Statistics suggest that education played a very important role in uplifting the ethnic minorities in the labour market. However, certain issues hindered the enthusiasm of ethnic minorities to attain better educational opportunities. For example, it was observed that students from lower socio-economic conditions lacked the necessary skills to attain better positions through the labour market. The learning pathways that students adopted also affected the way in which they approached education. For example, students from lower economic background usually will not have the requisite skills to apply for a top position in the labour market.
At the same time, even students who possess better qualification were found to be diffident to apply for better positions. This is explained by the fact that people from lower economic conditions attached only lower importance to higher education and the increase in status associated with a job that could be achieved through better education (CREST, 1999). Statistics indicate that the necessary encouragement from a policy of compulsory education has been lacking in the UK. As a consequence, compulsory education has not been able to encourage people to look higher for better job prospects. Poverty It is easy to guess the origin of poverty because we can say that poverty could have originated in a place where there were class distinctions and regulation of labour.
Only when labour is regulated and there are class variations does the need arise to hoard wealth. In addition, power is something that is synonymous with wealth and so when there is an imbalance of power and wealth, poverty begins to take shape. Some of the oldest written records show that poverty could have had its origins in England where the difference between landlords and serfs could have encouraged the origin and establishment of poverty.
The severe class differences that existed between the serfs and the landlords are a clear indication that poverty existed in the country since very old times [Dowe, 1999].
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