Canadian Education


Overthe past ten years, Canadian families have had a real widening gap inthe income gap, and the situation has settled in as an unfortunatereality for the families. The sad fact brings out the frustration ofthe educational development in the nation of Canada. The levels ofthe family incomes have huge effects on the educational progress ofthe children within the separate gaps created by the differences inthe household income. In Canada, it is now a reality that thechildren from low-income families have a disadvantage at acquiringvarious educational facilities as compared to the children from theaffluent families. The most common instance is that the children fromthe low-income families start late on school, and end up being latebehind their peers from affluent households. Various factors have theimmense influence to the children’s educational achievements.Factors string around poverty such as the depth of poverty, theduration, incidence, community characteristics, and social networksplay a pivotal role in the attainment levels of education for thechildren from the families with a poverty background. The Canadianwealth gap provides a level of disparity between the educationalachievements from each family background, with the least achievementsand educational struggles being experienced by the children from thelow-income families.

Povertyand Readiness for School

InCanada, one in every six children hails from a poor family (InHoward, 2013, 119). Before the heightened poverty levels in thenation in the past decade, efforts were undertaken to eradicate thepoverty levels in the state with an inclusion objective to allocateservices that are more educational to the poor children in thenation. However, the journey to eradicate poverty in Canada has notbeen a full success. Inequality in families and a further increase inthe poverty levels among various families has been the maincharacteristic of the change efforts in Canada. Consequently, Canadaoffers an affirmation of adverse impacts of the poverty levels to theeducational patterns of the student’s behavior at the institutionsof learning, the retention rates at school and the achievement levelsin various academic stages (In Howard, 2013, 128). The readiness of achild for school offers a reflection of the success standards of thechild in school and the various academic experiences. Schoolreadiness needs motor development, the physical well-being of thechild, positivity while approaching new experiences, age-necessarylanguage, and interaction skills and cognitive abilities (Raphael,2011, 93). Poverty suppresses the abilities. Hence, there is asignificant reduction in the readiness for school for the childrenfrom the low-income families. Raphael adds that the low-incomefamilies do not offer the necessary stimulation to their children tomake the latter yearn for academic engagements at the young ages(2011, 96). Besides, poverty characteristics such as time of poverty,the depth of the poverty levels, impacts of poverty on the community,the duration of poverty, and the impact of poverty on the socialsetting of the children further lower the readiness of the child tolinger for education at the required young age (Raphael, 2011, 104).

Thelack of urgency to attend school has a direct relation to the typicalpoverty problems in Canada of parent inconsistency concerning thedaily life around poverty, the changes in the primary caregivers inthe child’s life. Other problems in direct relation to the lack ofmotivation for school at an early age in Canada include poor rolemodeling in the poverty-stricken families, lack of apparent supportfor the parents to afford to take the children to school on time, anda clear lack of supervision on the academic affairs of the children(Silver, 2014, 108). The resultant effects are that the children fromthe poor backgrounds arrive at the schools with a disadvantage in thebehavioral and cognitive characteristic. Long-term consequencespersevere for such children as they have difficulties in scoring highmarks in communication and vocabulary skills, they have a lowknowledge of the operation on numbers, and they have a low ability tointeract naturally and offer cooperative play with the other childrenfrom affluent families.

Povertyand Educational Attainment in Canada

Childrenfrom high-income families are consistent with better educationaloutcomes with high measures of the cognitive abilities and schoolmeasures. It is worth noting that the risk factors from thelow-income families such as high-stress levels in the family and lowacademic achievement by the families hinder a proper cognitivedevelopment and lower the academic achievements of their children.International studies reveal the relation between the socioeconomicfactors and academic results. The Progress in International ReadingLiteracy Study (PIRLS) conducted the comprehensive literacy skills ofchildren in the fourth grade for thirty-five countries (Battiste,2011, 210).The Program for International Student Association (PISA) assessedreading, science and math scores for children withinfifteen-year-olds within forty-three nations (Battiste,2011, 213).The socioeconomic status and the educational measure had a greatrelation in the constant factor of a socioeconomic gradient. Thesocioeconomic gradient for the families with high-life quality andgood income averages was flatter than the one from thepoverty-stricken families (Battiste,2011, 215).The staggering differences from the high-end families and thepoverty-stricken families concerning the socioeconomic status andacademic achievement had a huge contribution from the highrepresentation of children exiting school at an early age. Thechildren from the low-income families had an over-representation inthe category. It is a common expectation that children fromlow-income families will drop-off school without graduating, cuttingdown the possible academic achievement for the children in Canada(Prochner,2011, 8).

UneducatedTeens and Adults

Becauseof the high poverty levels in Canada, the nation spends extremely lowpercentages of GDP on the childcare. The low-income families look forcheap costs to bring up their children since most of the familiesloom in relative poverty and the alternative options tend to beinferior. Consequentially, the children access poor growth servicesputting their health and safety at huge risks with an additional hurton the intellectual and physical development (Howe,2012, 58).The late attendance to school and early dropouts makes the hugepercentage of the Canadian teens and adults uneducated. Theilliteracy cycle hence continues, and the poverty cycle revolveswithin the poor provinces of Canada. Hence, the low-income pattern ofthe nation is unending, with job opportunities being exclusivelyexistent for the learned. In the long-term, the uneducated work inthe informal sectors, and extend to enter the low-income bracket.Access to sufficient food becomes a challenge warm clothing andshelter deteriorate together with the security of the people. With aconstriction of the school choice for the poor, the low-incomeneighborhoods have schools with low resource rankings and end upobtaining lower educational achievements consistently. With thepoverty levels in families, the post-secondary education choices forthe children from the poor backgrounds become a brutal nightmare.Since the schools before the university level get highly saturated,higher, and difficult credentials exist to allow students to get tothe prestigious universities such as the University of Toronto. It isworth noting that despite the lack of access to educational servicesto the poor in Canada, there arises an issue to the disparityproduces by to the low-income group. A huge disparity exists withinthe debt accumulation for the students from the low-income families.The high tuition fees in the higher institutions of learning lead thestudents from the poor backgrounds to accumulate huge student loans.With the high entry standards to the leading public universities,many students from the poor backgrounds will settle to study in theprivate universities that have comparable lower entry criteria andoffer flexible learning programs. To such, the students from the poorbackgrounds end up consumed in loans and with a possible lack ofearning a premium. In most cases, such students default their studentloans. The defaulting has great attribution from the low quality ofdiplomas the students get from the private universities that makesecuring a job a difficult encounter (Wheeler, 2010, 303).

Conclusionand Possible Remedies

Early intervention to the early childhood could increase thecognitive and the social abilities of the children from the poorbackgrounds. The intervention entails reducing the eminent riskfactors surrounding the growing environment that hinder the fullpotential of the child to gain an education at the right age andattain the highest educational achievements. Health concerns such asan emphasis on immunization and offering prenatal care help developthe cognitive abilities of the children from the poor backgrounds(Lichtman, 2014, 211). Reversing the current parent-child relationwithin the low-income families will offer influence to help counterthe negative educational results of poverty. Besides, theinstitutions of learning should improve on the cooperative andcommunication efficacies of the children by teaching the childrenthrough engagement learning. The full community has a role to play tohelp the negative effects of the socioeconomic status on theeducation choices for the children from the poor background. Theyshould offer support to the schools to achieve equality of theoutcomes, advocate for a high quality of early education to reducethe disparity of the school readiness across income levels (Lichtman,2014, 218). The policy makers should set structures to prevent theyouth from failing to complete their studies and allocate program tolook after the short and long terms desires of the learning youth. Inconclusion, it is imperative for the whole society to recognize thedamaging effects of poverty on education. Parents have a great rolein cultivating their children development across the ages andallocating the necessary care to stimulate the right type of responsetowards education from the Canadian children.


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Howe,N., &amp Prochner, L. (2012). Recentperspectives on early childhood education and care in Canada.University of TorontoPress.

InHoward, A., &amp In Widdowson, F. (2013). Approachesto Aboriginal education in Canada: Searching for solutions.

Lichtman,G. (2014). EdJourney:A roadmap to the future ofeducation.

Prochner,L. (2011). A history of early education and child care in Canada,1820-1966. EarlyChildhood Care and Education in Canada: Past, Present, and Future,11.

Raphael,D., &amp Raphael, D. (2011). Povertyin Canada: Implications for health and quality of life.Toronto: Canadian Scholars` Press Inc.

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Wheeler,K. A., &amp Bijur, A. P. (2010). Educationfor a Sustainable Future: A Paradigm of Hope for the 21st Century.Boston, MA: Springer US.