Archive for category: Education

Information and stories on education.

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The Impact of Poverty and Education in Indonesia

Children studying in a rustic Indonesian classroom, highlighting poverty in Indonesia's education system. Poverty and Education in IndonesiaIndonesia is a populous country located in Southeast Asia with more than 17,000 islands and 300 ethnic groups. According to the World Bank, Indonesia is classified as an upper-middle-income country (UMIC). Using the World Bank’s UMIC poverty line, 68.3% of Indonesians are classified as poor. Poverty limits access to education and economic opportunity, slowing long-term development.

Understanding Poverty

The World Bank measures poverty using three international poverty lines: $2.15 per day for extreme poverty, $3.65 for lower-middle-income countries and $6.85 for UMICs. These figures are calculated using purchasing power parity, which adjusts for differences in cost of living across countries.

Poverty is especially common in rural areas, where limited access to education and economic opportunity can hinder long-term development. Dompet Dhuafa, a nonprofit organization in Indonesia that aims to empower the underserved, spoke with The Borgen Project. The nonprofit said poverty must be viewed from multiple perspectives, not only income, but also accessibility, quality of life, resilience and sustainability. The organization categorizes poverty into material, spiritual, cultural, geographic and thematic dimensions, highlighting how financial hardship intersects with limited infrastructure, education and social support.

Poverty and Education in Indonesia

Poverty in Indonesia continues to shape access to education by limiting resources and creating unstable home environments that hinder learning and early childhood development. Government data from BPS–Statistics Indonesia shows the national literacy rate reached 97.10% in 2025, with a 3.12% gap between urban and rural areas. However, literacy does not necessarily reflect functional literacy. Only about 10% of Indonesians read books regularly and the national reading interest remains extremely low (0.001%).

Student achievement data further highlights these challenges. In 2025, literacy competency reached 71.81% among primary students, 72.07% in middle school and 72.89% in high school, while vocational high schools lagged behind at 66.02%. Numeracy rates were slightly lower across all levels. Limited educational quality, unequal access to school facilities and reading materials and increased reliance on digital media continue to affect learning outcomes.

Dompet Dhuafa told The Borgen Project that limited education reduces job opportunities, while limited job opportunities make education harder to afford, creating a cycle that can persist across generations. Although Indonesia provides free primary and secondary education, the organization notes that persistent challenges in curriculum quality, teacher capacity and infrastructure continue to hinder progress toward high-quality education.

Education Empowerment Programs

To address these barriers, Dompet Dhuafa runs education empowerment programs such as SMART Ekselensia Indonesia, YouLead, Ethos ID and Sekolah Literasi Indonesia. These initiatives aim to expand access to quality education while developing leadership and life skills. As of the 2023–24 academic year, Dompet Dhuafa’s education programs reached more than 53,000 beneficiaries, demonstrating the importance of investing not only in access to education but also in its quality.

Government initiatives also play an important role. The Smart Indonesia Card (Kartu Indonesia Pintar (KIP) provides financial assistance to children from low-income families through the Smart Indonesia Program (Program Indonesia Pintar (PIP). By 2025, the program had reached more than 2.6 million students, helping families cover school expenses such as books, supplies and tuition. For many families, this support makes continuing education possible, including a girl named Fedia.

Fedia is an 18-year-old girl with a dream to be an interior designer studying at Setia Budhi Community Learning Activity Center (PKBM) in Pati Regency. As a recipient of PIP aid funds, Fedia uses her funds to buy books and other school necessities. She then continues her learning to pursue her dream and enter college, majoring in interior design. As a result, Fedia’s family felt aided through PIP, especially her mother, who hopes that her child can continue studying to turn her dream into a reality.

This demonstrates how poverty impacts low-income communities—including students—and how nonprofit and governmental initiatives help relieve these hardships through community empowerment and financial aid. By expanding education access, individuals and communities receive an increase in potential earnings and reduce unemployment rates, directly contributing to national productivity tied to economic growth. Together, nonprofit and government efforts highlight the importance of sustained investment in education to break the cycle of poverty and expand long-term economic opportunity.

Economic Opportunity

Poverty in Indonesia not only affects access to education but also limits economic opportunities later in life. Limited access to quality education and skills training often results in lower-paying and unstable employment. In rural and low-income communities, individuals may enter the workforce early to support their families, reducing long-term earning potential. Dompet Dhuafa told The Borgen Project that despite ongoing empowerment efforts, internal and external challenges remain, including financial sustainability, policy dynamics, human resource capacity, governance and program development. The organization explained that “economic opportunities require human resources with sufficient knowledge and skills. However, the majority of Indonesia’s workforce still has only secondary education or lower, meaning access to economic opportunities is limited to only a small portion of society.”

These barriers contribute to the growth of informal employment, low wages and limited social mobility, allowing the cycle of poverty to persist across generations. Informal employment typically refers to work without formal contracts or legal protections, including self-employment, casual labor and unpaid family work. Data from Indonesia’s Central Statistics Agency (BPS) shows a strong link between education level and informal employment. Individuals without schooling have a 93% likelihood of working in the informal sector, compared with 17.3% of university graduates. As education levels rise, the proportion of informal employment declines, highlighting the role of education in improving economic stability.

In addition, organizations such as Dompet Dhuafa focus on economic empowerment programs that provide vocational training, entrepreneurship support and community development initiatives. Through the use of zakat, infaq, alms and waqf (ZISWAF), the organization aims to promote long-term economic independence. Dompet Dhuafa stated that these initiatives seek to build a more inclusive economy by equipping vulnerable communities with vocational skills, business knowledge and long-term support, enabling mustahik (recipients) to eventually become muzakki (donors). Increasing access to economic opportunities is essential for sustainable development. When individuals gain stable employment and financial independence, communities experience improved living standards and reduced vulnerability to poverty.

Conclusion

Poverty continues to shape access to education and economic opportunity in Indonesia, creating barriers that can limit long-term development. When these barriers persist, governmental programs such as the KIP, PIP and nonprofit organizations like Dompet Dhuafa step in to address these challenges. Through educational access, vocational empowerment and community-based development, these initiatives aim to break intergenerational poverty and create long-term social and economic resilience in Indonesia.

Continued investment in education and economic empowerment will be essential to ensuring that future generations have the opportunity to break the cycle of poverty and contribute to Indonesia’s long-term growth.

– Bianca P. Gunawan

Bianca is based in Jakarta, Indonesia and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr

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Behind the Statistics: Poverty in the Dominican Republic

A street vendor sells fruits from a cart in the Dominican Republic.Poverty in the Dominican Republic continues to affect many families despite economic growth in recent years. The World Bank states that although the Dominican Republic has experienced rapid economic growth over the past two decades, inequalities and limited access to quality jobs and public services continue to affect underserved populations. Limited access to stable employment, reliable infrastructure, affordable health care and higher education creates ongoing challenges for low-income families.

A former resident of a low-income community in the Dominican Republic, who requested anonymity for privacy reasons, described growing up in a household where survival depended on constant work. According to the source, every member of the family began working at a young age to help cover necessities such as food, clothing and utility bills.

“Every day was spent working to pay for clothes and food and keep the bills up to date,” the source said. They also stated that in a household of five children and two parents, financial pressure shaped nearly every aspect of daily life.

Economic hardship also affected social relationships and community life. Long work hours left little time for friendships, recreation or personal development. “It was just to focus on work and get money to pay bills and get food to continue living,” the source explained.

Education and School Dropout Rates

Financial hardship often creates long-term educational barriers for children living in poverty in the Dominican Republic. Families struggling to meet daily needs frequently depend on children and adolescents to contribute financially, increasing the likelihood of school absenteeism and dropout rates.

UNICEF reported that many children in the Dominican Republic continue to face educational exclusion due to poverty and limited resources. The organization found that 60% of Dominicans ages 18 to 40 had not completed school during the 2014-2015 academic period.

According to a UNICEF report, 9.9% of adolescents aged 15 to 17 were not attending school during the 2014-2015 academic period. The report also found that 24.1% of secondary students were enrolled with an overage of two or more years, increasing the risk of school abandonment and educational exclusion.

The report additionally noted that students living in rural and underserved communities face greater barriers to completing secondary education and accessing equal educational opportunities. Researchers also found that many adolescents who left school would have needed to return to primary education if they reentered the school system.

The anonymous source explained that balancing work and education created constant stress and exhaustion during childhood. Although education was valued within the household, financial hardship often took priority over long-term academic opportunities.

“In the Dominican Republic, the school systems were not the best, but it is what we had,” the source said. Financial limitations eventually prevented the individual from attending university after graduating from high school, forcing full-time entry into the workforce instead.

Education Quality and Access

Educational inequality in the Dominican Republic extends beyond school attendance to learning quality and student achievement.

According to UNICEF, education challenges in the Dominican Republic include low learning outcomes, school exclusion and unequal access to quality education, particularly among vulnerable communities. Despite increased investment in education, many students continue struggling to complete school due to poverty and limited educational resources.

UNICEF reported that only 12% of third-grade students achieved satisfactory results in Spanish language studies, while only 27% achieved satisfactory results in mathematics during the 2017 National Diagnostic Assessment. The organizations also identify school violence and unequal educational opportunities as major barriers affecting learning outcomes throughout the country.

According to UNICEF’s All Children Learn in the Dominican Republic initiative, educational programs currently focus on improving literacy and mathematics instruction, supporting vulnerable students and increasing inclusive learning opportunities for children and adolescents with disabilities. UNICEF has also worked with schools and communities to strengthen programs for peaceful conflict resolution and improve inclusive classroom practices.

These educational challenges are often closely connected to broader housing and infrastructure issues that affect low-income communities daily.

Housing and Infrastructure Challenges

The effects of poverty in the Dominican Republic also extend to housing and infrastructure. According to the source, the family lived in a crowded home where multiple people shared rooms and privacy was limited. Daily routines were often disrupted by unreliable electricity and inconsistent access to water.

“The light would always go out and there was not much access to water,” the source explained. They also described poor infrastructure in the community, including constant construction and difficult road access, which disrupted daily life.

The World Bank states that inequalities in infrastructure and access to public services continue to affect underserved populations throughout the Dominican Republic, particularly low-income communities. Limited infrastructure can also contribute to educational and health-related challenges, especially for families already struggling financially.

Health Care and Community Support

Health care expenses created major financial burdens for families living paycheck to paycheck. Instead of relying on larger pharmacies, many residents turned to smaller local “boticas,” which offered more affordable medicine options.

“When it came to someone who was ill, we would have to skip out on work or school to take them to the hospital,” the source said. Missing work to care for a sick family member often meant losing income needed for food, rent or utility bills.

In many underserved communities, churches remain one of the only reliable forms of local support. The source explained that families often depended on churches for food, clothing or emergency assistance because few organizations or social programs were available in the area.

“There were only churches; there were no types of support or organizations that would help,” the source explained.

Looking Beyond the Statistics

UNICEF continues to support educational initiatives in the Dominican Republic to improve learning opportunities and school accessibility for vulnerable children and adolescents. The organization’s programs focus on strengthening early education, improving inclusive learning opportunities and helping students remain in school. UNICEF has also supported programs designed to reduce school violence and improve educational accessibility for children with disabilities.

Although poverty in the Dominican Republic continues to limit opportunities for many families, educational initiatives and community-based support programs may help reduce long-term inequalities. Personal accounts from individuals directly affected by poverty highlight the realities behind economic statistics and underscore the importance of continued efforts to improve living conditions across the country.

– Grelby Santos

Grelby is based in Boston, MA, USA and focuses on Good News and Global Health for The Borgen Project.

Photo: Unsplash

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SDG 4 in Sudan: How Poverty and Conflict Threaten Education

SDG 4 in SudanSudan’s civil war has devastated the country’s education system, leaving millions of children without access to school. In the Northeast of Africa, Sudan has faced decades of political instability and conflict, with the current civil war beginning in 2023, leading to a vital consequence of famine and a claim of genocide in the Darfur region. Furthermore, the conflict caused damage to nearly every sector within the country, particularly the education sector. According to the UNESCO reports on the education situation in Sudan, since the Sudanese conflict began in 2023, only three out of 17 million school age children have returned to school, with fewer than one-third of schools being reopened. Here is information about the conflict and education situation in Sudan, including efforts to address SDG 4 in Sudan, which is a goal to provide accessible education to everyone.

Background of the War in Sudan

Omar al-Bashir, who was the former president of Sudan, helped form the Rapid Support Forces (RSF), known as the “Janjaweed militia,” which was a paramilitary group formed to act as a border guard force and was later moved to the capital city in 2019 to protect al-Bashir from any potential military coups and assassination attempts. However, later on, the RSF joined the Sudanese Armed Forces in overthrowing al-Bashir’s government and forming a new transitional government. The transitional government was later the main reason for the current war, due to the major power struggle between the RSF and the SAF, escalating to what is known now as the Sudanese Civil War.

Potential of Poverty Improvements in Sudan

According to the United Nations officials in Sudan, around seven in 10 people in Sudan live in poverty, compared to a percentage of 38% before the beginning of the war. Additionally, the country could potentially face a rise of extreme poverty, with the possibility of an additional 34 million people becoming impoverished if the conflict continues until 2030. However, according to the UNDP, if the country restores peace using the International Futures modeling system, Sudan’s GDP could reach $58.2 billion USD by 2043, resulting in an increased life expectancy and 17.3 million people being lifted out from extreme poverty, moving the country to a better socioeconomic situation.

SDG 4 in Sudan and the Potential of the Education Sector

SDG 4 is the goal of Quality Education under the United Nations Sustainable Development Goals (SDGs), which aims that by 2030, the world will have inclusive and equitable quality education. There are 10 targets including a focus on providing free primary and secondary education, ensuring equal access to primary and higher education and eliminating discrimination in education, along with many other goals that aim to support lifelong learning around the globe.

Due to the conflict in Sudan, there have been around 88 reports of violence in schools, resulting in harm for students, teachers and school facilities. Those violence reports included killings, injuries, torture, abduction of teachers and sexual violence. Additionally, the military have used school facilities in Sudan for active fighting and storage of weaponry, which makes it unsafe for educational use.

With this being said, in October 2023, around 19 million school-age children have been out of school, causing a severe disruption of their learning and education progress. Additionally, more than 10,400 schools have been closed, and even after an indication that around 65% of these schools were open again by January 2026, more than 7 million students remained out of school.

Addressing Education in Sudan

Despite the severity of the situation, a collaboration between Sudan’s Local Education Group and UNESCO has developed, involving more than 600 participants and more than 34 national and international organizations financially contributing to the project. The project aims to work towards a Transitional Education Plan with the goal of developing Sudan’s education system and acknowledging short-term and long-term humanitarian needs so that the Sudanese education system remains well structured and inclusive even with the current instability in the country.

Additionally, the project is focusing on creating safe learning environments, providing infrastructural support to ensure protective education facilities for school children and rebuilding and supplying equipment for schools. Moreover, it is also using temporary learning spaces to make its plans time-effective and ensure that children do not stay out of school for long periods of time during the conflict, instead, using those temporary spaces for learning during the work of the project. It is also focusing on providing training for marginalized groups to prevent skill gaps, such as for people with disabilities, and ensuring gender equality in terms of the provision of training, hoping to have a transformative impact and prevent a potential collapse on Sudan’s education sector.

Concluding Thoughts

Overall, the findings show that the Sudanese civil war has a significant impact on the Sudanese community and education system, despite the efforts to limit its influence. However, its impact is likely to decline as people, advocates and organizations shed light on it, and dedicate projects toward improving education and addressing SDG 4 in Sudan.

– Annab Ahmed

Annab is based in Riyadh, Saudi Arabia and focuses on Good News for The Borgen Project.

Photo: Unsplash

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Widening Access To Higher Education in Uganda

Higher Education in UgandaAccess to higher education in Uganda sits at the heart of one of the country’s most urgent development questions: how to turn a large youth population into a skilled, employed workforce. Uganda’s adolescents and youth aged 15 to 30 already account for about 31% of the population, roughly 14 million people, according to the Uganda Bureau of Statistics. Yet, only about 8% of adults continue education after high school, and 69% of those who stop point to cost as the main barrier, the World Bank reports. New financing schemes and bridging programs are now slowly widening that pathway.

The Weight of Poverty

Poverty shapes daily life for a large share of Uganda’s population. The World Bank estimates that about 51.5% of Ugandans lived below the international poverty line of $2.15 a day in fiscal year 2024–25, down modestly from 52.9% the year before. Agriculture accounts for 24% of GDP and employs roughly 72% of the labor force, with most workers relying on smallholder subsistence farming. The majority of jobs remain informal, low-productivity and vulnerable to climate shocks such as drought and floods, leaving household incomes unstable across much of the country.

Uganda’s national poverty rate, measured against the country’s own poverty line, stood at 20.3% according to the Uganda National Household Survey 2019/20, the latest available household survey. For families in this bracket, university fees, accommodation and the loss of a working-age child’s contribution to household income can make higher education feel out of reach before an application is ever made.

A Narrow Path After Secondary School

The path into a Ugandan university remains narrow. The National Council for Higher Education (NCHE) estimates the tertiary gross enrollment ratio at 5.3%, far below the Sub-Saharan African average of 9.4% and the global average near 38%. Most secondary leavers do not transition to tertiary study at all, and among the small group that does, Science, Technology, Engineering and Mathematics programs dominate the funded pathways. That leaves humanities students and learners from low-income or rural backgrounds with fewer financing options.

The cost of tuition, living expenses and transport often pushes higher education out of reach for households already balancing food, health care and basic schooling for younger children. NCHE Executive Director Prof. Mary Okwakol has described access for rural and economically disadvantaged students as the sector’s biggest challenge.

Government Loans Closing Some of the Gap

One direct response to the affordability gap in higher education in Uganda comes from the Higher Education Students’ Financing Board (HESFB), which Parliament created under the Higher Education Students Financing Act of 2014 and amended in 2024. The scheme provides loans and scholarships to Ugandan students admitted to accredited institutions who demonstrate financial need. Most loans cover Science, Technology, Engineering and Mathematics programs alongside a small set of humanities courses, and persons with disabilities can apply across both streams.

For the 2025/26 academic year, the Ministry of Education and Sports approved 2,047 of 7,125 applicants, according to a statement Minister of State for Higher Education John Chrysostom Muyingo delivered to Parliament on October 29, 2025. Beneficiaries include 1,196 male and 861 female students, plus 45 students with disabilities, up from 29 the previous year. The allocation formula reserves 60% of slots through a district quota and weighs the remaining 40% on socio-economic vulnerability, an attempt to spread access beyond urban centers. Parliament has since urged the Ministry to expand funding and strengthen rural outreach, citing persistent regional imbalance.

Higher Education Access Programme in Uganda

A second active solution targets students who miss direct university entry by a narrow margin. The Higher Education Access Certificate (HEAC), a one-year accredited bridging program, sits inside the Higher Education Access Programme (HEAP), a partnership between FAWE Uganda and the Mastercard Foundation. Sixty-five universities and 20 other degree-awarding institutions hold licenses to deliver HEAC, offering 89 accredited programs nationwide.

On May 9, 2026, NCHE confirmed that more than 7,000 students have enrolled in HEAC, 44% of them female. Phase II of HEAP, launched in April 2024 and running through 2034, targets 2,000 learners across 65 districts. The program reserves 80% of bursaries for young women and sets aside explicit places for refugees and persons with disabilities. FAWE Uganda awarded 700 bursaries across universities and Technical and Vocational Education and Training institutions in the academic year 2025/26 alone.

Early outcomes look promising. NCHE reports that HEAC graduates perform as well as, and sometimes better than, direct-entry students, and they show high employability within their first year of completion. International interest follows. A delegation from Zimbabwe’s Ministry of Higher and Tertiary Education visited Uganda from May 4, 2026, to May 9, 2026, to study the HEAC model for possible adoption.

Looking Ahead

Cost remains the dominant barrier to higher education in Uganda, and demand for both loans and bursaries far outstrips the supply of available slots. Even so, the combination of a national student loan scheme, an accredited bridging certificate and targeted scholarships shows that inclusive financing can move the needle. When degrees and diplomas reach students from low-income, rural, refugee and disability backgrounds and lead to formal work, higher education becomes less a privilege and more a route out of household poverty.

– Amna Al Harrazi

Amna is based in Dubai, UAE and focuses on Good News for The Borgen Project.

Photo: Wikimedia Commons

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Child Marriage in Hawaii: 5 Key Steps Toward Reform

Child Marriage in HawaiiWhile legal loopholes have historically allowed child marriage to persist in the United States, Hawaii is currently witnessing a powerful wave of advocacy and legislative evolution. The conversation is moving toward the empowerment of young people and the modernization of state protections. By closing gaps in the law, Hawaii is joining a global movement to ensure every child has the right to a full education and an autonomous future. Here is information about child marriage in Hawaii and efforts to address it.

Why Addressing Child Marriage in Hawaii Matters

Historically, Hawaii has faced a disproportionately high rate of child marriage compared to many other states. A landmark study utilizing American Community Survey data revealed that Hawaii ranked among the top states for child marriage prevalence, with more than 10 out of every 1,000 children surveyed having been married. This statistic highlights a deep-seated issue that many local communities overlooked for decades, leaving young individuals vulnerable to early legal unions before they could fully realize their independence.

Addressing child marriage in Hawaii is also a crucial step toward eliminating local poverty. While Hawaii boasts a thriving tourism industry, many residents face a high cost of living that drives vulnerable families into economic hardship. Research demonstrates that marrying young increases an individual’s likelihood of living in poverty during adulthood by 28 to 31 percentage points – a rate even higher than the poverty risk associated with dropping out of high school. By eliminating child marriage, the state can systematically remove a major barrier to financial stability and protect its youth from long-term economic vulnerability.

1. Strengthening the Legal Foundation 

The movement to reform the law regarding child marriage in Hawaii is gaining momentum through several key efforts:

  • Closing Legal Loopholes: While Hawaii’s standard marriage age is 18, current provisions allow 16- and 17-year-olds to marry if they obtain written consent from parents or a legal guardian.
  • Legislative Action: Advocacy groups actively work with state lawmakers to remove these age exceptions, ensuring the law acts as a definitive shield for minors.
  • Prioritizing Maturity: This proactive reform ensures that legal age requirements align with the maturity needed for a significant life commitment.

2. Ending Child Marriage in Hawaii Through Education

Advocacy groups highlight how ending the practice of child marriage in Hawaii can lead to better economic outcomes:

  • Completing Schooling: When young people delay marriage until adulthood, they have a higher likelihood of completing their education.
  • Career Stability: Higher education numbers correlate with increased earning potential and career stability.
  • Economic Investment: By protecting minors from early marriage, Hawaii invests in a future generation that is financially independent and empowered to contribute to the local economy.

3. Prioritizing Safety and Well-Being 

Currently, researchers and advocates place a spotlight on the link between age-appropriate marriage and domestic stability:

4. A Rise in Legislative Reform

Addressing child marriage in Hawaii aligns with an inspiring national trend toward total reform:

5. Advocacy and Global Support

The tireless work of organizations like Unchained at Last bolsters the progress concerning child marriage in Hawaii: 

The Push To End Child Marriage in Hawaii Continues

The momentum behind reforming the laws surrounding child marriage in Hawaii represents more than just a legal update; it is a vital step in breaking the cycle of poverty. By ensuring that every young person in Hawaii has the opportunity to complete their education and achieve financial independence, the state actively invests in long-term economic stability.

As advocacy grows and legislative efforts persist, Hawaii moves closer to a future where state laws protect, empower and give all children the tools to thrive in an autonomous life.

– Rebecca Cameron

Rebecca is based in Edinburgh, UK and focuses on Technology and Global Health for The Borgen Project.

Photo: Flickr

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Higher Education in Tonga

Higher Education in TongaHistorically, Tongan students always had to go to school in person. For college students, that meant attending one of the two accredited universities in Tonga – the University of the South Pacific (Tonga campus), or Christ’s University in Pacific – or more commonly, going overseas to places such as the United States, Australia and New Zealand. However, online schooling has reshaped the world, creating more opportunities to learn. Access to higher education in Tonga has improved due to online learning, helping many Tongans rise from challenges to success.

Background of Tonga

The country of Tonga is in the Southwest Pacific Ocean. It has 170 islands, separated into three main island groups. The south has Tongatapo, the center has Ha’apa and the north consists of Vava-u. The Tonga Islands were united in 1845, and unlike many neighboring countries, Tonga was never formally colonized. The country’s current population is 110,353, 99% of whom are literate.

Not Enough Money

Many Tongans do not make enough money to survive in their country. The average person in Tonga makes $10,800 per year, while the cost of living is just over $1,000 per month. While Tonga has free public schools, many families opt to send their children to private mission schools. The mission schools provide education to nearly 83% of primary students, and 90% of secondary students.

In the past, if these students wanted to move on from primary and secondary education to university or college, they had limited options. The two accredited universities in Tonga may not have their program of study, and it could cost a lot of money for them to go to school and live on their own. But in 2020, online education exploded as the world adapted to the COVID pandemic. This was great for Tonga, because distance learning can work well from any environment.

Distance Learning 

Distance learning has been successful in Tonga. For one thing, distance learning offers students a high-quality higher education in Tonga. For example, at the end of 2020, the completion rate for lower secondary schools for females was at 89.6% and for males was at 80.9%. In 2021, the literacy rate for female adults ages 15 and up was at 99.5%, and for male adults ages 15 and up, it was at 99.4%. For another thing, distance learning is reaching a lot of students. 

The University of South Pacific is one of two regional schools worldwide that provides higher education in Tonga to the people of many Pacific Island nations. The university has introduced distance and flexible learning starting in the 1970s by using its Extension Services. Since allowing students to enroll in their school, it continues to be committed to overcoming the obstacle of giving the best education for people despite any circumstances that make the region continue to change. The total student enrollment in 2016 was 13,475 students studying at this school. This shows the quality of tertiary education in the region.

Training in the Classroom 

Teachers need training to teach effectively online, just like in the classroom. In December 2024, 159 Tongan teachers were offered eight courses that covered practical skills for Open Distance and Flexible Learning. As a result, there was proof of positive feedback from more than half of the learners.

It also helps that the Tongan government and international partners are focused on investing in education in Tonga. UN Resident Coordinator to Fiji, Solomon Islands, Tonga, Tuvalu and Vanuatu Sanaka Samarasinha said that “Investment into education is crucial for the creation of peace, tolerance and sustainable development.”

Under these conditions, some Tongan students and academics have truly excelled. In 2025, Dr. Jean M Vaske Allen and Dr. Siobhus Tulakoi accepted the Early Career Research Excellence Award. Dr. Allen received recognition for her work in Pacific Youth well-being, digital relationship and decolonial health education. She also received a $360,000 Marsden Fast-Start Grant for a project on Virtual Voyagers, Amplifying Pacific Gamer Voices, which analyzes the impact online gaming has on Pacific Girls well-being and social connections.

Education 

Education is essential for breaking the poverty cycle. In Tonga, many children encounter barriers to getting a quality education. Through online learning, adaptability and hard work, Tongan students can accomplish many achievements in life.

– Debra Pierre

Debra is based in Miami, FL, USA and focuses on Good News for The Borgen Project.

Photo: Wikimedia Commons 

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Expanding Education Access in Rural Nepal

Education Access in Rural NepalIn many rural parts of Nepal, children face major barriers to education because of poverty and weak infrastructure. These barriers include long travel distances to schools, lack of textbooks and limited internet access. Community libraries in rural Nepal help reduce these challenges by providing learning spaces, books and digital tools that support education.

Organizations such as UNICEF Nepal report that children in hard-to-reach areas of Nepal are experiencing unequal access to quality education. Many rural schools also struggle with a shortage of qualified teachers and educational materials. Community libraries in rural Nepal help address these gaps by giving students access to computers, books and tutoring programs.

Community Libraries in Nepal

In recent years, several community organizations have set up libraries and learning centers within rural Nepal. Many community libraries in rural Nepal offer Wi-Fi, literacy programs and after-school tutoring for children who do not have a good environment for studying anywhere else.

Room to Read is one organization seeking to offer educational opportunities to Nepalese students. Room to Read has been involved in literacy projects in Nepal since its first operation in 2000, providing assistance with girls’ education programs. The organization has published numerous children’s books in regional languages to support literacy growth while establishing many libraries around the world.

In Nepal, these organizations work hand-in-hand with the community and schools to form children’s libraries filled with culturally relevant literature. In addition, the programs ensure that educators and librarians are trained to help children acquire the ability to read. The program claims that these efforts result in good academic results and increased reading.

READ Global is another organization that promotes education in rural areas. In Nepal, READ Global collaborates with local communities to create community libraries and resource centers that offer computer training, educational resources and initiatives for women’s empowerment. The group has established several community libraries across Nepal since its establishment in 1991.

Technology and Literacy Support

In Nepal, community libraries are increasingly offering digital learning opportunities. Libraries are important for children to get access to computers and educational technologies because many rural areas still have poor internet connectivity. Some provide lessons in digital literacy, teaching students how to use online learning resources and develop computer skills that might help them find work in the future.

According to the World Bank, improving education could be the key to reducing Nepal’s poverty. As the level of education and literacy of the population increases, people could get better paying jobs, which in turn helps to boost the local economy

Furthermore, libraries also allow women to access further education. Girls in rural Nepal sometimes drop out of school at an early age due to domestic issues or financial troubles. In this regard, community libraries provide motivating environments for women to engage in literacy activities.

Education Access in Rural Nepal

One of the most effective ways to fight poverty is through education. Community libraries offer Nepalese students and their families opportunities for the future while helping them overcome existing educational barriers. Access to literature, the internet and help with reading could increase students’ success in academic and career opportunities.

Organizations and local groups continue to expand access to education and resources across rural Nepal despite ongoing obstacles. These initiatives are providing kids with the resources they need to pursue higher education and improve their future employment prospects by funding neighbourhood libraries and learning centres.

Community libraries in rural Nepal show how local, community-driven solutions can reduce educational inequality and expand learning opportunities. Organizations such as UNICEF, Room to Read and READ Global continue to support these efforts by funding and developing rural education programs.

By strengthening literacy programs, improving digital access and supporting local communities, community libraries in rural Nepal help create long-term pathways out of poverty through education.

– Avery Hoadley

Avery is based in Toronto, Ontario, Canada and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr

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Sister City Partnerships and Access to Education

Sister City Partnerships and Access to EducationOften associated with cultural exchange and diplomacy, Sister city partnerships can, however, also play a meaningful role in expanding access to education in underserved communities. By connecting local institutions across borders, these programs create opportunities for students who may otherwise have limited exposure to global learning experiences. 

The partnership between San Diego and Jalalabad offers a lens through which to examine how city-to-city collaboration can support educational access while also highlighting the broader impact and limitations of these initiatives. 

Sister City Partnerships and Access to Education

Sister city programs, often coordinated by organizations such as Sister Cities International, are designed to foster mutual understanding through cultural, economic and educational exchanges. In many cases, these partnerships include student programs, school collaborations and community-led initiatives that contribute to long-term development goals. Education, in particular, serves as a key pathway through which these relationships can address inequality and expand opportunity.

Bryan Fisher, the president of the Matsuyama-Sacramento Sister City Corporation, highlighted how these partnerships function at the community level. “We have great access to high schools in the SCUSD district,” Fisher told The Borgen Project in an interview. “At C.K. McClatchy High School, we have a large economically disadvantaged population. Through our sister-city relationship with CKM, we have students who do a homestay there during the spring and summer. We also sponsor a student trip to Japan every two years with Rosemont and CKM.”

Programs like these provide students with opportunities that extend beyond traditional classroom learning. Through homestays and exchange visits, participants gain firsthand exposure to different cultures and educational environments. The Sacramento-based program, for example, hosts students from Japan and organizes trips abroad for local students every two years, allowing participants to engage in immersive learning experiences.

Building Long-Term Impact Through Exchange

These types of exchanges can have lasting educational and social impacts. According to Fisher, one of the most important outcomes is the formation of long-term relationships. “When students host students from Japan and travel to Japan, it’s a great opportunity for them to make those long-term relationships and connections,” he explained. “Many of my students do and still maintain those relationships.”

The structure of these programs contributes to their effectiveness. Unlike short-term or virtual interactions, extended exchanges allow students to build deeper connections. “The proximity and the ability to get to know the students for two weeks go beyond the superficial encounters students would get online,” Fisher said. This level of engagement can enhance cultural understanding, improve communication skills and broaden educational aspirations—particularly for students from underserved backgrounds.

In regions affected by conflict and economic instability, access to education, especially for girls, can be limited. Sister city collaborations can help address these gaps by supporting local initiatives, providing resources and facilitating knowledge exchange between communities.

Challenges Facing Sister City Partnerships

While these programs offer meaningful benefits, they are not without challenges. One of the most significant barriers is funding. “The biggest struggle we have is long-term funding and engagement from our community,” Fisher noted. Like many volunteer-driven organizations, sister city programs often rely on sustained local support, which can fluctuate over time.

Demographic shifts also present challenges. As founding members of these organizations age, maintaining momentum can become more difficult. “Our organization has been around for 45 years and the community that founded it is aging out,” Fisher said. “Finding new and younger people is a struggle.”

Access and equity within the programs themselves can also be uneven. While some schools and families are well-positioned to participate in exchange programs, others face barriers related to cost and resources. “It’s often easier to find families interested in hosting at some schools like CKM that have a student population with some wealth and with room to host,” Fisher explained. “Going beyond these types of schools and families, our organization has trouble with funding more expensive experiences that we could offer to more disadvantaged groups.”

These limitations underscore the importance of sustained investment and inclusive program design. Without adequate funding and outreach, the benefits of sister city partnerships may not reach the students who could benefit most. Addressing these gaps is essential for ensuring that educational opportunities are distributed more equitably.

Final Remarks

Despite these challenges, sister city partnerships remain a valuable tool for expanding access to education and reducing global inequality. By fostering direct connections between communities, these programs create pathways for learning, cultural exchange and long-term collaboration. When supported by consistent funding and community engagement, they can help broaden opportunities for students in both partner cities.

While sister city programs alone cannot resolve systemic barriers to education, they offer a practical and community-driven approach to expanding access and fostering connections that extend far beyond the classroom.

– Jason Hill

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

Photo: Flickr

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Partnerships Rebuilding Education in South Sudan

Education in South SudanYears of conflict, displacement and climate-related disasters have placed immense pressure on South Sudan’s education system. Millions of children continue to face barriers to learning as schools struggle with overcrowding, damaged infrastructure and a shortage of trained teachers. Despite these challenges, international partnerships are helping rebuild access to education and strengthen the country’s long-term development. 

Organizations such as the Global Partnership for Education and UNICEF are working alongside the government of South Sudan, local communities and humanitarian partners to improve educational opportunities for children affected by the crisis. Through coordinated support, these partnerships are helping create a more resilient and inclusive education system in one of the world’s most fragile contexts.

Expanding Access to Education

Access to education remains a major challenge across South Sudan, particularly in rural and conflict-affected areas. Flooding, displacement and insecurity have forced many schools to close temporarily, while some communities lack functioning classrooms altogether, resulting in 2.8 million children unable to access education as of 2021. According to Global Partnerships for Education, many girls often experience greater barriers to education, including child marriage, which can prevent them from continuing their studies.

To address these barriers, international education partnerships, such as Education Cannot Wait, are supporting the construction and rehabilitation of schools, temporary learning spaces and sanitation facilities. These efforts are helping children return to safe learning environments even during periods of instability. Programs funded through global education partnerships are also helping provide learning materials and expand enrolment opportunities for displaced children and vulnerable families. 

By collaborating directly with local communities, aid organizations such as UNICEF ensure that education support reflects local needs and priorities. Community involvement has become essential to maintaining schools and encouraging attendance in areas heavily impacted by conflict and climate emergencies.

Improving Teaching Quality

Alongside expanding access, improving the quality of education has become a key priority. South Sudan continues to face a severe shortage of qualified teachers, particularly in remote regions. Many educators have limited formal training and often work in difficult conditions with few resources.

In response, several international partnerships are helping strengthen teaching quality by supporting teacher training initiatives, professional development programs and curriculum improvement efforts. Training programs focus on child-centered teaching methods, classroom management and inclusive education practices that better support vulnerable students. These initiatives are also helping teachers respond to the emotional and psychological needs of children affected by violence and displacement. 

In fragile settings, schools often provide more than just education; they can offer stability, protection and a sense of normalcy to children living through crisis. Strengthening the teaching workforce is critical to improving long-term learning outcomes. By investing in teachers, development partners are helping to build a stronger national education system that can better withstand future challenges. 

Supporting Inclusive and Resilient Learning

Partnership-driven education programs are increasingly emphasizing inclusion. Girls, children with disabilities and displaced learners often face the greatest obstacles to education in South Sudan. Social barriers, economic hardship and safety concerns continue to prevent many children from attending school consistently.

Collaborative initiatives are working to create safer and more inclusive learning environments through gender-sensitive policies, school feeding programs and improved water and sanitation facilities. In many communities, these measures help reduce dropout rates and encourage families to keep children in school. Importantly, these partnerships are also aligning humanitarian response efforts with long-term development goals. 

Rather than focusing solely on emergency education support, organizations are investing in sustainable systems that strengthen government capacity and local leadership.

Final Remarks

By working across sectors and alongside community organizations, international partners like UNICEF and Education Cannot Wait are helping South Sudan move beyond short-term crisis response toward lasting education recovery. While significant challenges remain, coordinated support is giving more children the opportunity to learn and helping lay the foundation for a more stable future.

As South Sudan continues to navigate conflict, displacement and climate-related pressures, sustained investment in education will remain essential. Through strong partnerships and locally driven solutions, rebuilding education is becoming an important step toward long-term resilience and development for future generations.

– Annie Hodgkinson

Annie is based in Liverpool, UK and focuses on Good News for The Borgen Project.

Photo: Flickr

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The Higher Education System in Equatorial Guinea

Higher Education System in Equatorial GuineaImproving the higher education system in Equatorial Guinea has become increasingly important as the country works to expand its economy. However, the system still faces challenges such as a shortage of resources and a lack of qualified teachers. According to a BTI Project report, only 12.8% of young people enroll in higher education, limiting long-term career opportunities and slowing workforce development. As demand for skilled workers grows, expanding access to higher education and vocational training remains a priority. 

Historical Development of Higher Education

The higher education system in Equatorial Guinea has undergone significant changes since the country gained independence in 1968. Portugal first colonized the territory between 1472 and 1778 before transferring control to Spain, which ruled the country until independence. 

After its independence, the education system suffered under the rule of Francisco Macías Nguema. Teachers and academics were arrested and some were executed. In comparison, neighboring country Cameroon established the University of Yaoundé shortly after its independence in 1962 and expanded its higher education system throughout the 1970s. Equatorial Guinea, however, did not establish a national university until 1995.

The government passed the General Education Law in 1995 to promote equal access to education. During the same period, the National University of Equatorial Guinea (UNGE) was established and introduced courses in engineering, medicine, social sciences and humanities. Despite these reforms, higher education enrollment remains low. According to the World Bank, in 2024, only 8,151 students were enrolled in higher education institutions.

Improvements and Current Reforms

  1. Digital Expansion: The launch of the Univ Connect Project in early 2026 aims to connect 17 universities and higher education institutions in Africa through a broadband network. This will provide a shared digital platform for teaching and research and is expected to benefit 80,000 students.
  2. Strengthening Regional Integration: As of 2026, regional organizations are promoting mutually recognized qualifications, credit transfers and free movement for higher education students and researchers to improve educational quality and align learning with labor market demands. The initiative includes six CEMAC member states: Gabon, Cameroon, the Central African Republic, Chad, the Republic of the Congo and Equatorial Guinea.
  3. Aligning With the Labor Market: The National Employment Strategy 2024 also intends to expand vocational training and strengthen ties between universities and industries such as agriculture and ecotourism in order to increase employment rates. The aim is for 80% of training to take place within companies to achieve this. In 2025, the prime minister set an objective of 100,000 new jobs in industries to decrease the unemployment rate among 15-to-24-year-olds.

Continuing Challenges in Higher Education

In Equatorial Guinea there is currently one university, UNGE, with campuses in Bata and Malabo. Additionally, there are currently five specialized vocational training institutions. In comparison, neighboring country Cameroon has 11 universities. Although Cameroon’s tertiary enrollment rate remains relatively low at 17%, it still exceeds Equatorial Guinea’s rate of 12.8%.  

Therefore, despite recent reforms, the higher education system in Equatorial Guinea still faces major challenges such as accessibility, funding and vocational preparation. According to a World Bank report, weaknesses in the sector continue to create employment barriers due to a lack of relevant vocational skills. The country has a very young population, 56% of which is under 25, making investment in higher education crucial for the country’s development.

Conclusion

The higher education system in Equatorial Guinea has faced many historical and structural challenges. However, recent reforms show progress in digital infrastructure and workforce preparation. Continued investment in higher education could expand employment opportunities, strengthen workforce development and encourage future generations to pursue higher education.

– Emma Wheeler

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

Photo: Unsplash