| In all sense of it, what they poor need most is | | | | beneficiary by creating dependence and completely |
| educational charity. The reason is obvious; there | | | | overlooking the remote challenges of the poor |
| several kinds of charity and intervention models. | | | | people. It is a kind of spoon-feeding the poor with |
| These could be divided into educational and non | | | | bread that will soon finish. It feeds but it does not |
| educational charity. | | | | equip the poor for possible future challenges. |
| In the strict sense of definition, non educational | | | | The second aspect of charity and intervention model |
| charity explores the act of charitable donations and | | | | for salvaging the menace of poverty, disease and |
| other measures for providing the poor populations of | | | | hunger among the poor and the underprivileged is |
| the world with material or financial resources aimed at | | | | educational charity. As a matter of fact, this is what |
| alleviating their poverty, hunger and disease. But it | | | | the poor actually need, and must be given if the |
| does not go beyond that. This is the conventional | | | | development partners; world governments, corporate |
| notion of charity and intervention among interest | | | | partners and non profit making organisations hope to |
| groups, governments, corporate bodies and non for | | | | achieve the desired goals. This concept of charity and |
| profit making organisations. One single outstanding | | | | intervention model is all encompassing. But over and |
| defect of non educational charity is that it does not | | | | above all, the differentiating factor is that it does not |
| look beyond the immediate problems of the | | | | just provide measures to solve the immediate |
| beneficiary, and thereby perpetuates dependency | | | | problems of the poor, it also empowers the poor and |
| and the vicious circle of poverty, hunger and disease. | | | | the underprivileged to be capable of solving their |
| Over the years the world, especially the developed | | | | problems without recourse to external intervention. |
| nations and the western powers have explored the | | | | Using education as it common strategy, this concept |
| concept of material or non educational charity to | | | | of charity harness resources to educate the poor, |
| tackle the issue of poverty among the poor circles | | | | equipping them with the needed skills and knowledge |
| of the third world. However, this can only alleviate | | | | packages that will enable them to break the chain of |
| poverty within the immediate future, but the fact | | | | dependence and take their destiny in their hands at |
| remains that such approach to charity enslaves the | | | | any moment. |