Disparities in Educational Outcomes - Essay Example

The main focus of the study undertaken is to be able to present the effects of differences in the policies and resources in the educational outcomes.

            There is a significant reason for giving importance to the effects of education in the lives of members of the national and international population.  This can be attributed to the fact that every human being’s future and welfare can be considered at stake.  Included in the main factors that can affect educational outcomes are the policies that are established and the resources that are available (Glewwe and Kremer, 2005).

            In terms of the resources and policies that are available in educational institutions, it can be considered that differences in the developed and the developing countries can be one of the main examples.  There are 5 billion that are living in developing countries that can be affected by the educational systems on the basis of the said socioeconomic factor and implemented standards.  Based on a number of studies, one of the most significant indicators of achievement in school and the educational outcome is the socioeconomic standing of the family in which a student belongs thus can also be related to the future income, health, status, etc.  (Glewwe and Kremer, 2005; TkMC, 2006).  Based on the said view then, the extent of the effect of the said factors can dictate the future of a child.  Although it can be viewed as prejudice, the said disparities in educational outcomes are hard to be ignored.  In a study undertaken that considered and recognized the effects of poverty and race or ethnicity in the educational outcomes, the main objective is to present the actions that can be undertaken to be able to focus on the establishment of policies that can be effective to the improvement of the disparities.  Included in the suggested actions is the establishment of a multidimensional perspective that includes the national and local views to be able to achieve effective policies.  In addition, data related to the needs of the students are recognized (Harris, Jamison, and Trujillo, 2008; Maruyama, 2008). 

            A study that focused on both wealth and gender gaps in Africa revealed a need to improve the inequality to be able to improve educational outcomes (Filmer, 2000).  The said case can be compared to most of the developing countries wherein the wealth gap between the highest level and the poorest members of the society is relatively large in most cases.  Basically, one of the views that can be presented in cases of developing countries is the low access to educational facilities such as schools and the high prevalence of people who cannot afford education (Mazurek, Winzer and Majorek, 1999). 

The said scenario can be considered the opposite of developed countries wherein areas aside from poverty alleviation can be given more attention.  This includes the establishment of policies that include cultural, economic, political, and institutional factors.  Basically, the said aspects of policymaking can be considered to affect education institutions and outcomes in addition to other fields such as immigration, fiscal policies, taxation, healthcare, social policies, and the environment (Adolino and Blake, 2000). 

There is a view regarding the need to improve policies in education to be able to improve the economy.  In a country such as UK wherein, it can be considered as developed already, the policies which should have been focused on the social and cultural achievements of education are failed due to the global trend of using education to gain economic growth.  The said trend can be observed in developing Asian countries wherein policies that focus on education are more needed and compulsory and not a choice (Young, 1998). 

In an international study in educational attainment in a number of countries, the said factor is correlated to the international measures of human capital stocks.  Results have been achieved through the measurement of related data in a population with the age range of 15 to 25 years.  The said group was used to determine educational attainment.  The relationship of their economic status was then assessed resulting in a positive correlation (Barro and Lee, 2001)

Such a scenario can then escalate an intensified disparity and inequality not only for the people to provide for personal livelihood but also for the capability of the country to progress. 

The disparity in educational outcomes can then be considered as one of the indicators of escalating socioeconomic issues that are needed to be resolved for example through the improvement of implemented policies and the reduction of people in poverty.