Archive for category: Education

Information and stories on education.

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10 Facts About Education in Argentina

Education in ArgentinaArgentina is the second-largest South American country, with a population of almost 47 million. The country is 92.5% urbanized, with a third of the population living in the capital of Buenos Aires. In regard to education in Argentina, the literacy rate is 99%. 

10 Facts About Education in Argentina

  1. Tuition-free education in Argentina is offered at the primary, secondary and university levels, in addition to private schools. Over the last decade, there have been several significant projects designed to address and improve different aspects of the education system. These have tackled rural education, school dropouts, early literacy, education infrastructure and digital learning.
  2. Rural schoolchildren experience disadvantages in education, such as multigrade teaching, access to secondary education (83% urban, 55% rural) and transition to secondary education (rural students are 43% less likely to attend lower secondary education and 70% more likely to drop out). 
  3. PROMER-II, the Second Rural Education Improvement Project for Argentina, active from 2015-2021 was funded by a $250.5 million loan from the World Bank’s International Bank for Reconstruction and Development. The Government of Argentina provided counterpart funding of $11.45 million, as well as follow-up support that included a nationwide program of school grants to support vulnerable students who might not otherwise complete secondary school. PROMER-II objectives were to (1) reduce repetition rates at preprimary, primary and secondary levels, (2) increase enrollment and completion of secondary school, and (3) strengthen project management, monitoring and evaluation. The national Ministry of Education implemented the project. The World Bank was able to accrue additional donor support, for example, from UNICEF. 
  4. Teaching improvements, good school management practices, strong school-family linkages and expanded service coverage all contributed to the project’s success. A total of 183 rural education schools were built or refurbished, and 2,218 had improved infrastructure to cope with COVID-19 needs. Between 2014-2021, rural repetition rates decreased by almost 50%; transition from primary to secondary increased from 75% to 80%; transition from lower to upper secondary increased from 91.6% to 96.5%;  and completion of upper secondary (12th grade) increased from 63.3% to 74.1%.
  5. It was estimated that between 350,000 and 700,000 students dropped out of school in 2021, with only 10% of students completing their secondary education on time. The COVID-19 pandemic only exacerbated issues of poverty, such as a lack of technology, including internet access. Approximately 880,000 children were seen as vulnerable; the National Education Ministry reported that 13% of students at all levels had little or no contact with the educational system. 
  6. In spring 2023, the Organisation of Ibero-American States for Education, Science and Culture developed a “Return to Studying” campaign to provide incentives to both adults and children to return to their studies. Two Argentinian football organizations became involved because of the popularity of football in the country and its ability to reach all social classes.
  7. The World Bank approved two projects for Argentina in November 2024, for a total of $1 billion. Half of the money is for the Integrated Early Childhood Development Project that will support the improvement of programs for mothers and children up to the age of 4. The project is expected to reach more than 800,000 pregnant women and 1.8 million children, including access to childcare centers for 120,000 vulnerable children and support for 39,000 families residing in vulnerable areas. The second $500 million is for the Program to Support the Federal Policy for Enhancing Foundational Literacy. The goal is to increase the percentage of students who meet the minimum level of literacy proficiency in the first cycle of primary education, the APRENDER 3rd grade tests.
  8. Also in November 2024, the Inter-American Development Bank approved a $300 million loan to Argentina over four years for training 390,000 teachers to improve reading instruction, among other initiatives. The loan is described as the first individual operation of a conditional credit line directed toward improving “comprehensive literacy,” i.e., foundational skills of basic math, science and the use of digital technologies. The credit line is approved for up to $1 billion, with the initial credit line to include financing for primary school books, including books for those with hearing or visual disabilities, mobile libraries and literacy kits. This initial loan includes $500 million in parallel financing from the World Bank Group. Technical teams will work to improve coordination between the education system’s subnational and national levels.  
  9. In February 2025, the head of government for the City of Buenos Aires announced a $146.6 billion investment in 627 school infrastructure projects as part of the city’s “Agenda 2025, Buenos Aires First.” This is a continuation of work that included 300 projects already underway. Projects include new school buildings, refurbishment and maintenance of buildings and conversion of some schools and kindergartens from single-day to full-day classes. Supplies include “I Love Learning” kits of materials, school supplies, language and math teaching materials and textbooks for students and teachers. There are also teacher training programs.
  10. Working with Argentina’s Ministry of Economy and Public Management and the Ministry of Education of the Province of Cordoba, the United Nations Office for Project Services (UNOPS) undertook an initiative in April 2025 to improve digital learning in the province’s primary and secondary schools. The project contributed 48,000 netbooks across hundreds of public schools in order to make educational technologies more accessible both to teachers and students. The expectation is that integrating technology in the classroom will increase equal opportunities and motivation, and that enhanced inclusion will improve academic outcomes. Digital tools will also be used to support students with learning difficulties. 

Investment in Argentina’s education system is thus significant, comprising international, national, and subnational support. This support is wide in scope in terms of target populations, issues addressed and the solutions undertaken.

– Staff Reports
Photo: Flickr

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Education in Botswana

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Addressing Poverty in Uruguay

Poverty in UruguaySituated between Argentina and Brazil, Uruguay holds a modest population of around 3.4 million – 0.041% of the total world population. Successfully, the nation ranks low in national poverty on a regional level. Boasting a relatively high Gross Domestic Project (GDP), Uruguayan poverty is at one of its lowest points. Recently, the nation scored a Gini index value of 40%, holding the largest middle class in Latin America. With an extreme drop in poverty in Uruguay in the mid-2000s, government assistance programs continue to keep rates stable.

Poverty in Uruguay

About 18.9% of its population are in poverty, per the Multidimensional Poverty Index (MPI). The MPI classifies multidimensional poverty as a deficit in four or more areas of housing, employment, education and government services. About 17.5% of households have at least one member without adequate education. 29.2% of households have at least one informally employed member,  and 17.4% of residents have unreliable housing. The government supplies direct payments through a Conditional Cash Transfer (CCT) program, membership is reliant on school attendance and routine health checks. Payments increase with the number of children per household. 

The government also provides additional benefits to retirees with childcare exceptions, along with disability and survivor benefits. Simultaneously, the government also provides benefits to widowed individuals or children with lost or disabled parents. The previous year’s median wage index determines annual cost of living. However, despite social programs’ impact, poverty is still largely disproportionate.

Groups Experiencing Higher Numbers of Poverty in Uruguay

The Multidimensional Poverty Index (MPI) uncovered higher rates of poverty among Afro-descendants and children aged 0-14. One of South America’s more homogeneous countries, less than 5% of Afro-descendants comprise its population, with 2% identifying as Indigenous, and a smaller percentage identifying as “other.” Afro-descendants make up a fourth of Latin America and are regionally 2.5% more likely to face poverty. In Uruguay alone, extreme poverty most likely affects Afro-descendants. Afro-descendants’ disposable income is 41% lower than white’s, and indigenous people’s is lower by 27%. Consequently, Afro-descendants and indigenous people receive more financial assistance, largely through programs including CCT. In 2018, the government allocated 6.1% towards Afro-descendants through CCT programs and 7.9% towards food transfer programs.

As for child poverty, the lack of child assistance programs likely leads to these disparities. In contrast, Uruguay holds a Human Capital Index (HCI) value of 0.06, relatively high in Latin America. The HCI measures the probability of a child’s success based on rates of employment, education and health. 

Looking Ahead

Progressively, Uruguay’s social assistance programs have been successful in lessening national poverty. The MPI and other programs introduce factorial approaches to understanding poverty. As poverty remains disproportionate among certain populations, implementation of new programs, through demographic-specific programs and education may address income disparities between racial minority groups and create not just regional, but global records as well.

– Sarah Licon

Sarah is based in Whittier, CA, USA and focuses on Technology and Solutions for The Borgen Project.

Photo: Flickr

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Education in Andorra

Education in AndorraThe Principality of Andorra is a tiny, landlocked state in southwestern Europe, between France and Spain in the Pyrenees mountains. Its population of 85,370 is a third Spanish, a third Andorran, 10% Portuguese, 5.6% French and 18% other. The population is unevenly distributed over seven urbanized valleys (87.8%).

Andorra is a high-GDP state, ranking 23rd out of 222 ($64,600 in 2023). Its primary industry is tourism (skiing). A nontax haven financial sector makes banking and finance other critical industries. It has a 100% literacy rate, despite ranking 187th out of 201 on GDP for education (1.9% GDP in 2023).

A Unique System of Education

Andorra’s free and compulsory (through age 16) educational system reflects its unique geographic location and its tripartite cultural diversity and comprises multiple systems. Primary age children (first 6 of 12 years) are approximately equally divided among Andorran-, French- and Spanish-medium schools. Facilities and Andorran-speaking teachers are provided by the government. Schools with Spanish- or French-speaking teachers provide their own. The core language in the Andorran schools is Catalan, with French, English and Spanish as secondary languages.

There are approximately 5,500 primary school children each year. There are three options for secondary school: a general program, a technical program and a special needs program, but less than half of those who wual go on to one of the programs. 

School Skiing

A unique aspect of Andorran education is the ski school component, required as part of the physical education curriculum in first grade and optional after that. In 2003, the Andorran government formalized the skiing part of the public school curriculum and updated and amended it in 2012. The government supports oversight for ski school trips, monitors and companions, discounted lift passes for ski school participants and subsidized equipment for children on social assistance.  

Tertiary Education in Andorra

Agora Andorra was founded in 1999 as the principality’s first private school. In 2017, it was renamed Agora Andorra International School, providing multilingual education, plus the official language of Andorra, Catalan. The most recent (2018) addition to the three systems is The British College of Andorra, offering early years (from age three), primary and secondary education, plus the International Baccalaureate Diploma Program (year 13). 

At the college level, the University of Andorra has a small, primarily long-distance enrollment, or students may choose to attend college in France or in Spain. Ud’A offers in-person degree programs in business, humanities, law and nursing. Computing, communication and language programs are virtual programs in collaboration with other universities. There are also several master’s and other postgraduate programs.

A Changing Environment for Education?

A state with a high quality of life and low taxes, approximately 68% of Andorra’s residents are foreign-born (mostly from Spain). In addition, 2024 saw 9.6 million tourists. The country’s education system, therefore, reflects the reality of its economic environment, as well as its cultural diversity.

At the same time, Andorra is diversifying its tourism-focused economy with investments in digital infrastructure and technological services. Its capital, Andorra la Vella, has been defined as a “hotspot” for the growth of e-commerce. In addition to the challenge of creating a balance between tourism and the technological sector, it will be interesting to see whether and how such a change in the economic sector might affect the educational sector, at all levels.

– Staff Reports
Photo: Pixabay

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5 Ways Zambia’s Free Education Policy Helps Children in Poverty

Zambia’s Free Education PolicyIn 2022, Zambia removed school fees for all public primary and secondary students through a nationwide Free Education Policy (also referred to as “Education for All”). For children living in poverty, this decision changed everyday life. Families that once struggled to cover fees can now send their children to school without facing impossible financial choices.

Within a few years of the policy’s introduction, more than 2.3 million previously out-of-school learners returned to classrooms. Since the policy began, millions of learners have returned to the classroom and early evidence shows that the reform is creating new pathways out of poverty. Here are five ways in which free education is transforming children’s lives across Zambia.

Education Is Now Accessible to All Children

Before the policy came about, many families could not afford tuition fees, exam charges or contributions to parent-teacher associations. These costs often pushed children out of school or prevented them from enrolling in the first place. However, with Zambia’s Free Education Policy, these financial barriers have been removed.

As of 2025, 80% of Zambians say that someone in their family has benefited from free schooling and it is estimated that roughly eight million learners (from early childhood to secondary school) are covered under the free education system. For children living in low-income households, this reform gives them their first real opportunity to access continuous education, opening many more doors for them later in life.

It Reduces the Risk of Child Labor and Exploitation

When families face extreme poverty, children are sometimes sent to work in agriculture, informal labor or other household enterprises to help bring in income, especially when education costs are high. Fortunately, by making education free, the policy reduces one of the main financial pressures that results in pushing children toward exploitation instead of having a better well-being by being in school. The Zambian government and education sector researchers have linked the increase in school enrollment to declines in drop-outs and reduced pressure toward child labor.

This shift gives vulnerable children a much safer and healthier alternative: attendance in school rather than engaging in exploitative work.

It Expands Future Job Opportunities

Education remains one of the most reliable paths out of poverty. By giving children the opportunity to complete primary and secondary education, Zambia’s free education policy opens doors to future jobs that require literacy, numeracy or more advanced skills. With a growing base of educated youth, more young people from disadvantaged backgrounds may access stable employment and obtain skilled professions.

Analysts describe the policy as a major investment in human capital formation and social mobility. For many children living in poverty, this offers a real chance to change their economic trajectory and contribute positively to their communities and national development.

It Creates New Teaching Jobs and Strengthens Communities

The surge in school enrollment triggered by free schooling has led to one of the largest teacher recruitment drives in Zambia’s history. In 2022 alone, the government recruited 30,496 teachers and staff. This expansion provides employment opportunities, especially in communities where poverty and unemployment are significant.

Teacher recruitment also ensures that growing class sizes can be managed, which supports better learning outcomes and helps to stabilize local economies. For families living in impoverished or rural areas, this presents a new path to stable income through teaching, helping strengthen social stability and building a more educated workforce within those communities.

School Supports Social and Emotional Development

Attending school does more than teach reading, writing and mathematics. It provides a structured environment where children build friendships, develop social skills, learn discipline and gain confidence. These social and psychological benefits are widely acknowledged by sociologists and developmental psychologists as early social interaction and peer learning foster emotional resilience, collaborative skills and a sense of belonging.

For children growing up in poverty, who may otherwise lack stable social structures or supportive environments, free access to schooling gives them a place of security, routine and community. Though quantitative data on social development under the policy is not yet robust, the general principle that schooling supports socialization is well-established. In Zambia, by making education accessible across socioeconomic divides, free education helps ensure that all children, not only those from wealthier families, have access to the social and emotional benefits school can provide.

Final Remarks

Zambia’s Free Education Policy is already reshaping opportunities for children living in poverty. By removing financial barriers, reducing the risks of exploitation, opening future career paths, creating new teaching jobs and supporting healthy social development, the policy is proving to be a powerful investment in human potential. If the government continues to support education with adequate infrastructure, resources and funding, every child in Zambia could have the chance to learn, grow and build a better future.

– Daisy Winstone

Daisy is based in Cardiff, Wales and focuses on Good News for The Borgen Project.

Photo: Flickr

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Unconventional Classrooms: Micro-Libraries in Brazil

Micro-Libraries in BrazilNearly one in 10 residents over age 15 in Brazil’s favelas are illiterate. In communities where access to books, libraries, and formal education resources is limited, children often grow up without the basic tools for learning. To bridge these gaps, grassroots initiatives such as micro-libraries in Brazil are bringing books and learning directly into underserved neighbourhoods. They provide children with opportunities they might otherwise go without.

A 12-Year-Old Girl Sparks Change

In São Paulo, 12-year-old Lua Oliveira created a library in a small, tin-roofed room in her favela. She started after seeing a child at a book fair told she could not afford a book. Lua began collecting donated titles to lend to local children. Her library now holds approximately 18,000 books and operates in a community centre where children regularly visit to read and learn, World Economic Forum Reports. Furthermore, her initiative inspired neighbours and peers to engage with reading in their everyday environment, demonstrating how locally managed, small-scale learning spaces can have a profound impact on education in low-income communities.

The Mala do Livro Project: A Citywide Effort

Lua’s story reflects a broader movement in Brazil. In Brasilia, the Mala do Livro (‘Book Bag’) project has run for decades, with the support of the Secretariat of Culture and Creative Economy. Volunteers carry mobile book bags into neighbourhoods, community centres, hospitals, and subway stations. Each bag contains around 150 books, carefully selected for children, teenagers, and adults, and the network now encompasses 193 micro-libraries with approximately 45,000 books in circulation.

These micro-libraries in Brazil demonstrate the flexibility and community focus of grassroots learning spaces. By situating libraries directly within neighbourhoods, children and adults can borrow books without travelling long distances or relying on formal institutions.

Impact on Communities

Micro-libraries in Brazil affect more than book lending. They strengthen community cohesion, provide safe environments for children after school, and encourage peer-to-peer learning. Indeed, in Brasilia alone, the Mala do Livro project has reached around 100,000 readers over its lifetime, with 18,000 people using the libraries in a single year. Each micro-library receives roughly 45 visits per year, showing the continued engagement and importance of these programs.

Micro-Libraries as a Tool Against Poverty

Poverty in Brazil is not just about income; it also affects access to education and learning opportunities. According to UNICEF, 32 million children live in multidimensional poverty, which includes severe educational deprivation. However, in this context, micro-libraries in Brazil act as practical interventions against poverty. By providing children in favelas with books and access to literacy resources, these grassroots initiatives help break the cycle of educational disadvantage, giving young people tools to improve their long-term social and economic prospects. Education also drives economic mobility: the Inter-American Development Bank estimates that differences in education explain more than 40% of income inequality in Brazil.

Small Libraries, Big Impact

Micro-libraries in Brazil depend heavily on volunteers and consistent donations. Lua’s library, for instance, requires ongoing book donations and active participation from her neighbours. Similarly, the Mala do Livro project relies on a network of volunteers to circulate books and maintain access. Supporting these initiatives helps promote literacy and combat educational inequality in low-income communities, offering children a chance to break cycles of poverty.

From a 12-year-old girl’s home library in Sao Paulo to the mobile book bags, micro-libraries in Brazil demonstrate that classrooms do not need walls to be effective. Community-driven, accessible learning spaces transform education in the favelas, offering hope and opportunity to children who might otherwise be left behind.

– Iona Gethin

Iona Gethin is based in Exeter, UK and focuses on Good News for The Borgen Project.

Photo: Wikimedia commons

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Closing Kenya’s Gender Gap in Tech Education

Kenya's Gender GapIn 2025, Kenya is witnessing a transformative shift in education. Across cities, towns and rural villages, digital learning hubs are opening doors for women and girls to access science, technology, engineering and mathematics (STEM) education for the first time. This access is driven by both government-backed digital literacy campaigns and grassroots organizations such as AkiraChix. These initiatives aim to close Kenya’s gender gap in the technology sector and position young women as leaders in the country’s growing digital economy.

Kenya’s Government Connecting the Gender Divide

Kenya has long been recognized as one of Africa’s technology pioneers, with its capital city, Nairobi, earning the nickname “Silicon Savannah” for its start-up ecosystem. However, despite this progress, Kenya’s gender gap in digital access remains significant. According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), women occupy fewer than 30% of Information and Communication Technology (ICT) roles in Kenya, and mobile internet use is considerably lower among women than men.

To tackle this divide, Kenya’s government has launched several digital literacy initiatives under its Kenya Vision 2030 and national ICT strategy. These initiatives aim to expand computer access in schools, increase teacher training and extend technology access in low-income regions. The government’s 2030 goals would allow women and girls to gain stronger digital skills and develop a greater interest in STEM fields.

How AkiraChix Is Coding a New Future for Women

At the heart of this transformation is AkiraChix, a Nairobi-based nonprofit founded in 2010 that trains young women from underprivileged backgrounds in coding, design and entrepreneurship. AkiraChix runs a camp program that introduces girls to technology and design software. Its CodeHive program offers a fully subsidized, yearlong training in software development, product management and digital design for women ages 20-24.

According to AkiraChix’s 2022 Impact Report, more than 80% of graduates secure a placement or start their own ventures within six months of finishing the program. In its 2021 Impact Report, one 2020 alumna, Rebecca Wambui, said learning to code through the CodeHive program helped her realize that “I can also do this.” She has since developed a chatbot to help local farmers access affordable market prices.

Community Hubs Expand Rural Opportunities

Beyond Nairobi, a growing network of community digital learning hubs is making STEM education accessible in rural and low-income areas. UNESCO-supported programs have introduced more than 200 girls from 20 schools to robotics, mobile app design and 3D printing. Similar to AkiraChix’s programs, UNESCO bootcamps often give girls their first exposure to engineering and computer science. These programs play a key role in narrowing Kenya’s gender gap by increasing interest in STEM.

By equipping women with marketable STEM skills, Kenya is strengthening innovation and inclusive growth. Studies show that expanding digital access contributes directly to higher gross domestic product (GDP) and employment rates in developing nations. For graduates of AkiraChix, UNESCO programs and other digital hubs, the results include greater financial stability, improved livelihoods and stronger educational outcomes.

Challenges and the Road Ahead

Despite these gains, challenges remain. Many rural areas still lack stable electricity or affordable data, limiting the reach of digital learning. Additionally, cultural norms and gender stereotypes continue to discourage girls from pursuing STEM, and the cost of devices remains a barrier for low-income families.

Experts emphasize the need for sustained investment in infrastructure, teacher training and the integration of digital skills in school curricula, supported by public and private partners.

Kenya’s expanding digital learning ecosystem demonstrates how innovation and equality can intersect to drive national progress. By giving women and girls the tools to thrive in STEM, the country is working to bridge its gender gap in technology and build a more inclusive future.

– Abigail Ariyo

Abigail is based in Ottawa, Canada and focuses on Good News for The Borgen Project.

Photo: Unsplash

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How Higher Education in Algeria Is Pivoting Toward Jobs 

Higher Education in AlgeriaHigher education in Algeria has grown at remarkable speed and now focuses on improving its quality, job outcomes and student infrastructure. This article will look at what expanded access has achieved, what the LMD reform changed and how Erasmus projects and new incubators are tying degrees more closely to work.

A System That Scaled Up Fast

In two generations, higher education in Algeria has pivoted from being only for the elite to now being accessible to the masses. In 1963, the country had less than 10 higher education institutions and 3,000 students: fast forward to 2025 and that figure has grown to 115 with just shy of 2 million full-time students. Out of these students, 500,000 were working towards masters degrees while 65,000 were doctoral candidates. Women make up more than 60% of students in Algeria, putting them in the top 15 countries in the world for female enrolment.

Since 2004, Algeria has implemented the License–Master–Doctorate (LMD) aligning with the French/European model in order to boost international compatibility. The reform followed earlier restructurings in 1971 and 1999 and remains the framework for teaching and assessment today.

Incubators

A clear policy pivot is linking university study to entrepreneurship and regional development. Under the Ministry of Higher Education and Scientific Research (MESRS), campus incubators are now helping students and researchers turn their ideas into businesses and ventures. The incubator push is part of a wider strategy with the Algerian government setting a national target of 20,000 startups by 2029. Universities view incubators as a key mechanism to diversify the economy and tackle youth unemployment.

International Projects

International cooperation is reinforcing these shifts. Through Erasmus’ Capacity Building in Higher Education (CBHE), Algerian universities have been able to design an employment ready curriculum, strengthen their governance and emphasize quality assurance. Projects such as COFFEE created new professional bachelor degrees in partnership with Algerian companies and the ministry of higher education. This project has already led to the accreditation of 17 professional bachelor’s programs in areas such as industrial maintenance, building rehabilitation and e-commerce. These degrees focus on management and technical profiles that are in demand, helping young graduates move quicker into decent jobs and out of poverty.

A Linguistic Turn With Classroom Impacts

Algeria has made visible reforms to its language policy. While French remains widely used socially and academically, the government has focused its attention in making English the country’s secondary language. In 2025, schools, universities and medical programs will begin to utilize the English language with plans to train 30,000 English teachers. This shift aims to widen Algeria’s global research base as well as help them build industry networks that can create more skilled jobs for graduates of higher education in Algeria.

However, due to the government’s focus on rapid expansion, the quality of the staffing and facilities are unevenly distributed across the country. Studies have found that there are persistently high unemployment rates among graduates in certain fields.

A Brighter Future

Algeria’s higher education system has improved significantly in such a short amount of time with diversification and constant innovation playing a pivotal part in its success. The components for a better future are in place with modular degrees, incubators and international cooperation in place. If they continue with their consistent quality assurance, improved infrastructure spending and significant contributions to academic research Algeria will be able to quash their high youth unemployment rate and boost its economy further.

– Jibreel Meddah

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

Photo: Wikimedia Commons

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The Philippines is Addressing Poverty: A Multi-Pronged Approach

Philippines is addressing povertyThe Philippines is addressing poverty with a three-tier strategy that combines cash transfers, education reforms and expanded health care coverage, officials say, as policymakers aim to transition short-term relief into sustainable progress.

A Stronger Social Safety Net

At the core of the country’s effort is the flagship conditional cash-transfer program known as the Pantawid Pamilyang Pilipino Program (4Ps). The program provides regular cash payments to low-income households that meet specific criteria, including regular school attendance for children and regular preventive health care visits. The idea is to provide an immediate buffer from extreme hardship while encouraging families to adopt behaviors that build human capital.

Government planners identify poverty reduction, universal health care and quality education as the three key “socioeconomic goals” driving this agenda.

Expanding Access to Education

On the education front, the Philippine government passed the Universal Access to Quality Tertiary Education Act (RA 10931) in 2017. It provides free tuition and certain school-fee subsidies at state universities and colleges and offers a “tertiary education subsidy” (TES) for students in private institutions under particular conditions. The policy has benefited more than two million students.

Officials say that free higher education is a vital means of equipping low-income households for stable employment, thereby helping to break the cycle of poverty. For example, 4Ps households are being encouraged to tap the student-aid schemes. Yet analysts note that participation among the most impoverished deciles remains lower than among wealthier peers; in 2019, only about 6.1% of students came from the neediest households versus higher shares in better-off ones.

Health Care Investment and Risk Protection

The Philippines is also addressing poverty by working to fortify health care access through its Universal Health Care (UHC) law. It aims to reduce financial risk from illness and to expand service delivery, especially for people experiencing poverty. According to the World Health Organization (WHO), high out-of-pocket spending and health-service gaps have been drivers of poverty in the country.

A study by the Philippine Institute for Development Studies (PIDS) identified major geographic coverage gaps: while most major regions have national health insurance enrollment rates above 90%, conflict-affected provinces in Mindanao reported coverage levels as low as 52%.

Early Progress

According to the Philippine Statistics Authority, the national poverty rate dropped from 18.1% in 2021 to 15.5% in 2023. This translates to a decline of roughly 2.4 million individuals living under the official poverty line. It suggests the multi-pronged strategy is yielding results. However, officials caution that inflation (especially food price inflation) and regional disparities remain serious headwinds.

Despite the framework, key challenges remain. In health care, enrollment is still concentrated among formal-sector workers, making it difficult to extend equitable coverage to informal and rural populations. In higher education, low-income households continue to be underrepresented, raising concerns about whether subsidies are reaching those who need them most.

Finally, in cash-transfer programs, persistent inequalities, service-delivery bottlenecks and local government capacity gaps mean full reach has not yet been achieved.

Looking Ahead

For the Philippines’ approach to translate into enduring poverty reduction, policymakers will need to deepen the linkages among welfare, education and health interventions. That means ensuring vulnerable households are not only stabilized by cash grants, but that their children benefit from quality schools and are shielded from catastrophic health-care costs. If effectively implemented, the integrated model offers a pathway from relief to resilience.

– Arielle Telfort

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

Photo: Flickr

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WSLB: Global Stewardship Through Youth Leadership in Spain

Washington State Leadership Board Builds Global Stewardship Through Local Youth Leadership in SpainWhen the inaugural cohort of 15 Washington students arrived at their host families’ homes in Logroño, Spain, during the summer of 2017, it was clear that these students were the first in a new field of global advocacy, yet far from the last. This was the year the Washington State Leadership Board (WSLB) launched Washington World Fellows, Washington State’s first international advocacy program for high school youth.

Recent years have seen an increase in similar initiatives for youth across the world, creating a rapidly growing network of globalized communities. The WSLB is an example of regional governments integrating the United Nations Sustainable Development Goals (SDGs) into long-term community planning. Local institutions play a uniquely crucial role in alleviating poverty at the grassroots level, and employing the rising generation is central to this work. “If we’re not taking care of our citizens, the whole society suffers,” says WSLB Director of Programming, Amy Ubungen.

WSLB programs for youth leadership in Spain are necessary avenues that reflect a growing global presence in the development of sustainable communities.

A Long-lasting Global Network

The WSLB backs two international programs, both designed as accessible, cost-free opportunities for underserved youth from Washington and Northern Spain to travel abroad. Washington World Fellows began in 2017 as a sister exchange program to World Fellows España, which in 2022 sent its first cohort of Spanish students to Washington State.

World Fellows, many of whom are first-generation college students facing community-specific education barriers, embark on a college readiness track while abroad. In July 2025, World Fellows connected with local government officials during an annual International Youth Summit in Viana, Spain, where students issued a magazine to voice concerns about universal socioeconomic barriers facing youth.

The Compassion Scholars initiative launched in 2019, when the inaugural cohort of Washington students traveled to Dharamsala, India, to discuss global inequalities with the Dalai Lama.

Compassion Scholars now visit the La Rioja region in Northern Spain, where they observe measures in both urban and rural settings to alleviate poverty. Upon returning home, Scholars implement community projects that range from reducing education barriers to partnering with local immigrant support agencies.

Sustainable Development Goals at the Micro Level

WSLB’s partners in La Rioja each incorporate SDGs, enriching the region with a strong network of resources. El Colletero is an innovative, grassroots effort based in the agricultural community of Nalda, Spain. It is driven by local women who offer training sessions in food production to prevent food insecurity and promote ecofeminism. La Rioja Acoge is a regional immigrant and refugee resettlement agency in Logroño whose Reception and Integration System accommodates asylum seekers fleeing humanitarian crises in areas such as Gaza and Ukraine. The regional branch of La Cruz Roja in La Rioja tailors its emergency response services to local vulnerable populations. All three agencies promote youth leadership in Spain and provide an exemplary framework for communities worldwide pursuing para-diplomacy.

How the WSLB and Its Partners Thrive

The success of World Fellows and Compassion Scholars is due in part to the WSLB’s history as a longstanding, state-funded institution, providing a legal foundation in Washington State for an international framework. However, this level of institutional support is not present for World Fellows España. “You could say… that we are the Spanish agency of the WSLB, [but World Fellows España doesn’t] have any support here locally,” explains World Fellows España Director, César Martínez Lorenzo. “We do have the support of organizations that get involved in Compassion [Scholars]. They support us. They do it out of compassion, so to speak. But other than that, at any institutional level, we don’t have any support just yet.”

Despite Spain’s developed social safety net, community-driven initiatives like World Fellows España often struggle to gain the institutional recognition needed to lift programs off the ground. The pandemic delivered a particular blow to World Fellows and other youth programs globally. However, César remains optimistic about the WSLB’s continued success. “Policy should be implemented to make these programs a thing,” he says. “It’s like planting a seed… and we need to let it grow. But that is a process. That doesn’t happen overnight… I think we have to wait and see. It’s a ‘trust the process’ kind of thing. And that’s what we do, we trust the process. And we can invest in it, because we believe in it.”

Missions for Underserved Youth

Early in World Fellows España’s development, the regional initiative Los Pioneros provided a well-aligned model for the World Fellows mission. Los Pioneros is a nonprofit based in Logroño that promotes youth leadership in Spain by addressing education and employment barriers for marginalized young adults.

Many initiatives like Los Pioneros exist globally but lack access to consistent funding like that of the WSLB, making it difficult to expand programs beyond their region of origin.

Alliance Africa Avanza is another example of a well-resourced initiative sustained on an international scale. In August 2024, the Spanish government launched a joint program in Senegal, Tierra Firme, to address the country’s high unemployment rates by fostering self-sufficiency and financial stability. The program enables 500 Senegalese youth to receive vocational and professional training. Bilateral agreements between nations, such as Alliance Africa Avanza, demonstrate how essential institutions are in providing measurable opportunities for youth.

The WSLB and Barriers to Success

Like many state-funded agencies in the U.S., WSLB programming has been affected by recent decreases in federal funding. For World Fellows and Compassion Scholars students in both Washington and Spain, the programs’ limited mobility caused by budget cuts “puts a lot more burden on participants, [and] it requires participants to step up,” says Amy Ubungen. Since spring 2025, the WSLB has experienced a 12% funding cut.

Such cuts are the “biggest threat and number one concern of our agency at this time,” says WSLB Programs Manager Claire Muehleisen. Given World Fellows España’s lack of local financial support, these reductions present a particular challenge for youth leadership programs in Spain.

“…What would be ideal [is for World Fellows España] to get funded, and that’s where local governments and institutions come in,” says César Martínez Lorenzo. He suggests increased support from “a local institution, say the city council or… the town hall,” to channel funding. “We would need someone in a position of power… to believe in what we do and make it happen… that’s my hope,” he explains. With a boost in local support, César foresees a future where Compassion Scholars could evolve into an exchange program, like World Fellows.

A Catalyst for Sustainable Development

As World Fellows and Compassion Scholars expand, the WSLB’s international partnerships will continue to inspire global youth initiatives aligned with the SDGs. “Poverty is always in the details,” remarks César Martínez Lorenzo. Fortunately, so are local institutions that continue to make long-term investments in the youth for healthy, sustainable communities in the future.

– Isla Hansen

Isla is based in Spokane, WA, USA and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr