Essay Sample on Financial Education: A Key to Lowering Global Poverty Rate

Introduction

Poverty is one of the global threat affecting people. One of the leading causes of high poverty rate is low illiteracy. However, financial intelligence education can lower poverty globally in various ways. Sachs (2005). The poverty rate is reduced since educated, intelligent people will be able to manage finance, more so, using their intelligence, they will be able to invest the little they have to get more money, hence reducing the poverty rate.

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Purpose

Firstly, the purpose of this writing is to fight poverty, which is currently a world threat. Poverty has been a challenge to most people, and hence, this writing will give solution to hardship. In other words, the study is aimed out providing direction on what should be done to fight poverty.

Secondly, the study is at explaining the essence of having financial intelligence. This will encourage them to gather more knowledge on how best to apply finance. Moreover, the study will help to convince people that it is real financial intelligence education can lower poverty Sachs, (2005). The study will also provide on the ways which can be applied to fight poverty. By so doing, people affected by poverty will employ the means hence fighting and lowering poverty rates.

Audience

The audience to this writing are majorly people who are majorly affected by poverty in society in the world. More so, this writing is to address the educated people who are still affected by poverty globally. The paper is aimed at trying to prove to them how financial intelligence can best solve poverty. Besides, the writing will give them on what to do to address poverty.

The setting of this play is a society that is greatly affected by poverty. This is people with financial intelligence education but at the same time, are poor.

Logical argument

Few would disagree that financial intelligence education plays a vital role in poverty reduction. To begin with, poverty is directly affected by intelligence and knowledge. The reason behind this is because intelligent as well as smart people can manage finance well. By so saying, they will intelligently do budgeting by purchasing cheaper products. More so, intelligent and educated people will be able to invest the little they have. This is by investing the low amount they have to get more money.

Ethical argument

People who don't have intelligence and education are likely to spend the little finance they get in a disorderly manner. The disorder in spending their finance is as a result of a lack of intelligence. Hence, uneducated people are likely to remain poor. On the other hand, educated and intelligent people spend the finance they have intelligently. By so saying, the poverty rate is expected to be low.

Pathos

It is the desire of every person not to be poor. Pathos arguments involve an argument that causes emotional fulfillment. Financial intelligence will, therefore, create emotional satisfaction. Moreover, proper allocation of finance by every person directly affects the emotional achievement of an individual. An educated and intelligent person will, however, invest the little they have to get more.

Conclusion

In conclusion, financial intelligence education can indeed lower poverty. The poverty rate is reduced since educated, intelligent people will be able to manage finance. Furthermore, using their intelligence, they will be able to invest the little they have to get more finance, hence reducing the poverty rate. Few would disagree that financial intelligence education plays an essential role in poverty reduction. This is not true since intelligent and educated people are informed on how best to use finance.

References

Darling-Hammond, L. (2015). The flat world and education: How America's commitment to equity will determine our future. Teachers College Press.

Sachs, J. (2005). The end of poverty: How we can make it happen in our lifetime. Penguin UK.

Adler, N. E., Boyce, T., Chesney, M. A., Cohen, S., Folkman, S., Kahn, R. L., & Syme, S. L. (1994). Socioeconomic status and health: the challenge of the gradient. American Psychologist, 49(1), 15.