| If charity services by governments of the world, | | | | means that it doesn't matter whatever efforts and |
| corporate development partners, faith and non profit | | | | resources expended on the global fight against these |
| making organizations, to the poor populations of the | | | | three challenges, nothing will be achieved if |
| world are intended to achieve a significant reduction | | | | educational charity is not given the required attention |
| or total eradication of poverty and its associated | | | | as it should. |
| effects, then educational charity is a pivotal factor | | | | Lets us look at this example. It doesn't matter how |
| and the key to success in the global effort to halve | | | | you keep supplying food to a poor rural woman or |
| the poor populations of the world, or totally eradicate | | | | youth, he or she will still remain poor, and hunger, |
| hunger, poverty and disease. As a matter of fact, | | | | poverty and disease will always continue to hunt him |
| rendering charity to the poor populations of the | | | | or her in your absence. However, the moment you |
| world without recourse to educational charity is like | | | | empower the poor rural woman or youth to create |
| passing the head of the Carmel through the eye of | | | | better condition for herself or himself, then you have |
| the needle. | | | | completely eradicated poverty and put a final stop to |
| There is concrete evidence that the primary cause | | | | the threats of hunger and disease. |
| of hunger and disease is poverty. But the primary | | | | Hence all that is needed is to equip the poor and the |
| cause of poverty is illiteracy and ignorance or total | | | | underprivileged populations with the necessary life |
| lack of awareness. You can also say that poverty is | | | | skills and knowledge packages needed to create a |
| the total lack of the skill and required knowledge | | | | minimum decent living, through appropriate |
| package that will be enough to empower a person to | | | | educational curriculum that addresses their very |
| have access to a minimum decent living without | | | | problems. The cheapest way to accomplish this with |
| reliance or dependence on external aid. The direct | | | | a commensurate result is through educational charity. |
| implication of this is that unless one is empowered | | | | This goes again to illustrate the role and place of |
| with the necessary skills and knowledge, he or she | | | | educational charity in poverty reduction, among every |
| cannot escape poverty, disease and hunger. So | | | | other poverty reduction strategy or model. We can't |
| education is a necessary condition for poverty | | | | do without it if we really mean to save the poor |
| reduction or for total eradication of poverty. It | | | | from the threats of hunger, poverty and disease. |