In the current world we live in; education should be free to everyone to ensure that each child is enlightened to change the world. Despite that being the notion, the same has not happened since challenges associated with poverty prevent many children from accessing education. Therefore different heads of government must ensure that education is accessible to many people to ensure they can be enlightening and change the world. In the world, poverty has hindered accessing this, considering many education sectors charge certain amounts for education (Omoeva & Gale, 2016). Therefore, the poor cannot access education, making it impossible to change the world since everyone is not enlightened. It is also crucial to note that education is a human right for every child, but that has been realized as a right since many people have been successful without education. Therefore education is not considered a priority. Therefore, in this case, I will discuss how poor people lack education and how that hinders their development, and the reference of this will be in two countries; Poland and the US.

According to Bajaj (2011), in the current world we live in, education has been added to people’s basic needs. The reason being even communication is becoming a challenge without education. So to ensure communication is efficient, there is to needs to ensure that every child gets an education. This can be done by developing the necessary policies to ensure that even the poverty-stricken children access education. Therefore, as a government member, the best way to ensure that everyone has access to the right education is to devise a plan that will favor both the rich and the poor.

The best policy to ensure that everyone gains access to education is to make education free from the lower level, that is, the primary and secondary levels. The students can be offered subsidies for tertiary education. This may impact many governments, but that is the only way to ensure that students access free education despite the household income. This can be done in the following ways; the first is for the government to implement the policy and make and state law where everyone will feel free to access education despite their status. The second is to publicize the bill to ensure that every child and parent knows that education is free and that will ensure that they can enroll their children in school to gain the required education for future purposes (Omoeva & Gale, 2016). Finally is to ensure the press passes the information to all the parents in the country to know that education is free. Therefore even the poor can access education despite their status. This will make more people willing to educate their children, which will contribute to the country’s national growth.

That is crucial to compare two countries to ascertain the policies set for each country. The two countries to be compared are the US and Poland. The US is one of the leading counties in the world, while Poland is also a country that can be categorized among the developed countries in the world. Therefore it is crucial to know how both countries have enforced measures and policies to ensure that education is available to the poor.

The US is considered one of the best countries globally, but the surprise is that it has no policy for the poor. According to the country, the role of educating students and children befell the parents. Therefore, the parents must ensure that children access education despite their social status (Cohen, 20200. So in the US, the role of educating children, whether poor or rich, is in the hands of the parents. That is the reason why in America, many children and adults are not educated since the country does not offer subsidies for the students. The country is diverse and has many people from different backgrounds, and that is the reason why it is challenging to support one race over the other. Therefore, parents must pay for their children’s education despite their social status.

In Poland, the same cannot be said. Poland is a small country in Europe that has fewer people compared to the US. Despite the small size, the country has a comprehensive plan for its people, especially when it comes to education. This is actualized through several steps that will be named below. The first step is for families with large numbers of family members or big families to be supported to ensure that each family has access to education (Białecki et al., 2017). This has been enabled by making primary and secondary education free to these members. This is different from the US because despite having big families, the US does not care, and it is the role of the parents to ensure the children get the right education. In Poland, that is different because big families are considered despite learning in private schools. They are offered government assistance to ensure they succeed and help change the country.

The second step is that low-income families in Poland are also favored in many ways. Low-income families refer to people who cannot educate their children due to poverty. Although the country does not have many poor people, it is estimated that 20% of the population is poor and requires help in sustaining their children, especially with education (Białecki et al., 2017). Therefore the government offers such families with subsidies such as ensuring the children study free and offering them basic needs of education such as uniforms if required and books for their studies.

Therefore Poland is far beyond the US when it comes to education because despite the US being a greater country, it only has chances for students who have suffered and succeeded. Poland is different because it supports everyone to ensure that no one suffers and people have the required standards of education to make them competitive in the market. The country ensures that the policies made pertaining to education are enforced and implemented to help the children learn and change the country.

Table of Contents


Bajaj, M. (2011). Human rights education. Theory, research, praxis.

Białecki, I., Jakubowski, M., & Wiśniewski, J. (2017). Education policy in Poland: The impact of PISA (and other international studies). European Journal of Education52(2), 167-174.

Cohen, D. K. (2020). Problems in education policy and research. The State of Education Policy Research, 349-371.

Omoeva, C., & Gale, C. (2016). Universal, but not free: Household schooling costs and equity effects of Uganda’s Universal Secondary Education policy. International Journal of Educational Development50, 41-50.




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