I like business and personal life to be distinct.
In both business and personal life, I've always found that travel inspires me more than anything else I do. Evidence of the languages, cultures, scenery, food, and design sensibilities that I discover all over the world can be found in every piece of my jewelry.
It is like new love for life
It’s like new love for life
are in your golden eyes
and I see happiness
burning in them
and your hand
that is soft in mine
is icy cold,
but love is busy
to get life anew
and your heart is open
and you kiss better
than I can remember.
Like Obama and America
My dear Naomi
Have you been loving me?
Like President Obama
Have you been faithful to me?
My dear Naomi,
What would you have me say?
I have been loving you my
Like America and its president,
I have been faithful to you.
Time to Waste and No Life to Live
You don't like me?
The point you are making is,
Wouldn't it be easier,
For you just to ignore...
What it is you dislike?
And find what appeases you,
To enjoy your life.
Or should I say also,
I dislike you?
So you can pursue...
An attention from me,
You are obviously not getting.
I am interested.
Help me understand people like you,
Who have this kind of time to waste.
And no life to live.
Easier To Relax And Enjoy Life
I prefer to keep my life basic.
In a non-traditional, eccentric way.
I like to think of my tastes as being,
Whatever that means!
I don't surround myself with 'expectations'.
Those 'things' folks keep to impress.
And discussed in long winded conversations.
I don't address those issues.
As much as I do...
An immediate warmth,
I like to touch and keep pursued.
I'm the 'Give Me Something Real I Can Feel' type.
I enjoy being around others,
Who know exactly who they are too!
It makes it easier to relax and enjoy life.
I Hath Two Lives; The Life Thou See and The Life Of Me
I hath two lives; the life thou see and the life of me
Wert my beauty reigns like a gentle fall night
Hidden beneath mine soul, lost but free
From the judgment of man and perceptions sight
There mine love marvels at its own strength
As thou see me meek and deathly silent
My love immeasurable surpasses earthly length
As thou see me give up, but in secret resilient
Mine deep secret is mine nature; the beauty she hide
Sensed by the intuition of art's vivacious mind
To my poems, my poetic soul, mine love confide
My sympathy, my empathy, my disposition kind
But to the world, thou deserve my anger, mine hate
For thou sin, has sinned, and cast me to thy fate
- quotes about attitutde
- quotes about Earth
- quotes about beauty
- quotes about poetry
- quotes about strength
- quotes about fate
- quotes about art
- quotes about nature
Book V - Part 05 - Origins Of Vegetable And Animal Life
And now to what remains!- Since I've resolved
By what arrangements all things come to pass
Through the blue regions of the mighty world,-
How we can know what energy and cause
Started the various courses of the sun
And the moon's goings, and by what far means
They can succumb, the while with thwarted light,
And veil with shade the unsuspecting lands,
When, as it were, they blink, and then again
With open eye survey all regions wide,
Resplendent with white radiance- I do now
Return unto the world's primeval age
And tell what first the soft young fields of earth
With earliest parturition had decreed
To raise in air unto the shores of light
And to entrust unto the wayward winds.
In the beginning, earth gave forth, around
The hills and over all the length of plains,
The race of grasses and the shining green;
The flowery meadows sparkled all aglow
With greening colour, and thereafter, lo,
Unto the divers kinds of trees was given
An emulous impulse mightily to shoot,
With a free rein, aloft into the air.
As feathers and hairs and bristles are begot
The first on members of the four-foot breeds
And on the bodies of the strong-y-winged,
Thus then the new Earth first of all put forth
Grasses and shrubs, and afterward begat
The mortal generations, there upsprung-
Innumerable in modes innumerable-
After diverging fashions. For from sky
These breathing-creatures never can have dropped,
Nor the land-dwellers ever have come up
Out of sea-pools of salt. How true remains,
How merited is that adopted name
Of earth- "The Mother!"- since from out the earth
Are all begotten. And even now arise
From out the loams how many living things-
Concreted by the rains and heat of the sun.
Wherefore 'tis less a marvel, if they sprang
In Long Ago more many, and more big,
Matured of those days in the fresh young years
Of earth and ether. First of all, the race
Of the winged ones and parti-coloured birds,
Hatched out in spring-time, left their eggs behind;
As now-a-days in summer tree-crickets
Do leave their shiny husks of own accord,
Seeking their food and living. Then it was
This earth of thine first gave unto the day
The mortal generations; for prevailed
Among the fields abounding hot and wet.
And hence, where any fitting spot was given,
There 'gan to grow womb-cavities, by roots
Affixed to earth. And when in ripened time
The age of the young within (that sought the air
And fled earth's damps) had burst these wombs, O then
Would Nature thither turn the pores of earth
And make her spurt from open veins a juice
Like unto milk; even as a woman now
Is filled, at child-bearing, with the sweet milk,
Because all that swift stream of aliment
Is thither turned unto the mother-breasts.
There earth would furnish to the children food;
Warmth was their swaddling cloth, the grass their bed
Abounding in soft down. Earth's newness then
Would rouse no dour spells of the bitter cold,
Nor extreme heats nor winds of mighty powers-
For all things grow and gather strength through time
In like proportions; and then earth was young.
Wherefore, again, again, how merited
Is that adopted name of Earth- The Mother!-
Since she herself begat the human race,
And at one well-nigh fixed time brought forth
Each breast that ranges raving round about
Upon the mighty mountains and all birds
Aerial with many a varied shape.
But, lo, because her bearing years must end,
She ceased, like to a woman worn by eld.
For lapsing aeons change the nature of
The whole wide world, and all things needs must take
One status after other, nor aught persists
Forever like itself. All things depart;
Nature she changeth all, compelleth all
To transformation. Lo, this moulders down,
A-slack with weary eld, and that, again,
Prospers in glory, issuing from contempt.
In suchwise, then, the lapsing aeons change
The nature of the whole wide world, and earth
Taketh one status after other. And what
She bore of old, she now can bear no longer,
And what she never bore, she can to-day.
In those days also the telluric world
Strove to beget the monsters that upsprung
With their astounding visages and limbs-
The Man-woman- a thing betwixt the twain,
Yet neither, and from either sex remote-
Some gruesome Boggles orphaned of the feet,
Some widowed of the hands, dumb Horrors too
Without a mouth, or blind Ones of no eye,
Or Bulks all shackled by their legs and arms
Cleaving unto the body fore and aft,
Thuswise, that never could they do or go,
Nor shun disaster, nor take the good they would.
And other prodigies and monsters earth
Was then begetting of this sort- in vain,
Since Nature banned with horror their increase,
And powerless were they to reach unto
The coveted flower of fair maturity,
Or to find aliment, or to intertwine
In works of Venus. For we see there must
Concur in life conditions manifold,
If life is ever by begetting life
To forge the generations one by one:
First, foods must be; and, next, a path whereby
The seeds of impregnation in the frame
May ooze, released from the members all;
Last, the possession of those instruments
Whereby the male with female can unite,
The one with other in mutual ravishments.
And in the ages after monsters died,
Perforce there perished many a stock, unable
By propagation to forge a progeny.
For whatsoever creatures thou beholdest
Breathing the breath of life, the same have been
Even from their earliest age preserved alive
By cunning, or by valour, or at least
By speed of foot or wing. And many a stock
Remaineth yet, because of use to man,
And so committed to man's guardianship.
Valour hath saved alive fierce lion-breeds
And many another terrorizing race,
Cunning the foxes, flight the antlered stags.
Light-sleeping dogs with faithful heart in breast,
However, and every kind begot from seed
Of beasts of draft, as, too, the woolly flocks
And horned cattle, all, my Memmius,
Have been committed to guardianship of men.
For anxiously they fled the savage beasts,
And peace they sought and their abundant foods,
Obtained with never labours of their own,
Which we secure to them as fit rewards
For their good service. But those beasts to whom
Nature has granted naught of these same things-
Beasts quite unfit by own free will to thrive
And vain for any service unto us
In thanks for which we should permit their kind
To feed and be in our protection safe-
Those, of a truth, were wont to be exposed,
Enshackled in the gruesome bonds of doom,
As prey and booty for the rest, until
Nature reduced that stock to utter death.
But Centaurs ne'er have been, nor can there be
Creatures of twofold stock and double frame,
Compact of members alien in kind,
Yet formed with equal function, equal force
In every bodily part- a fact thou mayst,
However dull thy wits, well learn from this:
The horse, when his three years have rolled away,
Flowers in his prime of vigour; but the boy
Not so, for oft even then he gropes in sleep
After the milky nipples of the breasts,
An infant still. And later, when at last
The lusty powers of horses and stout limbs,
Now weak through lapsing life, do fail with age,
Lo, only then doth youth with flowering years
Begin for boys, and clothe their ruddy cheeks
With the soft down. So never deem, percase,
That from a man and from the seed of horse,
The beast of draft, can Centaurs be composed
Or e'er exist alive, nor Scyllas be-
The half-fish bodies girdled with mad dogs-
Nor others of this sort, in whom we mark
Members discordant each with each; for ne'er
At one same time they reach their flower of age
Or gain and lose full vigour of their frame,
And never burn with one same lust of love,
And never in their habits they agree,
Nor find the same foods equally delightsome-
Sooth, as one oft may see the bearded goats
Batten upon the hemlock which to man
Is violent poison. Once again, since flame
Is wont to scorch and burn the tawny bulks
Of the great lions as much as other kinds
Of flesh and blood existing in the lands,
How could it be that she, Chimaera lone,
With triple body- fore, a lion she;
And aft, a dragon; and betwixt, a goat-
Might at the mouth from out the body belch
Infuriate flame? Wherefore, the man who feigns
Such beings could have been engendered
When earth was new and the young sky was fresh
(Basing his empty argument on new)
May babble with like reason many whims
Into our ears: he'll say, perhaps, that then
Rivers of gold through every landscape flowed,
That trees were wont with precious stones to flower,
Or that in those far aeons man was born
With such gigantic length and lift of limbs
As to be able, based upon his feet,
Deep oceans to bestride; or with his hands
To whirl the firmament around his head.
For though in earth were many seeds of things
In the old time when this telluric world
First poured the breeds of animals abroad,
Still that is nothing of a sign that then
Such hybrid creatures could have been begot
And limbs of all beasts heterogeneous
Have been together knit; because, indeed,
The divers kinds of grasses and the grains
And the delightsome trees- which even now
Spring up abounding from within the earth-
Can still ne'er be begotten with their stems
Begrafted into one; but each sole thing
Proceeds according to its proper wont
And all conserve their own distinctions based
In Nature's fixed decree.
Live and Love Life
Seeing my vexed fave,
roaming on the earth restless,
my heavenly tears
fell on him to cool and breathe
life in him to be happy.
Like birds and beasts
Like birds and beasts
I being a man enjoying
More and more I am desiring
Objects and money and I
Indulge in hoarding money
And adopting foul means
Falsehood fraud thefts robberies
And I am proud of myself
I am totally damned.
I Wanna Love Like Jhonney and June:
I wanna love like Jhonney and June,
And only with you,
I wanna burn with you,
Like Jhonney and June did.
I want you to get drunk one my kiss,
As I do on yours,
Your such a sweet man,
All I want is have a love like Johnney and June had.
Theres somethin' 'bout you,
That drives me crazy,
I wanna walk the line with you,
And only you.
The fire and the life
Fire exists only when matter burns.
To see fire it must burn from fuel.
Fire dies when matter exhausts
Or it dies when it is put out.
Life exists only when body burns. [grow]
To see life, body must consume and burn.
Life ceases when body stops burning.
And it ceases when it is killed.
Fire has vigour to thrive and catch.
Life has a drive to thrive and catch.
Both aren’t separable from matter
Both have no entity without matter.
Like Cats And Dogs
like cats and dogs shall we
be in the morning till nighttime
that is how they want to see us,
in a brawl, a fight, an argument
a wrestle, a push and pull,
but whew, time gets so tired
too, and well, we got to talk
and settle the inevitable,
tonight we shall give them
rain, and again, as they
expected, we shall be
like, sort of, raining
cats and dogs, but this
time, we shall be inside
a dark room, we shall
try how is it just to listen.
you know what i mean,
Killing Is My Business... And Business Is Good!
I am a snyper
Always hit the mark
Working after dark
Looking through the night
My target on you
Aimed at your head
$10,000 up front
$10,000 when i'm through
And i know just what to do
And ya know i'll do it too
Then i'm coming back for you
Back for you!
I do the "getting rid of"
Don't tell me why
Don't need to hear the truth
Don't need the lies
Now pay me quickly
And now we're through
It brings me great pleasure
To say my next job is you
Don't you know that
Killing is my business
And business is good (repeat)
You'd better believe it
like This And Like That
'how do i do,
this algebra homework? '
'like this and like that'
but i nerver understand,
the home work given by mrs gray,
'how do i do,
this science homework? '
'like this and like that'
but i swear i never understand,
the home work given by mr carlson.
'how do i do,
this english assignment? '
little brother says:
'like this and like that'
but it is awonder,
i never understand,
the english work,
given by dr moscovitz
the thing is,
i only want to,
get a pencil and apiece of paper,
and start writing a,
Like You And I Were In A Marriage?
You say I have been harsh and critical,
Aloof and seem to be unreasonably embittered.
You also make claims I have been unapproachable,
And that my actions are more like a quitter.
Whenever you come to visit my home...
I sit with very little to exchange in conversation.
And my hospitality has begun to get 'edgy'...
As if I don't want to communicate in the sharing of,
Those topics you pick.
When was the last time you invited me,
To come to your home?
Or invited me out anywhere? '
I...uh...live in a...uh,
Neighborhood I don't particularly like.
I like your music.
The meals you cook are delicious.
Where else can I go,
To use a computer, watch anything I want on TV...
And not be disturbed by noisy neighbors.
Like you and I were in a marriage? '
Nothing like that.
Just good friends.
Just Like You And Me
How many lovers counted all the stars in the sky?
Thanking each and every one for their one and only one
How many saw the heavens there in each other's eyes?
Knowing they were meant to be
Just like you and me
It's so hard to imagine anyone loved like this before
Through the ages all the poets said it's true
That a heart could surely die without the love its living for
I know every part of my heart is living for you
How many loves never see the world going by?
All the days seem to float, the seasons come and go
How many grow together never really needing to try?
It's something they already know
As if it happened long ago
It's so hard to imagine anyone loved like this before
Once in a lifetime's here and now
If they ever find what we have the whole world will be sure
If they ever get it perfect, it's you and I that showed em how
There's no denying no one ever loved like this before
It's something surely anyone can see
Though there may have been the perfect love so many times before
Who knew they'd always be together
Just like you and me
How many saw the heavens there in each other's eyes?
Knowing they were meant to be
Just like you and me
The Impact Of Poverty On Education
THE IMPACT OF POVERTY ON EDUCATION.
There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.
Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.
Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’
The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.
Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.
Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.
We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .
In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.
In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.
Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.
Negative impacts of poverty on education
Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.
Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.
Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.
This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.
It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.
As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.
In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .
In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.
In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.
Another problem comes when disadvantaged children are at school, they fail to understand why they do not have the same access to materials as their well to do friends. All of a sudden they start considering themselves failures and that there is little they can do about their destiny. Furthermore, if in class their friends or sometimes teachers seem not to care much about them, they get disturbed emotionally. Unable to cope with these psychological and physiological needs, they react by withdrawing out of school to be at home where friends and parents show interest in them. In some cases children living in poverty do not complete their education because they lack inspiration and support from parents. These children receive either little or no inspiration and support as compared to those who come from middle or high income earning families. This is so because their parents did not go far with their education, and are not fully aware of the crucial role education plays in their children’s future. This also happens because their parents are often absent leaving no one at home to supervise or assist their children with school work. As a result, this often affects children’s education and decreases the probability that they could go far with their studies (Weinstein,1999) .
This discussion has addressed to a greater extent problems encountered in the education sector due to poverty. While the elucidation pays more attention to the negative impacts of poverty on education, at some points it also highlights some of the positive impacts which are greatly outweighed in our discussion. Firstly, we discussed the positive impacts on education whereby; Poverty forces one to get educated by working hard, it helped in the introduction of free primary education system (in Malawi) , developed countries give funds to poor countries and poverty gets a person away from destructive ‘social pleasures’ of the world. Afterwards, we discussed the negative impacts whereby; poverty affects a person psychologically, poor people get limited resources (food and materials) , as a result, there is an increase in dropouts and lastly the personnel in the education systems are not fully equiped by the government. These findings are very vital to secondary schools as they enable us approach the problems in those schools squarely and well prepared. After the research we also look at poverty from a perspective that would not be taken by many. Thus, after reflecting on the positive impacts of poverty on education, we tend to look at poverty as a blessing in disguise. Our awareness of whatever findings we have on the table after the investigation, will help us see where things are not well and how or what should be done to address the problems. It is only from the findings that a way for our intervention is paved to minimize the negative impact of poverty on education.
These results can be used in Secondary schools in the following ways;
• Schools should identify those students who are needy to receive donations.
• Teachers should adjust their timetables or come up with make up classes to accommodate students who come from distance places.
• Teachers or social workers should provide psychological help to students who are affected psychologically by poverty.
• Government should provide some transport means like buses and enough learning materials.
• Those who need special diet on health grounds should be given food that suits their condition.
• Schools should encourage Parent-Teacher Association (PTA) meetings to discuss the welfare of the students.
LIST OF REFERENCES
Gausi, C. (September 12,2007) US NGOs refurbishes toilets for schools. The Nation. p4.
Muhaliwa, M. (August 9,2005) CRECCOM in new girl’s education program. Daily Times. p4.
Sobo. (May 22,2006) Coca-Cola serves katoto FP school. The Nation.p12.
Namangale, f. child labor shifts to small farms (Ecam) . CFSC press review.
October 2005, p.56
Nyirongo, E.H.K. poor education is by religion. CFSC press review. January 2005, p.52
Weinstein, G.1986. The disadvantaged: challenge to education. Harper & row: London
Nwomonoh, J. (1998) Education and development in Africa. London: I.S.P. Publications.
Sonani, B. (2002, Sept.21-27) .Temporary teachers’ programme collapses.Malawi News, p.3
Kadzamira, E.& Rose, P.(2001, January) .Education policy choice and policy practice in Malawi: Dilemmas and disjunctures. Institute of Development Studies working paper,124.
- quotes about poverty
- quotes about students
- quotes about teachers
- quotes about development
- quotes about donations
- quotes about family
- quotes about independence
- quotes about countries
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