We must not look at child poverty as simply someone else's problem

Combating child poverty requires better access to pre-school education and more employment opportunities for parents, says Jana Žitňanská.

By Jana Žitnanská

22 Sep 2015

The question of child poverty seldom takes prominence in political conversation. This is a shame, considering child poverty is often only just the start of difficulties that affect people throughout their lives. 

Those who are directly affected by poverty are not the only ones who have to bear the consequences. Entire communities, cities and member states must also deal with them. 

This is precisely why it is important not to look at poverty as someone else's problem, but rather as our own. Therefore, solutions are both in our common interest and a common necessity.


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I believe that the key to reducing child poverty lies within three areas – work, education and policies by member states that humanise contact between state institutions and children.

The socio-economic environment in which children live is hugely influential. We have all, at least once in our lives, heard someone referring to another person as 'good' or 'bad' depending on which neighbourhood they lived in. Sadly, this is very often the case with clever children from excluded Roma communities.

Unfortunately, this is unlikely to change, unless life in these communities changes and these children's parents are given a chance to work. 

A favourable business environment provides parents with more opportunities, enabling them to act as role models, especially in communities affected by multigenerational poverty. 

I have always believed in the transformative potential of a decent job for the life of a community, but there is another equally important factor.

We might differ when it comes to the solutions offered, but we certainly agree with rapporteur Inês Cristina Zuber and the shadow rapporteurs that education can change lives for the better. The number of children from excluded communities attending kindergarten and various forms of pre-school education are worryingly low. 

Crucial months and years in a child's development are wasted in an environment that, while it may be loving, does not offer what a child a needs to catch up with his or her peers later on in life.

The quality of activities after school and during holidays also undesirably increases differences among children. Member states need to work closely with regional and local authorities to support children and provide them with possibilities for quality pre-school education and leisure activities.

The third factor I previously mentioned lies in humanising contact between state authorities and children. Mechanisms that promote and ensure children's participation in decision-making directly affecting their lives should be put in place.

We should enable and encourage children to express informed views, making sure these views are given due weight and are reflected in the main decisions affecting their lives.

Let me conclude on a very important note with regard to this report, one that we should all bear in mind. Even the best drafted policies need motivated officials, state agencies, volunteers and NGOs to work and produce results on the ground. They should also respect member states' capacity to make them work.