There is a very close relation of poverty and the access to education and obviously the high quality education in the developing countries. Any developing country, which is developing a strategy to reduce poverty by enhancing education and other skills for the betterment of the working or poor class especially. However it is a reality that poverty plays a major role in the lack of educational achievement.

A very common trend in the developing countries is that usually females receive less education than do males. There is a wide range difference in the equality of educational facilities for both male and female in the developed countries in contrast to the people living in the developing countries. A lesser concern towards female education is dependant on various aspects like the financial conditions, social and cultural norms and lot of other trends in the area. Men are considered to be the income generators and the carriers of racial honor, therefore it is preferred to provide them with education at the cost of sacrificing the females of a family and overall in a society.

Many researches on the subject of constraints on th girl’s schooling is related with poverty along with other aspects like girls are supposed to join hands for the household work along with their mothers. They are supposed to do all kinds of works like cooking, washing, cleaning and even looking after the younger siblings. Therefore the girl labour could not be sacrificed for the long hours being spent at schools and the it will keep them away from understanding the household management, which they are supposed to do after marriage. There is considered to be a loss of resources for the schooling of the girls with respect to the lower wage rate for the women workers in many parts of the world. The social and cultural traditions assume the fact that daughters are expected to leave the house upon marriage, or females are supposed to stay at home for the honour and for the household reasons.

There are some of the other major constraints to girls’ schooling like the concerns about girls’ safety both in school and during a travel towards schools, especially when they are in a growing age. It is also considered to be a high risk for the honour and dignity of the concerned family, if girls become more active in immoral activities outside home in the lower class. This is highly perceived as the secondary level schools are scarce and dispersed at much wider distances.

There are several theories being presented to tackle the issues of education, poverty and the gender bias including reducing opportunity costs to girls’ schooling. Generally the debate about the benefits of education is relative to economic growth of individuals and of the country by most of the experts. It has not been clearly assumed as to what kind of outcome could be created by education and the skills useful for the facilitation of higher levels of productivity amongst those who possess them in comparison with those who do not.

The Human Capital theories being presented by the theorists assert different ideal situation due to the spread of education. Firstly it is possible to deduct, logically proved evidence about the income of the working people in relation to their received level of education. If we use the ‘normal’ assumptions of competitive labour and goods markets, it follows that the people with higher education seem to on average, receives a higher level of productivity.

On another level the earnings are correlated with age, as people with more experience have a greater chance of getting a higher level of income. It is a common observable phenomenon that people with less or even no education at all tend to have a lower income level in the entire lives. These trends in the capitalistic market tend to indicate that education is able to make people more productive as the learning ability is being enhanced by it , enabling them to understand the situation, make right decisions and to market themselves in a much better way.