Archive for category: Education

Information and stories on education.

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Kyrgyzstan: What the McGovern-Dole Cutoff Means for Schools

McGovern-DoleFor more than a decade, schools in Kyrgyzstan have benefited from the McGovern-Dole Program of International Food for Education and Child Nutrition (MGD). MGD is operated by the U.S. Department of Agriculture (USDA) through its Foreign Agricultural Service (FAS). The program supports education, child development and food security in low-income, food-deficient countries.

It does this by donating U.S. agricultural commodities and providing financial and technical assistance to implement school feeding and maternal and child nutrition projects. Mercy Corps has implemented the MGD program in Kyrgyzstan since 2012. It has provided fortified flour, rice, peas, lentils and vegetable oil, along with infrastructure upgrades such as kitchen rehabilitation and hygiene improvements.

Impact and Recent Developments

Between 2012 and 2021, the program supported approximately 510 schools. It delivered around 3,810 metric tons of commodities, reaching more than 100,000 children in kindergartens and primary schools. During the 2022–2023 academic year, the U.S. Embassy in Bishkek reported that about 24,000 schoolchildren in 120 rural primary schools received fortified food supplies.

These include 40 metric tons of vitaminized sunflower oil and 500 metric tons of staple foods. In May 2025, Reuters reported that the USDA canceled 17 McGovern-Dole projects as part of a reduction in U.S. international food aid, affecting countries including Kyrgyzstan.

The Impact of School Meals on Learning and Nutrition

Baseline and endline studies conducted in Kyrgyzstan have examined the relationship between school feeding, nutrition and educational outcomes. The International Security and Development Center (ISDC) report “McGovern-Dole Food for Education and Child Nutrition in Kyrgyzstan – Baseline Study on Nutritional Variables” (2020) documents the nutritional status of primary school students and their households. It shows that better diet diversity and nutrition knowledge correlate with improved cognitive and learning outcomes.

A follow-up Phase II study on child development under the same program surveyed more than 4,500 students and households. It found that the program improved nutrition knowledge, attitudes and behavior among participating families. Similarly, the Life in Kyrgyzstan (LiK) research conference paper “Child Development in the Context of a School Feeding Program in Kyrgyzstan” highlights that exposure to school meals and nutrition education supports better cognitive function and school performance.

The USDA emphasizes that MGD programs are designed to be sustainable, with the goal that “communities served… can ultimately continue the sponsored activities on their own or with support from other sources such as the host government or local community.”

Why the Program Matters

The MGD program’s objective is “to reduce hunger and improve literacy and primary education, especially for girls.” In Kyrgyzstan, where many rural families face limited access to nutritious meals, the school feeding initiative has become an important support system for children’s education and health. Studies from ISDC and Mercy Corps show that the combination of school meals, parental nutrition education and improved school infrastructure leads to healthier, better-performing students.

Globally, organizations such as the World Food Programme (WFP) and the School Meals Coalition note that school feeding programs serve as major social safety nets and generate long-term economic benefits. Analyses cited by these groups estimate that every U.S. dollar invested in school meals can yield up to $9 in returns through improved health, education and productivity.

Looking Ahead

Evidence from Kyrgyzstan shows that school feeding can improve nutrition knowledge, attendance and learning outcomes when implemented consistently. Mercy Corps and ISDC studies demonstrate that combining food provision with education, infrastructure and parental engagement strengthens long-term sustainability. However, the future of the McGovern-Dole Program remains uncertain as U.S. budget debates continue. Lawmakers have yet to confirm whether the program will receive renewed support, leaving schools and implementing partners in Kyrgyzstan without clear guidance on long-term funding.

Ensuring that Kyrgyz children continue to receive nutritious meals at school will help sustain progress in education, health and equality.

– Clara Garza

Clara is based in Los Angeles, CA, USA and focuses on Global Health and Politics for The Borgen Project.

Photo: Flickr

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Education in Haiti: How Organizations Fight For A Nation’s Stability

Education in Haiti: How Organizations Fight For A Nation's Stability Haiti is one of the two countries within Hispaniola. Formally known as a French colony, Saint-Domingue, the territory surpassed others in the production of sugar, cotton and other supplies. The majority of its population is of African descent with a rich history. Haiti was the second country in the Americas to gain independence after the United States and was the first Black-led republic. The country remains as rich as ever in its culture, traditions, flora, fauna and tourist attractions, but has been facing multiple battles within its territory.

Where It Started

Haiti is currently the lowest-income country in the Western Hemisphere. This is due to high inflation and more than 50% of its population being in poverty. The starting point is tagged from 2018, when Venezuela halted all imports of oil into Haiti. A long-term result was price increases as high as 50% and country-wide protests. After a lockdown was put in place, this blocked aid programs and decreased opportunities for some relief.

After President Jovenel Moïse was assassinated in his home and the last members in office left their positions, this opened up more areas for violence within Haiti. In its capital, Port-au-Prince, armed militias have established themselves and are responsible for thousands of displaced people. Intergenerational poverty has persisted since 1804, when Haiti gained independence, because they were forced to pay millions of dollars in reparations to France. Haiti was forced to look elsewhere to foreign powers in order to access loans, which buried the nation in even more debt. In 2025, youth are faced with little to no educational and economic prospects. This can add to the cycle of violence and poverty.

Education in Haiti

The country is ranked 177th when considering national spending for education in Haiti. Education in Haiti is largely privately owned, with at least 80% of institutions. In addition, the private institutions are mainly run by outside organizations from America and Canada. Public institutions lack appropriate funding and are often held within churches or houses instead of school buildings.

The pandemic and political violence within the country have worsened the impacts on education in Haiti. With the destabilization in the government, the contribution to education sits at 10% of the nation’s budget. Teachers are being forced out of the profession or public institutions are not well-staffed at all. With the majority of families in poverty, students are not able to afford private institutions. With students having little to no opportunities to access private education, this causes the cycle of poverty to continue into the next generation. No education means a lack of access to higher-paying jobs and proper health care.

Organizational Support

Some organizations have done outstanding work to assist the people of Haiti. One such organization is Hope for Haiti. It is based in Naples, Florida and has assisted Haiti post-earthquake of 2010. This earthquake destroyed the majority of college institutions and destabilized other infrastructure in the nation. Hope for Haiti has donated millions of dollars and equipment toward Haiti’s education, health care, clean water and economic development.

Hope for Haiti is transparent with donations and financials on its website. To date, it has provided 50 college students with scholarships. In total, they have provided more than 7,000 Haitian students with educational access and provided teachers with educational training and cash support. The organization has also provided at least $49 million of medication and supplies across the nation. Its health care resources have also increased nutritional support for more than 7,300 children in Haiti. Clean water distribution systems have been distributed to more than 670 families and counting. Its mission has also provided students with clean water access.

Free Haiti Inc. is another organization that aims to connect the Haitian diaspora, the international community and the people of Haiti to organizations that can provide support. The organization is committed to providing sustainable development. Its website also provides details on current events in the country of Haiti and important matters of interest. Free Haiti Inc. provides eight focus areas, like housing and education, which are targeted to improve the quality of life from the ground level up.

Looking Ahead

The focus of these organizations will largely benefit people in poverty and children without access to education. Their programs aim to improve living conditions by expanding education, health care and economic opportunities within the country. With the current crisis in Haiti, there is an urgency to provide aid in multiple areas and support the next generation. A focus on education and increased economic opportunities in Haiti can have a lasting impact on reducing generational poverty.

– Nickaylia Anderson

Nickaylia is based in Syracuse, NY, USA and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr

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Education in Burkina Faso: Sustaining Learning Amid Conflict

Education in Burkina FasoOverlapping crises of conflict and displacement have profoundly disrupted education in Burkina Faso. As of February 2024, the Burkinabè Ministry of Education reported that 5,336 schools, representing more than 20% of the country’s schools, were shuttered due to insecurity, affecting more than 820,000 students and 24,000 teachers. In regions under attack, armed militants have targeted teachers, burned or looted school buildings and intimidated families to keep children out of class.

Between 2022 and 2023 alone, organizations documented more than 270 attacks on educational institutions, including arson and classroom damage. In parallel, mass displacement has uprooted millions of families within the country, leaving many children without access to stable schooling. Yet even in this precarious context, a range of targeted efforts are working to sustain learning.

From teacher training in psychosocial support to mobile and tablet-based classrooms reaching displaced learners, these interventions aim to bridge the gaps inflicted by conflict. Here are five concrete solutions helping children in Burkina Faso continue their education despite adversity.

Safe Schools Program: Supporting Teachers and Students

In Burkina Faso, the Safe School Program, led by UNICEF in collaboration with the Ministry of Education and several NGOs, aims to keep children learning safely despite ongoing violence and displacement. The initiative protects students and teachers in conflict-affected areas while promoting psychosocial well-being and resilience. A key part of the program focuses on training teachers to provide psychosocial support and manage classrooms effectively during periods of stress.

Many educators in Burkina Faso have experienced trauma themselves. Hence, the training helps them identify signs of distress in students and build a sense of safety and trust in the classroom. In an assessment of 583 teachers, more than 80% showed symptoms of stress or trauma, highlighting how vital this support is in sustaining education in Burkina Faso.

Since its launch, the program has reached more than 900,000 children and 10,000 teachers across approximately 4,400 schools. In the Center-Nord region alone, more than 11,600 children, including 6,000 girls, have benefited from safe learning spaces, while 2,000 children received direct psychosocial support. By focusing on safety, mental health and teacher empowerment, the Safe School Program shows how education can remain a source of stability and hope even in the midst of crisis.

Mobile and Tablet-Based Classrooms for Displaced Learners

In response to widespread school closures and attacks, UNICEF’s Education in Emergencies (EiE) program is helping children in Burkina Faso regain access to safe, quality education. The initiative focuses on reopening schools in conflict-affected areas, training teachers and creating protective learning spaces for displaced children. UNICEF and Save the Children have both introduced tablet-based learning programs as part of their EiE response.

The tablets are preloaded with literacy, numeracy and life skills lessons, designed for self-paced learning without needing internet access or money to pay for books. This approach helps bridge the gap for students whose schooling has been interrupted by displacement, keeping education in Burkina Faso a priority. Technology-based initiatives are helping to extend learning opportunities to children in regions where access to formal schooling remains limited.

Emergency Teacher Training: Adapting Pedagogy in Crisis

Rapid teacher training programs are crucial to sustaining education in crises like Burkina Faso. UNICEF’s humanitarian reports indicate that Burkina Faso’s EiE efforts include capacity building for teachers and facilitators, even amid instability. For instance, in late 2024, 18 teachers participated in “Alternate Emergency Classes” training, which covered protection, pedagogy and national language instruction.

Following prolonged school disruptions, catch-up classes led by trained teachers have been implemented to help children regain their learning momentum. From July to August 2024, UNICEF supported 14,314 children with daily remedial classes in five regions; teachers in these programs are trained to work with students who missed schooling.

NGO and Community-Led Learning Spaces

Local and community-driven initiatives have become essential in keeping education in Burkina Faso’s conflict-affected regions alive. Across the country, NGOs and grassroots groups establish temporary learning spaces and support host schools that have taken in displaced children. These locally run centers not only provide classrooms but also a sense of normality for children who have fled violence.

Organizations like Educo, working with partners like Terre des Hommes and INTERSOS, have supported around 40 schools welcoming displaced children. Through temporary classrooms and teacher support, these efforts are helping more than 20,000 learners, including 11,000 internally displaced students and children from host communities. Meanwhile, U.N.-Habitat has constructed new classrooms in urban areas such as Kaya, Kongoussi, Tougouri and Dori, where displaced families have pressured the existing infrastructure.

These projects are helping to reduce overcrowding and create safer, more stable spaces for children to continue their education in Burkina Faso. These initiatives show how local communities and organizations are stepping in to keep education going. They range from setting up temporary classrooms to expanding school facilities, ensuring children affected by conflict can continue learning in safer, more supportive environments.

International Support and Partnerships

International donors and development organizations are playing a critical role in sustaining education in Burkina Faso. They are helping finance infrastructure, bridging conflicts and supporting emergency access to learning. One example is the World Bank’s recent Restoring Education System Performance and Improving Resilience (REPAIR) Project.

The $140 million project aims to expand access to primary and pre-primary education, improve foundational learning and support emergency education for displaced and vulnerable children. It also includes investments in educational infrastructure and capacity building for the government. Under REPAIR, approximately 2.2 million students and 40,000 teachers in Burkina Faso are expected to benefit from its range of interventions.

Together, projects like REPAIR highlight how international partnerships can help sustain education even in times of crisis. Investing in infrastructure, teacher training and access for displaced learners, these collaborations are helping to keep classrooms open and give more Burkina Faso children the chance to continue their education.

Education Endures in Burkina Faso

Despite years of conflict and displacement, education in Burkina Faso continues thanks to the determination of teachers, communities and their partners. These efforts, from temporary classrooms to teacher training and school rebuilding, demonstrate how cooperation can sustain learning even in the most challenging circumstances. As people across the country work together to restore access and stability, education remains more than a necessity; it’s a source of hope and a path toward lasting peace and recovery.

– Lucy Williams

Lucy is based in Wrexham, UK and focuses on Global Health for The Borgen Project.

Photo: Pixabay

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La Piedra School: Transforming Cultural Education in Chile

La Piedra SchoolIn 2022, the town of Galvarino, located in Temuco, Araucanía, Chile, erected a school, but not just any traditional Chilean school. Designed by “Correos 3 Arquitectos,” the structure spans approximately 1,409 square meters and was created to reflect traditional Mapuche values. With about 1.7 million people, representing 84% of Chile’s Indigenous population, the Mapuche are the largest Indigenous group in the country.

Cultural Isolation and Domestic Segregation

According to the 2017 Chilean census, Indigenous people compose 12.8% of the Chilean population. Nonetheless, Chilean educational programs ostensibly lack cultural and linguistic diversity, which reinforces a sentiment of Indigenous isolation from Chilean society. For example, the Chilean government does not require public schools to incorporate interculturality into the early curriculum.

Generally, the Indigenous experience is excluded from textbooks and teachers, unversed in interculturality, are left with the discretionary authority to decide how to introduce the issue to classrooms, if at all. According to a 2016 survey by the Center for Public Studies, 67% of Chileans did not speak Mapuzugun, the native Mapuche language. Alarmingly, less than 20% of the Mapuche are fluent in their own native language.

Where It Began: Indigenous Displacement in Southern Chile

The Chilean-Mapuche conflict arose in the 19th century, when the Chilean Army overtook 90% of the Mapuche territory. Forced displacement toward the outskirts of society catalyzed a continuous cycle of Mapuche poverty, unemployment, domestic violence and illiteracy. In 2015, “end-of-mission” U.N. Reporter Philip Alston, deemed Indigenous rights the “Achilles’ heel of Chile’s [21st century] human rights record,” which sparked a series of armed conflicts between Mapuche activists and Chilean law enforcement.

Subsequently, Chilean media sources have frequently and unjustly painted the Mapuche as a violent demographic.

Bilingual Intercultural Education Program and the Traditional Educator

In 2009, the Ministry of Education integrated the Bilingual Intercultural Education (EIB) program into the General Education Law. The program introduced 1st through 6th-grade education in the Aymara, Quechua, Rapa Nui and Mapuche languages in schools where more than 20% of enrollees are Indigenous persons. However, this general law operates on a discretionary basis and parents can choose to opt their children out of bilingual programming.

Moreover, since many Chilean teachers are unfamiliar with Indigenous languages, “traditional educators” (Indigenous persons who lack formal training and professional educator status) spearhead curriculum in the classroom. Still, EIB schools are threatened by Chilean discrimination toward Indigenous populations. Frequent disrespect toward these communities, often perpetuated by the media, deters many young people in Chile from engaging with social issues affecting Indigenous groups. It seems that EIB programs and mere exposure to Indigenous languages are not enough to sustain an entire culture.

La Piedra School

As the most underserved region in Chile, Araucanía is heavily populated by the Mapuche people. This group has little representation in the Chilean Congress and often faces extreme police brutality during peaceful protests for community and Indigenous rights. For example, in 2015, the Mapuche Governor of Araucanía, Francisco Huenchumilla, was removed from office for advocating political reforms that would incorporate Mapuche rights. Although the Mapuche actively push for educational reform, their advocacy is often dismissed.

The first Mapuche political organizations (like the Sociedad Caupolicán) advocated for the protection of ancestral lands and increased access to cultural education. La Piedra School is compounding on this early effort to cultural reform; also providing work opportunities to the Mapuche people, many of whom are agriculturalists or teachers. In an effort to preserve Mapuche identity, La Piedra School in Temuco, Araucanía, Chile, provides an integrated academic and cultural education for Mapuche residents. This approach allows students to maintain their cultural heritage while pursuing a comprehensive and authentic curriculum.

Geometric Spatial Elements

The infrastructure features circumference, cardinal points and orthogonality, elements that are critical to Mapuche culture. The exterior also displays a sun, moon and earth emblem: three symbols that appear on the Mapuche coat of arms. The building’s circular design pays homage to the Mapuche tradition of convening in circles to reinforce equality within the community. To reflect this value, classrooms are arranged in a circle, with students seated equidistant from the teacher.

The structure also includes a courtyard for the Canelo Tree, an agricultural element deeply tied to Mapuche spirituality. This cultural feature invites “El Nguillatún” into the space, a Mapuche ceremony where communities express gratitude to spirits and make requests for good fortune. Nature, too, plays a critical role in Mapuche culture. The design allows sunlight to enter the classrooms before students take their seats, creating a sense of clarity and groundedness that permeates the learning environment.

Conclusion

Without sacrificing the curricular components of an inclusive bilingual education, La Piedra School effectively integrates elements of ethnocultural awareness into the learning environment. This demonstrates how education can meet standardized curricula while incorporating community language, oral traditions, iconography, reading and writing practices. Moreover, as a primary space for fostering cultural education, La Piedra can inform the Chilean public about Mapuche history, conflict and struggle and improve the quality of Mapuche life in intercultural spaces.

– Talia Gitlin

Talia is based in Natick, MA, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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What You Need to Know About Adult Education in Kenya

What You Need to Know About Adult Education in Kenya Education is one of the most effective tools for alleviating poverty, especially in developing countries. It drives economic growth, promotes equality, reduces mortality rates and violence, fosters civic engagement and supports sustainable development.

Over the past few decades, Kenya has made significant progress in expanding access to education. The country now has one of the highest adult literacy rates in Sub-Saharan Africa, rising from 61.5% in 2007 to 82.9% in 2025. However, challenges remain. High primary and secondary school dropout rates and limited access to post-primary education make adult education programs vital for bridging education gaps and promoting gender and regional equality across Kenya.

The Right to Education in Kenya

Kenya’s constitution guarantees every citizen the right to a basic education. Recognizing this, Kenya established the Department of Adult Education in 1979 to create adult education centers and literacy programs nationwide. In 2002, the department moved to the Ministry of Education and saw an increase in enrollment from 250,000 adult learners in 2007 to 291,000 in 2012. As of 2025, Kenya has about 3,219 adult education centers across all 47 counties. Through Vision 2030 and Adult and Continuing Education (ACE) programs, Kenya aims to achieve 100% adult literacy nationwide.

High Dropout Rates and Disparities in Early Education

Despite high enrollment rates and free primary and secondary education, dropout rates remain high, resulting in decreased adult literacy:

  • Pre-COVID enrollment rates sat at 93%.
  • Only 63% of boys and 68% of girls complete primary education.
  • Only 53% of students continue to secondary education.

Young girls are disproportionately affected and face higher secondary school dropout rates due to factors such as early marriage, pregnancy, poverty, cultural pressures and lack of mentorship. This contributes to higher rates of female illiteracy among adults. Regional and economic disparities, especially in rural and low-income areas, also pose barriers to completing early education and contribute to adult literacy gaps.

What Adult Education in Kenya Offers

Adult and Continuing Education (ACE) programs provide basic education and life skills training to adults and out-of-school youth (15+ years). In 2017, Kenya introduced the Competency-Based Curriculum (CBC), expanding access to online learning and digital skills training for the 21st century. The curriculum includes:

  • Literacy and numeracy
  • Digital and computer literacy
  • Agricultural, job readiness and entrepreneurship training
  • Financial literacy
  • Community learning projects and participation

For women who had to drop out of early education, ACE programs offer valuable opportunities to continue learning. Data from 1990, 2000, 2005 and 2023 consistently show that women make up the majority of adult learners. In 2023, 63.1% of all adult learners were women.

The Impact of Adult Education

Adult education benefits individuals and communities by helping learners:

  • Start businesses, manage finances and gain financial independence
  • Use technology for work and communication
  • Improve household food security through agricultural skills
  • Take on leadership roles in their communities
  • Access health care and government services
  • Advocate against gender-based violence and harmful practices such as female genital mutilation
  • Promote gender equality and social inclusion

Fluctuations in Adult Education Enrollment

  • From 1990 to 2000, enrollment dropped from 147,940 learners to 93,903.
  • When the Department of Adult Education moved to the Ministry of Education, adult learners increased to 107,662 in 2005, 250,000 in 2007 and peaked at 291,000 in 2012.
  • However, enrollment has declined in recent years. Data from the Kenya National Bureau of Statistics (KNBS) shows a 9.5% decrease from 138,628 in 2022 to 125,402 learners in 2023.

Persistent Challenges in Adult Education

Despite progress in access and quality, enrollment has declined due to several socio-cultural, logistical and structural barriers.

Stigma and Socio-Cultural Barriers:

  • Adults may feel shame or discouragement about attending school with or near children.
  • Cultural norms discourage women from participating.
  • Kenya’s many languages and dialects can limit inclusivity and access.

Logistical and Structural Barriers:

  • There is a shortage of educators, and many are unpaid, untrained or retiring without replacements.
  • Learners often have limited time and scheduling conflicts due to work or childcare.
  • Social events and irregular schedules cause frequent absences.
  • Rural areas face transport, infrastructure and technology barriers to both in-person and online classes.
  • Programs and learners often lack consistent funding for renting classroom space, purchasing furniture and supplies, and paying educators and tuition.

Strengthening Adult Education in Kenya

To overcome these challenges and reach the goals outlined in Kenya’s Vision 2030, the Department of Adult Education and nonprofit groups are working to:

  • Expand access and participation in adult learning
  • Improve teaching quality and education infrastructure
  • Promote digital and e-learning platforms
  • Create inclusive and stigma-free learning environments

Looking Ahead

Adult education provides a life-changing opportunity for many Kenyans to gain essential skills and knowledge and offers a promising path toward nationwide poverty alleviation and gender equality. While there has been progress, addressing the barriers behind declining enrollment rates remains crucial to achieving inclusive and quality education for all.

– Dylan Kretchmar

Dylan is based in Granville, OH, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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Vocational Training Centers in the Philippines

Vocational Training Centers in the PhilippinesRecent data from the Technical Education and Skills Development Authority (TESDA) indicates a steady increase in Technical and Vocational Education and Training (TVET) enrollment from 2020 to 2024. Over the last five years, from 2020 to 2024, the TVET Sector in the Philippines has shown a “consistent upward trend” in both enrollment and graduation outcomes. During these five years, numerous TVET programs enrolled a “total of 6,549,726” Filipinos. Vocational education training centers in the Philippines are crucial for providing employable skills, reducing unemployment and creating new opportunities both domestically and internationally.

What Is Vocational Training?

Vocational training provides practical skills and information for specific jobs or trades, often through apprenticeships, technical schools or degree programs, while academic education focuses on theoretical knowledge. Today, the demand for vocational skills has never been higher. Approximately 94% of skilled trade workers report that their occupations are in demand among employers, while 89% claim they use modern technology.

History of Vocational Training in the Philippines

The Vocational Act of 1927 established vocational education training centers in the Philippines during the American colonial era. Subsequent laws, including Commonwealth Act No. 313 and Republic Act No. 3742, improved the system.

Also known as the “Technical Education and Skills Development Act of 1994,” the National Manpower and Youth Council (NMYC) and the Bureau of Technical and Vocational Education (BTVE), were combined to become TESDA by Republic Act No. 7796. President Fidel V. Ramos signed it into law on August 25, 1994, combining efforts in both technical and vocational education training.

Role of TESDA

The Technical Education and Skills Development Authority (TESDA) in the Philippines is crucial for managing technical education and skills development. It establishes national standards, regulates educational institutions and implements training programs to improve job readiness, promote social justice and meet global market demands. TESDA aims to provide quality technical education and certification programs to Filipinos, alleviate global poverty, create job opportunities and boost global competitiveness through technical and vocational education and training (TVET).

Types of Vocational Training Centers in the Philippines

There are six different types of vocational training centers in the Philippines, including government-run centers, TESDA training centers, local government initiatives, private institutions, accredited technical-vocational schools, industry-partnered training centers and community-based training.

TESDA Technology Institutions are made up of 125 schools, regional, provincial and specialized training schools across the country that provide direct training for TESDA. Examples of these training centers include the MFI Technological Institute, located in Pasig City and the Quickskills Training Center in Manila.

Courses and Programs Offered

TESDA offers a wide range of courses and programs to fulfill the demands of specific industries in the Philippines. It frequently provides courses in automotive, welding, electrical installation, caregiving, hospitality and information and communication technology (ICT). There are also new programs in renewable energy systems, animation, digital marketing and e-commerce. There is a complete list of available courses individuals can take on the TESDA website, ranging from 2D animation, all the way to health care-related courses such as nursing.

Poverty and Unemployment in the Philippines

Vocational education training centers in the Philippines can help break the cycle of poverty and unemployment by providing essential skills for better-paying formal jobs. Lack of education and skills leads to worse labor market outcomes, and these centers help individuals move beyond low-wage temporary jobs, improving employment and earnings potential.

The government is working to train Filipino workers for higher-skilled positions, such as in analytics and artificial intelligence, software development and security and business process management, through a new program funded by the Asian Development Bank (ADB). It aims to expand the number of formal jobs in the private sector by “an average of 600,000 to 700,000 jobs” per year.

Impact on Employment and the Economy

Vocational education training centers in the Philippines improve job outcomes by equipping students with in-demand skills, leading to graduates working in major industries like construction, hospitality and health care, which reduces unemployment and promotes small business growth and improves the economy as a whole.

According to TESDA’s 2022 Study on the Employment of TVET Graduates, the average employment rate for TVET graduates over the last five years is 74.76, which equates to about seven out of every 10 TVET graduates being employed at the time of the survey.

Challenges That Vocational Training Centers Face

Vocational education training centers in the Philippines face challenges like inadequate funding, outdated technology and inconsistent teaching quality, particularly in rural areas. Many consider technical-vocational education inferior to college degrees, hindering enrollment and accessibility.

The government is enhancing accessibility, relevance, and employment outcomes through TESDA initiatives like the Eight-Point Agenda and the National Technical Education and Skills Development Plan (NTESDP), while promoting private sector engagement for better training programs.

Innovations and Technology

The Philippines is enhancing its vocational training through online courses, mobile labs and updated curricula in fields such as renewable energy and robotics, thereby closing the skills gap and preparing Filipinos for both domestic and international job markets.

By introducing innovative approaches such as welding simulation, robotics integration and computer-aided design, TESDA is preparing learners for industries that are being shifted by automation, artificial intelligence and digital transformation. TESDA has enrolled more than 5 million learners since 2022, with approximately 4.5 million graduates. Many of them have gained national certifications, which have helped them find jobs overseas.

Future of Vocational Training in the Philippines

The Philippines plans to enhance vocational training through public-private partnerships and technical-vocational programs in senior high school courses, focusing on digital tools and industry skills to make it a viable career option.

The National Technical Education and Skills Development Plan (NTESDP) for 2023-2028 aims to offer Filipinos lifelong learning opportunities and innovative skills through future-ready TVET programs, improved higher education, partnerships with NGAs, technical-vocational institutions and Higher Education Institutions (HEIs), such as universities and colleges.

TVET programs must strengthen their position as a vital access, inclusion and mobility vehicle in the country, creating economic opportunities for individuals experiencing poverty, geographical and cultural isolation and physical disadvantages. They should assist the transition to green, digital and knowledge economies, as well as advocate for flexible educational pathways and recognition of talents acquired outside of the classroom.

Conclusion

Vocational education training centers in the Philippines play an essential role in providing millions of Filipinos with important skills for today’s labor market. If the government, businesses and communities are able to work together to invest more resources, reduce stigma and increase access, every Filipino may be able to take advantage of these opportunities and contribute to the country’s development and economic growth.

– Katelyn Leano

Katelyn is based in Plainfield, IL, USA and focuses on Good News and Technology and Solutions for The Borgen Project.

Photo: Pixabay

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Higher Education in Libya

Higher Education in LibyaLibya is facing an unemployment crisis. In 2023, a United Nations report found that more than half (51.4%) of Libya’s 1.1 million youth, aged 15 to 24, were unemployed. One of the main barriers to employment noted in the report was inadequate skills, highlighting the poor state of higher education in Libya. Fortunately, higher education in Libya may be able to address the unemployment crisis.

The Mistake  

In 2011, the United States led NATO’s charge to oust Muammar Gaddafi, Libya’s ruler, or Brotherly Leader and Guide of the Revolution as he called himself. Five years later, the former President of the United States Barack Obama referred to the planning of this regime change – and the resulting devastation – as the ‘worst mistake’ of his presidency.

Since the overthrow and assassination of Gaddafi, hard times have hit Libya, even worse than under Gaddafi’s rule. According to the United Nations Office for the Coordination of Human Affairs, “an estimated 823,000 people, including 248,000 children, require humanitarian assistance.”

The dual issues of poverty and higher education in Libya are tightly intertwined. As UNICEF reported, “more than one-third of Libya’s children live in multi-dimensional poverty” and “about 1 in 10 households rely on child labor to survive.” With severe levels of poverty like these, almost one out of every five families in Libya have at least one child out of school.

Libya Today

Currently, Libya includes two parts, with the interim Government of National Unity (GNU) controlling the north west, and the Government of National Stability holding the north east.

The GNU receives support from the U.N. and multiple local militias. Libya’s House of Representatives installed the GNS and the Libyan National Army backs the government. The GNU holds about one-third of the north, including Tripoli, the country’s capital, while the GNS controls the remaining two-thirds. The rest of the country is largely unpopulated.

Libya’s post-revolution political instability, with its complex and changing list of governing bodies, political parties and militias has included groups who profit off of the country’s vast migrant population through slave markets. In 2021, an estimated 47,000 people in Libya were enslaved.

Higher Education in Libya

While higher education in Libya may be severely underreported, there is no question that there are issues. The 2011 research paper, “Higher education in Libya, system under stress,” outlines many of the areas in which universities are lacking, including:

  • Resources to support programs
  • Strategic planning, and the ability to plan for, short-term objectives
  • Academic leaders to shape and steer the education system
  • Relationships between universities and labor markets
  • Quality assurance

The GNU’s Plan

Aiming to tackle Libya’s high youth unemployment rate, the Ministry of Higher Education and Scientific Research, a department of the GNU, has recently come up with a 10-year blueprint to reform the country’s higher education sector through increased international involvement.

Announced on October 2nd, the plan aims to build up Libya’s universities through investment and assistance. As Maghrebi.org explains, “a key component of the strategy includes promoting international partnerships with major academic institutions, encouraging knowledge exchange and sharing of expertise.”

The GNU also plans to invest more in scientific research, utilize grants from regional organizations and establish more Ph.D. programs to further diversify the country’s job market. 

This education road map is meant to work in tandem with the Ministry of Economy and Trade’s new Entrepreneurs Skills and Solutions Project which “is focused on equipping students and graduates with practical skills in the modern green and blue economy, in addition to aligning their education with current and future labour market demands to create a more coherent link between study and employment.”

The Skills and Solutions Project was announced on September 29, a few days prior to the higher education strategy. In a speech, Economy Minister Mohamed Al-Hwej emphasized “the role of universities and academics in implementing the project…and developing educational curricula.”

Will it Work?

But can the GNU’s strategy actually uplift Libya’s youth? Only time will tell, but as Mustafa M. Elfakhri, Director of Graduate Studies at Libyan International Medical University, explains, multiple sweeping reforms are necessary to promote quality and sustainability within the country’s higher education sphere. These include:

  • Strategic Planning
  • Reforming Governance
  • Quality Improvement Plan
  • Controlled Growth
  • Resources Investment
  • Curriculum and Competencies Matching
  • Enhance Scientific Research
  • Reform Legislation
  • Student Motivation

While the GNU’s 10-year initiative does seem to be a step in the right direction, with a clear focus on enhanced scientific research, curriculum and competencies matching and resources investments, others categories seem underdiscussed. The strategy seems vague as well, leaving room for potential mistakes, hindrances and corruption. 

Naturally, with Libya’s ownership of the largest oil reserves in Africa and severe instability, foreign interference and exploitation have infested the country. Vague proclamations and plans can only take the country so far.

Conclusion

With time, strong governance and quality management systems can hopefully develop, and the GNU can write legislation that will further support the development of higher education in Libya.

However, Libya’s road to redevelopment will take more than one strategy. Unification, stability, improved infrastructure and strong national industries will all be necessary to ensure long-term success for any of the country’s internal needs.

– Yazan Mohammad

Yazan is based in Princeton, NJ, USA and focuses on Global Health and Politics for The Borgen Project.

Photo: Flickr

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Vocational Education Training Centers in Yemen

Education Training Centers in YemenVocational education training centers in Yemen are giving young people the tools to rebuild their futures. From classroom learning to community rebuilding, these centers are helping reduce unemployment and foster economic resilience in one of the world’s most vulnerable nations. 

About Vocational Education Training Centers in Yemen

Vocational education training centers in Yemen have faced immense challenges since Houthi rebels seized the capital city of Sanaa in 2014. The prolonged civil war has devastated Yemen’s social and economic structures, making it difficult for educational and training institutions to operate effectively. Regional intervention and years of political instability have fueled the conflict, driving millions of elders, women, children and innocent lives into poverty. Experts consider the conflict in Yemen one of the worst humanitarian crises in modern history, following the 2025 Gaza genocide, including widespread famine and disease outbreaks.

After nearly a decade of war, Yemen continues to face extreme economic, social and health challenges that will affect Yemenis’ lives in the long run. With collapsing infrastructure, limited job opportunities and severe disruptions to education, young people are among the most affected. According to the World Bank, the country’s real GDP per capita has dropped by nearly 60% since 2015, and more than half of Yemeni’s population now faces food insecurity. Poverty and war have forced many families to withdraw children from school or depend on unsatisfactory, informal labor just to survive.

In Yemen, where some children search for a loaf of bread to ease their hunger and families struggle to meet even their most basic needs, vocational education and training centers have emerged as a vital solution. By equipping youth and adults with practical skills in fields such as construction, agriculture and technology, these programs provide pathways to employment, support local economies and help restore a sense of stability and hope for a long-term recovery.

Skills for Stability

Vocational education training centers in Yemen are offering practical, life-changing skills to communities in crisis. These centers teach trades such as plumbing, solar installation, tailoring and information technology. Teachers at vocational centers teach skills that directly meet the needs of local markets in Yemen. According to UNICEF, programs supporting technical and vocational education in Yemen have helped thousands of youth, particularly women and displaced people, gain the expertise needed to secure jobs and rebuild their communities. 

In a country where years of conflict have left many without traditional schooling, these centers serve as safe havens for learning and empowerment. Students often share classrooms powered by solar panels they install themselves, blending education with action. Each new skill learned represents a step away from dependency and closer to resilience for individuals and communities in Yemen.

Amina’s Story

Despite the challenges, Amina, a young woman from Yemen, refused to give up hope. Her school principal nominated Amina to join a UNICEF-supported like-skills and vocational training program, and she eagerly embraced the opportunity. After more than two months, she learned sewing and business management and upon completing the training, Amina received a sewing machine and materials to start her own small business.

“My life has changed. I was afraid of meeting people before, but now I am more confident and independent. I can now provide all my needs without depending on others,” said Amina.

In a modest room made of stone and clay, Amina set up her own small workspace, where she now tailors vibrant dresses for women and girls in her neighborhood. What began as a simple effort to practice her new sewing skills quickly turned into a thriving business as word spread throughout her community. Today, she earns roughly 20,000 Yemeni riyals each month (about $84 USD), which is enough to support her parents and ten siblings. Amina’s journey shows how access to vocational education can transform lives, turning hardship into independence and hope into opportunity.

Economic Ripple Effects

Vocational education in Yemen does more than create jobs; it lays the foundation for long-term economic development. By equipping people with practical skills, training programs help reduce unemployment, boost productivity and encourage small business creation. According to the World Bank, Yemen’s economy had contracted by nearly 60% since 2015, making the rebuilding of human capital crucial for its recovery.

As trained workers begin to rebuild infrastructure and launch microenterprises, they stimulate local markets and attract investment opportunities. Indeed, international partners, including the World Bank and UNDP note that investing in job training in Yemen can also open new avenues for economic cooperation and trade, creating pathways for growth that extend beyond national borders. This progress highlights the importance of vocational education in Yemen as a driver of job training and economic development.

The Good News

Despite the challenges, success stories are emerging across Yemen. In Taiz, a women’s sewing collective launched in 2022 with support from UNICEF has trained more than 200 women in tailoring and business management. Many of these women now run small businesses that provide clothing for their communities and income for their families. In Sana’a, a solar training program that the Social Fund for Development created in partnership with local schools has equipped young people with the skills to install and maintain solar panels, helping restore electricity to schools and homes in areas that power shortages affect.

These programs restore livelihoods and strengthen hope, showing that even amid a crisis, education can rebuild lives and communities. Yemen’s vocational training centers demonstrate that opportunity can flourish in conflict. Supporting these initiatives helps transform crises into capacity, giving young people tools to rebuild their country. 

Advocating for policies and funding that expand the vocational education training center in Yemen remains essential to promoting long-term stability and economic recovery. Strengthening these centers helps create employment opportunities. Supporting local economies and empowering communities to rebuild their future through education and skill development.

– Furdeuce Mused

Furdeuce is based in Oakland, CA, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Improving Higher Education in Mauritius

Higher Education in MauritiusMauritius’ first National Higher Education strategy marks an important moment in Mauritian history, aimed at increasing the number of those enrolled in higher education in Mauritius and establishing itself among other Commonwealth nations. 

The Higher Education Commission (HEC) of Mauritius and the Commonwealth of Learning (COL) support the government’s commitment to improving higher education in Mauritius. By co-developing a national policy, they aim to indirectly reduce poverty, as experts see higher education is a key driver of socio-economic progress. Development began in June 2025 and is expected to reach completion by the end of the year. It is part of a 10-year plan to transform Mauritius into a knowledge hub. 

Educational Landscape of Mauritius

Improving higher education in Mauritius has a strong link to poverty reduction, as higher education has links to significantly lower poverty rates. Mauritius has made significant progress in reducing extreme poverty, but the disparity between those living below the national relative poverty line and those who are not depends heavily on the individual’s education. 

In 2023, the national relative poverty rate fell from 9.6% in 2017 to 7.3%. Higher education is crucial for a skilled workforce in a knowledge-based economy. A more educated workforce can lead to higher incomes and lower poverty rates. In Mauritius, the poverty rate in 2023 was about 11% for households with primary education compared to around 2% for those with upper secondary education.

Mauritius has also seen a positive reduction in the number of higher education-aged people out of education. In 2022, 50,566 Mauritians were in higher education. Although this rate exceeds that in many Commonwealth states, just over half of people aged 20-24 do not pursue higher education, largely due to socio-economic factors. This situation limits Mauritius’ chance to progress beyond other Commonwealth countries. Government leaders and organizations hope that the National Higher Education Strategy will be the push needed to change this imbalance. 

Developing Strategy

Dr. Kaviraj Sharma Sukon, the Minister of Tertiary Education, Science and Research, participated in a workshop in July 2025 as part of the development process for the National Higher Education Strategy. The focus of the two-day event was on locating and developing key areas of higher education, including access to learning, teaching quality and industry engagement. 

In a speech, Dr. Sharma Sukon shared his hopes that the National Higher Education strategy gives Mauritian people a ‘comprehensive roadmap,’ helping ‘catapult’ Mauritius into an ‘educational powerhouse’ of Commonwealth states.

Dr. Sharma Sukon said “The future starts today. The transformation begins now.”

Positive Impact of Political Visibility

Research from the University of Cambridge found that “visible high-level political commitment,” like Dr. Sharma Sukon’s, helps improve access to learning. Countries that set their own targets show greater ownership and more responsibility for success.

In this case, the National Higher Education Strategy enables the Mauritian government to advocate for its own needs and join alliances that support its interests. For example, the National Higher Education Strategy aligns with United Nations Sustainable Development Goal 4 (SDG 4), an external benchmark that countries can opt to follow. It aims to secure inclusive, quality education and learning opportunities for everyone.

SDG 4 provides a new way for countries to monitor progress toward their national educational commitments by 2030. India, the United Kingdom and 162 United Nations countries use SDG 4.

Education in the Commonwealth

In 2017, 137 million primary and secondary school children in Commonwealth countries, many from rural areas, were out of school, with little chance of ever completing higher education.

COL helps Commonwealth countries access education and development skills by breaking barriers to entry, such as gender and geographical location. 

By promoting distance learning and open schooling opportunities, COL and HEC are improving higher education in Mauritius. Mauritians will have better employment opportunities and a reduced number of people living in poverty due to a lack of education.

– Larisa Corr

Larisa is based in Oxford, UK and focuses on Good News for The Borgen Project.

Photo: Pexels

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5 Charities Operating in Mauritania 

Charities Operating in MauritaniaMauritania, a largely desert country in West Africa bordering Senegal, Mali and Western Sahara, faces urgent challenges, including poverty, limited health care and barriers to education. The population relies heavily on agriculture, even though only 0.4% of the territory is arable. The country also experiences recurrent droughts and floods. In 2024, political instability in Mali caused a rise in refugees in Mauritania. Today, more than 288,000 refugees and asylum seekers live in the southeastern region of Hodh Chargui.

Five charities operating in Mauritania have helped improve access to education, health care and food assistance for vulnerable populations. International organizations such as the World Food Programme (WFP) provide food distribution and malnutrition services. The U.N. High Commissioner for Refugees (UNHCR) implements protection and inclusion programs for Malian refugees.

Progress in Mauritania comes from international and local organizations working together to improve health care, education and livelihoods. Both local and international charities operating in the country have positively impacted its development. Here is information about five charities operating in Mauritania. 

1. World Vision Mauritania

World Vision is a global Christian humanitarian organization that began operating in Mauritania in 1983. The NGO originated in Nouakchott and focuses on improving the well-being of children and families in vulnerable communities. Its mission is to reduce poverty and improve access to education, health care, clean water and livelihoods through sustainable, community-driven programs. World Vision Mauritania has supported more than 230,000 children enrolled in various educational programs and established more than 300 preschool structures to promote early childhood learning. The charity has improved access to clean water by constructing 619 drinking water systems and 302 wells, benefiting more than 114,000 people. World Vision established 894 savings and loan groups with more than 17,000 participants, 98% of whom are women. Through its comprehensive and measurable initiatives, World Vision Mauritania continues to create lasting change by empowering communities and fostering sustainable development.

2. Médecins Sans Frontières (MSF) 

Among the five charities operating in Mauritania, MSF began its operations in the country in 1992. In 2024, MSF returned to the Hodh El Chargui region in response to the increasing influx of refugees from Mali. The international organization provides basic health care, mental health support, sexual and reproductive care and treatment for malnutrition. MSF set up mobile clinics in many villages in Bassikounou to provide care to people arriving from Mali. It also collaborated with local organizations to improve emergency rescue efforts. MSF trained local officials in mass-rescue operations and first aid. In December 2024, it assisted migrants at the disembarkation point in Nouadhibou and supported three disembarkations and two land interceptions. Its work resulted in 2,590 outpatient consultations and 50 children admitted to outpatient feeding programs. By delivering essential health care and support services to vulnerable populations, MSF directly addresses critical gaps in Mauritania’s health care system.

3. Oxfam 

Oxfam has been active in Mauritania since 1983, mainly in Brakna, Gorgol and Hodh el Gharbi. Between 2005 and 2006, Oxfam GB also spent about £616,641 on disaster response in Mauritania.

Between 2010 and 2012, Oxfam’s small-scale irrigation project in Boghé, implemented with the Mauritanian Red Crescent and Spanish Red Cross, benefited 957 farmers in 20 cooperatives and indirectly improved food access for more than 12,000 people.

From 2022 to 2023, Oxfam supported education projects through Education Out Loud, investing $196,511 USD to strengthen 20 member organizations in 15 regions to improve education inclusion and monitoring of SDG 4. Its programs strengthen resilience in communities facing food insecurity, limited land access and educational challenges, helping people build sustainable livelihoods.

4. Youth and Hope 

Among the five charities operating in Mauritania, Houleye Thiam founded Youth and Hope in 2011. According to the organization, its mission is to eliminate barriers to education for young people in four targeted villages in rural areas of Mauritania. Youth and Hope delivers school sets to students twice a year, providing six notebooks and 12 pens. The sets are delivered by hand and the organization asks school teachers to confirm that the students have the basic supply needed to study. The local organization also operates in other villages that host former refugee populations returned from Senegal in 2011, like Gawdal, Diolly and Houdalaye. Youth and Hope’s work highlights the role of local initiatives in supporting vulnerable communities. 

5. Care and Relief for the Young (CRY) 

Since 1992, CRY has been an international charity that supports children and women in developing countries by providing education, shelter, feeding programs and micro-grants. Its work also includes helping orphans and street children through the provision of food, medicine, clothing and school fees, aiming to empower vulnerable groups through partnerships with local organizations. In Mauritania, where education access remains a major challenge, especially for children in rural and refugee communities, CRY’s work fills a crucial gap. In 2025, they launched the Child Development Centre in Mauritania, which supports more than 100 children and funds three feeding programs. The project provides direct assistance to orphans and street children and focuses on improving access to education, nutrition and health care.

The Bigger Picture

The work of these five charities operating in Mauritania makes a significant difference in the lives of Mauritanian people. The joint efforts of both local and international organizations support the most vulnerable groups, including children, women and refugees. Their programs provide direct assistance, such as food provisions, as well as grants and educational resources. Their mission is to help communities achieve sustainable livelihoods and build a better future for the country. 

– Angela D’Avino

Angela is based in Preston, UK and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr