Information and stories on education.

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Child Poverty in Panama Through One Woman’s Story

Child Poverty in PanamaPeople often use percentages to measure child poverty in Panama. However, it also shows up in the choices families make regarding school, work and survival. The Borgen Project spoke with a woman in her late 70s from Colón, Panama, who asked to remain anonymous for privacy reasons. 

She remembered how her childhood was shaped by church, school and carnival traditions, as well as by financial difficulties and limited opportunities. Her story is an example of a broader problem across this Central American country. A report from the World Bank and UNICEF in 2026 stated that 34.5% of children and teens in Panama live in monetary poverty, with 16% living in extreme poverty.

Employment Shaped Daily Life

The interviewee reminisced that, while daily life in Colón felt close-knit and joyful growing up, finding steady work was difficult. She discussed living in an economy where jobs paid very little. She remembered that many families depended on better wages from employment in the Canal Zone.

In her account, unemployment affected every aspect of people’s lives. Current research supports this view. According to the World Bank and UNICEF, households with children living in poverty are more likely to be led by adults with limited education and participation in the labor market, making it harder for these families to move toward financial stability.

When Poverty Interrupts Education

The woman said her family struggled to keep paying for private school and she eventually moved to a lower-cost government school. This shift shows that financial hardship can narrow a child’s opportunities early in life. Reflecting on that reality, she told The Borgen Project, “If you don’t pay, you can’t go to school.”

UNICEF says preschool and secondary education services in Panama remain hard to access in rural, peri-urban and Indigenous communities and around 30% of children still lack access to preschool education. UNICEF also reports that girls in Indigenous areas face a greater risk of educational exclusion than children in other parts of the country. When a family’s income is unstable, school becomes one more cost that is difficult to sustain.

The Burden Falls Unevenly Across Panama

Although the interview centers on life in Colón, a city with a significant Afro-descendant population, today’s data shows that child poverty in Panama is especially severe in rural and Indigenous territories. The World Bank-UNICEF report says 83% of children in Indigenous comarcas (regions) live in poverty, while 55% live in extreme poverty. In the Ngäbe-Buglé comarca, child poverty exceeds 90%.

UNESCO likewise reports that children and youth in both remote rural and Indigenous areas face lower participation rates and weaker learning outcomes compared to other students in Panama. These extreme disparities show that child poverty in Panama does not affect everyone evenly across the country. It is highly concentrated in places where families have less access to services, infrastructure and formal employment.

Cash Transfers Offer One Active Response

One existing response is Red de Oportunidades (Opportunities Network), Panama’s conditional cash transfer program. The United Nations Economic Commission for Latin America and the Caribbean (ECLAC) describes it as a national program that supports households living in extreme poverty. The program places special attention on those living in rural and Indigenous areas. 

It is designed to help impoverished mothers with children obtain sufficient schooling and health follow-ups. Programs like this are important because they ease immediate pressure on families while helping children stay connected to education and basic services. For households facing precarious financial situations, this support prevents temporary hardship from becoming further exclusion.

Early Childhood Support Could Make a Long-Term Difference

Panama is also placing more attention on early childhood. A 2024 report from the Panama Ministry of Social Development (MIDES) states that three in 10 children in Panama live in multidimensional poverty. That figure rises to nine in 10 in the comarcas. The same report notes that most early childhood centers are concentrated in urban areas and estimates that only 3% of children under 3 have access to them.

In response, MIDES says the Contigo Creciendo model is being tested in 13 pilot communities in Panamá Oeste and the Emberá-Wounaan comarca, with UNICEF’s support. MIDES, UNICEF and the Development Bank of Latin America and the Caribbean (CAF) also presented three caregiving guides in 2024 for children from birth to 47 months, designed for low-cost use in vulnerable and hard-to-reach communities. These are the kinds of interventions that can help families before poverty causes even greater damage to children’s development.

The interviewee said that access to better employment and housing would have made a significant difference for families like hers. As she put it, “Without money, you can’t do anything.” Her story shows how survival often depended on persistence, family sacrifice and adaptation, not on actual security.

Current data suggests that many Panamanian children still face those same structural barriers today, especially in more impoverished rural and Indigenous areas. However, Panama has effective tools to reduce child poverty, including cash transfer programs, early childhood initiatives and more targeted support for socially isolated communities. If these efforts continue to expand where the need is greatest, the next generation may face fewer of the limits that shaped her childhood.

– Ashirah Newton 

Ashirah is based in Brooklyn, NY, USA and focuses on Global Health for The Borgen Project.

Photo: Flickr

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Education Programs: Girls Break the Cycle of Poverty

Girls Break the Cycle of PovertyIn Cox’s Bazar, Bangladesh, a Rohingya mother made a difficult decision after schools in her refugee camp closed due to funding cuts. Without access to education, she feared for her daughter’s future and arranged her marriage at the age of 16. Her experience reflects a growing pattern in the camps, where the loss of schooling has contributed to rising child marriage among girls. This growing crisis highlights how education helps girls break the cycle of poverty and build more stable futures.

Across many developing nations, girls continue to face barriers that prevent them from attending school or completing their education. Poverty, early marriage and gender discrimination often lead families to withdraw girls from school at an early age. Education programs that support girls aim to remove these barriers and expand access to learning.

Background

Millions of girls worldwide remain out of school. UNICEF reports that approximately 119 million girls are currently out of school, particularly in regions affected by poverty, conflict and social inequality. Limited access to education can reduce economic opportunities and reinforce cycles of poverty.

Education initiatives increasingly focus on practical solutions such as financial incentives, mentorship and improved school environments. By helping girls remain in school longer, these programs aim to strengthen economic opportunities and long-term development in their communities.

Bangladesh: Long-Term Impact of Education Incentives

Bangladesh provides one of the most widely studied examples of how financial incentives can expand girls’ access to education. The Female Secondary School Stipend Program provided financial support to rural families whose daughters remained enrolled in school and delayed early marriage. Researchers found that the program significantly increased girls’ enrollment in secondary education.

Researchers continue to examine the program’s long-term impact. A 2025 study found that women who benefited from the stipend program were more likely to invest in their children’s health and education. These outcomes show how access to education can help break the cycle of poverty across generations.

Tanzania: Mentorship Programs Supporting Girls’ Futures

Mentorship programs also help girls remain in school and develop confidence. In Tanzania, the Girls Livelihood and Mentorship Initiative supports girls during the transition from primary to secondary education. The program provides mentorship, life skills training, and academic support to help girls continue their studies.

Mentorship initiatives connect girls with role models who demonstrate the long-term value of education. Programs that involve families and communities can encourage girls to remain in school and pursue leadership and career opportunities.

Addressing Health and Safety Barriers

Across the world, education programs focus on practical barriers that prevent girls from attending school. Many initiatives work to improve sanitation facilities, promote menstrual health education and strengthen school safety so girls can attend classes consistently.

Organizations are also working to support programs that address gender-based violence and school safety. Improving school environments and access to health resources can reduce absenteeism and help girls continue their education.

Education remains one of the most effective strategies for reducing global poverty. Educated girls could be more likely to participate in the workforce, delay early marriage and invest in their children’s health and education. These outcomes contribute to stronger economic growth and improved well-being for families.

Examples from Bangladesh and Tanzania demonstrate how targeted programs and policy initiatives can expand educational opportunities for girls. Continued investment in education can help more girls break the cycle of poverty and create long-term change.

– Isil Ertas Senturk

Isil is based in Oakville, Ontario, Canada and focuses on Good News for The Borgen Project.

Photo: Flickr

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Vocational Education Training Centers in Guatemala

Vocational Education Training Centers in GuatemalaThe journey to providing adequate education to the youth in Guatemala has been a tumultuous one. Vocational institutions especially lack the funding necessary to provide their students with a proper technical education. But, the salient jobs in this country, like agriculture and information technology, require solid technical foundations. So, it is clear that vocational education is becoming more prevalent than ever to its future generations. However, issues like nationwide poverty and internal political turmoil hinder the quality of these facilities. Here is more information about the state of vocational education training centers in Guatemala.

General Educational Barriers in Guatemala 

According to WorldData.Info, Guatemala has ranked 162nd out of 193 countries in the global education ranking. Only about half of students complete elementary school, and one-third finish secondary school. The issue of providing education to Guatemalan citizens stems from poverty across the country. Guatemala’s 36-year Civil War between 1960-1996 displaced hundreds of thousands of Indigenous people, which still negatively impacts their standard of living today. About 47.3% of Guatemalans live with a budget of around 64 quetzales, which in U.S. dollars, translates to about $8.30 a day.

As a result, many families in Guatemala are unable to afford sending their children to school. There is also a significant resource gap in classrooms; they are oftentimes overcrowded, or they lack teachers with the proper training necessary for instruction. These political and economic obstacles bleed into vocational schools, which prevent students from getting a good education.   

Vocational Education Training Centers in Guatemala 

Guatemalan technical institutions offer students high-demand skills learned in a wide range of subjects in culinary and pastry arts, agriculture, carpentry and computer science. The Ministry of Education stated many of them lacked proper equipment. Some schools, such as Junkabel and William Cornelius Training Center have excellent facilities. But the vast majority lack the budget, staff and infrastructure needed to run them.  

Luckily, there have been several efforts aimed at improving the quality of education at Guatemalan trade schools. Foreign aid organizations, like the Millennium Challenge Corporation (MCC), fundraised $20.6 million for Education toward the Guatemala Threshold Program, $4.2 million of which went to technical education alone. Also, the CEPA Foundation, a nonprofit organization, has partnered with another nonprofit, Fundación Corazones Libres, in order to provide vocational education to young children in Vuelta Grande. These funds are used to create new vocational high schools with modernized computers that increase accessibility.

Another nonprofit, Infinite Chance, has funded enough money to buy welding and industrial sewing machines necessary for instruction. Besides nonprofits, affluent vocational institutions in Guatemala like INTECAP have offered vocational certifications and training to secondary students to help them gain specialized skills. 

The Future of Vocational Education Centers in Guatemala 

Although there is much left to be done to improve vocational education training centers in Guatemala, such as updating curricula to fit the rapidly advancing job market, many charities and nonprofits have organized initiatives to help repair the education system. For instance, the Swisscontact Project teamed up with the Ministry of Education and Social Welfare in Guatemala in 2023 to provide students with technical courses relevant to the IT and food sectors.

The primary goals of these projects is to reduce the need for migration in the Guatemalan workforce. Guatemala wants to decrease the levels of unemployment among Guatemalan youth by providing sufficient Technical and Vocational Education and Training (TVET) to students who wish to pursue a career in the skilled trades.

More than 90% of Guatemala’s Gross Domestic Product (GDP) comes from industry, service and agriculture jobs. By promoting vocational education centers in Guatemala, future generations can hope to earn a living through these technical careers and boost their domestic economy.

– Stacie Hueter

Stacie is based in Denville, NJ, USA and focuses on Technology and Solutions for The Borgen Project.

Photo: Unsplash

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Leading the Way: Bilingual Education in Senegal

Bilingual Education in SenegalSenegal has long relied on French as the sole language of instruction. However, this approach failed to reflect the linguistic reality of its population.

According to the Gates Foundation, students in Senegal have traditionally been taught in French even though less than 1% of the country’s population speaks it at home. Around 80% of Senegalese speak Wolof. This disconnect meant that most children were learning to read and write in a language they did not fully understand.

This challenge is not unique to Senegal. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), 40% of the global population does not have access to education in a language they speak or understand, with around 250 million learners in low- and middle-income countries struggling with language barriers. The result is often lower literacy rates, reduced engagement and higher dropout rates, barriers that disproportionately affect disadvantaged communities.

A Shift Toward Bilingual Education

In response, Senegal introduced a reform in 2015. The Ministry of Education, in partnership with Associates in Research and Education for Development (ARED), launched a bilingual education model combining Wolof and French.

This initiative addressed inequality in education. Rather than abandoning French, the system integrates it alongside national languages, allowing students to build foundational literacy in a familiar linguistic environment before transitioning to broader communication skills.

UNESCO research indicates that children develop cognitive skills and master content material most easily when taught in a familiar language. These early gains are critical, as foundational literacy strongly influences long-term academic success.

Measurable Improvements in Learning Outcomes

Evidence from program evaluations shows significant improvements in literacy and comprehension. One assessment found a 29 percentage point increase in the number of students meeting oral reading and comprehension benchmarks compared to those taught exclusively in French. The bilingual model is also linked to stronger classroom participation, improved retention and long-term prospects for higher earnings.

The reform has also shifted classroom dynamics. Teachers who were previously constrained by rigid language policies now have the flexibility to communicate in languages their students understand, fostering more interactive and inclusive classrooms.

When students understand the language of instruction, they are more likely to ask questions, collaborate with peers and develop critical thinking skills.

Preserving Culture While Expanding Opportunity

Beyond academic performance, bilingual education in Senegal plays a role in preserving cultural identity. Languages like Wolof are deeply tied to heritage, community and tradition.

The Ministry of National Education is committed to the Harmonized Model of Bilingual Education in Senegal (MOHEBS), an educational reform that recognizes bilingual learning as a means of improving access to learning and strengthening students’ cultural identity.

By incorporating these languages into formal education, Senegal is promoting inclusivity while maintaining cultural continuity. Proficiency in French also provides access to opportunities in higher education, employment and international communication.

Looking Ahead

Senegal’s bilingual education model offers a broader lesson for global education systems: effective learning begins with understanding. By aligning language policy with students’ lived experiences, Senegal is reducing inequality and expanding opportunity. Its progress demonstrates that meaningful reform requires investment in teacher training, curriculum development and community engagement, and that bilingual learning can serve as a pathway to more equitable education outcomes.

– Lucy Kerr

Lucy is based in Coventry, UK and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr

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Higher Education in Greece Addresses Local and Refugee Poverty

Higher Education in GreeceIn the wake of one of the worst economic crises in European history, Greece suffers the fourth worst national poverty rate in the continent, ahead of only Turkey, Bulgaria and Romania. With 26.9% of the Greek population at risk of poverty or social exclusion in 2024, these economic setbacks have also begun to bleed into the education system. Greece shares one of the worst literacy rates in Europe, at only 94% among its adult and youth population in 2026, despite boasting one of the continent’s highest secondary-education completion rates.

Regardless of these challenges, however, higher education in Greece remains key in battling poverty and unemployment rates, with a degree or post-secondary qualification halving the unemployment rate from 24% to 12%, which in turn reduces the poverty rate from nearly 27% to 10.7%. Higher education in Greece traditionally takes the form of university education, however, since joining the European Economic Community in 1981, the country has taken steps to provide free adult education and training, in order to improve the skills of the general workforce beyond formal education. It is therefore of paramount importance to ensure as many students as possible in Greece remain within the education system, ensuring higher wages, increased literacy rates and a better quality of life.

Education and the Greek Economy

While Greece falls to the bottom of all Organization for Economic Co-operation and Development (OECD) countries in education spending per post-secondary student, at around $5,620 USD compared to the median spend of $20,234, public funding still accounts for more than 78% of higher education spending in the country.

This means that while the state contributes the appropriate proportion of funds to tertiary education, it simply can’t provide the necessary financial support for universities and educational facilities to fund necessary reforms for higher education. As a result, the higher education system suffers from complexities such as delays in qualification completions and students being pushed into studying abroad.

NGOs such as American Councils Greece and the Elix Programs are supporting these issues, promoting exchange programs and volunteering in education, environmental protection and social exclusion, in order to provide opportunities for education and qualifications outside of financial constraints.

Importantly, Greece remains in significant debt to fellow European nations, the European Central Bank and the International Monetary Fund, which offered bailouts throughout the economic crisis in order to stabilize the Greek economy. While Greece is making remarkable bounds in recovering these debts, the work of foundations and NGOs in providing accessible education is crucial in these debts being repaid. As citizens gain qualifications to enter well-paying jobs, the economy is rebuilt and vital public spending can go towards helping those at risk of poverty and social exclusion.

Refugee Education

Greece houses approximately 50,000 refugees, the vast majority of whom live below the poverty line, with its geographical location making it the primary entry point for those fleeing conflict and poor living conditions in the Middle East and Northeast Africa. With current laws in neighboring countries no longer allowing these refugees to travel further into Europe, most remain in and integrate into the country and its cultures. This includes the education system, where all children, including refugees, are required to enter compulsory education until they are 15.

However, these statistics don’t account for the approximately 15,000 refugees held on small islands as a result of the EU-Turkey migration deal, with very limited opportunities for formal education. In these circumstances, organizations such as Action for Education and the All Children in Education programme, which has reached more than 25,000 migrant children since 2021, are paramount to providing centers for education up to 23 years old, teaching local languages, relevant skills and trades, as well as providing important safeguarding measures for vulnerable people.

Once refugees have graduated Lyceum (lower secondary), they are able to sit the same examinations as locals in order to enter universities or higher technological institutions. However, for those who have completed secondary education in other countries, there are no special provisions granted for refugees to enter higher education in Greece. This is where the work of private agencies and NGOs, who provide educational services for adults, becomes so important. RefugeeEd provides English and Greek language courses for both children and adults, breaking down barriers of communication and integration and providing key opportunities for refugees to enter higher education or formal jobs. Since 2021, RefugeeEd has trained 46 community teachers and reached more than 200 students across six locations in mainland Greece and its surrounding islands.

How Higher Education Is Battling Poverty

Public and private organizations are working to improve access to higher education for both Greek nationals and refugees. This is battling poverty by addressing the country’s income inequality, providing higher returns in lower-paying, non-skilled jobs, as well as increasing the rate of citizens returning to education after initially graduating from compulsory schooling.

The role that higher education in Greece has played in addressing income redistribution is incredibly important and has become far more accessible through the valuable work that the NGOs named in this article are doing, as well as many more who continue to do invaluable work. Statistics suggest Greece’s poverty rates are gradually coming down, as their debts decrease and surpluses rise. As time goes on, Greece will transition into a far more sustainable model of public investment, allowing them to tackle poverty, immigration and education as efficiently as possible.

– Jake Crapper

Jake is based in Leeds, UK and focuses on Business and Politics for The Borgen Project.

Photo: Wikimedia Commons

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Seoul Learn: Education Reducing Poverty in South Korea

Poverty in South KoreaSouth Korea values its educational system. A big reason for their financial success lies in the country’s devotion to education. Many celebrate their accomplishments as highly educated South Korean students attend international universities and excel.

However, education in South Korea is very competitive. Additionally, economic differences among students exacerbate the situation. Students from low-income households do not have access to higher education. This leads to an educational gap between them and students who are financially better off. Hence, the difference in the opportunities available in the job market. Therefore, education intertwines with poverty in South Korea. In other words, it leads to generational poverty. This is where the technological education program named “Seoul Learn” enters the equation.

What is the “Seoul Learn?”

Launched in August 2021, “Seoul Learn” is a project that aims to address and improve the issue of educational inequality. This program recognizes the distinction in educational opportunities, as lower-class students come at a disadvantage.

Due to their socio-economic situation, these students experience difficulties in acquiring access to educational resources. “Seoul Learn” highlights that this results in generational poverty. This program emerged from the COVID-19 pandemic as the educational inequalities broadened. It intends to prevent inequality between students and make education equal for all.

The Seoul Metropolitan Government (SMG) aspires to complete three distinct goals:

  • “A fair city of education”: Putting their focus on providing the necessary support to households with low earnings.
  • “A sustainable city of education”: Allowing students who are members of “Seoul Learn” to customize their educational content to benefit them in their lives.
  • “An innovative city of education”: Making the educational platforms more advanced by incorporating other educational technologies, such as Artificial Intelligence (AI).

A Fair City of Education

The first step that SMG completed was ensuring that the underprivileged students obtain devices to use for their studies. For example, tablets or computers to work on. Additionally, the government and the administration of education provided reliable internet services.

Interestingly, in recent years, the mayor of Seoul Oh Sehoon announced the “Seoul Run 3.0 Promotion Plan.” The project then made some changes in order to expand the eligibility of the recipients. The eligibility criteria were upgraded from households with nearly 60% of the median income to 80%. And thus, expanding the circle of targeted people, like the youth from the local children’s centers.

Research states that the number of students who can benefit from this upgrade increases from nearly 120,000 to 170,000.

In addition, entering this program begins with a qualification test conducted online. Following the completion of this quiz, students from vulnerable groups can thus join the community of “Seoul Learn.”

Within the project, there are significant objectives, such as eliminating the burden of private school expenses. The issue is that only private schools offer private content. However, with “Seoul Learn”, students from vulnerable groups then have the opportunity to acquire access to more advanced education.

A Sustainable City of Education

In 2025, an article reported how the project turned into a student-customized educational platform. New learning services were included in the program that have strengthened it. They are designed to better accommodate the students’ needs. Such learning services include:

  • “Real-time AI tutor”: a support that is targeted for young students who are a bit slower.
  • “1-on-1 essay monitoring”: customized support that focuses on high school students who are drafting their college essay. As students work, their questions would be immediately answered and their issues tackled.

An Innovative City of Education

The reorganization called “Seoul Run 3.0 Promotion Plan” focused on strengthening career dedication as well as the incorporation of AI in this platform. With the 2026 academic year, “Seoul Learn” planned to implement an AI system through the program. It will focus on how the members respond to the platform, and thus offer “customized counseling and career exploration.” The services incorporated, like ChatGPT and Gemini, allow the use of features that assist the students’ learning. For example, creating practice tests, image/video generation, lists of English vocabulary, and AI Q&A. Moreover, “Seoul Learn” doesn’t only concentrate on helping students improve their grades, but it also encourages them to plan their lives based on their developing abilities, invoking hope in students.

To Conclude

“Seoul Learn” aims to improve the situation of education and poverty at once in South Korea. This further demonstrates how “Seoul Learn” works towards helping students from low-income households to evaluate their potential fairly, just like any other student. This gives them a better chance of acquiring valuable employment in the competitive job market. And thus, poverty in South Korea is reduced through the mission of technological education.

– Lara Ibrahim

Lara is based in Créteil, France and focuses on Technology and Global Health for The Borgen Project.

Photo: Flickr

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How E-Pathanshala Decreases Learning Poverty in India

Learning Poverty in IndiaAlthough we live in a modern, technology-driven age, education remains central to many Indians’ lives. From Jubilee Hills to rural villages, it plays a key role in addressing learning poverty. About 56%–70% of people in low- and middle-income countries, including India, are affected by learning poverty.

In response, the government of India introduced a broad educational platform, E-Pathanshala, to reduce inequality, lower learning poverty and address educational disparities. E-Pathanshala is not only available digitally in classrooms; it also encourages greater social responsibility in improving access to education. The initiative aims to reduce gender inequality and expand opportunities for women.

Education in India

India’s education system includes both public and private institutions that serve more than 250 million students across nearly 1.5 million schools, with 9.5 million teachers. The country recognizes 22 official languages under its Constitution. According to research, due to the COVID-19 pandemic in 2020, around 320 million students in India were affected by school closures. While both boys and girls were impacted, evidence shows that girls faced a higher risk of long-term educational disruption.

E-Pathanshala: Digital Learning for Underprivileged Kids

E-Pathanshala is an educational platform developed in November 2015 for faculty, students and parents. It was a collaborative effort between the National Council of Educational Research and Training (NCERT) and the Central Institute of Educational Technology (CIET) to expand access to education and reduce learning poverty. Although launched in 2015, its foundation traces back to the establishment of NCERT in 1961. 

Created by the Government of India, NCERT was designed to support both central and state governments in advancing educational reform. Through E-Pathanshala, students can access a wide range of educational tools and materials without physical limitations, enabling more flexible and continuous learning. To ensure accessibility for faculty and students, E-Pathanshala is available in multiple languages, including English, Hindi and Urdu. 

Students can use this educational platform to study and prepare for exams. It serves as a digital bridge between traditional education and modern technology. It also promotes inclusive learning, places strong emphasis on women’s education and works to reduce learning poverty without bias.

India’s growing digital infrastructure further strengthens the platform’s reach. Many people can now access internet-based services thanks to initiatives such as the BharatNet program. This network extends more than 274,246 kilometers, improving connectivity even in rural areas. 

As a result, digital platforms like E-Pathanshala can reach more users. At the same time, broader e-governance systems continue to expand online access and service delivery nationwide.

Conclusion

Even in an age of rapid change, digital advancements and technological innovation, education remains a constant in people’s daily lives. Comprehensive digital tools like E-Pathanshala can further drive reform for women and reduce learning poverty. This platform stands out by promoting greater inclusion, placing strong emphasis on women’s education and helping reduce gender inequality.

– Shruti Reddy

Shruti is based in Cedarhurst, NY, USA and focuses on Technology and Solutions for The Borgen Project. 

Photo: Unsplash

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Targeted EdTech and Education in Sierra Leone

Education in Sierra LeoneAs global education funding declines, millions of vulnerable children face an increased risk of dropping out of school. UNICEF reports that disruptions to education systems continue to affect access to learning worldwide, particularly in low-income countries where resources remain limited. These challenges contribute to a growing global learning crisis.

The Wi De Ya System

In Sierra Leone, digital education interventions are helping schools respond to these challenges. The Wi De Ya system uses real-time data to track attendance and engagement, with plans to build local capacity to support long-term maintenance. This approach allows educators to identify students at risk of dropping out and intervene before disengagement becomes permanent.

While data systems identify risk, human support plays a central role in improving outcomes. The Global Partnership for Education reports that financial and social assistance can improve school retention among vulnerable learners. Once students are identified as at risk, schools and partners can respond with tailored support. 

This may include school supplies, financial assistance or connections to social services. The World Bank notes that education investments are more effective when they focus on the most vulnerable populations, improving both efficiency and outcomes.

Addressing Barriers Beyond the Classroom

In Sierra Leone, barriers to education often extend beyond school environments. Many children in Sierra Leone face economic pressures that push them into work, limiting their ability to attend school. UNICEF reports that child labor remains a significant issue, highlighting the need for support for vulnerable children and their families.

A 12-year-old girl named Adama, featured in a UNICEF report, spends her days breaking rocks in a quarry instead of attending school. She explains that her family earns only about $2 a day, which is not enough to cover basic needs or education costs. Like many children in similar situations, she hopes to return to school but remains unable to do so due to economic pressures.

Data from these systems also helps educators better understand the challenges students face. Schools can respond with supportive measures rather than disciplinary action. Research supported by UNESCO shows that early warning systems identify students at risk of dropping out and enable targeted support strategies that improve retention and learning outcomes.

A Cost-Effective Response To Declining Funding

As education funding becomes more limited, scalable and efficient solutions are increasingly important. This approach offers a cost-effective model by focusing on early identification and targeted intervention. The Education Commission highlights the importance of investing in effective and equitable education systems to improve learning outcomes.

By reducing dropout rates, these systems also contribute to long-term economic stability. The World Bank links increased school retention to improved economic outcomes and poverty reduction. This model demonstrates how data-driven systems can support vulnerable students in resource-constrained settings.

– Isil Ertas Senturk

Isil is based in Oakville, Ontario, Canada and focuses on Technology and Solutions for The Borgen Project.

Photo: Flickr

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Scholarship Programs Expanding Access to Education in Laos

Education in LaosAccess to education in Laos remains a key factor in reducing poverty and supporting long-term economic development. While the country has made progress in improving enrollment rates, many students—particularly in rural and low-income communities—continue to face financial and geographic barriers to schooling. In response, scholarship programs and international partnerships are working to expand educational access and improve outcomes for vulnerable populations.

By providing financial assistance, resources and institutional support, these initiatives help students remain in school and build skills that contribute to future economic opportunities. These efforts demonstrate how strengthening education systems can play a central role in poverty reduction.

Global Partnership for Education Programs

One major initiative supporting education in Laos is funding from the Global Partnership for Education. Through its grant programs, the organization works with the government of Laos to improve access to quality education nationwide.

These programs support school infrastructure, teacher training and targeted financial assistance for students. Scholarships funded through these initiatives help reduce the cost burden on families, allowing more children to attend and remain in school. By focusing on equitable access, these efforts aim to close educational gaps between urban and rural communities.

Asian Development Bank Scholarship Support

Another key contributor to education in Laos is the Asian Development Bank (ADB), which supports scholarship programs and education projects across the country. The bank provides funding for higher education opportunities, including regional scholarship programs that allow students to study in specialized fields.

These scholarships often target areas such as engineering, environmental studies and public policy, helping students develop skills that are in demand within the workforce. By investing in higher education, these programs support the development of a skilled labor force that can contribute to national economic growth.

Expanding Access and Reducing Dropout Rates

Scholarship programs play an important role in addressing one of the key challenges in education in Laos: student retention. Many families face financial pressures that make it difficult for children to remain in school, particularly at the secondary level.

By covering costs such as tuition, school materials and transportation, scholarships could help reduce the likelihood that students will drop out. These programs could be especially important for girls and students in rural areas, who often face additional barriers to education. Increased access to schooling helps improve literacy rates and supports long-term social and economic outcomes.

Education and Economic Opportunity

Improving education in Laos is closely linked to expanding economic opportunity. Students who complete their education are more likely to secure stable employment and contribute to local economies. In turn, higher levels of education can support workforce development and reduce poverty over time.

Scholarship programs also help promote social mobility by allowing students from low-income backgrounds to pursue higher education. As more individuals gain access to education and employment, these programs contribute to broader economic resilience.

The Big Picture

Efforts to expand education in Laos through scholarship programs highlight the importance of targeted investments in human capital. Initiatives supported by organizations such as the Global Partnership for Education and the ADB demonstrate how financial assistance and institutional support can improve access to schooling.

As these programs continue to develop, they provide a pathway for students to overcome financial barriers and pursue educational opportunities. By strengthening education systems and expanding access, Laos is working toward long-term economic growth and poverty reduction.

– Jason Hill

Jason is based in Fullerton, CA, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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How Gamified Learning Is Expanding Access to Education in Kenya

Education in KenyaKenya continues to face significant challenges in ensuring quality education, particularly in low-income and rural communities. Despite high enrollment rates, learning outcomes remain uneven, with many students struggling to meet basic literacy and numeracy standards. Limited resources, teacher shortages and regional inequalities make quality education difficult for many children, highlighting the need for innovative, accessible learning solutions.

What Is Gamified Learning and Why It Matters

Gamified learning refers to the use of game elements, such as quizzes, rewards and progress tracking, to make learning more engaging and interactive. Instead of relying solely on traditional teaching methods, it introduces systems that allow learners to “level up,” monitor their progress and improve through practice rather than being penalized for mistakes.

This model also supports more flexible learning, enabling individuals to follow different paths and build skills at their own pace. By creating a more supportive and motivating environment, gamified learning encourages consistent participation. It helps learners stay engaged over time, especially in contexts where maintaining motivation is a challenge.

Expanding Access Through Digital and Gamified Learning in Kenya

Digital learning platforms are helping address long-standing education challenges in Kenya, particularly in areas where resources and classroom support remain limited. Research shows that gamification within e-learning platforms can improve motivation, engagement and overall learning outcomes, making it a valuable tool in education systems facing persistent learning gaps.

In Kenya, platforms such as Eneza Education use mobile-based learning to reach students who may lack access to traditional educational resources. Through SMS-based lessons, quizzes and interactive features, students can practice regularly and receive feedback, even with basic mobile phones. This approach is especially valuable in rural areas, where internet access and infrastructure are often limited.

At the same time, increasing mobile access is making these solutions more widely available. Smartphone penetration in Kenya has reached around 83.5%, enabling more students to access digital learning tools and educational content through their devices.

Beyond Eneza, the broader rise of education technology in Kenya is making learning more flexible and accessible. Digital tools allow students to learn at their own pace, revisit difficult topics and stay engaged through interactive content. By combining accessibility with engagement, gamified digital learning is helping reduce educational gaps and reach students who might otherwise be left behind.

From Learning to Economic Opportunity

Education is often the starting point for preventing long-term challenges, especially poverty. When people have access to quality learning, they are more likely to develop the skills needed to secure stable jobs, build businesses and improve their living conditions. In Kenya, this link between education and economic growth is already becoming clear.

According to the World Bank, the country has made significant progress through education reforms, reaching more than 16 million students across nearly 90,000 schools. These improvements have helped position Kenya among the top education performers in Eastern and Southern Africa. At the same time, the country’s economy is expected to grow by around 5% annually, highlighting the role of education in broader economic development.

Learning outcomes have also improved over time. For example, performance in subjects such as mathematics and languages has improved, while secondary school enrollment rose by more than 50% in the years before the pandemic. These developments matter because stronger learning outcomes are directly linked to better job opportunities and higher income potential.

Similarly, research shows that innovative approaches such as gamified learning can further strengthen this impact. Gamification is not just about engagement; it also helps build practical skills such as problem-solving, decision-making and digital literacy. In development contexts, these skills are essential for employment and entrepreneurship. 

Studies have shown that gamified learning environments can improve motivation, participation and knowledge retention, making education more effective overall.

Conclusion

As digital access continues to expand in Kenya, learning is no longer limited to traditional classrooms. Gamified learning, combined with mobile-based education, is creating more flexible and accessible ways for students to build skills and stay engaged. This is especially important in contexts where consistent access to quality education remains a challenge.

Together, these developments point to a clear pathway: education builds skills, skills create opportunities and opportunities help reduce poverty. By improving both access to education and the way people learn, Kenya is not only strengthening its education system but also creating new pathways for economic participation and long-term development.

– Elif Oktar

Elif is based in London, UK and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr