Archive for category: Education

Information and stories on education.

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Refugee Access to Higher Education in Canada

Refugee Access to Higher EducationInvesting in refugee access to higher education in colleges and universities is one of Canada’s most powerful, underused tools for helping displaced people move from basic survival to stable, dignified lives and for advancing global poverty reduction from within Canada’s borders. Refugees are disproportionately affected by poverty, both before resettlement and after arrival, and many families struggle to afford housing, food and education in host countries. In this context, refugee access to higher education in Canada is emerging as a crucial pathway from emergency support to long-term inclusion, reducing poverty risk for newcomers and strengthening their ability to support relatives living in crisis situations abroad.

From Survival to Stability Through Education

Across Canada, about 20% of refugees of working age enroll in a college or university program within their first year in the country, far below the participation of other immigrant groups. Refugees who access Canadian post-secondary education witness drastic gains in employment and income. A longitudinal study showed that 84% of government-assisted refugees and 89% of privately sponsored refugees who pursued post-secondary studies were employed within eight years of their arrival, compared to 57% and 66% who did not.

These outcomes highlight how access to higher education can significantly improve employment prospects and earnings over time for refugees. These labor outcomes can directly translate into reduced poverty risk for refugee households and better financial support sent to relatives who are living in crisis situations abroad. Globally, remittances from migrants and refugees to low- and middle-income countries have become one of the largest sources of external finance, often exceeding official development assistance in many countries (p. 4). This illustrates how better jobs in Canada can contribute to poverty reduction worldwide. As refugees gradually move from precarious, low-wage jobs into stable higher-wage positions, they obtain the income, networks and confidence to contribute to the development of their country of origin through remittances, business links and advocacy. In this way, Canada’s higher education system functions as an engine of global development policy that works through students rather than through large aid programs, with this pathway serving as a particularly high-impact lever for poverty reduction.

Barriers to Post-Secondary Access

Despite this potential, many refugees face hard barriers on the road to college or university. Research indicates a cluster of obstacles: limited academic English or French, difficulties getting foreign high school or university credentials recognized, and high tuition and living costs. For young adult refugees balancing survival jobs, family responsibilities and trauma-related mental health needs, lengthy language upgrading or prerequisite courses can make higher education feel out of reach and can limit access.

Structural walls compose these personal challenges. Complex application systems, lack of tailored guidance counseling and uncertainty about immigration status or financial aid can delay or derail study plans. Even when refugees qualify for admission, they may be excluded from provincial student aid or charged international-student fees, effectively pricing them out of classrooms that could transform their futures and further constraining their access to higher education. These barriers keep many refugees trapped in low-income work and increase their vulnerability to long-term poverty in Canada and globally, since they have fewer resources to support family members who remain in conflict-affected settings.

Bridging Programs, Scholarships and Mentoring

Those walls are gradually beginning to be torn down with promising initiatives to close this gap (p. 15). Bridge-training programs through post-secondary education help internationally trained newcomers upgrade their qualifications, improve language skills and meet licensing requirements in regulated professions. These programs combine coursework, mentoring and networking with employers, giving refugee learners a clearer pathway into fields like health, engineering and education and opening doors to better-paid, more secure jobs that reduce poverty risk over the long term.

Targeted scholarships and sponsorship schemes are also expanding refugee access to Canadian campuses. The Student Refugee Program, coordinated by World University Service of Canada (WUSC), resettles more than 150 refugee youth to Canada each year and provides them with a full year of financial and social support as they begin university or college studies. Local WUSC committees, which are often led by students, offer day-to-day mentoring, help with housing and language practice, and a built-in community that reduces isolation to improve retention. Early evaluations show that graduates of such programs transition into stable employment and leadership roles at higher rates, multiplying the impact of each sponsored student over a lifetime and demonstrating how targeted initiatives can widen access to higher education. As these graduates move into professional careers, their ability to support relatives in low-income and crisis-affected countries grows, creating a direct link between refugee education in Canada and global poverty reduction.

Why Refugee Education Is Smart Poverty Policy

The facts are overwhelming: refugees who are able to study in Canada are much more likely to find decent work and to avoid poverty in the long term. Compared to other immigrant groups, the employment and earnings premium for refugees with a Canadian post-secondary degree is significantly higher, which means that every additional seat a refugee student occupies in a post-secondary program will yield disproportionately large benefits.

The investment in refugee access to colleges and universities is not just a humanitarian imperative but a high-leverage poverty reduction strategy that transcends Canada’s borders for a country that is dedicated to the Sustainable Development Goals. Canada can use its campuses to launch the next generation of refugee nurses, engineers, teachers and advocates through scaling up bridging programs, scholarships and community-based mentoring. This establishes a ripple effect of people who will help families and communities rise out of poverty, both in their new home and in their countries of origin, and it reinforces the notion that refugee access to higher education in Canada is one of the country’s most effective, underutilized poverty reduction tools.

– Charles Bakar

Charles is based in Montréal, Canada and focuses on Good News and Politics for The Borgen Project.

Photo: Pexels

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Child Welfare Initiatives in East Africa

child welfare initiatives in East AfricaChildren in East Africa face numerous challenges, including poverty, separation from families and limited access to education. According to the United Nations Children’s Fund (UNICEF), two out of three children in the region are affected by poverty, which can have lifelong consequences. Children who grow up in deprivation are more likely to experience poor educational outcomes and limited opportunities, creating a vicious cycle of poverty across generations. To combat this cycle, governments and organizations across East Africa are implementing a range of child welfare initiatives, which include deinstitutionalization efforts that reduce reliance on orphanages, community-based child protection programs and education support for vulnerable children.

Deinstitutionalization Efforts

The number of children growing up in institutional care remains a problem across East Africa. In Kenya alone, it is estimated that 30 to 45% of orphans end up in institutions, leaving them vulnerable, especially as child abuse in care homes is six times higher than in a normal family environment. In Kenya, children account for 50% of the country’s population.

Growing up in care can impact children psychologically and socially. They have a higher risk of being homeless and a lack of educational and employment opportunities, creating a cycle of poverty. To address these challenges, Transform Alliance Africa works with governments in East Africa to improve child welfare systems across the region. In Kenya, they have assisted in creating guidelines for Alternative Family Care, meaning children are raised in a safe and nurturing home. In Rwanda, the organization trained 75 professionals, including social workers and psychologists who can help orphaned children.

Community-Based Child Protection Programs

Community-based child protection programs are most effective when local communities identify risks and actively support vulnerable families. In Uganda, reports show that around 700 child abuse cases are reported every three months and 56% of children are living in poverty. Addressing this issue, Save the Children Uganda has trained 13 social welfare officers and over 700 para-social workers to support vulnerable children within the country. These trained community workers help identify children at risk and intervene before situations escalate into abuse or neglect. In 2024, the organization helped over 78,000 children in Uganda, demonstrating how child welfare initiatives in East Africa are helping to create safer environments for vulnerable children.

Education for Vulnerable Children

Access to education remains a challenge for many children across East Africa, particularly in Ethiopia, where UNICEF reports that 90% of 10-year-olds cannot read or write. This poses many challenges to the children as they grow older, as limited access to education can reduce employment opportunities and increase the risk of poverty in adulthood. With the help of the Ministry of Education, UNICEF is strengthening the school curriculum, which, in turn, will help over 26 million children. Along with this, a World Bank program called AIM4LEARNING is aiming to introduce technology to enhance education and fund basic education across East Africa. The program will be implemented over 10 years and the first phase will focus on Ethiopia and Comoros. Together, these programs highlight how child welfare initiatives in East Africa are giving young people access to opportunities that can break the cycle of poverty, improving long-term outcomes for vulnerable children.

Looking Ahead

Although children in East Africa continue to face challenges such as poverty, separation from family and limited access to education, organizations are working to improve outcomes through various programs in the region. From promoting deinstitutionalization, strengthening community programs and improving the education systems, these efforts are helping vulnerable children build a future. As these child welfare initiatives in East Africa continue to grow, they have the potential to break poverty cycles and create lasting changes.

– Emma Wheeler

Emma is based in Valencia, Spain and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr

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Promoting Women’s Education in Ghana

Women's Education in GhanaThe Republic of Ghana is a coastal country in West Africa with a population of more than 35 million. Currently, Ghana’s adult literacy rate is 76% and the literacy rate in adult women is even lower at 65%. This percentage is stark compared to countries such as Norway, which boasts a 100% adult literacy rate. While Ghana has seen immense progress in education over the past decades, the literacy rate for women is still much lower than in other parts of the world. Ghana also struggles with 21.9% of its population living in poverty, with 38% of that demographic having little to no education.

Women’s Education in Ghana

Women’s education in Ghana is a powerful tool for reducing poverty, improving family health and driving national economic growth. Key benefits include economic empowerment, better community health and greater social equality. Melaniece Nicole Bardley explains barriers to women’s education in Ghana, noting that despite females outnumbering males in the country, fewer girls than boys are enrolled in school, and those who are enrolled tend to perform at a lower standard. Bardley points to poverty, traditional and cultural beliefs, and gender roles as key factors that have “stood in the way of Ghanaian females’ access to education.” High levels of poverty and cultural expectations block many girls from accessing the same educational opportunities as boys. Promoting women’s education in Ghana would secure better jobs and earn higher incomes, which directly help lift their families out of poverty. When women participate in the formal workforce and start businesses, they strengthen the national economy.

Women in STEM Ghana Girls’ Camp

Launched in 2018, Women in STEM (WiSTEM) Ghana Girls’ Camp aims to create equal opportunities for all girls and boost their interest in STEM education. This camp provides opportunities for young girls to experience hands-on learning and participate in career development, critical thinking and other important mentorships to boost their skills. These education changes can also promote health outcomes for entire households. Literate mothers in Ghana understand nutrition, disease prevention and the importance of medical care for their children. This can lower child mortality and help women make informed decisions for themselves and their future families.

Progress and Challenges

Ghana has made good progress in primary school enrollment, but gaps remain at high school and university levels, especially in rural areas and northern regions. Poverty, long travel distances to schools and traditional social norms still block some girls from finishing their studies. Programs run by the government and groups like WiSTEM work to fix school infrastructure, supply menstrual hygiene support and keep girls in classrooms.

– Sadie Lopez

Sadie is based in Seattle, WA, USA and focuses on Technology and Global Health for The Borgen Project.

Photo: Wikimedia Upload

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Iranian Women’s Fight for Education

Women in a classroom holding books, symbolizing Iranian women's fight for education.More Iranian women and girls are now pursuing education than boys. Around 48% more female students are currently enrolling in schools in Iran compared to male students. Women also constitute about 60% of the national teaching workforce in Iran. This is significantly higher than in 2007, when the number of women enrolling in schools was only 32%. This has also helped elevate the country’s scientific status and has allowed women to participate in social, economic and cultural spheres.

History of Iranian Women in Education (Pre-Islamic Revolution)

Iranian women’s fight for education became more challenging after the Iranian Revolution in 1979 as the government put in place more restrictions for women. For example, the government prohibited “promiscuous gatherings” in public places such as educational institutions, which made it harder for women and girls to go to school and university. However, women continued their studies and academic success despite these obstacles.

Western missionaries opened schools for girls in Iran, such as the Fisk Seminary in 1838. However, the authorities did not allow Muslim students to enroll for a long time after it was founded. The Iran Bethel School, founded by the American Presbyterian missionary organization in 1874, initially only enrolled European and Iranian Christian students, before allowing Muslim girls to enroll in 1888.

Iran continued to expand the education of women in the early 20th century as well. In 1935, the government introduced secularization in Iran’s education system, which meant the nation needed professionally trained students. Therefore, the education system encouraged more women to attend schools. Education became a norm for Iranian women.

After the Islamic Revolution

In this period, the government retracted previously passed laws to reform women’s status in the home and uphold their patriarchal ideologies. Immediately after the revolution, the new government shut down many schools and universities, keeping them shut for another three years. Many women lost their jobs, including those who held positions of authority in the government. The government imposed severe workplace segregation restrictions for men and women, but when they did work close to each other, cases of harassment did appear, with women often as the victims. Furthermore, they made the hijab mandatory in employment even for non-Muslim women.

Also, during this time, Ayatollah Ruhollah Khomeini, the leader of the Iranian government, barred women from studying subjects such as veterinary science and geology due to the government’s policies, which aimed to segregate the sexes and force boys and girls to fulfill different roles in society. This made Iranian women’s fight for education more challenging than before the revolution.

The Effects of Poverty on Education

Poverty can worsen any person’s experience of education, but this is especially prominent in Iran, as in 2025 the government’s average spending per student was around $300. This is substantially lower compared to the global average, which is $9,000. Therefore, Iranian families must purchase the materials their children need for school by themselves. Impoverished families cannot afford to purchase these materials, which then prevents their kids from attending school.

Poor Iranian girls also face other challenges such as early marriage. The minimum age for marriage is 13 in Iran and UNICEF reported that 17% of women between the ages of 20 and 24 were married before they were 18. The government criminalizes abortion and contraceptives under the Youthful Population and Protection of the Family law, which means women will most likely have children after getting married and abandon education to take care of them.

Girls who live in rural areas also tend to abandon education due to the absence of schools for girls in rural provinces. High-performing schools also charge high fees, which girls who live in poverty cannot afford, so they must endure the “under-resourced” and “overcrowded” public schools.

Iranian Women’s Achievements

Iranian women’s fight for education continues despite the barriers that the government imposes on them. The gross percentage of girls and women enrolling in schools has increased substantially in the last decade. It went from 55% in 2021 to 59% in 2022, and women’s literacy rate went to 85.1% in 2023. Also, the Iranian female students achieved first place in astronomy and astrophysics, and fourth place in biology and physics at the International Olympiads 2024.

Ultimately, the Iranian government continues to impose restrictions on women, which can negatively impact their level of education. Women living in poverty may also miss out on educational opportunities due to lack of academic resources and nearby schools. However, Iranian women’s fight for education has allowed some to not fall behind the women in the Western world and attain globally recognized achievements through their hard work. The Women’s Organization of Iran has been helping Iranian women to advance their “social, cultural and legal status.”

– Bianca Burdulea

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

Photo: Flickr

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3 Organizations Working to End Poverty in Malaysia

Poverty in MalaysiaPoverty in Malaysia is a prevalent issue, with nearly 1.3 million people living in poverty and close to 300,000 homeowners affected. According to the Straits Times, Malaysia’s population is estimated at 34.3 million. Currently, 15 regions in Malaysia face poverty. Here are three organizations working to end poverty in Malaysia.

Hopes Worldwide Malaysia

Hopes Worldwide Malaysia is a nonprofit NGO working to end poverty among disadvantaged households and minoritized populations in Malaysia. Formed in 2000, its mission is to bring meaning, opportunity and confidence to Malaysian communities. The organization focuses on five areas: health, food, education, volunteering, and corporate partnerships. Health involves providing no-cost essential services and emotional health education to underrepresented populations. The food program offers 30-day food assistance and produce from its community garden to poverty-stricken households. Education initiatives provide school help, English reading and writing services, STEAM robotics, and academic investments for children and adolescents. Volunteering rallies individuals, families and companies to engage in community involvement. Lastly, its corporate partnerships focus on collaborating with enterprises for partnerships that benefit both populations and corporations.

My Kasih Foundation

My Kasih Foundation is a nonprofit that uses technology to supply food assistance and financial education to impoverished households. Its digital payment system ensures clarity and efficiency. The foundation also supports students through its MyKasih “Love My School” program. Founded in 2009 by Tan Sri Dr. Ngau Boon Keat and Puan Sri Jean Ngau, the foundation allows poverty-stricken households to buy food through a digital payment service using their MyKad. In 2012, Love My School partnered with classrooms, giving children the opportunity to participate in everyday academics with a sense of autonomy. The same technology provides children with food they can purchase in cafeterias and school supplies from school bookstores. Other improvement methods include technological learning, athletic development, and STEM education. Since 2012, the foundation has collaborated with government bodies, zakat organizations, private groups, and NGOs to expand its work beyond digital assistance to include wellness examinations and educational and athletic instruction in more than 100 schools. The foundation continues to implement its food assistance and academic services across Malaysia, uplifting people from all walks of life. As the welfare landscape evolves, the foundation remains guided by the belief that when people are treated with care and respect, communities blossom and thrive.

Mohd Khairi Foundation

Mohd Khairi Foundation is a nonprofit established in 2016, driven by the founders’ concerns for Malaysia. The organization aims to help students affected by poverty, as well as support households, schools, and educational institutes. It also assists supervision establishments for the elderly and disabled, temporary homes for unmarried mothers, and other NGOs aiding survivors of natural disasters and community events in Malaysia.

– Leo Hardy

Leo is based in Muncie, IN, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Education in the Urban Slums of Pakistan

Education in the urban slums of PakistanIn the extensive informal settlements on the borders of Islamabad, Rawalpindi and Taxila, children wake up not to go to school but to work. They gather recyclable materials such as plastic, glass and metal from waste sites to sell to local recyclers. They sell snacks and flowers on the roadside corner. Some of them beg, and some take care of their siblings while their parents are at work. For these children, education is a privilege rather than a right.

The Borgen Project spoke with Anoosha Malik, a social activist who works with these communities, about the barriers and challenges to education in the urban slums of Pakistan. Malik frequently visits these communities to teach the children and shared deep insights.

A Crisis by the Numbers

Pakistan is ranked second-highest in the number of out-of-school children in the world. Approximately 25.1 million children, ages 5 to 16, are out of school. In 2023, the Pakistan Bureau of Statistics census revealed the figure of 25.37 million. Among these out-of-school children, 53% are girls. Seventy-nine percent of these children never enroll in any educational institution or school.

Mostly, children do not attend school due to poverty. Pakistan’s urban slums, also known as Katchi Abadis, are considered among the poorest communities. In the urban slums of Pakistan, this problem is more concentrated. The Ministry of Human Rights report highlighted that 70% of slum children in Islamabad are out of school, totaling 2,174.

The View from the Ground

Malik, as a social activist who regularly visits the slums of Islamabad, Rawalpindi and Taxila to teach the students, witnesses the human reality behind the data. Families in these Katchi Abadis are caught in a loop; parents who never attended school find it challenging to navigate the enrollment process for their children. Many do not have birth certificates for their kids, which public schools demand at the time of admissions.

Malik said that most households in the Katchi Abadis live in chronic poverty. Families are forced to choose between food and education. The problem is not only poverty. These settlements lack trust in the government and other institutions; they have a rigid mindset that accepts they will never be included in society. Some parents even said that their children will never get a job, even if they learn. However, the consistent efforts of grassroots non-governmental organizations (NGOs) are working to change this picture.

The Citizens Foundation

The Citizens Foundation (TCF) was established in 1995. Its founders identified a lack of education as a cause of poverty. TCF started by establishing five schools in Karachi’s slums. Currently, TCF runs 2,261 school units nationwide, serving 320,000 students.

TCF has a unique faculty model, staffed entirely by women. Some 16,500 female teachers and principals make up TCF’s workforce, and TCF is one of the largest employers of women in Pakistan in this sector. This was an innovative approach and a strategic response to particular cultural barriers.

In the conservative communities of Pakistan, the concept of purdah prevails, which forbids women from associating or interacting with men to whom they are not related. Families often refuse to send their daughters to schools staffed by male teachers. TCF’s all-female faculty eliminates this objection. According to Malik, community members show trust in TCF schools because of the female-only staff.

The results of using these models show success, as TCF maintains around 50% female enrollment (p. 4). In Pakistan, only 60% of students pass the secondary threshold, compared with 96% of TCF students (p. 6). Around 70% of TCF graduates continue on to college studies (p. 6).

TCF charges a $1 fee for primary school and $1.25 for secondary school, and some students receive a fully funded scholarship. It also provides books and school uniforms. TCF students have outperformed peers in several provincial-level assessments and competitions, reflecting a structure built specifically to address the barriers to education in Pakistan’s urban slums.

Pehli Kiran Schools

Pehli Kiran Schools is dedicated to providing quality education to out-of-school children across Pakistan. It was founded in 1995 on a very small scale, with one teacher and 10 students. Development professional Sabira Qureshi started the initiative by teaching young snack sellers in the slums of Islamabad. The name of the organization, which means “the first ray of light,” reflects its aim and vision.

Pehli Kiran Schools are not conventional schools. They can move along with the residents of the slums they serve. Most Pehli Kiran Schools use mobile infrastructure that can be easily disassembled, transported and reassembled at a new site. As the organization puts it, “if children cannot come to school, the school must go to them.”

The academic model is also flexible, using a Montessori-based approach, since many of the children have never attended school before. For children who are far behind grade level, accelerated learning programs bring students to a grade 5 level within 24 months. Evening and morning shifts are both available to accommodate more children.

Currently, the organization serves roughly 3,000 students and operates eight schools. Fees range from $1 to $1.75 per month, with waivers provided to families who cannot afford them. Pehli Kiran Schools are yielding results by helping overcome barriers to education in Pakistan’s urban slums.

Looking Ahead

TCF and Pehli Kiran are effective in overcoming the challenges to education in the urban slums of Pakistan. Both organizations are innovative and address distinct dimensions of the same crisis. TCF, with its all-female teaching faculty, addresses the cultural and social barriers that prevent girls from accessing education. Its fee structure is also designed to encourage marginalized communities living in the slums to send their children to school.

Pehli Kiran Schools serve communities that are unreachable through permanent institutions. Its mobile infrastructure ensures that a child’s education continues even if the community moves. Its Montessori-based syllabus and accelerated learning programs make it more effective.

Both organizations work at different scales but share the same commitment. As Malik highlighted, grassroots NGOs treat these communities as potential partners, while other institutions treat them as problem zones. Local NGOs are successfully combating challenges to education in the urban slums of Pakistan.

– Noor Ul Ain Ameer

Noor is based in Islamabad, Pakistan and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Technical Vocational Education Training Centers in Botswana

Vocational Education Training Centers in BotswanaTechnical vocational educational training (TVET) centers have emerged as pivotal tools to address poverty, empowering people with skills that support employment, financial independence, entrepreneurship and upward socioeconomic mobility. In Botswana, the government is actively promoting TVET to address high rates of unemployment among young people.

According to the International Labour Organization (ILO), the unemployment rate among young Botswana is nearing 40%, with 52.1% of this demographic not engaged in any form of education, employment or training. Technical vocational education training centers in Botswana offer hands-on learning and prioritizes hard skills, creating faster routes into employment compared to a more general academic course. Programs target key industries such as engineering, construction, hospitality, business, agriculture, fashion and information and communications technology. However, historic barriers have proven hard to overcome.

Barriers to Vocational Training Education Centers in Botswana

About 26% of Batswana live in rural areas, making it difficult to access vocational training education centers in Botswana. Those from low-income families may struggle to afford the course fees. Technical vocational educational training has also long been hindered by the perception that it is less valuable than academic education and primarily intended for students who struggle academically.

But that is starting to change thanks to fresh government support for TVET programs and accompanying awareness campaigns. In April 2026, Parliament adopted the revised National Youth Policy, which targets five strategic areas: digital transformation, economic inclusion, STEAM/TVET education, AI innovation and rights-based empowerment. A Tertiary Education Students Sponsorship program now covers tuition expenses and provides a monthly living allowance (P2,200/$162) for eligible students, such as orphans or rural residents.

A Student’s Perspective

The Borgen Project interviewed Warona Baboloki Kabelo, who studies welding and fabrication at Maun Technical College. A typical day runs from 8:00 a.m. to 4.30 p.m., and combines both classroom learning and practical workshop experience. His curriculum includes welding theory, technical drawing, engineering, mathematics and business enterprise.

“TVET has changed my life,” he told The Borgen Project. “Before studying welding and fabrication, I depended on other people to make or repair things. Today I have practical skills that allow me to solve problems independently.” In the future, Kabelo aims to establish his own engineering company, but his ambition doesn’t stop there: “I have an even bigger dream of helping develop locally designed vehicles. TVET gives young people the confidence and technical ability to dream beyond simply finding employment.”

Kabelo’s passion led him to found The Plug TVET, an advocacy platform dedicated to promoting TVET as a respected career pathway. “For many years, many people believed TVET was only for students who did not perform well academically,” he says. “I wanted to challenge that mindset.”

From Student to Lecturer: a Success Story

In an interview with The Borgen Project, Oagile Ompatile talked about his experience as a construction lecturer at Selebi Phikwe Technical College. It offers hands-on programs leading to a National Craft Certificate (NCC), covering courses in automotive mechanics, plumbing, carpentry, electrical installation, information technology, dressmaking and more. About 75% of the students here are male, though females account for the bulk of the textile and industry department. For many of these individuals, study is only possible due to governmental financial assistance.

“Many students are very much on their own financially. They only became interested in training when the government started providing a monthly allowance and covering tuition,” he explained. 

Ompatile points to himself as proof of the transformative power of technical vocational educational training in Botswana: “My family is not rich. I had failed my Junior Certificate [the national exam students sit at the end of lower secondary school, required for anyone wishing to pursue upper secondary education], and decided to do a trade certificate in plastering. After that, I began doing piece jobs.” When the government introduced an initiative sponsoring NCC holders for a diploma course, Ompatile jumped at the chance. He completed a diploma in architectural technology and secured an architectural post before going on to teach at Selebi Phikwe Technical College. 

Improving Lives

Today, Botswana has a number of public and private TVET institutions, offering certificate- and diploma-level programs. Among the larger public providers are Francistown College of Technical and Vocational Education, Gaborone Technical College, Palapye Technical College, Oodi College of Applied Arts and Technology, Maun Technical College, Selebi Phikwe Technical College and Jwaneng Technical College. 

Centers like these stand to benefit from increased government funding. The 2026/27 budget allocated P678 million ($49.9 million) under the Department of Skills Development to support skills training institutions and the coordination of TVET programs. A further P60 million ($4.4 million) will support the TVET Development Programme specifically.

Measuring the return on investment with TVET is extremely complex, and Botswana doesn’t offer any single quantifiable figure. However, the 2020 report by UNESCO and National Centre for Vocational Education Research, “Understanding the return on investment from TVET,” broadly estimates that every AU$1 ($0.70) invested in TVET produces a AU$0.31 ($0.21) societal benefit (after the investment is deducted).

Numbers aside, the citizens of Botswana can testify in their own words to the transformative power of this training. “We see a lot of young people on the streets, harassing members of the public and drinking alcohol,” notes Ompatile. “Many of the women quickly become mothers. This sort of training keeps them busy and improves their lives. Every student who completes a course, even those from poor families, can put something on the table with their own hands. In this way technical vocational educational training is a big success story.”

– Megan Sansom

Megan is based in Scotland and focuses on Technology and Politics for The Borgen Project.

Photo: Warona Baboloki Kabelo

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Higher Education in Somalia Since 1991

Higher Education in SomaliaAfter the collapse of the Somali government in 1991, the country was left with fractured public institutions such as the higher education system. The power vacuum gave rise to clan-based militias, violence and an absence of an effective national government. In the wake of this upheaval, universities closed, lecturers left the country and thousands of Somalis lost the opportunity to pursue a higher education. However, more than 30 years later, despite ongoing challenges, higher education in Somalia looks very different. Private and public universities have opened, new institutions have emerged and international organizations have invested thousands into the futures of young Somalis to help rebuild the country. Below are three key ways that higher education in Somalia has transformed since 1991.

Private Universities Emerged

To address the absence of a higher education system, Somali educators, business leaders and community organizations established private universities to meet the country’s urgent educational needs. Universities like Mogadishu University, Indian Ocean University and SIMAD University were established during the late 1990s and early 2000s, and collectively they helped provide opportunities to thousands of students at a time when the government could not. They were instrumental in training much of the country’s post 1991 professional workforce and laid important foundations for the recovery of higher education in Somalia.

However, while they addressed an important gap, people still had challenges accessing university. For many Somali families living in poverty – something which worsened in the aftermath of the civil war – education expenses like the high tuition fees associated with private universities left significant barriers to enrollment. Private universities provided important opportunities for the students who could afford to attend, but their expansion did not fully address the financial barriers that faced many Somalis. What they did do for these students, however, was highlight the need for more affordable and state-supported alternatives. 

Today, the Ministry of Education, Culture and Higher Education regulates universities and has continued its efforts to create a state-supported system of higher education in Somalia, but in the immediate years following 1991, private universities that developed were undoubtedly the backbone of Somalia’s higher education system for those who could afford to benefit.

Somali National University Reopens 

One of the biggest milestones for higher education in Somalia was the re-opening of Somali National University (SNU) after more than two decades. During the civil war, the campus suffered extensive damage with many buildings destroyed or abandoned, and in 2007, the African Union Mission occupied the site and turned it into a military base. In 2017, however, the campus was officially returned to the Somali government, allowing plans for rehabilitation to begin, and the start of a state governed higher education system. This was a historic moment, as though private universities had filled an important gap, the re-establishment of SNU symbolized that the government was once again capable of providing a public service.

Since gaining back the site, continued improvements to the campus have reinforced higher education in Somalia. In April 2026, for example, the government launched the reconstruction of the Gaheyr Center, which aims to improve infrastructure and student services. Phase one of the reconstruction plan includes rebuilding the perimeter wall, followed by the construction of new academic buildings, laboratories, student facilities and modern administrative infrastructure. This will strengthen the university’s research and teaching capabilities, and serves further as a demonstration of stability and hope for young people in Somalia seeking higher education in the wake of a devastating conflict.

International Aid Expands

Alongside work done by people in the country, international donors have become key partners in rebuilding higher education in Somalia, particularly with helping bridge the gap between university attendance and poverty in the nation.

International scholarships have helped address the financial barriers that prevent many Somali students from accessing higher education. For students from low-income families, the costs of tuition, accommodation, travel and living expenses can make study impossible without financial support, and this is where the Islamic Development Bank (IsDB) has stepped in.

As one of the IsDB’s classified “Least Developed Member Countries,” students in Somalia are eligible for scholarships that help to fund undergraduate degrees, master’s degrees and PhD programs. In 2024, 474 scholarships were awarded across member countries like Somalia and the money covered tuition, living costs, health insurance and travel costs where applicable. This has allowed many Somali students to pursue advanced degrees abroad, and return home with expertise in high demand fields like medicine, engineering and education, areas that will be key in the economic development of Somalia.

International organizations have also contributed to reducing gender disparities in university enrollment. Women and girls in Somalia have historically been at a disadvantage when trying to receive an education, but in 2022, the World Bank Group sought to change this by committing an additional $52 million to the Rajo Kaaba project.

This donation helped to expand access to education and skills training for 30,000 women and girls in Somalia, and though not directly linked to universities, the project helps strengthen the pipeline into higher education for women by funding skills training, improving access to postsecondary education and supporting childcare services so that young mothers can continue to study.

Looking Ahead

Higher education in Somalia has come a long way since 1991, indeed the World Bank Group reports that today, Somalia has more than 100 higher education institutions, far more than existed before the civil war. What was once a sector devastated by conflict has become a strong sign of the country’s resilience and recovery.

Though improvements have occurred, prolonged investment from the Somali government and international donors will be key to addressing challenges that still remain, including graduate unemployment, limited funding and continued unequal access to university for those in poverty and for women and girls.

As Somalia continues to rebuild its nation, universities are not only educating students, but they are also training the teachers, doctors, engineers and public servants who will shape Somalia’s future.

– Amber Bannon

Amber is based in High Wycombe, UK and focuses on Good News for The Borgen Project.

Photo: Wikimedia Commons

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BrightNest School: A Pathway out Being Poor in Sri Lanka

A group of Sri Lankan students in uniforms smiling in a classroom setting. Being BrightNest SchoolIn Northern Sri Lanka, poverty is not always visible to an outsider. Beautiful turquoise shores lie alongside the Jaffna peninsula, a rich cultural hotspot laden with Tamil heritage and lush vegetation. Yet alongside Jaffna’s beauty lies another reality.

A Hidden Struggle

Although Sri Lanka now boasts improved public school investments and a 92% literacy rate for both genders, one of the highest in South Asia, students in low-income villages still encounter barriers that hinder their academic and career prospects. Nonprofit organizations such as BrightNest are working to bridge these gaps through expanded classroom instruction, mentorship, and English lessons for local low-income children.

BrightNest’s founder Renuka Deva and her daughter, Board Chair Elect Sonali Anderson, witnessed these disparities firsthand during their annual visits to family in Northern Sri Lanka. While enjoying fresh coconut water and vibrant Nallur festival processions, they also encountered children standing along busy roads searching for spare change, snacks, and clothes.

The Scope of the Opportunity Gap

These experiences represent broader opportunity gaps across the nation. According to UNICEF Sri Lanka, only 20% of students from low-income families complete secondary education, compared with 70% of students from higher-income families. Combined with gendered expectations around work and marriage, graduation rates decline even more for young women.

More than 23,000 households in Jaffna are at or below the poverty line, and financial struggles are especially prevalent in nearby Northern villages including Killinochchi, Mullativu, and Mannar, three of the reddest zones on Sri Lanka’s poverty map. Without structured teaching or resource access, youth struggle to develop the English proficiency, critical thinking, and technical skills needed for higher education and employment.

The World Bank flags this phenomenon as “learning poverty,” or the inability to read and understand basic texts by age 10. This barrier perpetuates cyclical poverty across developing nations, limiting a person’s capacity for economic mobility, self-actualization, and intellectual growth.

Impact of BrightNest

Recognizing these challenges, Renuka Deva founded BrightNest in Kanadarodai in 2020. Since then, the nonprofit has provided English-language education, leadership training, and digital literacy support to more than 800 students between the ages of 5 and 12. Through a two-fold teaching model, the school prioritizes educating students and teachers to improve higher education and career-building opportunities for both groups.

Although English is a required subject in government schools across Jaffna, many classrooms lack sufficient opportunities for student participation, conversation, or one-to-one instruction. BrightNest works to complement English learning through small classes that prioritize teamwork, group speaking opportunities, and online practice.

As BrightNest’s director and volunteer coordinator, Sonali Anderson has watched students who initially hesitated to speak in English gradually become confident communicators and emerging leaders within their schools. Her lessons continue to reveal the value of peer support in creating effective literacy outcomes and engagement.

Looking Ahead

By combining interactive group lessons with individualized teaching, BrightNest is equipping young people with the tools, knowledge, and confidence needed for long-term educational and economic opportunities. The organization plans to expand its efforts by opening a new school that will reach even more children across Northern Sri Lanka. As the Deva family believes, every child is a spark of potential waiting to shine.

– Natasha Agarwal

Natasha is based in Philadelphia, PA, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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Vocational Education Training Centers in Iran

Vocational Education Training In IranVocational education training centers in Iran are giving young people a direct path from the classroom to the job market. These centers teach trades such as fashion design IT and construction, connecting graduates to industries that are actively hiring. The need is urgent: young people are increasingly being pushed to the margins of unemployment, with youth unemployment in Iran among young people ages 15-24 reaching 21.9%, according to the World Bank.

The Skills Gap 

Iran has invested heavily in general education over recent decades, literacy among young men and women now sits at 99%. Vocation training, however, has not kept pace with the same progress. Many VETCs still rely on outdated equipment and teaching methods, weak links to industry are leaving graduates without a clear path to employment.

This mismatch hits young women and low income youth the hardest. Even though women make up nearly 60% of Iran’s university students, only about 14% participate in the labor force. Indicating steep barriers when women try to translate education into paid work. Economic strain compounds the problem: currency swings, internet distributions and regional tensions have all weakened business confidence and slowed hiring over the past year, and employers increasingly favor experienced workers over new graduates.

The stakes go beyond unemployment. According to the World Bank, the share of Iranians living below the upper-middle-income poverty line was projected to rise from 33.2% in 2024 to 35.4% in 2025, with a further increase to 38.8% expected in 2026, driven by economic contraction and high inflation. This means that a growing share of families, many with young people entering the job market, are struggling to meet basic needs. For young people without vocational skills, this makes the transition into stable paid work harder.

A New Partnership 

A joint project between Iran and international partners is now working to minimize this gap. Since 2023, Iran’s Instructor Training Center (ITC) in Karaj, which has trained instructors for the country’s Technical and Vocational Training Organization (TVTO) since 1974, has partnered with UNESCO and South Korea’s international development agency, on the ‘Innovating Iran’s Instructor Training Center.’

The project, which runs through 2028, aims to modernize training centers curricula and facilities so that instructors are able to teach skills that accommodate a modern labor market rather than decades-old industry standards. The program includes training across seven different sectors including agriculture, construction, fashion design and sewing. The initiative also aims to build inclusion measures for women and underprivileged youth directly into its design. The results so far reach beyond the classroom: the project directly trains 35 master trainers, 2,500 trainees and about 250 instructors. Its updated methods reach 15,000 TVTO personnel and more than 1 million trainees across Iran’s wider vocational system each year.

Formal Employment 

Vocational education training centers in Iran do more than fill classroom seats; they change how young Iranians enter the workforce. Research from the Center of Economic policy shows that after Iran faced sweeping international sanctions in 2012, workers in the most exposed industries shifted sharply toward informal employment, which typically leads to lower pay and no access to social protections. Proving that vocational training can help offset this shift, by giving workers skills that transfer directly to formal registered jobs. For a country where economic shocks keep pushing workers into the informal sectors, expanding vocational training is not just an education policy; it’s a buffer against long term economic instability.

Looking Ahead

Vocational education training centers in Iran cannot fix every barrier facing the country’s young job seekers, but they show a workable model for closing the gap between education and employment. The ITC innovation project demonstrates that modernized training paired with real support produces measurable results. As Iran’s youth unemployment crisis deepens, continued investment in Education Training Centers in Iran from both the government and international partners offers one of the clearest paths towards a more resilient economy and a more hopeful future. 

– Alana Breslin

Alana is based in London, UK and focuses on Global Health and Politics for The Borgen Project.

Photo: Unsplash