Education in Third World Countries The education system of many third world countries is defective. Children are limited to, if not fully restricted, by their schooling. Most families would much rather have their children working and earning money than being unproductive in school. Education is not recognized as a necessity to third world people. Developing countries do not stress the importance of education, so as a result it does not have a huge impact on the student’s life. Not only the families, but the government is also strained in providing the necessities for these students and their schools. Education in third world countries should be made accessible, relevant, and beneficial to the government as well as the student. A great number of third world children are unable to attend school because of its inaccessibility. The altogether location of the school building can halt a child’s education by causing a variety of obstacles. The logistical reason being transportation; children often have to find their own way of getting to school(Epstein and Yuthas 2). This poses a major difficulty for many. However, cost has arguably one of the largest roles in preventing education for these children. Even with the tuition cost significantly brought down, families are still put under the heavy burden of paying for uniforms, supplies, and any other additional fees (Epstein and Yuthas 2). These nations’ governments are unable to provide the much needed textbooks, pencils and other necessary supplies (Fuller and Heyneman 13). These two major setbacks in education, cause many third world children to end their schooling and drop out. After a student drops out, their family pressures them to work in the field or find another job to support the family. This job is usually low paying, long hours and does not offer a promotion. The irrelevance of many third world education often gets in the way of families sending their children to school. The curriculum taught is based on Western education. These subjects do not promote, nor offer a better lifestyle for its third world students (Epstein and Yuthas 4). The material that students learn proves itself to be useless and wasteful. Schools can instead offer a curriculum that would assist in bringing these children out of the cycle of poverty. For instance, there should be a link between the needs of third world education and the students’ lives (Arasteh 274). These students would then be able to use their learning in a way that advances their country’s literacy rates, and later even their economy. Because of poor qualities of education, students do not get much out of their education and therefore cannot drastically change their poor way of life. The third world education system is not beneficial to the students. A key reason being unqualified teachers. Teachers often have minimal schooling, low pay, and a large teacher to student ratio to deal with (Fuller and Heyneman 12). Teachers that have been hired hardly know the material of the curriculum, yet are still expected to educate students with a scarce number of supplies. Even worse is the fact that students who do continue their education are not offered better jobs (Epstein and Yuthas 3). The economy of these particular nations would greatly be improved with newly created jobs and additional sources of income. Instead, education is viewed as a waste of resources, money and time. The quality of schools have disintegrated across these nations and has not been proved to better lives. Inaccessibility, irrelevance and unbeneficial education are the central problems of third world education. Providing the needed necessities puts a strain on the government of these nations, as well as the families. This causes schools to become dilapidated and outdated. Education rarely has an effect on the student’s life because of the state of quality it is in. There is no real stress put on its value. Students seldom get anything out of their schooling, so many are forced to drop out and help their families earn money in mediocre jobs. Third world education is inadequate and prevents individuals in these nations from escaping their hardships.