Education Effect on Fishermen Welfare/Prosperity (Essay Sample)

Education and the welfare of fishermen
Name
Institution
Education and the welfare of fishermen
Introduction
Fish constitute 20 percent of animal protein consumed by human beings in the world; more than 40 percent of the global production is consumed internationally (Eggert, et al., 2012). It is also noted that the net export of fisheries in the developing world has increased in the 21st century; for instance, the net export increased by $ 24.6 billion in year 2006 (Eggert, et al., 2012). Fish export, therefore, exceeds other agricultural products that are traded internally such as tea, coffee and rubber (Eggert, et al., 2012). Most of the fishing grounds such as Lake Victoria, and coastal waters, for instance, the Indian Ocean, are open access that enables anyone with enough capital to venture into the business. The majority of fishermen are peasants who envisioned fishing as the sole source of income; however, the output realized from the business cannot improve the living standards of their homes (Hidayat, et al., 2014). The welfare of the fishermen continues to deteriorate despite the positive changes that have been noted in the industry. Poverty in the fishing community is attributed to several factors such as trade liberalization, the expanding number of fishermen due to the high level of unemployment rates in the third world countries, and disparity in the education. According to Maddox (2007), the fishing communities, like any other rural communities have low levels of literacy and education compared to their urban counterparts. This paper examines how education affects the welfare of fishermen.
The majority of fishermen envision fishing as a traditional small-scale business venture where little investment is made while expecting high returns. However, little investment will attract less return to the capital invested. Since fishing attract the population that lives adjacent to the waters, the young fishermen in the developing countries, such as South Africa, Bangladesh, Cambodia and Thailand, are likely to adopt fishing methods used by their old family members if they do not have enough education to adapt on the changing circumstances (Eggert, et al., 2012). The traditional small-scale fishing that is practiced in many developing countries employs the traditional fishing methods that have a limited catch whose income cannot correspond to the family needs. According to Hidayat and others (2014), there is about 23.1 percent of fishermen whose income is below the minimum wage of the country; for instance in Bangladesh. Lack of education by some of the fishermen has a direct impact on their income that limits their access to investment opportunities, hence, attracting the vicious cycle of poverty that leads to lower level of living standards. There are changes in the fishing industry that demand the upgrading of the fishing methods to realize high returns. For instance, trade liberalization that has seen the price of fish being controlled at the international markets; introduction of technology in fishing and an influx of fishermen in the industry due to lack of employment opportunities in other fields, have changed the landscape of fishing that render the traditional styles obsolete and unproductive. Hence, the educated fishermen can invest enough capital in fishing, making them realize high returns. The successful fishermen can capitalize on the technology in fishing; this ensures that there is little input and high out in fishing. The welfare of the educated fishermen, therefore, improves despite changes that occur in the industry since they can easily adapt to the dynamics that occur in it.
The lack of education leads to fishermen in developing countries unable to balance other economic activities with fishing to boost the income of the family (Darwis, et al., 2015). According to Hidayat and others (2014), lands that border fishing waters are fertile capable of attracting other agricultural activities such as crop cultivation and rearing of livestock. In this case, it requires a substantive knowledge in agriculture to realize good returns in all the ventures. In the developing world such as Tanzania, women and children are involved in the crop production, animal-keeping, and marketing of fish to supplement the income of the household fishermen (Bambang, 2005). However, since little capital is invested, the total income realized can only support the welfare of the family without expanding the source of income. There is a lack of specialization of income activities in fishing communities that contribute their poor state. According to Darwis and others (2015), "a household perpetuate life and livelihood rests on livelihood assets owned or accessible." It requires education to manage natural resource capital assets. According to the study conducted by Darwis and others (2013-2015), fishermen who utilized their lands on crop plantations were more likely to get out of poverty trap compared to those who planted crops and kept livestock at the same time. This, according to them, is a short orientation and subsistent. Hence, the nature of management of natural resources available at the disposal of the fisherman will determine whether he/she remains in poverty or not.
Education is an asset for ownership and proper management of financial capital asset (Maddox 2007). Studies reveal that, the income of fishermen who are trapped in poverty is the same as the revenues realized by fishermen moving out of the vicious cycle of poverty. According to Darwis and others (2015), fishermen trapped in poverty generate more income from fishing and little income from other businesses such as farming. However, although the successful fishermen have small income from fishing, the revenues generated from crop plantation exceed that of a subsistent farmer. The difference comes in spending; the revenues of the poor fisherman are trapped in the household spending; he/she tends to invest the cash on the basic needs of the family and material goods that cannot expand his/her source of income. The successful fisherman anticipates savings by investing in the direct investment in the assets. Education makes a difference by proving knowledge on how the fisherman can manage the revenues to get out of the poverty; in this case, the issue is not about low income, but rather, it is about financial management and making proper investment.
There is need for the fishermen to have skills necessary in managing the social capital. According to Darwis and other (2015), the social and economic relations between the fishermen in poverty and the fish dealers, is lacking. There is a passive connection between the fishing groups, social groups, and the household that contributes to poverty among the fishermen. Research demonstrates that fishermen who demonstrate an active connection between them and the fish dealers, fishing groups and social groups, are moving out of poverty ties compared to the fishermen who are passive (Darwis, et al., 2015). Being passive creates an opportunity for exploitation where the subject is presumed to be comfortable on any decisions that are made by the other party on the subject. Education enables the fishermen to understand the repercussions of their passiveness and work towards improving their social capital, hence getting out of the poverty ties.
The knowledge of owning and managing the physical capital asset for fishing is not available to the poor fishermen (Darwis, et al., 2015). Having the means of production does not necessary imply that high returns will always be realized; according to Darwis and others (2015), the standards at which the physical capital is subjected will be reflected on the output it gives and duration of its service. The fishermen who are poor cannot invest their scarce budgeted revenue in the maintenance of their boat engines and other inputs used in fishing, provided they can still function. This reduces the efficiency of their performance and lifespan that is likely to affect the service output they provide to the fisherman; hence, low returns and lack of funds to repair the physical capital, are likely to hold them in poverty. Research indicates that proper management of physical capital has the potential of giving more returns to the fisherman and reduces their early depreciation, hence compelling the fisherman to move out of the poverty (Darwis, et al. 2015). Education enables the fisherman to subject the physical capital to proper usage and maintenance; this avoids the unnecessary expenses that can negatively affect the normal fishing patterns, and hence, income flow. For instance, the economic life of the fishing boat, the total hours of fishing, and the tonnage of fish that can be supported by the fishing equipment, are important tenets to be observed when using the physical capital (Darwis, et al., 2015).
How education can improve the welfare of fishermen.
The proper education that targets the welfare of the fishing community is significant in making the connection between work, and the everyday encounters of the fisherm...