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Poverty and educational attainment

There is no standard definition of poverty. Historically, poverty was thought of in absolute terms: of there being a minimum level of need for essentials such as food, clothing and heating which could be identified. This initial understanding informed the introduction of the post war welfare state in Britain. Over time this absolute understanding has changed into a relative understanding which recognises the social and cultural context. The European Union’s definition of poverty recognises that poverty is not just about lack of income but also about the range of difficulties which a person can experience:
People are said to be living in poverty if their income and resources are so inadequate as to preclude them from having a standard of living considered acceptable in the society in which they live. Because of their poverty they may experience multiple disadvantage through unemployment, low income, poor housing, inadequate health care and barriers to lifelong learning, culture, sport and recreation. They are often excluded and marginalised from participating in activities (economic, social and cultural) that are the norm for other people and their access to fundamental rights may be restricted. (Council of The European Union, 2004, page 8).
Poverty and Educational Attainment There is considerable evidence for an association between poverty and educational attainment. Repeatedly, studies either report or imply that poverty is a factor in school truancy and exclusion, in early school leaving, and in the failure of disadvantaged learners to attain educational qualifications. Factors in this are various. A robust finding of the last 30 years has been that teachers are not immune to the self-fulfilling prophecy and, quite unwittingly, have lower educational expectations of poor, dirty and otherwise disadvantaged children. Evans

Multimedia For Teaching And Learning

Advances in technology and the information age have redefined the way that we teach students (Jackson 2009; Veerasamy 2010). Computers have been used in education since the late 1950’s although mainly for administrative purposes and only by large universities (Alessi

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