation and abuse: Child Labour,” UNICEF What We Do, http://www.unicef.org/protection/index_childlabour.html, accessed 1 April 2009.
5 ILO, “IPEC: International Programme on the Elimination of Child Labour,” International Labour Organization, http://www.ilo.org/ipec/lang--en/index.htm, accessed 18 March 2009.
6 Open2, “International Development: Child work and education,” The Open University and BBC, http://www.open2.net/society/international_development/child_work2.html, accessed 18 March 2009.
7 UNICEF , “Basic Education and Gender Equality: The Big Picture,” UNICEF What We Do, http://www.unicef.org/girlseducation/index_bigpicture.html, accessed 1 April 2009.
8 UNICEF, “Millennium Development Goals: 2. Achieve Universal Primary Education,” UNICEF Education, http://www.unicef.org/mdg/education.html, accessed 18 March 2009.
9 Fight Poverty, “Causes of Child Poverty: Lack of Educational Attainment,” US Department of State and Global SchoolNet, http://www.fightpoverty.mmbrico.com/reasons/educational.html, accessed 18 March 2009.
10 Future Work: Trends and Challenges for the 21st Century, “An Overview of Economic, Social, and Demographic Trends Affecting the Labor Market,” US Department of Labor, http://www.dol.gov/oasam/programs/history/herman/reports/futurework/conference/trends/trendsVII.htm, accessed 19 March 2009.
11 Maggie Farley, “UNICEF Urges Focus on Girls’ Education,” Los Angeles Times, December 12, 2003, http://articles.latimes.com/2003/dec/12/world/fg-children12, accessed 19 March 2009.
12 Global AIDS Alliance, “Education and HIV/AIDS,” Global AIDS Alliance, http://www.globalaidsalliance.org/page/-/PDFs/Education_factsheet_new.pdf, accessed 19 March 2009.
13 Sunshine Hillygus, “THE MISSING LINK: Exploring the Relationship between Higher Education and Political Engagement,” Political Behavior, 27, No.1 (March 2005), 25.
14 Fabiola Castillo, “Lack of Education Contributes to Crime,” Which Way Nigeria, February 21, 2008, http://www.whichwaynigeria.net/lack-of-education-contributes-to-crime/, accessed 19 March 2009.
