The best way to reduce poverty in developing countries is by giving up to six years of free education for each child, so they can at least read, write and use numbers. To what extent do you agree or disagree?

Sample 1:

Given the ongoing poverty in underdeveloped countries, a multitude of individuals maintain that the most optimal solution is to provide children a 6-year education free of charge to eradicate illiteracy and improve numeracy. I find myself largely in agreement with this proposition as free education can equip them with foundational skills and liberate their mindset; however, it is essential to incorporate other solutions to form a comprehensive plan.

The foremost rationale for my endorsement of free-of-charge early education as the best solution is that it provides all children in developing countries, regardless of their family background, fundamental academic skills which include the ability to read, write and perform basic maths. These foundational skills would form a concrete basis for these children to thrive in the pursuit of knowledge, acquiring desirable degrees which vastly increase the chances of paid employment and a stable income in the future.

The second argument for why I support prioritising sponsoring tuition fees being the key to addressing poverty is the fact that school lessons allow children to escape from orthodox traditions. In the mountainous regions of Vietnam, these outdated traditions encompass early marriage, child labour and heavy drinking which are the underlying causes of underdevelopment. If all children were sent to free schools, they would be taught a more modern mindset, which celebrates liberation and personal growth, becoming independent individuals who can find their own way out of impoverishment.

Nevertheless, I acknowledge the importance of other approaches in an effort to support impoverished people. For instance, financial organisations should provide funding for upgrading infrastructure with better connected roads and bridges. These would not only foster economic growth but also cultural exchanges that enable sustainable development.

In conclusion, I mostly agree with the idea of offering 6 years of schooling free of charge with a view to ending poverty in developing nations as it makes it possible for young people to acquire basic knowledge and have a more liberal mindset even though additional initiatives such as infrastructure improvement should also be in place. That is why governments should develop a comprehensive plan to address the issue of poverty systematically.

Sample 2:

As poverty is taking a heavy toll on the socio-economic growth of several underdeveloped countries, some individuals propose free formal schooling for up to six years as the primary solution to this problem. Personally, I concur with this viewpoint and will offer my opinion in the following essay.

Admittedly, there are various drawbacks of providing free foundational schooling to cope with poverty, chief among which are limited resources and neglect of underlying structural issues. Regarding the former, many developing countries are confronted with different financial challenges due to economic stagnation. As a result, allocating resources for up to six years of free education might place a heavier burden on government budgets and divert funds from other critical sectors such as healthcare, infrastructure and services. As for the latter, although education is indeed crucial to overall social development, poverty reduction should require a comprehensive approach which addresses numerous major causes of poverty such as unemployment, crime, or unequal wealth distribution.

However, given the potentially positive impacts of free formal education, I strongly believe that it could help break the vicious cycle of poverty in some underdeveloped nations. Firstly, by receiving free education for up to six years, individuals from impoverished backgrounds can acquire essential skills and knowledge that enable them to pursue higher education or vocational training. This, in turn, can lead to better job prospects and higher incomes for workers, contributing to national economic growth. Secondly, the provision of free schooling could benefit households in marginalized communities by saving their budget for other necessities such as food or medical care. Such economic aid would improve their living conditions and consequently help reduce poverty.

In conclusion, despite the financial constraints and lack of a holistic approach that may come with giving six years of free education, I still hold that this initiative should be widely implemented for its positive influences on the economic growth of developing countries.

Sample 3:

Offering free education for six years is a secure way to lower the percentage of illiteracy and poverty in the country. So, I completely agree with this assertion, the reasons will be discussed in this essay.

To begin with, the only definite method for most children from impoverished homes to leave poverty and compete with others is to acquire quality education. If the government of the developing nations give underprivileged children free basic education, a basic level of education may be developed, and the seeds of knowledge acquisition can be planted in them at a very early age. Because poverty and illiteracy are the greatest obstacles for any developing economy, leading to a vicious cycle of unemployment and deprivation of education. Therefore, giving free education for six years will help them instil a fundamental sense of awareness and the knowledge required for building themselves a secure and bright career.

On the contrary, there are certain benefits of this, firstly acquiring basic skills such as speaking foreign languages like English, reading, writing and working with numbers help the poor population by bringing them a plethora of employment opportunities. Secondly, people can learn the importance of nutrition, a healthy diet, and environmental preservation, which helps to protect themselves from viral diseases and enhance their standard of living.

To conclude, the physical, intellectual, and emotional development of children is the essence of a good education. So, in my opinion, the government should consider such positive effects which free education can have on the needy population.

Sample 4:

It is often argued that making primary schooling free can be fundamental to guarantee that everyone has access to education. To reduce poverty in the country, some people still believe that free education can be a great solution. However, I completely disagree with this view, the reasons for it will be discussed further in the essay.

To begin with, the first and foremost reason is that only free schooling is not effective enough to cap the financial difficulties or poverty. Nevertheless, many citizens are deprived of basic necessities like food, shelter and clothes, therefore, free education is their second priority for them. Indeed, the government, for instance, should focus on the development of infrastructure like building hospitals, constructing roads and establishing industries where the people can work to earn their basic livelihood and could feel a sense of pride as employment makes them independent. Thus, creating job vacancies would be a stronger approach to lesser poverty as compared to giving out free schooling to the youth.

Adding to it, one could say that there would be a considerable increase in taxation to provide free education to all the young and deprived kids, which may add to poverty rather than solve it. Additionally, schools might be overcrowded, which would affect the quality of education, thus further impacting the children’s future prospects. Finally, the provision of free education with only limited jobs may only increase competition and job insecurity, adding to the lack of employment opportunities.

To conclude, no doubt, education has its own importance to raise the country's economy, but a nation's GDP is connected to the employment rate. Therefore, the modernisation of existing professions and creating more job opportunities would be more impressive in battling the problem of poverty.

Sample 5:

Education plays a crucial part in eliminating poverty. Consider the developed nations of the world. It is not difficult to recognise that the most valuable asset of these nations is their educated workforce. Therefore, I agree with the belief that providing free education to their children is the best approach to eliminating poverty in developing countries.

First, numerous students cannot continue their education due to financial difficulties. So, requesting the government to fund basic education will aid in reducing the dropout rate overall in the country. Additionally, it will give a remedy for child labour and crime. Moreover, data indicate that developing nations have seriously alarming unemployment rates. Therefore, providing free basic education not only helps kids obtain better jobs but also creates more employment prospects in the education industry, thereby lowering the unemployment rate in the developing country.

Second, attending school will enable folks to acquire skills and expertise they would not obtain otherwise. This will aid them in obtaining better professions and becoming productive, fulfilled citizens in the long run for their future. It will also motivate them to combat social problems such as poverty. Access to education also provides the promise of a successful future, hence reducing deprivation. Free education will help individuals have a more optimistic outlook on the future and develop a constructive attitude toward society and themselves.

To conclude, even elementary education has the potential to the growth of a developing country overall and help to eliminate poverty and illiteracy. To put it briefly, I agree wholeheartedly with the claim that education should be free for all children.

Sample 6:

Poverty remains a pressing issue in most developing countries, and one proposed solution is a provision of up to six years of free education, aiming to equip individuals with essential literacy and numeracy skills. In my opinion, I agree with this approach.

While free education is a crucial step towards poverty reduction, it is not a standalone solution. Equally essential are adequate infrastructure, trained teachers, and quality educational resources. Merely providing free education without ensuring its quality may result in a system that fails to deliver the desired outcomes. Therefore, governments could focus on holistic educational reforms, including teacher training programs, school infrastructure development, and curriculum enhancements, to maximize the impact of free education initiatives. For example, in China, alongside the introduction of free education policies, the government invested in teacher training programs and improved school infrastructure, leading to enhanced learning outcomes and noticeably higher student retention rates.

However, free education itself can significantly increase access to schooling, particularly for marginalized communities and children from low-income backgrounds. Financial barriers often prevent children from attending school, perpetuating the cycle of poverty. By eliminating tuition fees at young ages, developing countries can remove one of the major obstacles to education and ensure that all children have the opportunity to learn. For instance, in India, the implementation of free education policies has led to a rise in school enrollment rates among girls from disadvantaged communities, encouraging them to escape unfair conditions and pursue better futures through improved employability. This inclusivity in education can help bridge social and economic gaps, fostering a more equitable society.

In conclusion, I strongly agree that offering up to six years of free education can be a powerful tool for overcoming poverty in developing countries. By prioritizing education and implementing necessary reforms, developing nations can better empower their citizens and reduce poverty levels in the long-term.

Sample 7:

It is thought that in order for poverty in developing countries to be alleviated, a free provision of 6-year education to equip citizens with basic literacy and numeracy skills is the most effective method. While this approach can work to a certain extent, it is by no means the best solution there is to deal with the alarming issue of poverty.

On the one hand, there are sound reasons to argue that education can contribute to the mitigation of impoverishment. This firstly stems from the fact that educational initiatives, especially those in the form of vocational training, can equip individuals with necessary skills and knowledge to get access to better employment opportunities. A well-educated workforce would, in turn, contribute to the economic sustainability of a country, and is likely to break the poverty cycle as a result.

Another explanation is that education has an important role to play in empowering individuals, especially women and groups being marginalized by discriminatory practices, who cannot escape from poverty due to lack of access to education. With education, they can enhance not only their ability to read and write, but also sharpen their critical thinking, leadership and decision-making skills, all of which potentially allow the underprivileged the power to take up space in society, the ability to voice their opinions, and eventually would be able to improve their country’s state of well-being.

On the other hand, I am of the opinion that offering education alone cannot tackle the problem of poverty holistically, and there are several more important factors to be taken into account. To begin with, basic human necessities, including shelter, food and healthcare must be guaranteed first before any considerations can be given to educational opportunities. Without having access to these immediate needs, individuals cannot fully engage in education and the benefits of the proposal can be limited.

Additionally, besides widespread accessibility, the quality of education cannot pale into insignificance. Education should stay away from rote memorization, like what has long been observed in the education system in many developing countries. Instead, such a system should ensure the teaching of relevant job-related skills, crucial soft skills and promote the empowerment of an individual. Finally, free education is a massive undertaking that cannot be carried out just by the domestic government. In other words, cooperation from developed countries and international aid are essential for comprehensively addressing the issue of poverty.

In conclusion, while it is understandable why offering free education is an essential first step, it might not be the only way to combat poverty in developing nations. Tackling poverty is a complex issue which requires the offer of basic human needs, the quality of education offered and the collaboration of advanced countries.

Sample 8:

As impoverishment persists as a global issue, especially in in the Third World countries, it is argued whether a six-year compulsory primary education would be the ultimate solution to this problem. From my perspective, although this measure promises to bring long-term success, it is important to consider other approaches to immediate ramifications of poverty.

There is no denying that implementing compulsory education at the elementary level could be an effective strategy for reducing poverty in developing nations, as it equips young children with essential literacy and numeracy skills. With decent ability to read, write and work with numbers, future citizens could secure better- paid jobs and improve their life. Moreover, this strategy can strengthen the economy in poverty-stricken nations by fostering a more intellectual labor force and promoting engagement in global economic activity.

Nevertheless, considering that a six-year compulsory education scheme will take a relatively long time to yield results and primarily benefits the young generation, it is crucial to explore alternatives that can immediately address the repercussions of impoverishment, such as starvation and homelessness. One viable solution is charitable trusts and foundations operated by private-public sectors. An illustration of this could be seen in food-sharing programmes run by affluent community members or religious groups, providing sustenance to the homeless.

Similarly, state-funded subsidies should be allocated for disadvantaged households trapped in poverty. Furthermore, international aid facilitated by global organisations, such as Oxfam or the United Nations, can distribute medical supplies and staples to needy residents in deprived countries, thus offering immediate relief from famine, illnesses, and other pressing issues resulting from indigence.

In conclusion, while initiating a six-year educational program could potentially minimise poverty in the future by improving the employability of citizens in low- income nations, immediate interventions, encompassing support from both domestic private and public sectors, as well as international aid are also essential to combat immediate consequences of deprivation. Therefore, I feel that a combination of both long-term educational initiatives and short-term relief measures is the optimal approach to reducing impoverishment.

Sample 9:

It is frequently assumed that maintaining the free status of primary education would increase access to schooling. This has been suggested as a particularly effective way to combat poverty. I wholeheartedly concur with this recommendation, and I’ll explain why free primary education will reduce poverty. 

First, several students are discouraged from continuing their studies due to financial issues. Making the government pay for basic education will therefore help to lower the rate of school dropouts. Additionally, it would address issues like child labour and criminality. Additionally, data demonstrates that unemployment rates in developing nations are alarmingly high. Therefore, offering free elementary education could not only enable kids to obtain better employment but also provide a number of employment prospects in the education sector, thereby lowering unemployment.

Second, providing education would help people gain knowledge and experience they might not otherwise have. Later on, this would assist them in landing better employment and developing into useful, all-around inhabitants of the nation. Giving them access to free education would improve their outlook on the future and foster a good attitude toward society. This would also motivate people to work to address societal issues like poverty. In addition to guaranteeing an economically secure future, access to education also helps to end poverty.

In conclusion, I opine that free primary education can provide emerging economies with a long-term answer since it may help prevent students from giving up their chance at a better future while also assisting them in gaining a variety of new skills and abilities.

Sample 8:

It is said that poverty and illiteracy are inter-related. This is why providing free primary education till the age of 6 for example seems to be a viable solution to solve these problems. This essay shall further explain the advantages of this suggestion.

For most children from poor families, the only sure way to exit poverty and compete with others is by acquiring quality education. If the governments of these countries provide basic education to poor kids for free, then a fundamental level of learning can be established and the seed for further encouragement to gain knowledge can be sown. This will inculcate a basic civic sense, along with knowledge required for day-to-day living. On a slightly different but relevant note, poverty and illiteracy are the biggest challenges a developing country faces, which give rise to unemployment, and the vicious circle continues.

For most developing countries, education takes the largest share of the national budget. But it has been observed that the education may be free but there is very little value that is added in many of those schools. As a result, an attitude of taking free facilities for granted has prevailed making this plan not as successful. Faculty recruitment, infrastructural maintenance and pro-learning programs should be effectively monitored by the authorities so that the government’s spending doesn’t prove futile.

Therefore, to conclude, I agree that primary education needs to be made free, and more importantly, compulsory for the underprivileged at least till 6 years of age, even more if possible. If the flaws in the free-education model can be corrected, I think children will be encouraged on their own to continue their studies further.

Sample 9:

The proposition of offering up to six years of free education as a solution to alleviate poverty in developing countries is a matter of paramount importance. Despite the pivotal role that basic education can play, I firmly believe that the effectiveness of such a strategy is limited and must be complemented by more comprehensive measures.

Advocates of this view may emphasize that six years of free education can establish a strong foundation and alleviate financial strain. Regarding the former, this initiative can equip individuals with fundamental skills and knowledge, which can in turn contribute to personal success and community development. Enabling individuals to read, write, and use numbers empowers them to make informed decisions and engage in productive activities, meaning that they can make meaningful contributions to their societies. Moreover, providing free education for at least six years would alleviate the financial burden on families, especially those who cannot afford their children’s school fees. This aid can make education more accessible to marginalized communities, thereby potentially breaking the cycle of poverty.

However, I disagree with the notion that six years of free education alone can holistically address the intricate challenge of poverty. Primary education may lack the advanced knowledge and skills that individuals need amid rapid globalization and technological advancement. This means that subsidized education should extend to secondary and higher levels, enhancing employability and equipping individuals for complex economic landscapes. Additionally, it is imperative to acknowledge that poverty, being a multifaceted and deeply rooted issue, necessitates a multifaceted solution. A sole focus on education, even if extended to six years, overlooks critical factors such as healthcare, infrastructure development, job creation, and the establishment of robust social safety nets.

In conclusion, while providing up to six years of free education is a commendable step towards poverty reduction, it should be viewed as part of a larger framework. A more comprehensive approach, involving extended education opportunities and a multifaceted strategy, is essential to effectively combat the complex problem of poverty in developing countries.

Sample 10:

It is commonly implied that guaranteeing primary school education remains free would augment access to education. Some have proposed that this would be a particularly effectual solution to poverty. I completely agree with this suggestion and in the subsequent paragraphs, I will delineate why the assured provision of free primary education will alleviate poverty.

Firstly, financial constraints deter several students from continuing their education. Therefore, making the government sponsor elementary schooling would assist in curtailing the school drop-out rates. It would also provide a solution to child labour and delinquency. Furthermore, research shows that developing countries suffer from alarming rates of unemployment. So, providing free primary education could not only empower the students to get better jobs but also open up several job opportunities in the education sector, thereby reducing joblessness.

Secondly, providing schooling would enable individuals to acquire skills and training they would not otherwise receive. This would later help them gain better jobs and become efficacious, well-rounded citizens of the country. Providing free education would help individuals have a more promising outlook on their future and promote a positive attitude towards society. This would also encourage them to work towards reducing social problems such as poverty. Access to education also provides the assurance of an economically secure future, which would also eliminate poverty.

However, one could disagree with the aforementioned points stating that there would be a considerable increase in taxation to provide free education to all, which may add to poverty rather than solve it. Additionally, schools might be overcrowded, which would affect the quality of education, thus further impacting the students’ job prospects. Finally, the provision of free education with only limited jobs may only increase competition and job insecurity, adding to deprivation.

In conclusion, I believe that providing free elementary education free of charge can offer a long-term solution to developing economies because it may abate the problem of relinquishing their chance at a better future while also aiding children to hone and acquire a range of new skills and abilities.

Sample 11:

Universal education for a minimum period of six years for every student to eradicate illiteracy is the optimal resolution for economic deprivation in emergent nations. I partly agree with this opinion because this is only one of many effective solutions to alleviate this issue.

Firstly, complimentary access for schooling for a predetermined period can alleviate economic suffering by decreasing the unemployment rate. This is because youths can understand the principles of calculation and literacy skills to secure more profitable job offers in the future. As a result, they may have more disposable income to spend on their basic necessities as well as enjoy an improved quality of life, thus increasing the gross domestic product.

Moreover, a more educated populace can be an attractive catalyst for foreign investors. In fact, multinationals are often more willing to invest in a knowledgeable and skilful society because these people can invent and apply certain innovations to increase productivity. Consequently, foreign investment can give host countries more available monetary resources to solve pressing social issues, acting as an uplifting trajectory for economic progress.

However, if developed governments should prioritise creating fair trade policies so emergent nations can proactively and fairly engage in international trade, poverty could also be mitigated. In this way, less-wealthy regions can earn more revenue from exporting their products as well as acquire essential imported commodities such as medicines or raw materials for their development. Therefore, they can become more financially self-reliant and reduce disparities between nations.

In conclusion, I partly contend that encouraging all students to pursue a six-year minimum of formal schooling by waiving tuition fees can help underdeveloped nations combat poverty by generating more employment opportunities and attracting more foreign investment. However, I admit that the formulation of free-trade agreements is also important. Where possible, commitment from governments, and support from international organisations are highly recommended in this case.

Sample 12:

One of the most pressing concerns that the world face today is poverty. It is widely perceived that an efficient way to eradicate poverty is by giving free access to elementary education for six years. In this essay, I strongly contend this to be true because of its short term and long-term implications.

Most less-affluent parents in developing nations allow their children to go to schools if they could afford their educational expenses than they would otherwise. Primary education would improve the student’s proficiency in reading, writing as well as basic calculations. After their studies, they would be more likely to get employed and support their family. This is particularly true in India which passed the right to compulsory education by law to ensure maximum enrolment in schools, thereby actively countering poverty in the state.

On a wider perspective, this measure has a future potential to take many families out of abject poverty in the years to come. With better jobs and a secure income, educated people of the poorer sections would realise the significance of education. They will, therefore, support their children to pursue higher educations and to have better careers. This would improve the employment rates in the country and prove beneficial in mitigating poverty in many families over a time.  

In conclusion, there is a popular opinion that the best way to alleviate poverty is by providing free education to children to learn basic linguistic and mathematical subjects. I strongly argue this perception to be right emphasising on its immediate and futuristic merits.

Sample 13:

The most appropriate course of action to bring down the level of destitution in developing nations is to provide education for the first six years without charging for it in order for people to have basic literacy. I completely disagree with the given notion as many literate people are finding it hard to earn a decent living for themselves at present.

Firstly, it is crucial to understand that just by enabling individuals to read, write, and use numbers, the level of poverty cannot be alleviated. This is because basic literacy is good enough to provide only low-level jobs. Instead, people need secure and decent-paying jobs, which can be facilitated by improving the infrastructure of rural areas. By doing so, the rural population will not migrate to urban cities, reducing competition. Besides, this process of advancing the infrastructure will create many positions, such as architects, urban designers, and so on. For instance, when a new hospital is established, many roles are created, starting from front desk executives to doctors.

Secondly, governments need to bring in some reforms in the taxation systems. Poverty can be easily controlled if a nation has a socialist economy. The aim of such an economy is to ensure that the national income is distributed among its citizens in such a way that it reduces the gap between the rich and the poor. For example, the Netherlands has a socialist economy, and therefore, the gap between different sections of society there is not as wide as it is usually in other countries, which have capitalist economies.

To conclude, only basic literacy cannot remedy the problem of impoverishment. Instead, some advancements need to be introduced in rural areas along with making alterations in the taxation systems.