Archive for category: Education

Information and stories on education.

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Education in Gabon

Education in GabonLocated on the western shores of Central Africa — bounded by the Atlantic Ocean, Cameroon, Equatorial Guinea and the Republic of Congo — is the Gabonese Republic. France colonized the country late in the 19th century, and it was decolonized after World War II, with independence taking place in 1960. Its population of just under 2.5 million is 91% urban, distributed in “pockets” throughout the country.

With vast petroleum reserves, Gabon is a natural-resource-rich, upper-middle-income country and is considered one of sub-Saharan Africa’s most prosperous and stable countries. At the same time, while the forecasted 2025 extreme poverty rate is just 3.1%, the upper-middle-income poverty rate is forecast to be over 37.8%. Unemployment is 20%. 

Education in Gabon

Based on the French model, education in Gabon is compulsory and free from ages 6 to 16, beginning with six years of primary education, followed by seven years of secondary school (state program). Options include the predominant general and technical schools, supplemented by private and international schools. Tertiary education includes two state universities: the University of Sciences and Technologies of Masuku, and the Omar Bongo University programs in administration, engineering, forestry, hydraulics, law, literature, management, science and teacher training. 

Primary education expenditure per child of primary education age was 94.9% above the sub-Saharan regional average, but 48.9% below the upper-middle-income country average. 

Learning Poverty

The Learning Poverty rate, a metric initiated in 2019 by the World Bank and the UNESCO Institute for Statistics, measures the proportion of children who are unable to read a simple text with comprehension by age 10, and considers both schooling and learning. Schooling Deprivation, Learning Deprivation and Learning Poverty are all related and are an early indication of risks to the overall quality of education.

In 2021, the World Bank reported that 30% of Gabonese children at late primary age were not proficient in reading, 24% of students did not achieve the minimum proficiency level in reading at the end of primary school and 9% of primary school-aged children were not enrolled in school. This puts Gabon in a better position than the average for the sub-Saharan Africa region (55.7 percentage points lower) and slightly lower than the average for upper-middle-income countries. Learning poverty was higher for girls than for boys, but the indicators and component proportions for boys and girls were within a few points of each other. 

Demographic Disparities

As might be expected, there are various demographic differences in education regarding access and completion, including discrepancies related to wealth and location (urban/rural) in Gabon. The largest differences between the poorest and the richest students are in completion rates: primary (44% and 95%, respectively), lower secondary (17% and 75%), upper secondary (4% and 49%) and tertiary (more than 40%). This disparity pattern in completion rates is similar between rural and urban locations.

There are also some gender differences, but these are not as dramatic. Boys and girls are relatively close on the individual metrics, and both are low for lower secondary completion (below 50%) and upper secondary completion (below 25%). Literacy is high for both 15-14-year-old boys and girls at 95% and 97%, respectively. Learning achievements are within 5-10% of each other, but low for math at the end of primary school. 

SDG 4

In the 2025 United Nations Sustainable Development Report, Gabon is ranked 103:167 overall on the 17 SDGs. SDG 4, Quality Education, is to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The assessment of Gabon on SDG 4 is that “major challenges remain.” Noted are major challenges remaining in the net primary enrollment rate and the lower secondary completion rate, and the literacy rate. (The World Bank reported adult literacy in 2021 to be 86%.)

Addressing High School Dropout: ADAP

Primary school enrollment in Gabon is high—90%–but there is a serious drop in transitioning to secondary school. Only 48% of boys and 57% of girls enroll in secondary school, reportedly because of “social factors.” UNICEF, through its Adolescent Development and Participation program (ADAP), is working with Gabonese education professionals to encourage young people to stay in school and understand how they can contribute to their communities. In addition to working with those in daily contact with adolescents, UNICEF Gabon contributes to various community and school awareness-building activities and extracurricular talks.

U-Report

An innovative approach for communication and advocacy is UNICEF’s use of U-Report, UNICEF’s free and anonymous mobile digital platform where young people can post opinions and information, engaging in advocacy within their communities and beyond. Launched in Uganda in 2011, as of mid-202, there were over 37 million registered U-Reporters in 102 countries, including 4,231 U-Reporters in Gabon. In July 2025, Gabon’s fifth U-Report regional branch opened in Franceville, with the network hailed as a means of allowing “young people to express themselves, learn and influence public policy on issues that concern them.” 

Advocacy Enhancing Education

As a correlate to UNICEF’s ADAP effort, U-Report can serve not only to support students’ healthy communication and advocacy activities, but also to strengthen and support their involvement in local communities, including activities that improve their schools. In Libreville, for example, group field action was conducted to remove unhealthy conditions on school grounds in Sibang by collecting waste, recycling plastic, and weeding around a classroom building to provide a cleaner environment to support students’ well-being and academic success. The Oyem group conducted a two-day campaign in schools to raise awareness of crucial issues—violence in schools, cyberbullying, sexual violence in schools and children’s rights. This involved middle and high school students in interactive workshops and discussion sessions. 

Final Thoughts

Together, UNICEF’s ADAP initiative and the U-Report platform are helping transform young Gabonese into active advocates for their education and communities. By amplifying their voices and encouraging civic engagement, these programs not only motivate students to stay in school but also foster a generation prepared to address the persistent challenges of inequality and access to education in Gabon.

– Staff Reports

Photo: Flickr

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5 Facts on the Current State of Education in Cyprus

Education in CyprusCyprus, the third‑largest island in the eastern Mediterranean, has long viewed education as a critical driver of socioeconomic growth. The Republic of Cyprus (recognized by the EU) and the Turkish Republic of Northern Cyprus (recognized only by Turkey) operate separate systems, making accurate, island‑wide educational figures hard to obtain. Yet, within the Republic of Cyprus, adult literacy now exceeds 98% and tertiary attainment among those aged 25-34 is almost at 47%, the highest rate in the EU. Public schools deliver primary through secondary education, while three public and five private universities provide higher learning. 

In the Republic of Cyprus, education is structured as a 6‑6 system: six years of compulsory primary education starting near age 6, followed by six years of secondary (divided into junior and senior cycles), and then tertiary or vocational pathways. Technical and vocational education and training (TVET) usually lasts two years post-secondary and is overseen by the Human Resource Development Authority (HRDA).

Public spending on education is robust, historically around 6-7% of GDP, significantly above the EU average. In 2022, education expenses made up about 4.9% of total GDP and 13% of the government budget (approximately €1.446 billion). These numbers position Cyprus among Europe’s top spenders in education quality and support.

Performance and Learning Outcomes 

Cypriot students take part in the OECD’s PISA assessments. In 2022, their average scores fell to about 418 in mathematics, 411 in science, and 381 in reading—all well below the OECD averages of 472, 485, and 476, respectively. This marks a sharp decline from 2018 and shows Cyprus falling behind many of its EU peers in core academic skills.

Adult learning engagement is another concern: in 2022, only 28.3% of adults participated in education or training, well below the EU average of around 39.5% – with participation among women at just 20.4% versus 36.7% for men. There is a marked gap between higher‑educated individuals (35.5% participation) and those with lower qualifications (10.9%).

Challenges, Reforms and the Road Ahead 

Despite high levels of investment, Cyprus’ reliance on inconsistent teacher-assigned school grades, which account for 70% of final marks, can undermine fairness. To make matters worse, university admissions rely almost entirely on centralized exams, disadvantaging students from less privileged schools or socio-economic backgrounds. Additionally, adult learning participation has sharply decreased since 2016, particularly among older populations and non-workers. 

In 2015, the government launched an Agency of Quality Assurance and Accreditation in Higher Education to standardize and improve university quality across all institutions. It has evaluated nearly 300 study programs and multiple universities since then, helping hundreds of thousands of students. The HRDA continues to finance vocational training through payroll-based fees and generous subsidies, helping bridge skills gaps in Cyprus’s economy. Technical cooperation with EU partners and UNESCO supports further reforms aimed at expanding adult training and improving early‑grade performance.

Overall, education in Cyprus remains a high‑priority sector, with solid funding, strong tertiary completion, and a national commitment to quality. However, recent declines in PISA performance and adult learning participation signal the need for greater policy involvement, particularly on lifelong learning and transparency in grading. As reforms increase, Cyprus has a chance to bolster its reputation as one of Europe’s education success stories while ensuring that all learners benefit.  

– Jeff Zhou
Photo: Flickr

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Education in Cape Verde

Education in Cape VerdeCape Verde, an island nation in the North Atlantic, has made incredible progress in education since gaining independence in 1975. Back then, less than 40% of adults could read and write; by 2022–23, that figure had risen to almost 91%. Among young people aged 15–24, literacy rates now reach approximately 98%, placing Cape Verde among the highest in West Africa. This gradual rise has become a focal point of national development and contributes to its medium‑income status.

Cape Verde’s formal education follows a 6‑year primary system (ages 6–12), followed by a 5‑year secondary program, which includes a 3‑year general lower-secondary cycle and a 2‑year upper-secondary track focused on either university preparation or vocational training. 

Preschool teaches children under 6. Primary net enrollment is reported at about 86%, while gross enrollment, including over‑age or under‑age students, is close to 96%. The country boasts an impressive 99% transition rate to lower secondary schools. However, completion rates remain lower: about 67% for boys and 65% for girls finish primary education. They’re even worse and more gender-disparate for lower secondary education. 

Public Spending and Quality Assurance 

Cape Verde has maintained high public investment in education for many years, though it declined from 7.5% in 2004 to approximately 5% by 2013. Investment in higher education also increased modestly, from 0.79 % of GDP in 2013 to 0.9% in 2017. Efforts to train teachers and provide textbooks appear effective, as 90% of students have access to textbooks and over 90% of teachers have undergone in-service training.

Despite this commitment, challenges remain. Repetition rates in early primary grades are high, grade 2 sees a repeat rate of about 16.3%, nearly double the average of other grades. Additionally, girls face higher dropout risks, due in part to early childbearing and child marriage, with dropout rates around 24% for girls versus 15% for boys. Such challenges are more prevalent in rural and lower‑income communities, where access to secondary education facilities may be limited and traditional gender roles yield greater influence. 

Reforms and International Cooperation 

Cape Verde’s inclusive education system is bolstered by national policy and international partnerships. The government collaborates with UNESCO, the U.N., and development partners to improve learning outcomes and equity across islands and vulnerable populations. A key example is a UNICEF‑led initiative under the Global Partnership for Education (GPE), which is funding early childhood and basic education improvements from 2024 to 2029. The program has expanded preschool access to over 5,000 children, many in rural or disadvantaged communities, by providing digital learning rooms and supplying new learning materials. This has helped raise the national preschool enrollment rate to about 86%. The focus on STEM education and vocational training aligns with broader economic ambitions, supported by technical cooperation and external funding.

By combining high literacy targets with strong policy and international support, Cape Verde aims to position education as a transformative national asset. Continued investment in early‑grade learning, improved transition and completion at the secondary level, and expanded opportunities in higher education and vocational training are critical to its vision for sustainable development. With over 90 % adult literacy and near‑universal secondary transition, Cape Verde stands out in its region for educational progress. However, targeted reforms remain crucial to ensure that every child benefits equally from learning.

– Jeff Zhou
Photo: Flickr

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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