Archive for category: Education

Information and stories on education.

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Vocational Education Training Centers in Pakistan

Vocational Education Training in PakistanAccording to historical developments and the current situation of technical and vocational education in Pakistan, there has been a significant increase in vocational education training centers in Pakistan over the last few decades, while they previously existed only on paper. The public technical and vocational education and training sector has focused on providing informal education to the “two to three million” youth entering the job market without any prior education.

The program not only accommodates youth who have not received formal education but also serves as a bridge between classrooms and the real world. It ensures an efficient transition into the job market by equipping one with the necessary skills. The official government site states that as of now, the country has 322 vocational centers and 41 technical colleges to go along with it.

Further Development of the Ideology

The vocational institutes offer options in multiple fields like computer applications, web design and professional cooking alongside many others. Online registrations and portals have led to an increase in enrollment up to 14,000 as statistics on the official government site showed.

The TVET sector receives additional funding from the European Union, and the United Nations Educational, Scientific and Cultural Organization (UNESCO) has created a separate website for TVET to store its documents and research. Pakistan has a large capability for development due to its very young population, mostly under 30, which allows for an excellent opportunity to create a skilled labor force.

Relation and Connection of the Overseas Departments

The vocational education training centers in Pakistan also correspond with the Overseas Employment Corporation to provide maximum benefit to the country’s population. Their motive is “To be Pakistan’s most trusted gateway for safe and dignified overseas employment” alongside offering vocational opportunities, allowing for an interesting blend of skills and output, letting Pakistanis earn a living globally.

The Overseas Pakistan Foundation has also been actively working on launching vocational training programs since 1980 in several locations throughout the country. It has managed to train 60,000 students in multiple technical fields. However, the program closed until 2013, when it reopened it with a newfound purpose. It then offered training in two skills: Electricity and Refrigeration & Air-Conditioning.

Opportunities for Women

Vocational education training centers in Pakistan also serve as a route for underprivileged women to take when formal education is not available. Grow Foundation offers free courses for women while providing state-of-the-art facilities and tools. Multiple fields ranging from traditional handicraft making to computer training form the basis of the courses. This offers women a fair chance to learn skills which will allow them to earn high salaries like their male counterparts.

The Women Development Department Punjab oversaw a project to create more chances for women to learn skills through vocational centers and aimed to develop diverse skills in aspects of housekeeping so that they could earn their own keep and uplift themselves. It also placed a special emphasis on the rights and on raising the socio-economic importance of women in society.

Effect on Poverty

Vocational education has allowed many people to grow out of poverty by ending the repetitive cycle of education and then economic inactivity by providing valuable skills which lead directly to higher economic stability. These informal centers also act as a release from poverty for many due to their higher accessibility and flexible hours. Pakistan Children Relief mentions the uprising of vocational education training centers in the most remote province of Pakistan where education is mostly scarce.

As SOS Children’s Villages Pakistan states that Pakistani youth require these institutes to provide a guided platform and mentorship to steer them away from falling down the path of poverty. It also aids them in their outlook by providing highly sought after certifications in the technical sector. These programs also allow them to create important connections allowing for a helping hand out of poverty.

Future Outlook

Although Pakistan still largely faces unemployment and a lack of opportunities, these centers can be the future of the nation to provide accessibility to skills without formal education, which may be difficult to afford for many. Through future investment plans and the implementation of technology in these institutes, these institutes may achieve a new phase of development.

– Eshal Fatima

Eshal is based in Lahore, Pakistan and focuses on Good News and Global Health for The Borgen Project.

Photo: Wikimedia Commons

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Renewable Energy in Trinidad and Tobago

Renewable Energy in Trinidad and TobagoRenewable energy in Trinidad and Tobago is beginning to reshape how the country produces electricity and supports local communities. From national solar projects to rooftop systems in rural schools these efforts show how renewable energy can support economic diversification, local employment and ultimately reduce poverty within a country.

An Economy Built on Oil and Natural Gas

The twin island nation of Trinidad and Tobago historically relied heavily on oil revenue to support its economy. The country developed the Caribbean’s largest hydrocarbon industry, initially through crude oil production and later through natural gas, liquefied natural gas and petrochemicals. According to the International Monetary Fund (IMF), the energy sector accounted for nearly 20% of gross domestic product, approximately 80% of goods exports and about 35% of central government revenue in 2025.

A Gradual Shift Toward Renewable Energy

Despite its long dependence on oil and natural gas, Trinidad and Tobago has begun building a more diversified energy system. The country aims to generate 30% of its electricity from renewable sources by 2030. It also seeks to reduce greenhouse gas emissions from the power generation, transportation and industrial sectors by 15% compared with projected levels.

With support from the United Nations Development Programme (UNDP), the government drafted a renewable-energy policy and a tariff plan that could eventually allow residents and organizations to supply renewable electricity to the national grid.

Several projects have already brought renewable energy in Trinidad and Tobago into schools and communities. Through the European Union-funded Global Climate Change Alliance Plus initiative, UNDP installed rooftop solar systems at 12 locations, including Brasso Venado Primary School, Speyside High School, the Trinidad and Tobago Red Cross Society and Nature Seekers.

By July 2024, the initiative had installed 108 kilowatts of solar capacity, trained 92 people to operate and maintain the systems and introduced more than 10,000 people in both rural and urban communities to renewable energy.

Renewable-energy projects can also create local economic opportunities. They create paid work, build usable technical skills and improve access to reliable electricity. Solar farms employed approximately 300 skilled and unskilled workers many from rural communities providing income and experience in a rapidly growing industry. Separately, solar systems employed at schools and community organizations improve educational outcomes by introducing electricity necessary for technological educational tools. These projects address important drives of poverty by expanding employment opportunities and strengthening workforce skills along with supporting reliable community services.

These developments show how the country’s energy transition is expanding from small community installations to national electricity production. Smaller projects, however, offer the clearest view of how renewable energy can affect daily life.

Solar Power at Brasso Venado Primary School

At the Brasso Venado Government Primary School, renewable energy in Trinidad and Tobago is supporting a rural community where unreliable electricity has created challenges for teaching and communication.

Located near the center of Trinidad, the school serves children from Brasso Venado, Los Atajos and Tabaquite. An EU project profile reported that frequent power outages and the absence of wired telephone service complicated internet-based learning and communication with parents.

Despite these limitations, the school arranged private internet access and helped parents develop the technical skills needed to support their children’s education. At the time of the profile, the school enrolled 42 students between ages 5 and 13 and employed nine staff members.

Through the EU-funded Global Climate Change Alliance Plus initiative, the school received a 10-kilowatt rooftop solar system designed to generate an estimated 16,780 kilowatt-hours of electricity each year.

The project aimed to provide more reliable power for technology-based teaching, school programs and communication with families. The installation also gave students and residents a visible example of how solar energy can support education and community development.

A Model for Wider Change

For students at the Brasso Venado Primary School, the solar panels represent more than a new source of electricity. They demonstrate how renewable energy can support education, improve access to technology and strengthen essential community services.

Across developing nations, similar projects can bring more reliable power to schools and other institutions that face limited infrastructure or frequent outages. Brasso Venado offers a hopeful example of how a relatively small renewable-energy investment can create lasting opportunities for children, families and communities.

– Dimitri Moschochoritis

Dimitri is based in Betheda, MD, USA and focuses on Technology and Solutions for The Borgen Project.

Photo: Wikimedia Commons

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How Modernization Promotes Higher Education in Turkmenistan

Higher Education in TurkmenistanIn the 2025-2026 cycle, 13 universities in Turkmenistan as opposed to the zero from the prior year reported data to the Times Higher Education World Rankings. While none of the mentioned universities achieved rankings, the choice to report data signals increased dedication towards developing higher education in Turkmenistan, a development that prompts intrigue due to Turkmenistan’s long history of government funded and controlled nationalistic education. This stronger emphasis on higher education in Turkmenistan will lead to better learning outcomes, a learning system that better fulfills global standards and creates graduates who will go on to better paying jobs. These benefits of promoting higher education in Turkmenistan also pose a potential solution to widespread poverty in Turkmenistan. 

The Relationship Between Poverty and Education

Government censorship makes knowing the exact statistics on poverty in Turkmenistan difficult but experts at the World Food Bank predict that 35.08% of the population lives on less than $3 a day. Additionally, the International Labor Organization (ILO) predicts that 47% of Turkmen live in poverty. Education, however, can help alleviate some of these numbers. People who receive substantial education are more likely to find high paying jobs and to escape poverty. Thus, the prioritization of education is essential to ending global poverty, particularly in a nation where 20% of the population is ages 15-24. However, the call for education in the face of poverty becomes complicated in the complex political climate of Turkmenistan, making an examination of the nation’s history essential to understanding poverty and education in combination.

Niyazou and Education’s De-funding

Inequality, censorship and state control have profoundly impacted the development of higher education in Turkmenistan. Following Turkmenistan’s emancipation from the Soviet Union in 1991, the first president, Saparmurat Niyazou instated an authoritarian cult of personality. To maintain this cult, Niyazou implemented strict controls on education, going so far as to impose his semi-autobiographical novel, “Ruhnama” as a cornerstone of the curriculum. Additionally, Niyazou cut funding to many institutions in retaliation against his opponents and the lingering influence of the Soviet Union, leaving the younger generations poorly uneducated, with high illiteracy, and torn between two languages. As a result, higher education in Turkmenistan became a privilege for wealthy individuals who supported the authoritarian regime. The wealthy achieved entrance to institutions of higher education with the assistance of private tutors, and the impoverished were cut off from educational opportunities, trapping them in the cycle of poverty.

The Expansion of Education

However, despite these historical hurdles to achieving higher education in Turkmenistan, the nation now reports a 99% literacy rate. In 2006, Gurbanguly Berdymukhammedov won the presidency and began implementing large policy changes from his successor. While Berdymukhammedov was also an authoritarian dictator and had maintained a cult of personality, he also believed in education, if only for his pride. The president strove to modernize Turkmenistan for global recognition, and improving the state of education was essential to this plan. In 2009, his successor, Serdar Berdimuhamedow continued this trend in pursuit of global recognition by reinstating funding to primary and secondary education. This emphasis on education by the new regime offered more citizens the opportunities to attend institutions of higher education in Turkmenistan and has influenced the development of new universities.

Now, Turkmenistan has 19 publicly recognized higher education institutions. They offer programs in engineering, oil and gas, agriculture, humanities, economics and information technologies. Of these, three received international recognition last year. These three include the Oguz Han Engineering and Technology University of Turkmenistan, the State Energy Institute of Turkmenistan and Yagshygeldi Kakayev International University of Oil and Gas. Considering that prior to 1991 only nine universities existed in Turkmenistan, the introduction of at least ten new higher educational institutions demonstrates the steady improvement of the state of higher education in Turkmenistan.

A Commitment to Modernization

While modernization in Turkmenistan began as an ego project for two autocrats, the nation now has higher freedom to develop their higher education, global connections and technologies. For example, in recent years Turkmenistan has attended the 2026 Educational World Forum where AI potential was widely discussed in addition to being appointed to the United Nations Commission on Science and Technology in 2017. The nation has a long history of authoritarian regimes and policies to combat, but the turn to modernization, which centers on education, offers hope that higher education in Turkmenistan will continue to develop and the nation’s citizens will continue making more connections with the global world. These changes will bolster the economy and help more Turkmen to live on reasonable wages.

A combination of the government and outside funding are funding these changes. While the government has reinstated substantial funding to education, aid from international governments and organizations is essential to maintaining the development of higher education in Turkmenistan. For example, the U.S. contributes $600,000 USD toward youth development and $450,000 USD toward higher education. Additionally, Turkmenistan cooperates and receives aid from United Nations humanitarian organizations for the expansion of educational and scientific centers.

Looking Ahead

In brief, the combination of aid programs dedicated to improving education in Turkmenistan and government efforts to promote higher education and modernization, should the data be believed, has drastically lowered the entry barriers to higher education. This develops a future for the nation built on progress and which utilizes its people and resources to improve the general quality of life and which develops future industrial and professional success. These contributions to improving education prove a potentially pivotal tool in decreasing poverty and hardship amongst the citizens of Turkmenistan by offering future generations more opportunities to achieve higher salaries and escape poverty. 

– Aubrey Wallen

Aubrey is based in Alexandria, VA, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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USAID Programs in Malawi

USAID Programs in MalawiMalawi, known as the Warm Heart of Africa, is home to several Bantu ethnic groups, including the Chewa, Lomwe, Yao, Ngoni and Tumbuka. Framed by Lake Malawi and the Great Rift Valley in Southeastern Africa, the country supports a population of 21 million people. World Bank demographic data indicates that 42% of citizens are less than 14 years old and more than 70% live below the national poverty line. For decades, USAID programs in Malawi provided critical support across health and education sectors. As a key bilateral partner, the foreign assistance agency backed healthcare initiatives through the U.S. President’s Emergency Plan for AIDS Relief (PEPFAR) starting in 2006. Twenty years later, Malawi is grappling with recent funding terminations: severe food insecurity due to climate shocks. Partners implementing PEPFAR, such as EGPAF Malawi and Partners in Hope, slashed an immediate 45% of HIV awards.

Shortcomings on Healthcare and Education

In both education and healthcare, Malawi faces severe resource and staffing shortages, that hinder long-term development and resilience. The nations’ physician density is only around 0.5 doctors per 10,000 patients. With similar underfunding issues, the educations sector closely mirrors these systemic healthcare challenges. Overcrowded classrooms and high student-to-teacher ratios leave schools ill-equipped to support young learners. In rural areas, teachers like Dinesi Namagowa emphasize this in times of disasters, when “learners can’t come to school. Classrooms, toilets, books and teaching materials are often destroyed.” Sometimes, classes are held under trees or inside leaking tents which accumulate into a national struggle with each storm and heavy rain. Returning to healthcare, the rate of new HIV infections is triple the world’s rate: 0.6 in Malawi compared to 0.2 globally, per 1,000 uninfected people, as of 2024.

Navigating Healthcare Transitions

Despite past achievements, recent global funding shifts and administrative adjustments required local healthcare providers to adapt rapidly. Historically, USAID programs in Malawi reached more than 700,000 citizens living with HIV/AIDS while expanding early grade literacy across rural schools. When budget reallocations impacted partner awards, regional health networks mobilized to safeguard these essential community services.

In a study of 72 Malawians, 78% of respondents reported significant currency depreciation and price spikes. Secondary data suggests that 435,000 Malawians could fall into extreme poverty linked to the suspension of aid.

In response, Malawian healthcare leaders and non-governmental partners decentralized care and integrated mobile clinic hubs to ensure uninterrupted treatment for vulnerable populations in rural districts and established new structural agreements.

Bilateral Agreements and Sustainable Solutions

In January 2026, the bilateral framework marked a major milestone by signing a $792 million Health Cooperation Memorandum of Understanding. This strategic arrangement commits $143.8 million annually over five years to combat HIV/AIDS, malaria and other infectious diseases.

Rather than relying solely on parallel donor delivery systems, this framework co-invests directly into Malawi’s domestic healthcare infrastructure. Local non-governmental organizations like Partners in Hope maintain frontline clinic operations to prevent treatment disruptions. Furthermore, community health networks deploying trained local advocates have successfully maintained treatment retention rates above 85% across target districts.

Fostering Long-Term Educational Progress

Educational development remains another vital area where partner support drives lasting change. Prior contributions to Malawi’s education sector generated hard-won gains for student scholarships, classroom construction and the distribution of Teaching and Learning Materials. UNICEF budget briefs highlight that maintaining continuous financial support for primary education shields young demographics from generational poverty risks and keeps children in school. Expanding this progress into secondary schools is an ideal next step for education development in Malawi.

Looking Ahead

By reinforcing community-led clinic operations and expanding sustainable co-investment models, USAID programs in Malawi continue empowering local institutions. Through strong bilateral collaboration and resilient local leadership, Malawi is establishing a durable foundation for long-term health, education and economic growth.

– Sila Elitok

Sila is based in Zurich, Switzerland and focuses on Politics for The Borgen Project.

Photo: Wikimedia Commons

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A Hopeful Vision for Higher Education in Zambia

Higher Education in ZambiaDespite high rates of poverty, with 60% of the population living poor in 2024, higher education in Zambia is developing rapidly, increasing access to education for marginalized groups. Rising education levels and incomes bring transformative potential for economic growth.

Bolstering the Higher Education Sector

Student enrolment in higher education in Zambia almost doubled from just under 120,000 in 2019 to more than 230,000 in 2024. This reflects the government’s focus on higher education in national development plans, which it considers vital for socioeconomic development. The Higher Education Authority in Zambia reports that advancements in digital infrastructure, increase in colleges and provision of government scholarships have all facilitated the pursuit of tertiary education, especially for those in remote regions and from lower-income backgrounds.

Zambia has also made progress on the quality of higher education. Close to 80% of academic staff held postgraduate qualifications in 2024, a noticeable improvement from previous years. Lecturers and teachers with educational expertise contribute to effective, competent instruction in higher education institutions.

Working Backwards

The expansion of Zambia’s higher education sector is rooted in continual efforts to reform education at primary and secondary levels. The Education-For-All policy, launched in 2018, offered free education for Zambian children, making education accessible regardless of financial background.

Building on this, UNICEF has partnered with government ministries to tackle low exam scores, below the 40% pass mark, and unsafe learning environments, where corporal punishment is a common occurrence. This involves providing technical assistance to improve teaching materials and fostering healthy student-teacher relationships, ensuring students are capable of and encouraged to continue their studies.

Tackling the Gender Barrier

Securing equitable opportunities for higher education in Zambia is a pressing issue. Under half of secondary school students enroll in tertiary education, with child marriages, teenage pregnancies and lack of knowledge in reproductive health playing a part in these low numbers. This prevents girls in particular from furthering their education.

However, with the help of UNICEF, the Ministry of General Education implemented the Zambian Girls 2030 programme, organizing career clubs, career camps and internships, educating girls on how pursuing higher education opens up a wide range of career options. The number of girls joining career clubs increased by around sixfold to close to 15,000, while enrolment numbers in the internship programme increased from 0 to more than 400. 

Lowered pregnancy rates and the near gender parity in students enrolled in higher education in Zambia in 2024, with 49% being female, validate these efforts.

Digital Support for Underrepresented Groups

Although online learning has widened the geographical scope of higher education institutions in Zambia, lack of access to the Internet and electronic devices remains a challenge to students in rural areas and impoverished households. In collaboration with UNESCO, the Ministry of Education’s EduTech for Zambia Project invests in digital technologies. The project also strives to consolidate ICT (Information and Communications Technology) standards that advise educators on digitizing the education system inclusively and sustainably.

Zambia’s commitment to a comprehensive digital education system aligns with the potential for Open Distance Education to make learning flexible and engaging. By establishing a solid foundation in digital literacy in students from a young age, Zambia’s EduTech project enables them to maximize the benefits of higher education in the future.

Improving Qualifications of Academic Staff 

With only a fifth of academic staff with doctoral degrees, Zambia’s higher education sector struggles to provide research supervisions and postgraduate courses. Furthermore, with the number of academic staff increasing at a slower rate than the number of students, the student-to-staff ratio is becoming unsustainable, resulting in massive workloads for teachers. This could cause a drop in the quality of education over time.

Recognizing this issue, Zambia aims to promote doctoral and master courses through scholarships and research funding. With new paths towards postgraduate degrees, the number of students meeting the standards for academic staff after graduation could rise as well. As more students enter higher education, Zambia is dedicated to offering excellent instruction in higher education institutions.

The Future for Zambia’s Economy 

As Zambia works towards overcoming gender, financial and technological barriers to higher education, a more educated workforce is emerging. Tertiary education not only corresponds to a greater probability of choosing entrepreneurship, but also cultivates the business knowledge necessary for commercial success. Furthermore, government initiatives, supported by international organizations, have made huge strides in bettering higher education in Zambia. With the youth unemployment rate close to 10% as of 2024, this is crucial for shaping a more prosperous and financially secure future for young Zambians, paving the way for organic economic development.

– Katy Wong

Katy is based in Hong Kong and focuses on Good News and Global Health for The Borgen Project.

Photo: Wikimedia Commons

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Mobile Libraries in Ghana and Education to Rural Communities

Mobile Libraries in GhanaA library does not always need four walls. In rural Ghana, brightly painted vans filled with books and computers bring education directly to children who would otherwise have little to no access to reading materials. This lack of educational resources is particularly significant in rural communities, where 36.7% of people are multidimensionally poor, according to the Ghana Statistical Service. Limited access to education can also make it harder to escape poverty by restricting future employment and earning opportunities. The World Bank estimates that each additional year of schooling is associated with a 12.4% increase in earnings in sub-Saharan Africa, showing how access to education can improve future economic opportunities.

Bringing Books to Communities That Need Them Most

Mobile libraries in Ghana increase access to educational resources by delivering books, digital resources and literacy programs directly to communities that lack permanent libraries or access to such materials. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), this initiative has helped more than 3,000 children per year since 2017. UNESCO reports that between 2021 and 2023, the initiative served more than 12,000 learners, 75% of them girls and young women. These initiatives demonstrate expansion in educational opportunities, encouraging children to develop a love of reading and giving students the tools they need to succeed in school.

One organization leading this effort is the Ghana Book Trust (GBT). Since 2013, GBT has partnered with CODE and the Ghana Library Authority to operate a mobile van that travels throughout the Ashanti Region. The van carries thousands of books, computers and tablets to more than 45 communities without local libraries. During each visit, children can borrow books, participate in reading activities and gain access to computers and the internet. The program also includes spelling bees, literacy games and specific lessons that help students strengthen their reading and digital skills. The program’s impact is evident in students’ reading abilities. Ashanti Regional Mobile Library Officer Ofosu Frimpong said school visits showed clear improvement in the pupils’ reading habits, with children able to “read with much confidence” compared with their reading before the mobile libraries arrived.

Helping Students Build Digital Skills

For many students in rural Ghana, learning computer skills can be challenging because schools often lack electricity, computers or internet access. To address this challenge, the nonprofit organization Electronic Information for Libraries (EIFL) partnered with the Ghana Library Authority to equip mobile library vans with solar-powered laptops and internet access. Between 2015 and 2019, the project supported more than 3,200 students in four regions of Ghana by providing hands-on computer lessons that helped prepare them for the Basic Education Certificate Examination (BECE), a key exam required for admission to secondary school. The program allowed many students to use a computer for the first time while improving their confidence in digital learning.

Libraries Without Walls Is Reaching More Children

Another initiative expanding educational access is the Foundation for Educational Equity and Development’s (FEED) “Libraries Without Walls” program. The initiative uses mobile libraries, community reading spaces and digital technology to reach children with limited access to educational resources. In 2024, UNESCO recognized the program with the King Sejong Literacy Prize for its innovative approach to improving literacy. According to FEED, the program has reached more than 20,000 children over seven years by making books, educational materials and digital resources available in underserved communities. Selina, one of the program’s beneficiaries and its first ambassador, said Libraries Without Walls “helped shape my love for reading.” She now helps younger students learn how to read, showing how the program’s impact can continue from one student to another. The recognition highlights how creative solutions can reduce educational inequalities while encouraging lifelong learning.

Mobile libraries in Ghana have also produced measurable improvements in students’ learning. According to FEED’s 2024 Annual Report, communities participating in Libraries Without Walls have recorded up to a 35% improvement in reading comprehension scores. FEED has also observed increased school attendance and girls re-engaging in learning, showing that expanding access to books and literacy programs significantly supports broader improvements in students’ education and engagement with learning.

Creating Lasting Opportunities Through Education

The success of mobile libraries in Ghana demonstrates that expanding access to education does not always require constructing new school buildings. By bringing books and technology directly to children, these programs help students strengthen literacy, improve digital skills and develop confidence in learning. Organizations such as the Ghana Book Trust, FEED and EIFL continue to show that community-based initiatives can make a significant difference. As these programs grow, they create greater educational opportunities for children in rural Ghana while helping build a stronger foundation for future generations.

– Masa Qasim

Masa is based in Toronto, Canada and focuses on Good News for The Borgen Project.

Photo: Flickr

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Poverty, Inequality and Higher Education in Greece

Higher Education in GreeceFrom the advent of democracy to its wide-ranging philosophical traditions, Ancient Greece was undoubtedly the blueprint for modern Western society. However, over the last decade, Greece has been experiencing substantial economic strife and political turmoil. Among the biggest blows to Greek society has been its higher education system, which faces erratic funding, organization and substantial barriers to entry. Here is more information about higher education in Greece.

The Realities of Poverty in Greece 

According to the European Union, roughly 27.5% of Greek citizens (greater than 2.5 million) are at risk of social exclusion and impoverishment, the second-highest rate in Europe in 2026. More than half of Greek citizens are unable to cover essential expenses, such as medical fees for staying healthy. Evidence indicates that people under conditions of poverty have deteriorating physical and mental health, with the suicide rate increasing to 35% and basic supplies or pharmaceuticals out of reach. 

Poverty is also cyclical, making it difficult for children to escape the misfortune of their parents. Roughly 31.5% of children are at risk of poverty and social exclusion, according to UNICEF, rendering the realization of their basic needs and rights extremely difficult. Consequently, nearly a third of children in Greece lack the necessary housing, nutrition, and education to survive, let alone achieve upward mobility.

Complex Decision-Making Processes

Higher education is highly centralized in Greece, leading to lengthy decision-making processes that can exacerbate outcomes before solutions are reached. Accusations of corruption and over-politicization of the education sector are rampant. Politicians and policymakers are unaccountable because opaque decision-making processes enable under-the-table dealings. Coupled with Greece’s persistent financial crisis, education remains underfunded, at only 3.9% of GDP, among the lowest in the EU.

Moreover, stringent economic barriers persist, depriving swaths of the Greek population of access to education. Students need to pass a series of tests to gain access to higher education, most notably the Panhellenic exams. The Panhellenic exams are extensive, requiring students to seek “shadow education” as an external means of preparation. “Frontistiria,” referring to separate private tutoring institutions and other preparatory courses, requires additional financial resources. These underlying financial strains make it difficult for students from low socio-economic backgrounds to enter higher education. 

Law 4777/2021 has created a legal framework in Greece that enables the establishment of private universities and imposed additional economic constraints on access. Private universities add an extra dimension to the two-tier education system, concentrating access to higher education among those affluent enough to afford the higher tuition fees associated with private universities. Citizens, including prominent academics, argue that the law undermines Article 16 of Greece’s constitution, which promises education at all levels as a fundamental right of Greek citizens.

Issues in Day-to-Day Maintenance 

Furthermore, the degree completion rate among eligible students, according to the Hellenic Authority for Higher Education and the EU, is only 9.6%. Meanwhile, 11.7% of students pursue higher education abroad. Even more staggering is the fact that only 52% of enrolled students are considered active.

Experts argue that the inconsistent engagement among eligible students stems from issues with the daily maintenance of schools. The underfunding of universities has led to widespread understaffing, creating gaps in student support and in curricula that are poorly oriented towards career progression.

Potential Solutions

Policymakers and relevant bureaucracies are undergoing rapid and substantial restructuring of higher education to address the multifaceted issues within Greece’s system. Officials have turned towards digital solutions, notably through the Digital School platform initiative, which is regulated by Law 5128/2024. Notably, the Digital Tutorial Program offers online lessons in core subjects for students preparing for the Panhellenic exams, providing a cost-effective solution for those facing economic barriers.

Easier Pathways Towards Higher Education

Encouragingly, the Ministry of Education’s new plan is instituting new avenues for students to enter higher education in Greece rather than relying on a single high-stakes Panhellenic exam. The proposed National Baccalaureate would instead consider students’ performance over 3 years, as well as their national examination results. Half of the consideration process would come from grades 10 and 11, and the other 50% from grade 12, including the Panhellenic exams.

A 2024 education reform bill allocated an additional 1.5 billion euros in funding for state universities through 2027. Education minister Sofia Zakari has launched the “Marietta Giannakou” program, which is set to allocate 650 million euros to bolster the infrastructure of 2,500 schools, including many state universities. Upwards of 13 “Innovation Centers” are being constructed to equip schools with technological advancements in science, athletics and even music.

Improving Student Engagement

To address the persistent issue of student disengagement, the Ministry of Education and the Directorate of Higher Education have implemented a “life-extension” policy. The policy will provide a second chance to more than 35,000 students who have formally and actively declared their continued interest in academia while simultaneously removing upwards of 280,000 students who have not. The logic is to add an imperative to keep interested students engaged while removing those who are backlogging the system.

Education remains one of the biggest predictors of upward mobility and poverty reduction. Higher education provides greater access to employment opportunities by advancing students’ collective knowledge and skills. Improved access to higher education has also been shown to have a balancing effect by enabling children to escape legacies of poverty and enabling historically excluded peoples, particularly women, to acquire the competencies needed to reduce intergenerational poverty. Establishing a familial background in higher education can encourage succeeding generations to pursue it and access its benefits.

Looking Ahead

Greece’s experiences with higher education demonstrate the interconnected nature of upward mobility, education and economic vitality. While Greece’s education ministry has taken important initiatives to address rampant issues in education, the most fundamental issue remains economic inequality. 

– Jakob Ferenc Kuhn-Olioff

Jakob is based in Montréal, Canada and focuses on Technology and Politics for The Borgen Project.

Photo: Wikimedia Commons

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Higher Education in Gaza: Learning Against the Odds

Higher education in gazaThe state of education in Gaza is close to completely devastated at each level of learning. Before October 2023, it was thriving: adult literacy stood at about 97%, among the highest rates in the world, and enrollment in higher education reached roughly 45%.

In the years since, Gaza’s education community has suffered immense losses. The Gaza Ministry of Education reported, in figures relayed by the United Nations (UN) Office for the Coordination of Humanitarian Affairs (OCHA) and not independently verified by the UN, that as of Oct. 28, 2025, more than 18,591 students and 791 education staff had been killed, while more than 27,216 students and 3,251 teachers had been injured. A January 2026 report from the University of Cambridge described students whose ambitions had narrowed to, in their words, surviving “another day.”

The Impact on Universities

Higher education has faced catastrophic devastation. A November 2025 assessment by the United Nations Educational, Scientific and Cultural Organization (UNESCO), the Ministry of Education and Higher Education and the Arab World for Research and Development found that 95% of Gaza’s 38 university campuses had been affected, with 22 completely destroyed. The loss of academic infrastructure, alongside the trauma of the war, has presented major obstacles to higher education in the region. Despite this, students hold onto hope alongside nongovernmental and intergovernmental organizations working to restore it.

UNESCO’s Educational Initiatives

The first phase of UNESCO’s Gaza Virtual Campus began in October 2025. It currently reaches up to 20% of Gaza’s higher education students, with plans to expand to about 30%, ultimately allowing more than 30,000 students to resume degree programs virtually. The learning sessions serve about 60 students at a time, with technological and academic equipment provided, acknowledging that many students have lost their homes and belongings.

UNESCO has also established five temporary higher education learning spaces in partnership with Al-Quds Open University and the Islamic University of Gaza. The UN reports that these centers serve 13,800 tertiary students, including 6,912 women, while integrating mental health and psychosocial support into their services.

Nonprofit Efforts to Support Students

Taawon, a nonprofit civic organization, plays a significant role in supporting higher education in Gaza through its ISNAD campaign, which funds scholarships for students enrolled at Al Azhar, Al Aqsa and the Islamic University. Since 2024, Taawon reports it has supported 6,274 students, with 2,261 graduating and entering the job market.

Another initiative is the collaborative HEAL Palestine and Reach Education Fund Diploma Release Program. Many students in Gaza have completed their university studies but cannot graduate due to a lack of finances, creating a barrier to employment and further education. As of this year, the organizations have facilitated more than 340 diploma releases for university students, opening new academic and professional futures for Gazans.

Why Higher Education Matters

Preserving the path to higher education for students in Gaza is part of the larger effort to address the humanitarian crisis in the region. Creating safe, supported spaces for university students to study protects the next generation of Gazan professionals, intellectuals, leaders and advocates. Initiatives by organizations such as UNESCO, Taawon, HEAL Palestine and Reach Education Fund show that educational continuity remains a critical component of humanitarian response, providing students with academic opportunities, community and hope.

– Nilani Mathur

Nilani is based in Longmeadow, MA, USA and focuses on Good News and Politics for The Borgen Project.

Photo: Pixabay

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The Cockroach Janta Party and Poverty in India

Cockroach Janta PartyThe Indian government has recently faced protests from the newly formed Cockroach Janta Party (CJP), a youth-led movement that started as an “online joke.”

When the chief justice of India, Surya Kant, stated that the nation’s “unemployed youth” were similar to “parasites” and “cockroaches,” Abhijeet Dipke, the founder, took to social media, writing, “What if all cockroaches come together?” Kant later said he had been misquoted and that his criticism targeted people using fraudulent credentials rather than young people generally.

Many people responded to the comment. The party’s Instagram page gained around 10 million followers within four days. The Cockroach Janta Party formed in May 2026.

India’s Youth Unemployment and Education System

Around 65% of India’s population is below 35 and about 40% of India’s graduates under 25 are unemployed – the urban youth unemployment rate is currently at 14%.

While high school and college enrollment has increased and gender and caste gaps have decreased, the last half decade has not generated salaried jobs in adequate numbers, meaning there are many young, educated people in the labor market but not enough jobs to support them. As the BBC notes, India has expanded education but has “not yet aligned these gains with the creation of productive, well-paying jobs.”

According to Generation India, high levels of youth unemployment can “lead to increased poverty, social unrest, and a greater burden on public resources.” The organization also describes a phenomenon called scarring, in which long periods of unemployment early in a person’s career make it harder to find work later and can lower lifetime earnings.

India’s education system is also extremely competitive. Over 2 million students sat for the 2026 National Eligibility cum Entrance Test (NEET) – India’s medical exam, for only 130,000 places. Exam leakages required many students to re-take the grueling exams, and these leakages have been connected to dozens of suicide cases in the past few years. Leaks have affected other exams as well. The Cockroach Janta Party is now demanding accountability from the government for the leakages and has called for the resignation of Education Minister Dharmendra Pradhan.

Government Responses to CJP Protests

JP Nadda, the Health Minister, met with leaders of CJP on 20 July 2026. According to the spokesperson for CJP, Saurav Das, the “10-minute meeting with Nadda ended with” the commitment that the government would investigate the issue.

Prime Minister Narendra Modi, the current prime minister of India, called for creating a secure “public examination system”. According to Parliamentary Affairs Minister Kiren Rijiju, the government took action and arrested 13 people for the exam leakages. Modi also stated that the government had carried out re-examinations successfully.

According to Rijiju, the prime minister stated that everyone should collaborate to ensure that “strict steps are taken, those guilty are punished, and a foolproof system is created” to avoid compromising the future of young people. Some critics have alleged the movement may be linked to opposition parties, citing Dipke’s past association with the Aam Aadmi Party.

When a BBC reporter asked a woman in India why the leakage of the exams was “so upsetting,” she explained that it feels “brutal” when a student succeeds on one exam only to learn it is not the one being counted. The government says an improved, secure system could reduce stress for youth and prevent people from getting an unfair advantage from leakages.

Jobs and Poverty Reduction

The protests have advocated for reform and increased awareness of the significant problems young people in India face, from education to unemployment.

With a majority of India’s population at a young age, the government has an incentive to take action. If India’s government improves the job market after these protests, supporters say it could help lift people out of poverty.

India’s extreme poverty rate has decreased to 5.3% between 2022 and 2023; however, this could be further improved. According to the International Labour Organization, “gainful employment is still the most reliable way of escaping poverty.” Job creation gives people skills, dignity and long-term income while strengthening local economies, and expanding job opportunities and improving working conditions can help reduce poverty.

Looking Forward

The Cockroach Janta Party has advocated for youth unemployment, calling on the government to alleviate the issue, and if the government can improve the future of jobs in India for youth. It has the potential to lift many people out of poverty.

– Sahana Sundar

Sahana is based in Singapore and focuses on Good News and Politics for The Borgen Project.

Photo: Unsplash

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Improving Education in Indonesia Through Access to Libraries

Education in IndonesiaEducation and poverty are inherently intertwined. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), if all students in low-income countries had just basic reading skills, almost 171 million people could escape extreme poverty. Poverty prevents access to proper education, and in turn, lack of education often leads to poverty. By improving education, individuals develop the skills, knowledge and tools to access higher-paying jobs. Education opens gateways of opportunity for the globally poor, allowing them to acquire more stable employment.

Additionally, education is useful for developing social, cognitive and emotional skills. But there is a major issue with access to education in various countries. According to the UNESCO Institute of Statistics (UIS), as of 2024, approximately 273 million children and youth across the globe do not attend school. Even those who do attend school may not be receiving an adequate education. Poorly trained, underpaid teachers, overcrowded classrooms and a lack of learning resources such as textbooks or pens and paper all contribute to this gap. In Indonesia specifically, literacy levels as a whole are significantly lower than the global average.

Education inequality is an extreme issue in Indonesia. More than 90% of schools are located in areas with limited or expensive internet connectivity. Schools in rural areas experience unequal access to education through limited accessible resources. Part of this inaccessibility is due to the costliness of online materials. Several groups in Indonesia recognize this shortcoming and the importance of proper education, and they are making efforts to improve accessibility to adequate education in Indonesia.

Digitalization and a Focus on Storytelling

Kipin is an Indonesian EdTech program used by almost 70 million young students, dedicated to improving access to education through digitalization. Working together with the Indonesian government, Kipin identified a problem with past education initiatives: They focused too much on “drilling” information and not enough on critical thinking. They recognized the burnout this method of learning caused and redirected education in a way that presents learning as a useful skill instead of a burden. Kipin aims to achieve this through digitalization, prioritizing quality and engagement. Kipin follows the National Curriculum and has produced more than 100 exclusive numeracy literacy books for students in grades one through six. Digitalization is helpful in aiding both parents and teachers to provide students with high-quality resources.

This new medium is effective because it relies on an illustrated storybook method. This method uses engaging visuals and daily scenarios to make information more digestible to students. This allows children to engage in learning voluntarily and without the fear factor commonly associated with subjects like math. It both keeps students engaged and helps them understand why what they are learning is important and applicable as a skill. Kipin’s technology also includes interactivity through the ability to annotate, encouraging development of motor skills.

This technology is available even to students in remote areas through systems such as Kipin MAX, Kipin Classroom and Kipin Perpus Desa. These systems allow students to download from a digital library of more than 60,000 curriculum-aligned materials in one visit to the village hall, for free, without needing an internet connection to access later. Along with national curriculum and literacy books, these programs also provide vocational books for workforce programs and local village information to foster community within Indonesia. This reduces education inequality, allowing students in areas most plagued by poverty to receive an equal chance at education on par with students in big cities.

“Human Libraries”

The National Library of Indonesia announced plans in 2025 to launch what it called “human libraries,” aimed at emphasizing human roles in a world increasingly shaped by artificial intelligence. This initiative was meant to keep libraries “relevant” and encourage learning outside of artificial intelligence (AI). Although AI is still a new technology, many reports show it can undermine a child’s foundational development. “Human libraries” were intended to allow individuals to seek knowledge outside of AI and interact with their communities on an intellectual level.

The National Library of Indonesia (NLI) initially planned to add 563 libraries in correctional facilities and 500 in local health centers by the end of 2025. However, the program has since been scaled back due to nationwide budget cuts. The institution distributed roughly 1,000 books total to community service locations, including correctional facilities, between 2024 and 2025. Officials said in early 2026 that the book-distribution program could not continue that year due to funding shortfalls. The NLI has said it is now working to expand collaborations with ministries, communities and international partners to sustain its literacy efforts despite the reduced budget.

Mobile Libraries and Libraries in Rural Areas

After a 2010 study done by the National Library showing how reading habits were limited, the Foundation for Mother and Child Health Indonesia, known locally as Yayasan Balita Sehat, began using mobile libraries to bring books to children, improving access to education for students in rural areas. Their solution operates with a smart car that brings books to Bojonggede, on the outskirts of Greater Jakarta, and a motorbike mobile library that delivers books to remote areas in West Timor. Additionally, the foundation operates two libraries in South Jakarta and Central Java in mother and child centers.

Similarly, the National Library of Indonesia has worked since 2007 to bring more comprehensive materials to libraries in rural communities. As of a 2014 report, the NLI had partnered with 450 district libraries to develop their collections, hardware and software, along with 160 libraries in small island and border regions and 50 libraries in coastal areas. It had also distributed 503 mobile libraries — including eight floating libraries serving seven provinces — to 33 provincial and 347 district libraries. More recent NLI data show the program has continued to expand. By 2018, the institution operated 584 mobile library vans and 80 motorcycle units. By 2024, its Social Inclusive Library Programme had partnered with more than 2,000 public libraries nationwide.

Through mobile libraries, groups in Indonesia are recognizing the education inequality caused by accessibility and affordability, and they are working to eradicate these barriers so that children on rural islands may have equal access to education.

– Arden Schultz

Arden is based in Milford, MI, USA and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr