Archive for category: Children

Information and stories addressing children.

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Education in the Pitcairn Islands

Education in the Pitcairn Islands
The Pitcairn Islands are a British Overseas Territory in the South Pacific, but only Pitcairn Island is permanently inhabited. Its population stood at 42 people in 2022, including residents temporarily abroad. Thus, education is a micro-system: when even one child leaves or returns, the entire school model changes. Here is more information about education in the Pitcairn Islands.

Education in the Pitcairn Islands

The Government of Pitcairn’s education policy states that education is compulsory from ages 5 to 16 and is intended to prepare children for life “both on Pitcairn and abroad.” This dual purpose aligns with the territory’s broader development context. Students benefit from local cultural continuity, but they also need qualifications that allow them to pursue further study and employment outside the island.

Historically, local education was provided through Pulau School in Adamstown. The school followed a curriculum based on the New Zealand model while also incorporating Pitcairn’s history, customs and Pitkern language. This local cultural component is important because education in very small communities often serves not only academic purposes, but also language preservation. 

However, Pulau School is not currently operating as a regular school with enrolled pupils. Apparently, the school closed in 2022 because of a lack of children attending, and the remaining pupil transferred to boarding school in New Zealand. Indeed, a United Nations working paper reports that there are currently no children being educated in the local school, as the remaining students are receiving secondary education in New Zealand.

Overseas Education

This does not mean that Pitcairn has ceased providing education. Rather, education provision has shifted toward overseas pathways. The island’s budget supports overseas education, including secondary and tertiary study. When Pulau School was operating, the budget also covered the cost of an expatriate teacher. These arrangements suggest that the government continues to treat education as a public responsibility, even when provision cannot occur locally.

The reliance on New Zealand for secondary education reflects both practical necessity and structural constraint. A territory with so few children cannot easily provide the full range of subjects, peer groups and specialist instruction available in a larger system. Thus, overseas schooling can expand educational opportunities. At the same time, it may weaken the connection between young people and the island if students remain abroad for further education, work or family life.

The current situation illustrates the close relationship between education and demography in Pitcairn. The absence of pupils at Pulau School is not primarily a failure of education policy, but a consequence of population decline and limited family formation on the island. In this sense, the future of education in Pitcairn depends on tougher questions of population sustainability and return migration.

Return migration, in particular, remains uncertain. The World Health Organization (WHO) notes that young people continue to move overseas and inward migration is limited. The decision to return depends not only on family attachment or cultural identity, but also on whether there’s a meaningful role for young adults in the community. The Government of Pitcairn’s immigration page includes a settlement “skills pathway” for applicants with relevant skills that can contribute to the community.

Looking Ahead

Overall, education in the Pitcairn Islands is best understood as a hybrid model: local provision when there are enough children to sustain it, combined with overseas education pathways when local provision is impractical. The key challenge is ensuring that students receive high-quality education while maintaining meaningful links to Pitcairn’s community, language and long-term development needs.

– Jeff Zhou 

Photo: Wikimedia Commons

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7 Things to Know About Education in the Paracel Islands

Education in the Paracel Islands
The Paracel Islands are a disputed archipelago in the South China Sea, claimed by China, Vietnam and Taiwan. China currently controls the islands, with most civilian activity centered on Woody Island, known in Chinese as Yongxing Island. Given the islands’ very small resident population, education there is less a conventional national school system than a small, strategically located service for the children of fishers, government officials, military personnel and other island workers. Here are eight facts about education in the Paracel Islands.

8 Facts About Education in the Paracel Islands

  1. Since the other islands are mostly military outposts, reefs or small settlements, formal education is centered on Woody Island – the administrative hub of China’s Sansha City. Woody Island is the largest of about 30 islands in the Paracel chain and serves as Sansha’s administrative center.
  2. The key educational institution is Sansha Yongxing School, which opened in December 2015. It is described as China’s southernmost school. Since its opening, the school’s kindergarten and primary departments have reportedly operated steadily, allowing children of island fishers, military personnel and government workers to attend school locally.
  3. Yongxing School grew from six students at its founding to 32 students across kindergarten and primary grades, served by eight teachers. By late 2023, local reporting claimed the school had reached a new high of 50 students, including 37 in kindergarten and 13 in primary school.
  4. Before the school existed, many parents working on Woody Island had to live apart from their children. One father said the school allowed his child to finally live with him on the island, while another parent noted that, because “there is a school on the island,” his child could grow up there. The practical effect is significant: access to education has made it more feasible for civilian families to live on the islands over the long term.
  5. Teaching on Woody Island comes with unusual hardship, such as isolation, typhoons and limited services. Seventy-seven teachers worked at Yongxing School between 2015 and 2023. After 2018, the school was co-managed with Qiongtai Normal University, with eight formal teaching positions and three-year contracts. 
  6. A tiny island school cannot staff every specialty, so digital teaching is critical. Yongxing School uses synchronized online classes with schools in Haikou, including Chinese classics lessons twice a week. The school found that information technology helps compensate for its limited access to specialist teaching resources. 
  7. Yongxing School is not only for children. China’s Ministry of Education revealed that the school library and electronic reading room were opened to island residents. Additionally, the school offered more than 60 adult vocational courses, providing training to 763 people in areas such as deep-sea fishing and aquaculture.

Looking Ahead

Education in the Paracel Islands remains politically sensitive and shaped by geography. There is no large school system, university sector or published learning-outcome dataset. Still, the available evidence shows that Yongxing School has become a pivotal civilian institution. It keeps families together, offers early and primary education and supports adult training. 

– Jeff Zhou 

Photo: Flickr

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8 Things to Know About Education in New Caledonia

Education in New Caledonia
New Caledonia, a French overseas collectivity in the South Pacific, has a large education system by Pacific island standards. However, it is one shaped by geography, inequality, demographic decline and the unrest of 2024. The 2025 census reported 264,596 residents, down 6,811 people from 2019 – the first population decline between censuses since 1946. Here are eight facts about education in New Caledonia.

8 Facts About Education in New Caledonia

  1. For the 2026 school year, the Government of New Caledonia expected 59,782 students: 23,053 in public primary schools, 21,588 in public secondary schools, 6,880 in private primary schools and 8,261 in private secondary schools. The government claimed these totals continue a long-term decline, including 4,666 fewer primary pupils since 2012.
  2. The Vice-Rectorate’s 2025 education figures included 249 schools, 55 collèges, 21 lycées (high schools) and one university. In 2025, there were 58,188 pupils in school education and 5,317 students in higher education, showing that New Caledonia maintains a full education pathway despite its island geography.
  3. In 2025, the Vice-Rectorate counted 30,741 primary pupils, including 23,721 in public schools and 7,020 in private schools. The South Province accounted for 21,395 primary pupils, compared with 6,578 in the North Province and 2,768 in the Loyalty Islands. This distribution reflects broader demographic concentration: the South Province contains roughly three-quarters of the population.
  4. At the collège level, there were 16,253 students in 2025, including students in adapted pathways such as ULIS (Unité Localisée pour l’Inclusion Scolaire) and SEGPA (Section d’Enseignement Général et Adapté). At the lycée level, there were 11,194 students, split almost evenly between 5,849 in general/technological education and 5,345 in vocational education. This balance demonstrates how important job-oriented schooling is to New Caledonia’s education-to-work pipeline.
  5. About 7,923 diplomas were delivered in 2023. The Diplôme national du brevet pass rate was 87.5%, while the overall baccalauréat pass rate was 86.3%. However, outcomes varied sharply, as the general baccalauréat pass rate was 97.4%, compared with 87.8% for technological and 75.5% for vocational pathways. The BTS pass rate was 81%.
  6. The 2025 back-to-school period followed a “particularly disrupted” 2024. Around 1,000 secondary students left the territory in 2024, and many students changed schools after the May 2024 events. Damaged schools also required reconstruction, with the state covering 100% of rehabilitation for affected educational institutions. 
  7. For 2026, the government listed school dropout prevention as a major priority. In secondary education, its approach combines early prevention from sixth grade with the DAENC support system for 16- to 18-year-olds who left school without a minimum diploma. Vice-Rector Didier Vin-Datiche said the goal is to “trace these students, contact them again and make sure they return” to receive support and obtain diplomas.
  8. New Caledonia is focusing on French, mathematics, anti-bullying and school climate. Christelle Varney, director of education, called mathematics improvement “a major project,” noting a new DU Maths Expert with the University of New Caledonia to strengthen teacher performance. The government also committed 25 million Pacific francs to keep cafeteria prices stable, while continuing transportation support for boarding students in the North Province.

Looking Ahead

New Caledonia’s education system has strong infrastructure, broad access and respectable exam results. Its next challenge is outcomes: reducing dropout, improving foundational learning and ensuring that vocational and higher education pathways lead to real opportunity.

– Jeff Zhou 

Photo: Wikimedia Commons

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The Maternal and Child Health Crisis in Nigeria

Child Health Crisis in Nigeria
The West African country of Nigeria is classified as a ‘high burden’ country due to it disproportionately high rate of maternal and child mortality. According to UNICEF, Nigeria accounts for 10% of global maternal deaths, despite representing only 2.4% of the global population. UNICEF also reports that the mortality rate for children under 5 in Nigeria stands at 12.8%.

Despite these challenges, U.S. Maternal and Child Health (MCH) funding—defined as targeted government assistance to promote maternal and child health abroad—has decreased. Tracking data from the Kaiser Family Foundation (KFF) shows that U.S. MCH funding to Nigeria fell from $50 million in 2017 to $33.25 million in 2023, representing a 35% decline. A 2026 study in Health Policy and Planning estimates that the abrupt withdrawal of USAID health funding could increase maternal mortality by 45% on average among populations in need across six vulnerable West and Central African countries, with Nigeria experiencing the largest absolute increase — more than 300 additional maternal deaths under the study’s model. Here is more information about the maternal and child health crisis in Nigeria and what is being done to address it.

How US MCH Funding Saves Nigerian Lives

Reduced funding directly affects health care delivery in Nigeria’s rural communities. The African Health Report documented the case of Aisha Yusuf, a 28-year-old woman in labor who nearly lost her baby while traveling 18 miles to a hospital because a local clinic lacked delivery equipment. An anonymous health care worker at the receiving hospital reported that a single staff member often cares for dozens of patients per shift, frequently without electricity. Yusuf’s experience reflects broader systemic issues in Nigeria’s local health care facilities, namely lack of equipment, resources and staff. 

These operational insufficiencies highlight the critical role of international assistance in reinforcing local health care systems. Yusuf’s experience illustrates the kinds of health-system gaps that maternal and child health investments can help address. Consistent U.S. MCH funding provides essential resources to equip local clinics, ensuring they can deliver safe and reliable care to expectant mothers.

Securing US Interests Through Health Investment

In addition to direct health outcomes, MCH funding supports U.S. security and economic interests. Regarding security, Nigeria is the most populous nation in Africa, with more than 240 million residents—a figure projected to reach 370 million by 2050. World Bank President Ajay Banga stated that a failure to invest in this demographic, particularly through health care initiatives like MCH, could weaken Nigeria’s state capacity. This capacity represents the government’s ability to distribute resources, implement policies and serve citizens. Weakened state capacity increases the risk of instability, conflict and migration crises, which can directly affect global security.

From an economic perspective, healthier populations are better positioned to participate in education, employment and economic activity. Over time, stronger human capital and economic growth can expand consumer demand and create opportunities for trade and investment with the United States. Economic models indicate that a larger middle class increases domestic purchasing power, creating a stronger market for U.S. goods and services. Consequently, current MCH investments help build a stable international consumer base that supports U.S. economic competitiveness and trade development. 

Actionable Solutions to Maternal and Under-Five Mortality

A study in Health Policy and Planning suggests that a 1% increase in the Nigerian government’s health care expenditure can address the maternal and child health crisis in Nigeria and lead to a 37% reduction in the country’s maternal mortality. U.S. MCH funding to Nigeria can help achieve this 1% increase, especially if U.S. foreign policy hones the following critical strategies.

Targeted Strategies for Maternal Health

  • Infrastructure and Medical Equipment: Funding should support the planned implementation of essential health care infrastructure and trained personnel. According to obstetric guidelines, countries should have at least five emergency obstetric care facilities per 500,000. These facilities must remain open 24/7 and have staff trained to administer uterotonic drugs for hemorrhages and basic neonatal resuscitation. The Tropical Journal of Obstetrics & Gynecology found that all 36 Nigerian states have fewer than four facilities per 500,000, with major metropolitan cities like Ibadan only reporting 1.2 facilities per 500,000.
  • Prenatal Vitamin Distribution: Providing continuous access to multiple micronutrient supplements (MMS) is a highly cost-effective intervention. At an estimated cost of $4 per pregnancy, these vitamins can save more than 600,000 maternal lives.
  • Broad Economic Sector Funding: Long-term maternal health correlates with overall economic development. A 32-year study spanning 152 countries found that higher gross domestic product (GDP) per capita is directly linked to lower maternal mortality. Consequently, funding should also target higher education, technological innovation, transportation networks like rail links, and stable power infrastructure.

Targeted Strategies for Child Health

  • Legislative Support for Nutritional Initiatives: Passing and supporting the Healthy Mothers, Healthy Babies Act of 2026 (H.R. 9583) would establish a $150 million annual fund from fiscal years 2026 to 2030. This fund would also scale low-cost interventions, including MMS, in high-priority nations like Nigeria. Large-scale data from 14 low-income nations indicates that MMS significantly reduces infant mortality, particularly among malnourished mothers.
  • Treating Preventable Diseases: Pneumonia, diarrhea and malaria remain the three leading preventable causes of under-5 mortality in Nigeria U.S. assistance can expand the distribution of essential medicines, including prescription antibiotics like amoxicillin, intravenous fluids and artesunate.
  • Preventive Malaria Care: Expanding access to intermittent preventive treatment for malaria in pregnancy (IPTp), including sulfadoxine-pyrimethamine, through routine antenatal care can help reduce malaria-related risks for pregnant women and their infants.

Looking Ahead

To change Nigeria’s trajectory as a ‘high burden’ country, consistent U.S. MCH assistance must be administered to bridge local health-system gaps and equip rural facilities. This requires prioritizing cost-effective interventions like MMS, expanding the distribution of basic treatments like intravenous fluids, and building routine antenatal clinics. Such investments in Nigerian MCH will yield substantial benefits beyond health clinics, namely regional stability, protected global security and improved conditions for human capital development and economic growth. Securing the health of mothers and their infants ultimately transforms Nigeria’s humanitarian vulnerability into the foundation of Nigeria’s future stability and prosperous international trade partnerships. 

– Caid Campbell

Photo: Unsplash

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8 Things to Know About Education in Wallis and Futuna

Education in Wallis and Futuna
Wallis and Futuna, a French overseas collectivity in the South Pacific, has a small but unique education system shaped by geography, language and its relationship with France. The 2023 census counted 11,151 residents, including 8,088 in Wallis and 3,063 in Futuna, while the island of Alofi remains uninhabited.

8 Facts About Education in Wallis and Futuna

  1. Despite its size, Wallis and Futuna offers schooling from early childhood through upper secondary education. As of the 2025-2026 period, the first phase includes 10 schools serving about 1,433 pupils, while the second degree includes six collèges and one polyvalent lycée serving about 1,337 students.
  2. As part of the French education system, Wallis and Futuna follows the broad structure of French schooling: nursery school, elementary school, collège and lycée. French national rules make education compulsory from ages 3 to 16, and the education ministry states that “school is compulsory for all children from age 3 until age 16.” This gives Wallis and Futuna a formal education framework similar to that of mainland France, though local implementation differs. 
  3. Wallis and Futuna has long had a special arrangement in which primary education was delegated to the Catholic mission. A 2025 French parliamentary report describes this as a “situation unique en France,” or a unique situation in France. The same report explains that a 2025 bill aimed to transfer primary teachers into the French state civil service, replacing the concession system that had existed since 1969.
  4. A social movement in 2023 led to an agreement to transform the status of primary teachers, including improved pay and alignment with the national teacher corps. The ministry said the reform’s goal was “l’amélioration de la qualité de l’éducation et des parcours des élèves,” meaning improved education quality and student pathways.
  5. The strongest warning sign is student performance. 40% of students in Wallis and Futuna possessed insufficient or fragile mastery, compared with 11% nationally. In mathematics, the gap was larger: 65% were in the insufficient or fragile category, compared with 28% nationally. These figures show that access alone is not enough; foundational learning remains the key challenge.
  6. French is the primary language of instruction, but many young children first speak Wallisian or Futunian. Teachers assigned to the territory must adapt to “different school populations,” notably children’s language difficulties and local customary practices. New recruitment approaches increasingly recognize that primary teachers should understand local vernacular languages.
  7. The territory is using digital resources to support teachers and reduce isolation. The Catholic Education Directorate developed EDUC@PASIFIKA, a digital teaching-resource platform for primary teachers, co-financed by the European Union, the Pacific Fund, the Pacific Community and the territory.
  8. Education planning is also shaped by shrinking enrollment. Total enrollment dropped from 3,390 students in 2016 to 2,935 in 2020 and 2,658 in 2024. Fewer students can ease class sizes, but they also raise questions about staffing, school organization and maintaining programs across two inhabited islands.

Looking Ahead

Education in Wallis and Futuna benefits from French public funding and a full pathway through secondary school. However, the territory’s next obstacle is outcomes: raising French and math proficiency, supporting bilingual learners, stabilizing teacher careers and ensuring that students in both Wallis and Futuna can move from school into higher education or employment.

– Jeff Zhou 

Photo: Flickr

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3 Recent Improvements to Higher Education in Peru

Higher Education in PeruPeru is currently ranked 77th in education worldwide and, in recent years, has seen major improvements in its higher education system. Here are a few worth noting:

The 2014 University Law

In 2014, Peru enacted the University Law, bringing much improvement to Peru’s tertiary education system, requiring universities to go through evaluations to prove basic quality standards, set stricter academic requirements for educators and provide special monthly bonuses for researchers at public universities who produce indexed scientific papers.

Before this, universities experienced lots of expansion with limited government oversight, which resulted in disparities in the quality of education among schools. During this time, many institutions operated without meeting any specific academic standards, resulting in graduates who often lack adequate experience to be successful in the labor market. To mitigate this, the law established SUNEDU, a specialized agency responsible for institutional licensing, taking away operations for universities that failed to meet a set of minimum quality requirements.

This system required universities to demonstrate that they met minimum quality conditions regarding faculty, infrastructure, student services, etc. Universities that failed to meet these standards had their operating licenses revoked and, in some cases, had to close. These efforts highlighted the goal to prioritize the quality of education in Peru, strengthening public confidence in higher education, and encouraged institutions to invest more in student success.

The 2016 Law on Institutes and Schools of Tertiary Education

This law was built on the University Law, laying the foundation for a more transparent and rigorous quality checking system. It was designed to “promote more effective student-centered, competence-based approaches to teaching and learning.”

Technical schools play a crucial role in getting students ready for a career in industries that might require practical skills, yet they have historically received less attention than universities. This 2016 law introduced several changes, including licensing requirements, quality assurance systems and stronger oversight for schools offering technical and professional education. These changes pushed for clearer educational standards while promoting continuous improvement among institutions. Additionally, the law aimed to strengthen the connection between technical education and labor market demands by encouraging institutions to engineer programs that reflect employer needs and evolving workforce trends. This allowed graduates from technical institutes to be better prepared for their future employment, and gave employers access to workers with more relevant skills, depending on the work. This reform also recognized technical schools as a crucial aspect of Peru’s tertiary education, as opposed to a secondary alternative to university.

The 2020 National Policy

When Peru enacted this policy, the policy “laid out, for the first time, a comprehensive strategy for the entire vocational and tertiary education sector through to 2030.”

This policy gives Peru more direction when creating a tertiary system that is increasingly aligned with national priorities. Instead of concentrating only on institutional regulation, this policy provides a more complete vision for the entire higher education sector, including universities and technical institutes. Its primary goals include improving educational quality, expanding equitable access, strengthening government institutions and ensuring that graduates develop the knowledge necessary to be successful in Peru, as well as increasing collaboration among institutions. The policy encourages better coordination between educational institutions, employers, the government and regional authorities so that academic programs can remain responsive to changing labor market demands. Furthermore, it seeks to lessen educational inequalities by increasing opportunities for disadvantaged groups and improving student services that result in successful graduation.

How Has This Benefited Peruvian Citizens?

About 54% of adults aged 25-34 have completed tertiary education as of 2024. This gives Peru the highest tertiary attainment rate compared to all OECD countries in the region. The country’s tertiary participation rate in the early 2000s was close to that of other OECD countries; however, Peru’s net enrollment rate has since increased at a faster pace than its peers. This achievement highlights substantial progress in accessibility in university programs, both academically focused institutions and technical-focused institutions.

Between 2000 and 2023, enrollment in private universities has increased by more than 600% (going from about 169,000 to 1.2 million students). Enrollment in public universities has seen minor increases, going from about 255,000 students to 355,000 (about a 40% increase).

To add to this, overall enrollment has increased, going from 33.92% of eligible children in 2006 and skyrocketing to 73.22% of eligible children in 2016. This highlights the ability of Peruvian schools to make changes in their educational structures that increase participation in schooling as a whole.

In terms of unemployment rates, Peru was also on a steady decline until the effects of the COVID-19 Pandemic in 2020, sitting at 3.38% in 2019. This is likely a result of improved tertiary education, which draws the connection between quality education and post-grad success. Since the pandemic, unemployment rates have decreased again from 7.18% to 5.12% as of 2025, and will likely return to the low numbers we were seeing in the late 2010s.

Concluding Thoughts

In all, these reforms have significantly improved the higher education system in Peru by creating a system that prioritizes accountability and student-centered tertiary education. Peru has done a great job of making efficient and effective adaptations to the education system that focus on the quality of the student experience, not the institutions themselves. 

– Emily Fleetwood

Emily Fleetwood is based in Seattle, Washington, USA and focuses on Good News and Celebs for The Borgen Project.

Photo: Wikimedia Commons

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7 UNICEF Celebrity Ambassadors Helping Children Worldwide

UNICEF Celebrity AmbassadorsCelebrities may be known for blockbuster films, hit songs or championship titles, but many also use their influence to improve the lives of children around the world. Through advocacy, fundraising and visits to communities facing hardship, UNICEF celebrity ambassadors help bring global attention to issues such as poverty, conflict, education and health care.

UNICEF launched its Goodwill Ambassador program in 1954 when entertainer Danny Kaye became the first public figure to represent the organization. Since then, actors, athletes, musicians and digital creators have partnered with UNICEF to raise awareness and support programs that provide children with nutrition, education, medical care and emergency assistance.

1. Millie Bobby Brown

Millie Bobby Brown became one of UNICEF’s youngest Goodwill Ambassadors when she accepted the role in 2018 at just 14 years old. Since then, she has focused on promoting children’s rights, mental health awareness and gender equality. In 2025, Brown traveled to Brazil with UNICEF, where she met with adolescent girls to learn about the barriers they face, including gender-based violence, unequal access to education and limited opportunities to shape decisions affecting their futures. During her visit, she highlighted UNICEF’s work with local partners to create safe spaces for girls, expand educational opportunities and strengthen programs that empower young people to advocate for their rights. Brown emphasized the importance of listening to girls’ experiences and creating equal opportunities for every child.

2. David Beckham

For nearly two decades, former soccer star David Beckham has worked alongside UNICEF to support children around the world. Appointed a Goodwill Ambassador in 2005, Beckham has visited countries including Sierra Leone, Indonesia and Nepal to see UNICEF programs firsthand. In 2015, to mark 10 years as a UNICEF Goodwill Ambassador, Beckham launched the 7 Fund, named after the jersey number he wore throughout much of his soccer career. The fund supports UNICEF programs that protect children from violence, improve access to education and health care and respond to emergencies. Since its launch, the initiative has helped UNICEF reach vulnerable children in countries affected by conflict, poverty and natural disasters while advocating for lasting change for children worldwide.

3. Sofia Carson

Singer and actor Sofia Carson has become a strong advocate for children through her work as a UNICEF USA Ambassador. Beyond using her platform to encourage public support, Carson has traveled with UNICEF to learn about programs benefiting children and young people. She has highlighted UNICEF initiatives that provide children with access to education, nutrition, clean water, vaccines and mental health support, particularly in communities affected by poverty and humanitarian crises. Carson has also participated in fundraising efforts that help finance education, emergency relief and health initiatives worldwide.

4. Orlando Bloom

Since becoming a UNICEF Goodwill Ambassador in 2009, Orlando Bloom has visited communities affected by conflict, displacement and natural disasters. His travels have taken him to countries including Bangladesh, Ukraine and Nepal, where he has highlighted the challenges children face during humanitarian emergencies. Bloom continues to advocate for access to education, health care and protection for vulnerable children.

5. Roger Federer

Roger Federer has supported UNICEF’s mission since becoming a Goodwill Ambassador in 2006. While best known for his success on the tennis court, Federer has devoted much of his humanitarian work to expanding educational opportunities for children, particularly in southern Africa. Through both UNICEF and the Roger Federer Foundation, which began investing in early childhood education in southern Africa in 2003, Federer has helped improve access to quality preschool education in countries including Malawi, Zambia, Zimbabwe, Namibia and South Africa. The foundation has reached millions of children and trained thousands of teachers with the goal of giving young children a stronger start before entering primary school.

6. Khaby Lame

Content creator Khaby Lame joined UNICEF as a Goodwill Ambassador in 2025 after visiting programs in Senegal, where he met children and young people working to improve their communities. Having experienced financial hardship during his own childhood, Lame often speaks about the importance of creating opportunities for young people. Today, he uses his global audience to promote children’s rights and encourage support for UNICEF’s work.

7. Amanda Gorman

Poet and activist Amanda Gorman became a UNICEF ambassador in 2025, bringing her voice and advocacy to the organization’s efforts on behalf of children. Through her speeches, writing and public appearances, Gorman has emphasized the importance of education, gender equality and protecting children affected by humanitarian crises. Her work reflects UNICEF’s mission of ensuring every child has the opportunity to reach their full potential.

Why Celebrity Advocacy Matters

The work of UNICEF celebrity ambassadors extends far beyond public appearances. By visiting communities, sharing the stories of children and encouraging governments and donors to take action, these ambassadors help bring attention to challenges that might otherwise go unnoticed.

Their influence also helps UNICEF reach millions of people through television, interviews and social media, inspiring individuals to donate, volunteer and learn more about the organization’s mission. While celebrities cannot solve global poverty on their own, their visibility helps connect people around the world with causes that need support.

As humanitarian crises continue to affect children across the globe, UNICEF celebrity ambassadors remain valuable partners in UNICEF’s efforts to improve access to health care, education, nutrition and protection. Their advocacy demonstrates how influential voices can help create meaningful change for children and families worldwide.

– Kayla Moore

Kayla is based in Lake Forest, IL, USA and focuses on Celebs for The Borgen Project.

Photo: Wikimedia Commons

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Addressing SDG 3 in Zimbabwe

SDG 3 in ZimbabweIn 2015, the United Nations set an ambitious goal: by 2030, the nations of the world would meet 17  Sustainable Development Goals (SDGs) to achieve peace and prosperity around the globe. These goals delineated strategies to defeat all of humankind’s major injustices, including changing weather patterns, hunger, poverty, education, and of course, health—especially the health of children and infants. The goal with the most objectives under its umbrella is, by far, SDG 3, the quest for good health and well-being; however, four years out from 2030, the target for improvement still seems out of reach. To understand how the SDG has manifested since the UN set its deadline, one need look no further than the SDG 3 in Zimbabwe—and the nation’s incredible efforts to improve infant survival.

SDG 3 in Zimbabwe So Far

Developing countries are, as the name suggests, still developing in many ways—and the global north has let other priorities take the stage. Zimbabwe, a nation situated in Sub-Saharan Africa, provides a standout example of how SDG 3 has panned out. This crucial goal includes 14 areas for improvement—and in Zimbabwe, of those 14, only one has reached official SDG achievement. This standout objective is none other than infant mortality.

In a nation where maternal mortality, neonatal mortality (i.e. death within one month of delivery) and life expectancy at birth have all remained more or less stagnant since 2015, how has infant mortality, of all things, managed to make a comeback?

The Mystery of Survival

Since the functional end of the COVID-19 pandemic, infant mortality rates around the globe have been steadily dropping. In 2023, for example, UNICEF found that the total of infant deaths worldwide had halved compared with 2000. That’s quite a feat for places like Zimbabwe, where good health care is usually scarce and inaccessible. This begs the question: given the state of SDG 3 in Zimbabwe, how can infant mortality be the one thing to improve? 

Zimbabwe’s health, and in fact the health of any nation, is dependent on a number of factors. In 2021, a team of researchers, having observed the declining rates of infant mortality in Zimbabwe, paired with the University of Zimbabwe and the African Population and Health Research Center (APHRC) to develop a special algorithm, all with the goal of discovering the most important factors in the health of infants and children.

The findings were rather interesting: after studying more than 16,000 mothers, these researchers determined that the make-or-break factors in an infant’s survival are, in order of importance: 

  • Breastfeeding within an hour of delivery (which, according to the data, only 17.6% of mothers in the study performed)
  • The weight of the baby at birth
  • Birth order (the more children a mother already had, the more likely newborns were to survive)
  • Whether the mother had given birth to multiple children at a time (the baby was more likely to survive if she had not)

A keen reader might notice that all of these factors tie back to the mother—and the researchers noticed it, too. Concerning the second most important factor, a quote from the study on the National Library of Medicine reads, “Birth weight is a function of overall pre-conception maternal nutrition and health status, and care given during pregnancy.” This same care is the reason why many of the mothers were unable to breastfeed at birth; a mother who is malnourished, especially after hours of labor, often struggles to produce enough milk for her child. If the current state of SDG 3 is anything to go by, one can assume many mothers in Zimbabwe struggle with proper nutrition. The Global Nutrition Report states that 30% of women between ages 15-49 are affected by anemia, and only 50% are able to exclusively breastfeed.

Improvements for Women

So if health care remains scarce in Zimbabwe, and mothers remain malnourished, why have rates of infant mortality been improving? There are two important changes that contribute, and the first answer may lie in another facet of SDG 5, which aims to promote gender equality.

As it happens, conditions for women are actually improving in Zimbabwe right now. According to the official Sustainable Development Report, rates of women in the workforce have not only increased, but actually surpassed the bar for success. Changes like these impact other factors that the researchers identified as important—and sometimes, even the top four. For example, teenage or elderly mothers are more likely to lose their children than mothers in their 20s or early 30s.

If a couple has done sufficient family planning before their first pregnancy, then the target age for the mother is more likely to be met. Family planning also ensures proper recuperation between children, meaning a factor like birth order—which entails how a woman’s body might be strained by back-to-back pregnancies, but also how future pregnancies might benefit from past ones—is already accounted for. More women in the workforce also means the rise of two-income households, increasing the wealth index of families with children. A mother who can afford to eat will deliver a baby with more weight, and can even breastfeed it after delivery.

Vaccinations

There is one final change crushing infant mortality in Zimbabwe. The mother’s health is one of the most important things to look after when a newborn is in the womb; after birth, however, the number one way to improve a baby’s chance at survival is vaccination against disease. One may notice that the rates began to truly improve right after the end of COVID-19—a time when vaccinations were at an all-time high. Infant mortality between 2020 and 2022 increased by a rate of more than 1,000 deaths per year, and perhaps this rise moved Zimbabwe to action.

The SDGs have a defined goal for the number of vaccinations a newborn should have—two, at the least—and Zimbabwe has been gradually increasing vaccination rates, especially for measles, tuberculosis, bacterial infections and cholera. In October of 2025, for example, the government of Zimbabwe held a nationwide vaccination campaign that resulted in “1,730,354 children vaccinated out of a target of 1,769,881,” per the World Health Organization (WHO).

Just a year earlier, in 2024, the government ran a similar vaccination campaign to address cholera. Vaccination rates overall have improved by 60% or more since the 1980s, depending on the specific vaccine. Best of all, these vaccinations aren’t just for kids: their parents have been getting doses, too. The health of a family doesn’t just rely on the children—everyone in the household needs to be cared for.

Looking Ahead

If the 17 Sustainable Development Goals, including SDG 3, are the standard for prosperity, Zimbabwe still has a long way to go. Yet, the infant mortality rate offers a golden example of how these goals intersect. If nations prioritize education, equality and prosperity for their people, then it won’t be long until their populations are a lot healthier and a whole lot happier. 

– Madison Hoar

Madison is based in Birmingham, AL, USA and focuses on Global Health for The Borgen Project.

Photo: Flickr

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Child Welfare Program in Buenos Aires

Children playing with caregivers outdoors, representing the Child Welfare Program in Buenos Aires. Child Welfare Program in Buenos AiresLe Sartén por el Mango, established by the Arché Foundation, is a child welfare program in Buenos Aires, Argentina. Literally translated to “the pan by the handle,” the center provides nutritious meals and enrichment activities for vulnerable children ages 6 to 13.

In December 2025, data reported that 28% of the city’s population lives in poverty. Many of those attending the child welfare program in Buenos Aires also experience additional challenges such as domestic violence, exposure to drugs and neglect. A safe and positive environment offers them a much-needed sanctuary.

How Was It Founded?

In December 2013, Argentinian Valeria Taraborelli and New Zealander Ben Whittaker founded Le Sartén por el Mango. They wanted to set up a community kitchen to provide children with nutritious meals and artistic activities to support their well-being. The Borgen Project spoke to Soledad Arce, the head coordinator of Le Sartén, about her work at the center. Arce has worked there as an art teacher and progress facilitator since 2014. She took over from Taraborelli and Whittaker in 2021, and Le Sartén became part of the Citizen Construction scheme of the Arché Foundation. This seeks to foster community and welfare in Monte Chingolo, the neighborhood in which the center is based.

About the Center

The team running the child welfare program in Buenos Aires is made up of both permanent workers and short-term volunteers. They run activities such as gardening, cooking, sports, academics and arts and crafts, as well as providing emotional support. Arce spoke of the vulnerability of the children. She wants to give the attendees a space where they can “experience a different reality” and stressed the importance of the program because “everyone deserves the opportunity to live well and develop to their full potential.”

When asked about a typical day at the center, Arce remarked that no such thing exists. She emphasized the strive to establish routine while balancing the unexpected. “The children are going through difficult situations with their families. Sometimes they come very angry, other times they cry, and other times they are very quiet,” Arce said. To manage this, she ensures she has an overview of everything so she can prioritize what is most important. She consistently checks in with her colleagues, the kitchen, volunteers, the children and their families to ensure everything runs as smoothly as possible.

At the end of each day, Arce and her team evaluate the activities they put on to ensure they are tailored to the needs of the children currently at the center. Limited time and resources make this even more important. They must be flexible and willing to adapt to make sure everything they do is purposeful and deliberate.

The child welfare program in Buenos Aires used to be funded by the profits of a café Whittaker ran while in Australia. That has since closed, and they rely solely on fundraising events and monthly sponsors to keep up with growing attendance and inflation. Arce expressed her anxieties about the decreasing quality of food, activities and care they can offer the children and her desire to pay the hardworking staff better wages. Speaking on one of the many issues they face, Arce pointed out that they have only two shovels between 30 children, making group tasks in the garden nearly impossible. “We have to do a lot with very little,” she said.

The center witnesses many happy times. Arce spoke of positive experiences she has had with the children who attend. “The hugs, the laughter, and their achievements make it all worthwhile,” she commented. She described Le Sartén as a “refuge” that empowers her children to strive for a better life. She spoke of her awe of the children who have the strength to navigate so many difficult issues.

When asked about her favorite memory, Arce talked about La Sartén’s 10th anniversary in 2023. She invited past attendees and they reminisced about happy moments they had at the center. Arce saw firsthand the long-lasting impact the program has on whoever comes through its doors. It was “among the most deeply moving experiences I have had,” Arce expressed.

Looking Ahead

In the future, Arce hopes to expand the child welfare program in Buenos Aires. She hopes to build more classrooms and even open centers in new locations. This year, she is focusing on further fundraising efforts to ensure this vital work can last long into the future.

– Louise Nethercott

Louise is based in Vienna, Austria and focuses on Good News and Global Health for The Borgen Project.

Photo: Le Sartén por el Mango

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Environmental Risks to Children’s Health in Central Asia

Industrial smokestacks emitting pollution under cloudy skies, highlighting environmental risks to children's health.Every year, billions of children suffer from illnesses related to environmental risks. Ambient air pollution and mercury poisoning are linked to a shocking 1.7 million child deaths under the age of 5 each year. Reducing environmental risks to children’s health in Central Asian countries, like Mongolia, through changing energy usage practices and reducing child exposure to mercury and other toxic materials would prevent an estimated one in five child deaths annually.

Household Air Pollution (HAP)

An annual 2.9 million deaths are attributed to HAP worldwide. Some common conditions include ischaemic heart disease, stroke and lower respiratory infections, which cause a total of 76% of HAP-related deaths per year. In Mongolia, where coal is the predominant energy source for those living in poverty, indoor and outdoor air pollution cause 132 out of every 100,000 people to die prematurely each year.

Ulaanbaatar is the capital city of Mongolia. With 60% of the city’s population living in ger districts and many living in traditional felt tents, known as “gers” and small houses, a large number of children are exposed to extreme levels of HAP every day.

The country’s harsh climate, which can cause temperatures to plummet to as low as -20°C, forces Mongolians to heavily rely upon coal to survive, with three to six tons being burned annually in order to cook and provide warmth to their homes.

A study by Zaiyou Dai and colleagues in 2025 investigated the effects of HAP on the health of 1,279 infants by monitoring their health at 7, 13 and 36 months. They found the following results:

  • A positive correlation between the HAP score and the hazard ratio for pneumonia, which increased by 2% for every HAP score increase.
  • A positive correlation between HAP score and height for age (HAZ) score, which decreased as exposure to HAP increased.

The incomplete combustion caused by burning other materials, such as wood and charcoal, can also result in the emission of toxic gases like carbon monoxide. As one of the biggest environmental risks to children’s health in Central Asia, it is critical that energy production shift permanently away from burning these fossil fuels.

Mercury Poisoning

Mercury can be extremely harmful if consumed or inhaled. Central Asia has some of the most mercury-contaminated countries on the planet. For example, China contributes more than 600 tons of Hg to global emissions.

Toxic to humans, most people who experience mercury poisoning have come into contact with the chemical element by eating contaminated fish or inhaling vapors during industrial processing. Exposure can cause difficulties in child development both in utero and early life, as well as the following issues:

  • Toxic and damaged kidneys
  • Dysfunctional motor and cognitive skills
  • Impaired neuromuscular functions.

Due to fish being a key food source for lower-income families, children all over the world are put at risk of mercury poisoning. A study by Zhen-Yan Gao and colleagues in 2015 found that more than 14,000 Chinese children aged 0 to 6 years old had higher mercury levels than normal, with concentrations rising significantly if their diets included the frequent consumption of fish. These levels are an extreme cause for concern.

Ultraviolet Radiation

Ultraviolet rays, which individuals are vulnerable to during any exposure to sunlight, can be a useful source of much-needed vitamin D, but they can also have some disastrous and harmful effects. Because they are immunosuppressive, UV-B rays can cause skin damage and autoimmune diseases like lupus.

Sufferers of lupus, otherwise known as systemic lupus erythematosus, often experience:

  • Joint and muscle pain
  • Rashes caused by sun exposure
  • Weight and hair loss.

A long-term condition, lupus is life-changing and, while rare, about 15-20% of lupus patients are diagnosed as children. As the ozone layer slowly thins due to the changing climate, it is more critical than ever to protect children’s skin and their health from ultraviolet radiation.

While new environmental issues arise every day, it is also important to acknowledge the progress being made toward protecting children’s health. People from hundreds of nations are collaborating to find solutions to the many environmental risks to children’s health in Central Asia.

UNICEF and Its Fight Against Air Pollution

In 2021, UNICEF launched a program called UniSat, which was designed to help protect children’s health in Central Asia by educating youths. Girls from Kazakhstan, Uzbekistan and Kyrgyzstan were taught how to use nanosatellites and other technology that can be used to monitor air, so the future generation can make life-saving, progressive changes that will reduce air pollution in their country and consequently protect thousands of children’s health.

The staggering loss of 1.7 million lives each year emphasizes the significance of the environment and its impact on health, a harsh reality now catalyzing countless life-changing, innovative programs and policies, such as UniSat and the Minamata Convention. With the ever-changing climate and a surge in pollution worldwide, it is now more important than ever to rethink energy usage and direct attention toward achieving a safe environment where children can thrive, not just survive.

– Ruby Fraser

Ruby is based in Cannes, France and focuses on Global Health, Politics for The Borgen Project.

Photo: Pixabay