| The role of educational charity in human development | | | | threatening conditions do not arise without a cause |
| cannot be overemphasised. Educational charity is not | | | | or causes. Illiteracy and ignorance have been |
| only the non profit making effort by governments, | | | | identified as the greatest cause of poverty, leading |
| development partners and charity organisations, | | | | to hunger and disease. As a matter of fact, much |
| aimed at helping the poor or the less privileged to be | | | | resources has gone down in the global fight against |
| adequately informed of the possible threats to life | | | | poverty and disease in terms of charity and |
| and continued survival within their immediate | | | | intervention by diverse groups and governments of |
| environment, but also those concerted efforts by | | | | the world, yet it remains evident that unless the |
| such groups aimed at affording the underprivileged | | | | problem of illiteracy among the poor circles of the |
| the needed opportunity to acquire the needed | | | | world is complete and adequately addressed, the |
| information, knowledge and skills to deal appropriately | | | | world must be ready spend hugely on charity to the |
| with those life threatening conditions so as to make | | | | poor, especially in the fight against poverty, hunger |
| at a least a minimum decent living and contribute | | | | and disease. |
| meaningfully to development in general. | | | | In the most immediate moment, world bodies and |
| However, the key aspect of the above concept in | | | | the rich nations have changed the initial global target |
| human development intervention approach models, | | | | of poverty reduction to poverty eradication. Various |
| especially within the local circles, deals mainly with | | | | measures, model approaches and instruments and |
| basic education for the children of the world poor, | | | | mechanisms have been put in an effort to actual this |
| productive training and skill acquisition for | | | | single most important ambition. However, evidences |
| underprivileged youths and women, including | | | | indicate that unless education takes the centre stage |
| campaigns for awareness creation on certain topical | | | | in our charity and intervention measures, achieving |
| issues of concern to the affected population, e.g. in | | | | the expected result of having poverty, hunger and |
| matters of HIV and related and similar problems. | | | | disease completely wiped out to barest minimum |
| There are three most ever present problems that | | | | among the poor will definitely prove difficult if not |
| threaten the survival of the poor and the less | | | | almost impossible. This explains the vital role and |
| privileged populations of the world where charity is | | | | strategic place of educational charity in our world |
| needed most. They include poverty, hunger and | | | | today. |
| disease. However, these three possible most | | | | |