Purpose: This paper will identify and further explore the ideals versus realities of learning poverty and the consequential effects on our moral obligations and responsibilities. The wealthy nations are now under further pressure to recognise and realise their moral obligations to enabling social justice in the context of access, and distribution,…

Background: The context of learning, which includes the host country, is an important variable of service-learning. Since international service-learning programs often take place in developing countries, studies about their impact and outcomes commonly draw from experiences in developing countries. Purpose: We investigate service-learning…

For a service-learning course focusing on poverty, students from a Hong Kong university took a 12-day trip to engage in various poverty alleviation services in Cambodia. This course was border-crossing on five dimensions: (1) urban versus rural, (2) developed versus developing world location, (3) classroom versus practical and experiential, (4)…

Although more children than ever are enrolled in school, far too many are not learning. A key factor that affects quality of education is the availability of public funding. Underinvestment in education can result in several conditions that negatively impact how and what children learn. This advocacy brief presents data and analysis on education…

This article aims to identify the level of incidence of social and economic variables on education, considering the existence of a cumulative circular causation, in order to point out public policy recommendations to improve people's well-being and thus increase Indicators of development, especially in educational matters. An econometric analysis…

This book argues that the international development sector is in crisis which can be mostly sourced to its side-stepping the dominant development question of our age, the neoliberal growth paradigm. It argues that this crisis can be addressed, at least in part, by the sector's re-engagement with the radical development education process that it…

The definition of poverty in developed nations is "lack of income and productive resources sufficient to ensure sustainable livelihoods, hunger… lack of access to education and other basic services; increased morbidity and mortality from illness… unsafe environments; and social discrimination and exclusion" (Raphael, 2013, p. 5). Tenets…

Analysis in mid-April 2020--in the early throes of the pandemic--found that less than 25 percent of low-income countries were providing any type of remote learning, while close to 90 percent of high-income countries were. On top of cross-country differences in access to remote learning, within-country differences are also staggering. For example,…

Within low-income communities in low- and high-resource countries, there is a profound need for more effective schools that are better able to foster child and youth development and support student learning. This paper presents a theoretical framework for understanding the role of teacher ecology in influencing teacher effectiveness and, through…

This paper articulates lessons learned about without-prejudice teaching and learning from a researcher-practitioner who has experience in both developing and developed contexts. Developing countries often look to Western countries for education standards, but Western countries rarely look to developing contexts where theory is being generated…

"Perspectives on Urban Geography" constitutes a major part of the AP Human Geography course outline. In this article, urban core revitalization and rising suburban poverty are considered as two challenges facing cities in developed countries; and industrialization and the growth of megacities as two challenges facing cities in developing…

The subjective well-being approach to environmental valuation is applied to analyze the valuation of greenhouse gas emissions with a fairness-adjustment in the valuation exercise. Results indicate that industrialized countries have high willingness-to-pay to reduce emissions. Developing countries differ in their valuations. Results indicate that…

After reviewing the evolution of attitudes to poverty and education we note how it influenced the early provision of schooling and the emergence of a global agenda for international development and universal education. At first, this agenda was grounded in the Enlightenment values that inspired the Universal Declaration of Human Rights but…

The paper explores attitudes to chronic poverty in a cross-section of developed and developing countries contributing data to the World Values Survey Wave Three (1994-1998). The analysis finds a consistent belief among a majority of respondents that poverty is persistent. The paper also explores the factors influencing public attitudes to chronic…

In 19 (sub)samples from seven countries (United States, Austria, Germany, Costa Rica, Ecuador, Vietnam, Brazil), we analyzed the impact of parental education compared with wealth on the cognitive ability of children (aged 4-22 years, total N = 15,297). The background of their families ranged from poor indigenous remote villagers to academic…