Our Lady of Lourdes Catholic School

A Study on How The Children International in Barangay

Kaligayahan Branch Operates the Donations to the
Sponsored Children

Lo, Jomari

Pasaoa, Cyrus

Solis, Jamila

Delos Santos, Adrian Commented [l1]:

Commented [l2]:
Statement of the Problem

This study aims to know how the staffs in Children International operates the financial
and material donations from sponsors.

1. What is organization’s role to the fostered children?

A. In what way/s does the Children International shows their educational and
financial support to the fostered children ?
B. How does it affect the fostered childrens life?

2. What are the benefits given to the fostered children when it comes to:
A. Financial
B. Material
C. Health
3. Does the workers of Children International gets welfare benefit from t he
donation?
 Review of Related Literature

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THE PROBLEM OF POVERTY

According to Munsterberg (1904) POVERTY means a condition where there is lack

of the necessaries of life. The preservation of the life of the body is a necessity, and the
man who does not possess the means necessary to such preservation is poor. Whether
it be directly through starvation, or indirectly through sickness brought on by insufficient
nourishment, poverty must necessarily lead to the extinction of the physical life. The
individual's instinctive love of life will not allow him to submit to this result without
resistance, and so in one way or another, according to the circumstances in which he
lives, he struggles against it. He will either beg the means of subsistence from his fellows,
or, if this fails, he will resort to fraud or force in his efforts to obtain it. This means that he
will strive to escape want by secret or forcible appropriation of the necessary means of
subsistence. But so far as begging and force fail, whether it be because his fellowmen
are also poor, or because they take sufficient precautions to protect themselves against
fraud and force, so far the condition of poverty continues to exist, and that consequence
of physical degeneration makes its appearance which penetrates the whole being through
disease, through moral neglect, and through embitterment of soul. Where wider circles of
population fall into this condition we speak of collective poverty, in contrast to individual
poverty. There is this great difference between poverty and all other human conditions,
that the man who suffers from it has at his disposal no means of resistance out of his own
power; that here there is no service rendered which furnishes a claim for a counter-
service, as is the case in all other human relations. Hence when help is rendered to the
poor, be it by the individual or by society in its various forms, the question is always of a
service without return. For this reason, therefore, such service cannot without further
ceremony be left to the general principles governing economics and equity which
otherwise regulate the relation between service and counter-service. There are many
other points of view on which the necessity of helping the poor is based. They may be
briefly classified as "philanthropic" and "police." The spectacle of a human being suffering
from want is so affecting that it calls out the feeling of sympathy which impels his
fellowmen to help. From the standpoint of the police, however, the impulse evoked is
almost the direct opposite - that of self- protection.

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HELPING THE POOR AND NEEDY THROUGH EDUCATION

Ruby Payne (2005) is seen as one of the leading experts on poverty and
education in the United States, with her professional development having been adopted
in 38 states as of 2008 (Boomer, Dworin, May, & Semingson, 2008). The focus of her
literature and professional development enables teachers and schools to understand
children of poverty, while also equipping teachers with ideas to help these children
succeed. Payne defines poverty as “the extent to which an individual does without
resources” (2005, p. 7) and suggests that resources include financial, emotional, mental,
spiritual, physical, support systems, relationships/role models, and knowledge of hidden
rules.

Payne (2005) bases much of her research on a concept of “culture of poverty” (as cited
in Payne, p. 140). The term culture of poverty was first coined by Oscar Lewis (1971;
1961; 1959) who claimed there are universal characteristics of poverty that can be
identified throughout the world. Lewis (1971) suggests people of poverty share similarities
in “family structure, interpersonal relations, time orientations, value systems, spending
patterns, and the sense of community” (p. 137). “Poverty occurs in all races and in all
countries” (Payne, 2005, p. 2), and the universal characteristics of people in poverty are
found in “hidden rules” relating to possessions, money, personality, social emphasis,
food, clothing, time, education, destiny, language, family structure, worldview, love,
driving forces, and humor (p. 42). Payne says that those who grow up in a culture of
poverty view each of these rules differently than someone from the middle or wealthy
classes.

Eric Jensen (2009) approaches educating the poor from a brain-research perspective
discussing the ill effects of poverty on children’s cognitive ability to succeed. According to
Jensen, poverty can be categorized into six types: situational, generational, absolute,
relative, urban, and rural. His research emphasizes four principal risk factors challenging
families living in poverty: “emotional and social challenges, acute and chronic stressors,
cognitive lags, and health and safety issues” (p. 7). Jensen suggests educators can help
students from poverty-stricken families by (1) deepening staff understanding of the effects
of poverty on students’ health, emotions, and cognition, and (2) moving from “pity to
empathy” (p. 12).

Jensen (2009) narrows common characteristics of high-poverty, high-achieving schools

and high-poverty, high-achieving classrooms to a set of factors applicable to the school-
level and classroom level: support of the whole child, hard data, accountability,
relationship-building, and an enrichment mind-set (p. 69). According to Jensen, educators
need to be reminded that “every emotional response other than the six hardwired
emotions of joy, anger, surprise, disgust, sadness, and fear must be taught” (p. 19).
Humility, forgiveness, empathy, optimism, compassion, sympathy, patience, shame,
cooperation, and gratitude are learned responses about which teachers must educate
students. In addition, teachers must learn “to provide emotional support while they
engage students’ interest and build their intellectual skills” (p. 151).

In their book, When Helping Hurts: How to Alleviate Poverty without Hurting the Poor . . .
and Yourself, Corbett and Fikkert (2012) suggest people’s understanding of poverty is
flawed because they typically think of poverty as financial. Based on previous research
by Myers (1999), Corbett and Fikkert (2012) describe poverty as being deficient in one or
more of the following categories: Povertyof Being (self-esteem); Poverty of Community
(relationships); Poverty of Stewardship (sense of purpose, view of work and/or
materialism) and Poverty of Spiritual Intimacy (p. 58). Furthermore, poverty can be
labeled as crisis (needing immediate and temporary assistance), short-term (needing
rehabilitation to work with individuals to move out of poverty), and long-term (needing
development with people to change the circumstances). One commonality they find in
people of poverty is the inability to change one’s situation. Nobel Laureate Amartya Sen
states, “It is the lack of freedom to be able to make meaningful choices—to have an ability
to affect one’s situation—that is the distinguishing feature of poverty” (as cited in Corbett
& Fikkert, 2012, p. 67). “Poverty is the result of relationships that do not work, that are
unjust, that are not for life, that are not harmonious or enjoyable. Poverty is the absence
of shalom in all of its meanings” (as cited in Corbett & Fikkert, 2012, p. 59).

-journal

7 facts that galvanize UNICEF and partners to take action to end child poverty
(Garcia, 2015).

1.) Today 1 billion less people live on extreme poverty than 25 years ago

The world has been extraordinarily successful in tackling extreme poverty.

Between 1990 and 2015, more than a billion people moved out of extreme poverty,
achieving the first Millennium Development Goal. Despite this progress, the work to end
poverty is far from over and many challenges remain.

2.) Children account for half of the world’s extreme poor

There are 736 million people living below the extreme poverty line in 2015 –
this is 1 in 10 people in the world. Many are kids. The latest estimates tell us that half of
those living in extreme poverty are children. It is still shocking that children bear the brunt
of global poverty. If we want to end poverty one day, we need to focus on them.

3.) In sub-Saharan Africa alone, 247 million children are deprived of their basic
rights

Child poverty is about more than just money – it’s multidimensional. For
children, poverty means being deprived in crucial aspects of their lives such as nutrition,
health, water, education or shelter. UNICEF estimates that 2 in 3 children across 30 sub-
Saharan countries suffer from two or more deprivations of their rights.

4.) 1 in 5 children are living in poverty in the world’s richest countries

 Children are affected by poverty in rich countries too. In 2017, an estimated 25
percent of children were at risk of poverty or social exclusion in the European Union,
revealing that child poverty is a universal challenge that requires a global response.

5.) In almost every country in the world, children are more likely to live in poverty
than adults

Whether using the extreme poverty line, or the Multidimensional Poverty Index,
data tells us children are more likely to live in poverty than other groups. Ending child
poverty is a challenge in many countries around the world and one of the world’s most
urgent tasks.

6.) Only half of all countries in the world have updated child poverty data

Data is the basis for ending child poverty. Our analysis tells us that only around
half of all countries have data on child poverty, and this is often infrequently produced
and reported. We now have a unique opportunity to change this as we start to monitor
the newly agreed SDGs.

7.) Only one-third of children are covered by social protection

Social protection programmes have demonstrated long-lasting benefits for many

families and children living in poverty. Yet, the vast majority of children still lack access to
social protection. To end child poverty, we must ensure all children have access to social
protection programmes such as child grants.

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The role of NGOs in global health research for development

 According to Delisle (2005) Global health research is essential for development. A
major issue is the inequutable distribution of research efforts and funds directed toward
populations suffering the world's greatest health problems. Non-governmental
organizations (NGOs) have been defined by the World Bank as 'private organuzations
that pursue activities to relieve suffering, promote the interests of the poor, protect the
environment, provide basic social services, or undertake community development' NGI
activities can be local, national or international. NGOs have contributed to the
development of communities around the world and are important partners of many
governments - while remaining independent from governments. The vision of health
research as proposed by the commission on Health research for Development is a
systems approach driven by equity, focused on country needs and priorities, and within
an interactive regional and global framework. A major global health research issue is the
inequitable dustribution of research efforts and funds directed towards populations
suffering the world's greatest health problems.

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Building the capacity of non-government organizations as advocates for health

equity

Seeking the achievement of health equity has underpinned national government

and global health policies for decades (WHO, 1978; WHO, 1981; McClelland, 1991).
Health equity is defined as providing all people with the same opportunity and enabling
factors to have the same level of health and access to health care services according to
their need, not their ability to pay (McClelland, 1991; WHO, 1998a). The focus on the role
of governments in addressing health equity has been re-assessed (WHO, 1997; WHO,
1998a). It has been noted that some governments may not view health equity as a priority
and that other organizations outside government have an important role in keeping health
equity on the agenda (WHO, 1998a). The WHO has recognized the need to support and
empower civil society groups to take on this role (WHO, 1997; WHO, 1998a; WHO,
1998b)

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The aid program in the Philippines

Australia is a key development partner of the Philippines. In 2014 we were the

second largest provider of bilateral grants, and seventh in terms of Official Development
Assistance (ODA) which includes grants and loans. Yet even at approximately AUD141.2
million in 2014-15, Australia’s aid is small in comparison to the Philippine Government
budget of AUD80 billion and overseas remittances of AUD41 billion. Given the size of
the aid program, Australia works in sectors where we can make the greatest impact,
including through catalysing reforms, assisting policy formulation and working with the
Philippine Government to improve the quality of its own programs. Australia’s aid program
in the Philippines (the Philippines Program) works toward the overarching objective of
‘promoting prosperity, reducing poverty and enhancing political stability’.

1. Partnering on education reforms. Australia is working with the Philippine Government

to implement its most significant education reform to date. We are improving the quality
of education by helping to design and implement a new curriculum and assessment
methods, updating teacher standards, and supporting the professional development of
educators. In the Autonomous Region of Muslim Mindanao, one of the most impoverished
regions in the Philippines, Australia provides a comprehensive program that reduces the
gap in school participation and learning achievement.

2. Enhancing the foundations for sustained economic growth. Australia is giving critical
support to national government implementation of public-private partnerships for priority
infrastructure projects. We are also helping the Philippines rehabilitate and maintain
provincial roads, linking people to markets, jobs and services.

3. Promoting better disaster preparedness and response. Disasters drive families into
poverty and cut national growth rates. Australia is working with the Philippines to respond
to humanitarian emergencies and helping government agencies and communities to
better prepare for and recover from natural disasters.

4. Improving conditions for peace and security. Australia’s national interest in regional
stability motivates aid investments in Mindanao that assist a credible and widely
supported peace agreement, increases institutional capacity to implement the agreement,
and improves local mechanisms for averting the escalation of violence.

5. Building stronger institutions for accountable and inclusive governance: We are

strengthening public institutions at both national and subnational levels. We partner with
government agencies as they build technical skills and adopt more transparent and
accountable processes of public expenditure. The Coalitions for Change program builds
networks and coalitions for policy reform.

Australia’s new Philippines Aid Investment Plan was launched in September 2015. The
plan recognises that Philippines is in a stronger economic position than before and shifts
the focus towards supporting the Philippine’s government to better manage its own
resources and catalysing reform. The new goal of our aid investments in the Philippines
will be to ‘accelerate inclusive economic growth and political stability’. Three objectives
support this goal: enhancing the foundations for economic growth; building stronger
institutions for transparent and accountable governance; and improving conditions for
peace and stability.

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The Philippines' Absorptive Capacity for Foreign Aid

Foreign aid is favored by developing countries as a source of development finance

due to its concessional nature. Despite an on-going dispute regarding its impact to
economic development, developing countries continue to depend on foreign and to
combat poverty. The importance of foreign aid derives from the usual constraints to
development such as lack or insufficient capital, foreign exchange, and technical
knowledge. Typically, the main constraint to attain self-sustained growth for a developing
country is the lack or the insuffieciency of capital. Domestic savings and exports from
goods and non-factor services are usually inadequate to finance investment and import
requirement. Chenery and Strout (1966) suggested that the Philippines is one of several
countries where foreign aid have made a positive contribution. Several countries including
Greece, Taiwan, Israel, and the Philippines have had an accelerated growth of their
national income, while being assisted with foreign aid during the postwar recovery
program. 3 Papanek (1973) investigated thirty-four less developed countries (LDCs) in
the 1950s and fifty-four for the 1960s. He found that savings and foreign aid explain about
one third of the variation in GDP growth. Mosley (1980) added that twenty five percent of
the growth in LDCs had been affected by domestic savings and foreign aid in the 1970s.
Recent research on the effect of foreign aid to domestic saving was conducted by Islam
(1992). He explained that foreign capital, especially when provided in as ODA loans,
along with food aid, had a positive role in the economic growth of Bangladesh.

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Aid Effectiveness

According to Save the Children (2012), U.S. engagement with developing countries
can help to create a safer and more prosperous world where poverty is reduced,
opportunities for growth are created, and human dignity becomes a reality. However, to
live up to it most transformative potential, the current system for U.S. global
development must be fundamentally reformed. U.S. development strategic objectives
and engagement should:

 Be aimed at creating broad-based economic growth and reducing poverty,

which will require increasing the voice of development within Washington-based
foreign policymaking processes and at field level. A key part of this is
strengthening the mandate and resources of the U.S. Agency for International
Development USAID.
  Be strategic and coherent, which will require increased coordination between
agencies and departments within the U.S. government (USG) responsible for
implementing or funding foreign assistance programs and with other donors and
stakeholders.
 Be more responsive to local priorities, which will require decreasing the
number of funding directives emanating from D.C.; and increasing the capacity
and role of local institutions, namely country governments and local civil society,
in directing and managing their own development.
 Be more accountable to US taxpayers and recipients, which will require more
transparency, an increased focus on development results rather inputs and
numbers, accompanied by a decrease in burdensome bureaucratic reporting and
regulatory requirements that reduce flexibility and unnecessarily hinder
development professionals.

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Foreign Aid

The vast majority of foreign aid has failed to alleviate poverty. It has improved the
lot of poor people in a few cases. The people of Martinique, for example, are probably
better off because the French government provides a very high percentage of their gross
domestic product. Also, foreign aid helped wipe out river blindness in West Africa, keeping
eighteen million children safe from infection .2 But a statistical study found that foreign
aid “appears to redistribute from the reasonably well-off in the West to most income
groups in the Third World except the very poorest” (Mosley 1987, p. 23). This is consistent
with the evidence from both poor and rich countries that the middle classes tend to
capture government transfers (see redistribution). By contrast, private transfers through
either traditional interfamily channels or private charities (nongovernmental organizations,
or NGOs) are more efficient in targeting these transfers to the poor, as well as in delivering
health care and education (Lal and Myint 1996). The centralized bureaucracies of the
Western aid agencies are particularly inept in targeting these transfers to the truly needy
because they lack local knowledge. Moreover, there is evidence that these inefficient
public transfers tend to crowd out more efficient private transfers (Lal and Myint 1996).
Not surprisingly, therefore, despite their claim that their mission is to alleviate Third World
poverty, official aid agencies are increasingly subcontracting this role to the NGOs.
Whether this official embrace of the NGOs is in the NGOs’ long-term interest is arguable
(Lal 1996).

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Freedom from poverty

Human rights advocacy in the west is changing. New issues are being promoted, which
extend beyond relatively narrow range of civil and political rights that nongovernmental
organizations (NGOs) historically fought for. Since the early 1990s, therw has been a
growing movement among NGOs, social justice organization. UN agencies, and some
state institutions in favor of using human rights rhetoric and strategies to combat extreme
poverty. Hundreds of NGOs are now involved in promoting the realization of economic
and social rights in some fashion. Yet even as they move to adopt a human rights
approach to poverty, NGOs understand and approach human rights framework in
different ways. NGOs are promoting subsistence rights by increasingly adopting rights-
based approaches in guiding the implementation of their project work among the poor.
Although all of these organizations approach subsistence rights from different angles in
different contexts, their work on subsistence rights is concerned with a similar goal:
guaranteeing everyone the basic means for sustaining a minimum livelihood (Chong,
2010).

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Roles of NGO
NGO, or nongovernment organization, is used here in its common colloquial sense to
refer to nonprofit private organizations working in the area of “development” –
organizations with a social mission. Carrie Meyer defines NGOs as “independent
organizations that receive outside funding to support either staff, programs, or both,” and
are “engaged in activities related to sustainable development” (1992, 2). This book
focuses on these kinds of funded social-development organizations often play key social
development roles in the lives of poor people. The World Bank for its part, has the
objective of reducing poverty. It centers a great part of its actions around the concept of
social capital with society’s organization being part of the manifestation of this. The World
Bank considers that NGO’s participation improves projects’ abilities to reach the most
disadvantaged groups and gives greater flexibility and transparency to project
implementation. As a mechanism for citizen participation, the World Bank incorporates
the perspective of alliances, promoting interrelationships aiming the three sectors: public,
private, and civil society.

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Does NGO Aid Go to the Poor?

The rise of NGOs is not an accident. While it reflects private initiative and voluntary action,
it also follows an increase inpopularity of NGOs with governments and official aid
agencies and the willingness of donors to make funds available to them. As NGOs are
expanding, many of them have switched from being primarily funded by private donors to
being assentially funded by institutional donors. Official agencies support NGOs in
providing welfare services because of their assumed cost-effectiveness in reaching the
poorest (Meyer, 1995). NGOs are also seen as representative of the poor and most
vulnerable. The relationship with the "people" is seen as giving them greater public
legitimacy than some governments, while their manegerial features are seen as
permitting private sector levels of cost-control and efficiency.
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World Poverty

Poverty is a longtime universal concern. In the Philippines, poverty is still a rural

phenomenon (ADB, 2009). Since most rural community development efforts aim to
relieve causes or symptoms of poverty, it makes a difference which theory of poverty is
believed to be responsible for the problem being addressed (Bradshaw, 2005).
Essentially, poverty can be understood through multiple social science perspectives
(Austin, 2007) which include economics (Jung & Smith, 2007),psychology (Turner
&Lehning, 2007), anthropology (Frerer & Vu, 2007), political science (Lehning, 2007) and
sociology (Wolf, 2007).However, some poverty eradication projects aim to address only
some causes of poverty but not poverty as Calyd T. Cerio Revisiting the Sociological
Theories of Poverty: Conceptualizing a Framework for Rural Poverty in the Philippines a
whole. Hence, the goal of this paper is to develop a framework of different theories which
can be distilled from the discourse of rural poverty in the Philippines. This essential in
order to develop a more responsive poverty eradication project or programs among
development efforts of the government and non-government organizations. There is no
single definition of poverty. It has multiple meanings and is linked through a series of
resemblances’ (Spicker, 2006). Spicker, then defined poverty as a material concept which
is based on the notion of the need, patterns of deprivation, and limited resources. He
argued that poverty is ‘lack of material good sand services’, ‘existence of deprivation’ and
‘circumstances in which people lack the income, wealth and resources to acquire or
consume the things which they need’. This concept of poverty is related to the definition
of absolute poverty and multiple deprivation or consensual poverty. Absolute poverty, as
UNESCO (2016) defined it measures poverty in relation to the amount of basic needs
such as food clothing and shelter’. Multiple deprivation or consensual poverty, on the
other hand, was first conceptualized in the United Kingdom and is defined as those ‘lack
of resources forces them to line below a publicly agreed minimum standard’ These
definitions of poverty is related to the nature of poverty in rural communities where most
people perceived themselves poor due to the absence of inadequacy of basic needs and
resources that they need. These rural poor are deprived from the accessory basic social
services and are battling over the limited common-pool resources available in their own
localities. Spicker (2006) stated that poverty is ‘lack of material good sand services’,
‘existence of deprivation’ and ‘circumstances in which people lack the income, wealth and
resources to acquire or consume the things which they need. Spicker, P. (2006)
Definitions of Poverty: Twelve cluster of meaning. Poverty: The International Glossary pp.
229

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NGO’s and Their Roles

Poverty is the result of economic, political, and social processes that interact with each
other and frequently reinforce each other in ways that exacerbate the deprivation in which
poor people live. (World Bank 200. 1). A main NGO strength has long been seen as their
local focus: capacity to reach the rural and remote poor, to promote community
participation and local control of programs (Cernea 1988, 17). NGOs’ original mission
was, according to Anthony Bebbington, to challenge the “dominant exclusionary, top-
down, and often repressive forms of development” prevalent in the sixties and seventies
(Bebeington 1997, 117). Key was NGOs’ emphasis on the grassroots. In the mid-1970s,
the Washington, D.C.-based IAF highlighted the relative novelty of the thought the local
“grassroots” people would know how to solve their own problems.

NGOs that work to help poor communities create their own change would recognize
themselves in the role of “community development facilitators perform the following roles:

 Energizer: creating an atmosphere of energy, excitement, optimism, and

positiveness;
 Broker: linking communities to experiences, methodologies, tools, networks,
information, and resources that may be relevant to their needs and aspirations;
 Coach: optimizing the knowledge, confidence and experience of community
participants by demystifying concepts, processes, and strategies: facilitating group
discussions; and helping to overcome stumbling blocks and conflict;
  Champion: promoting the community and its efforts to the wider world.

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Non-Governmental Organization – Perform and Accountability

Fowler (1990) said that the way NGO design their organizations it is often claimed that
NGOs have a comparative advantage over the government sector in doing certain types
of work. As Fowler (1990) writes, ‘NGOs and their supporters share the view that, in
comparison with governments they are better able to….’ He then lists 16 such
advantages. Advocates of this position believe that these comparative advantages derive
from features such as: the way NGOs design their organisations; a stronger moral
commitment to helping the poor; greater professionalism; a closer and more participatory
working relationship with poor people; and an ability to innovate. NGOs are autonomous
institutions inspired by a particular vision of the society they wish to see develop, pursuing
their defined mission in that regard (Tendon 1991).

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Actively Support International Poverty Reduction Goals

The MDGs acknowledge the survival, and the incidence of democratic freedoms--such
as the rights of the poor to form organizations and speak out for their own betterment--
have greatly increased. These improvements are due in no small measure to various
forms of aid, including aid impact, we should not just look at growth, but also at key social
indicators that tell us whether growth is sustainable, and whether solid growth may be
expected in the future.
Moreover, foreign aid has rarely been primarily about poverty reduction. Most foreign aid
is actually spent on U.S. companies and consultants, along with U.S. government
officials. When aid is to be used for needed import of goods and services, the aid is often
"tied," requiring the recipient to buy the product from whatever country is donating the aid,
regardless of cost. Much goes to middle-income countries. And much has gone to serve
a geopolitical agenda, such as supporting allies in the Cold War and the Middle East
conflicts (Smith, 2015).

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The Evolution of the NGO

According to Bamberger (1996), although there are many variations, the NGO sector in
many Asian countries has passed though a number of stages characterized by different
emphases:

 A focus on local relief programs, particularly during times of natural disasters

 A move toward a development focus, with economic development and capacity-
building complementing the direct provision of aid.
 Increasing donor interest in NGO capacity to deliver services and execute projects
in a more cost-effective way. In many countries it was also believed that working
through NGOs would reduce the level of corruption and ensure that a higher
proportion of resources would actually reach the intended target groups.
 A rapid increase in the level of tension between government and NGOs, as donors
began to channel an increasing proportion of their aid through NGOs (or as they
encouraged government to work more closely with NGOs).

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NGOs

NGOs form an important segment of institutions engaged in poverty reduction and

development globally. They are not just important global development actors but also
carriers of material and cultural knowledge about poverty across globe. While they are
based in the 'developed world' (DW) whete they raise most of their funds,
they work in and for the 'majority world' (MW) or 'Third World'
or developing countries' mainly of Asia, Africa and South America. There is now a
wide variety of organisations involved in a range of activities from disaster relief,
development projects, development education and advocacy to policy research, with a
shared aim of poverty alleviation and human rights. The widespread interest in
INGOs' imagery and concerns of advocacy both among the NGO community and
researchers during the 1990s gradually petered out due to budget constraints on
education and advocacy within INGOs, the political nature of advocacy and the growing
complexities of developmental issues (Edwards et al., 2000)

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Vulnerability to Poverty

Vulnerability to poverty also affects the accumulation of assets. The lack of credit access can be
mitigated by accumulating assets over time because the poor can sell assets at good time to smooth
consumption over time (Carter and Zimmerman 2000). On the other hand, when the poor face a
survival constraint, they may respond to negative shocks by adjusting consumption to defend or
smooth their asset value to ensure their survival (Zimmerman and Carter 2003). Therefore, it may be
useful to look at asset holdings to assess the vulnerability of households.

References:

 The Problem of Poverty

 http://education.biola.edu/static/media/downloads/helping-poor-needy.pdf
 https://blogs.unicef.org/blog/7-facts-about-child-poverty-you-should-know/
 https://health-policy-systems.biomedcentral.com/articles/10.1186/1478-4505-3-
3#Bib1
 https://academic.oup.com/heapro/article/17/1/69/550097
 philippines approach
 https://cdn.fbsbx.com/v/t59.2708-
21/11403992_795832993858314_908705081_n.pdf/PIDS_Kang_2010.pdf?_nc_
cat=111&_nc_oc=AQkueJKnrDWkJBva0ov_Oj4STlTO5mdcTsQns6M4FuaFCziY
DaxLDmaXcTuKFjK00lc&_nc_ht=cdn.fbsbx.com&oh=cb81cc989392def92a6069
0e1ad4f836&oe=5D2A9608&dl=1&fbclid=IwAR0N0WAmgCBoV2KRNRNN5GA3
Tqs7ZQkG3YbNSn7qNaz6FzpYzz092xlbImw
 https://www.savethechildren.org/us/what-we-do/global-programs/global-policy-advocacy/aid-
effectiveness

 https://www.econlib.org/library/Enc/ForeignAid.html

 Freedom from Poverty: NGOs and Human Rights Praxis

 Here to Help: NGOs Combating Poverty in Latin America
 Does NGO Aid Go to the Poor? Empirical Evidence from Europe
 Understanding Poverty
 Here to Help: NGOs Combating Poverty in Latin America: NGOs Combating ...
 Non-Governmental Organisations - Performance and Accountability: Beyond the
...
 Ending Global Poverty: A Guide to What Works
 The Design and Management of Poverty Reduction Programs and ..., Part 46
 Representations of Global Poverty: Aid, Development and International
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 The Asian ‘Poverty Miracle’: Impressive Accomplishments or Incomplete ...