Archive for category: Education

Information and stories on education.

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Higher Education in Georgia: Learning Toward a Brighter Future

Higher Education in Georgia: Learning Toward a Brighter Future Education is one of the biggest agencies against poverty. Higher education in Georgia has become one of the country’s most powerful means of connecting opportunity, innovation and social mobility. Once limited to the privileged few, university education now opens doors for thousands of young Georgians, and the country’s progress shows that investing in young minds can support national development.

A Decade of Educational Growth

Since Georgia’s independence in 1991, education reform has been a central component of its development strategy. Currently, higher education in Georgia encompasses more than 60 accredited universities, with increasing access for students from rural and low-income families through financial aid and merit programs.

According to the National Statistics Office, the number of students enrolled in higher education institutions increased to more than 138,000 in 2023, a continued climb from the early 2010s. Women make up nearly 56% of enrolled students, highlighting the growing gender equality in education access. This expansion mirrors Georgia’s broader effort to modernize its knowledge-based economy, attract international students and strengthen ties to the European Higher Education Area.

The Link Between Education and Poverty

Higher education is often the turning point between poverty and opportunity. In Georgia, that link is clear. Students from low-income households who complete tertiary education are twice as likely to find formal employment as those without post-secondary training, according to a 2023 World Bank skills report.

Education remains one of the strongest equalizers in a country where regional inequality persists. Rural students, however, continue to face barriers such as limited internet access, travel costs and a lack of preparatory schools. To address this, the government and universities are expanding scholarship programs and digital learning opportunities.

Scholarships and Student Support

Several initiatives now help bridge the gap between poverty and education access.

  • Targeted Financial Aid. The Ministry of Education provides need-based grants to students from low-income and internally displaced families. In 2023, more than 6,000 students received tuition support through this program.
  • Regional Scholarships. The Millennium Foundation and partner universities fund students from remote areas, encouraging local development through education.
  • Private and NGO Programs. Organizations such as the Open Society Georgia Foundation support merit-based scholarships, particularly for women and students with disabilities.

The Bank of Georgia supports education in rural regions through initiatives such as the Ideateka project, which establishes modern educational spaces in regional schools, and the Komarov STEM camp, which provides STEM education to high school students nationwide. The bank also offers online resources and platforms for scholarships and other educational opportunities. These programs show that targeted efforts can make higher education in Georgia more inclusive and effective as a poverty-fighting tool.

Universities as Engines of Growth

Beyond classrooms, universities are becoming innovation hubs that shape Georgia’s economic and civic future. Institutions such as the Georgian Technical University and Ilia State University partner with local industries to create applied research centers, startup incubators and international exchange programs. These partnerships equip students with employable skills and strengthen Georgia’s competitiveness. The European Union’s Erasmus+ program has funded more than 300 Georgian students and faculty annually since 2019, promoting collaboration with European universities and modernizing curricula.

Digital Learning and the Pandemic Effect

The COVID-19 pandemic accelerated online learning in Georgia, exposing challenges but also sparking innovation. Universities developed new e-learning platforms, and the government, with World Bank support, launched projects to expand internet access in rural regions. This digital transition made education more flexible and accessible. For students who once faced financial or geographical barriers, online courses opened new pathways to higher education. This shift has played an important role in promoting inclusion and supporting efforts to reduce poverty.

A Hopeful Future

The story of higher education in Georgia is one of perseverance and progress. Each new graduate represents not just personal achievement but also a step toward national development and a future where education supports economic growth, gender equality and social stability. As Georgia continues to align with European standards and expand access to learning, its investment in higher education remains an investment in its people. By ensuring that opportunities reach every student, Georgia moves closer to reducing poverty through aid and empowerment.

– Salome Jincharadze

Salome is based in Tbilisi, Georgia and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr

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Clean-Air Schools in Cairo Offer Hope for Low-Income Children

Clean-Air SchoolsIn Egypt’s crowded capital, children living in low-income neighborhoods face an invisible threat every day: air pollution. According to the World Bank, Cairo ranks among the world’s most polluted cities, with vehicle emissions, industrial pollution and desert dust contributing to hazardous air quality that disproportionately harms vulnerable communities. Children from impoverished districts, where schools sit near congested roadways and factories, face an elevated risk of developing asthma and other respiratory illnesses.

The World Health Organization (WHO) notes that children breathe faster than adults and are more vulnerable to fine particulate matter, which can become trapped in developing lungs.

Pollution and Poverty Reinforce Each Other

Across Cairo, environmental health and economic inequality are closely linked. According to UNICEF, children in low-income communities experience higher exposure to environmental hazards and have less access to quality health care. For many families, chronic respiratory illness creates additional financial hardship, including missed school days, lost wages for parents caring for sick children and recurring medical costs.

The Egyptian Ministry of Health reports that asthma is among the most common chronic illnesses affecting Egyptian children, with higher prevalence in densely populated urban areas.

Clean-Air Schools Take Root

To address this challenge, NGOs and parent-led coalitions have begun implementing “clean-air schools” initiatives in the most polluted districts of Cairo. These programs equip classrooms with portable air purifiers, increase natural ventilation and plant trees and shrubs around school grounds to trap airborne pollutants. Environmental groups, such as Greenish, a Cairo-based nonprofit, partner with schools to “provide workshops focused on environmental awareness.”

According to the American University in Cairo’s Center for Applied Research on the Environment, urban greening has been shown to lower particulate matter levels, improving both air quality and student well-being.

Health and Education Benefits

Cleaner indoor air is more than a health measure; it is a tool for improving educational outcomes. Research cited by the U.S. Environmental Protection Agency (EPA) indicates that air purifiers in schools can reduce respiratory symptoms and absenteeism, two key factors that hinder academic performance in children with asthma. In Cairo’s low-income areas, where asthma-related absences can lead to learning delays and higher dropout rates, clean-air classrooms provide an opportunity to break the cycle of disadvantage.

Government Policies and Future Expansion

National efforts reinforce local programs. Under the National Air Pollution Reduction Plan, Egypt aims to reduce particulate pollution by 50% by 2030, supported by upgrades to public transportation, stricter emissions monitoring and urban greening projects. Egypt’s National Climate Strategy 2050 also includes expanding electric buses and increasing green spaces in urban centers, measures expected to improve air quality in commuting corridors near schools.

A Breath of Relief for Cairo’s Youngest Learners

While systemic improvements will take time, clean-air schools in Cairo are already beginning to reduce asthma symptoms and improve student well-being in participating districts. For families in Cairo’s most impoverished communities, where health and education resources are limited, these small interventions can mean the difference between chronic illness and opportunity. As Egypt invests in cleaner transportation and environmental protection, community-driven school programs ensure that the most vulnerable children benefit today, helping them breathe more easily, learn better and envision a healthier future.

– Katie Williams

Katie is based in England, UK and focuses on Global Health for The Borgen Project.

Photo: Unsplash

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Building Opportunity: Agriculture and Education in Burundi

Education in BurundiIn the heart of East Africa lies Burundi, a small, landlocked nation bordered by Rwanda, Tanzania and the Democratic Republic of Congo. Beneath its green hills and tranquil lakes, however, Burundi faces persistent poverty driven by decades of instability, underdeveloped infrastructure and dependence on agriculture. While the country has made progress since its civil conflicts ended, many Burundian families continue to struggle to meet their daily needs.

The Borgen Project spoke with Francine Nahimana, a 25-year-old woman from rural Gitega, to learn more about how these challenges shape the lives of ordinary citizens and what solutions are helping Burundians rise above hardship. “People here are hardworking, but without opportunities and support, it is difficult to move forward,” Nahimana said.

Historical Impact

Burundi’s history of ethnic and political conflict has left deep social and economic scars. During years of unrest, schools and hospitals closed, families fled their land and many professionals left the country in search of stability. These years disrupted entire generations.

According to UNICEF, conflict forced thousands of children out of school, leading to widespread illiteracy and unemployment in later years. Many displaced families lost farmland, the backbone of Burundi’s economy and still face disputes over land ownership today. Nahimana explained that her community is still rebuilding: “Some people my age never had the chance to learn to read or write. That affects jobs today; many adults are still trying to catch up.”

Agricultural Impact

According to the International Fund for Agricultural Development (IFAD), roughly 80% of Burundians depend on agriculture for their livelihoods. Yet recurring droughts, soil erosion and limited access to modern tools continue to reduce yields and income. In rural Gitega, most families tend small plots of maize, beans or cassava.

Nahimana said that when rains fail, families cut back to one meal a day and ration food to children first. For many households, farming remains a matter of survival rather than a source of profit. The World Food Programme (WFP) estimates that more than half of Burundians face chronic food insecurity, highlighting the connection between environmental vulnerability and poverty.

Efforts to improve irrigation systems and promote climate-resilient crops have begun in parts of the country, offering hope that communities can protect both livelihoods and nutrition in the coming years.

Education in Burundi

Education in Burundi is both a challenge and a solution to poverty. According to UNESCO, while primary enrollment rates have increased, completion rates remain low, especially for girls. Families often struggle to afford school uniforms, materials or the long commute to secondary schools.

Nahimana recalled walking nearly an hour each day to reach class. “My parents believed girls should be educated, but many of my friends left school early to help at home or marry young,” she said. The lack of consistent schooling limits access to formal employment, leaving many young people dependent on subsistence farming.

Expanding access to education and vocational training in Burundi could empower citizens to pursue alternative livelihoods and break cycles of poverty.

Health Impact

Health care in Burundi remains fragile, especially in rural areas, where clinics are understaffed and medical supplies are scarce. For low-income families, medical costs can be devastating. When illness strikes, adults often lose workdays and children miss school, creating new obstacles to economic stability.

Nahimana said that even minor illnesses can send families into debt: “If someone gets sick, we borrow money to buy medicine and then the next month we can’t buy fertilizer or seeds.” Expanding community clinics and enhancing maternal and child health programs could prevent minor health issues from escalating into cycles of poverty.

Youth and Governance Impact

Burundi’s population is predominantly young; according to the United Nations Population Fund (UNFPA), more than 60% of the population is under the age of 25. This generation holds the potential to transform the country if provided with stable jobs and inclusive governance.

After years of instability, trust in institutions is slowly returning. National peacebuilding efforts, supported by the United Nations Peacebuilding Fund, aim to strengthen transparency and civic participation. Nahimana believes young people are ready to lead: “We are not defined by poverty, we are defined by perseverance. With education and opportunity, we can create a better future.”

Future Impact

Burundi’s challenges remain immense, but progress is possible. Investments in sustainable agriculture, affordable health care and education, particularly for girls, could significantly reduce poverty over the next decade. The World Bank and the United Nations Development Programme (UNDP) continue to partner with Burundi to improve rural infrastructure, access to credit and food security.

These long-term projects, paired with community-level resilience, aim to ensure that economic growth reaches every hill and valley. As Nahimana’s story shows, hope endures in Burundi’s hills. Each classroom that stays open, each seed that survives a dry season and each young woman who completes her education brings the nation one step closer to lasting prosperity.

– Katie Williams

Katie is based in the United Kingdom and focuses on Global Health for The Borgen Project.

Photo: Unsplash

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Education or Survival? Educational Challenges in Rural Punjab

Educational Challenges in Rural PunjabThe literacy rate in Pakistan has increased significantly over time, with the national figure now exceeding 60%. Punjab leads this progress with a rate slightly above 66%. However, these statistics do not override the province’s barriers to education, particularly for working-class families. Thus, to learn more about the educational challenges in rural Punjab, The Borgen Project interviewed Laiba Waris. Waris is a 22-year-old girl whose family moved from Sialkot to Islamabad to escape societal pressure and seek better opportunities.

Despite being close to Pakistan’s industrial hubs, rural Sialkot still faces deep-rooted inequality. Most families rely on small trades, farming or daily labor to make a living. For many, educating their children, especially daughters, feels out of reach. Schools are limited, transportation is expensive and traditional gender norms remain strong.

Waris is the only one in her family still in school. Her brothers fully support her, doing what they can despite financial strain. “We do have a small business, but education expenses are a big burden,” she says.

Waris’ Story: Education Beyond Boundaries

To overcome these educational challenges in rural Punjab, Waris’ family moved to Islamabad. This marked a turning point in Waris’ life. “It’s good for my personality development and my life,” she says, explaining that university education has given her confidence and exposure that rural girls rarely experience.

Yet, the journey has not been easy. “I face difficulties in paying my fees and managing transport. My family supports me, but it’s not easy for them,” she adds. Her words reflect the quiet determination of many rural students who leave their homes in search of a better future.

The Gender Divide in Rural Punjab

Educational challenges in rural Punjab are deeply intersectional with gender. This reflects the province’s wider gender gap, where female literacy is just about 63.4% compared to 75.4% for males. In her hometown, education beyond matriculation is not very common for girls. “In our area, education is so difficult for girls after matric, very few continue,” Waris explains. “Most get married early or start working in factories.”

Waris considers herself lucky to have parents who believe in education. “They’re not conservative. They want me to study and have a good job. But there’s still a lot of social pressure. People talk, but my family appreciates me and is standing by me.” Encouragingly, she also notes progress. “In old times, there were very few girls going to school. But now, things are changing. More girls are studying and they’re more passionate than boys.”

Dreams and Determination

Waris’ ambitions stretch far beyond her village. She aspires to enter politics to represent and uplift her community. “Education is as important as water,” she says. “It gives life meaning and power. Without it, people remain trapped.”

Her words carry a powerful message for policymakers and citizens alike: scholarships, free education and transport systems are essential if rural students are to compete equally with their urban counterparts.

The Path Forward

Waris’ story, from rural Sialkot to Islamabad, mirrors the broader dilemma faced by Pakistan’s working class: whether to prioritize education or focus on survival. Her journey highlights the significance and ever-cascading educational challenges in rural Punjab.

She shares her story as both a personal triumph and a reminder that true progress depends on making education accessible to all, regardless of geography, gender or income. For now, Waris continues to study, fueled by hope that one day her success will help open doors for others in her village who still dream of learning.

– Sidra Tahir

Sidra is based in Rawalpindi, Pakistan and focuses on Technology and Politics for The Borgen Project.

Photo: Flickr

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Vocational Māori Education in New Zealand

Vocational Māori Education In New ZealandMāori in New Zealand face a culturally unsympathetic education system, which has hindered graduation rates and students’ prospects. With roots in debate regarding their separateness from other peoples, which directly affects how special provision is dispensed in mainstream education, there are several schemes to resituate Māori custom in students’ learning. New Zealand is at a cultural crossroads between facilitating Māori beliefs within the classroom or conversely encouraging students out of it into a vocational environment. Here is more information about vocational Māori education in New Zealand.

Contextualizing the Māori Experience

In 1840, there were 80,000 Māori in comparison to 2,000 non-Māori inhabiting New Zealand; by 1896, this figure has drastically reversed with 42,000 Māori to 700,000 non-Māori. Issues of inequality remain tightly bound to ethnicity as poverty disproportionately affects the Māori which, when combined with an education system that does not reflect their beliefs, has reinforced social barriers.

In 2023, 28.3% of Māori school leavers did not achieve the NCEA (National Certificate of Educational Achievement) Level 1, New Zealand’s official secondary school qualification, in contrast to just 14% of the non-Māori. Only 63.6% of Māori students remain enrolled in school until age 17, compared with 79% of non-Māori students.

Colonial Legacies or Responsibilities?

Educational disparities have close ties with historic prejudices; when European colonial authorities settled, the Māori experienced stigmatization. To form an agreement between the two, the settlers and the Māori signed the Treaty of Waitangi in 1840. However, Māori and English translations of the treaty vary on one crucial point: Māori authority. Article 3 of the treaty not only grants Māori with the same citizenship rights as European colonial authorities, but also states that the Crown should provide accessible and appropriate education. However, what some deem accessible and appropriate is both a changeable and controversial topic.

In a move the government hoped would create greater social equality, it formed the Treaty Principles Bill which was voted down in April 2025 and would have, had it not received a rejection, effectively dissolved the Treaty of Waitangi’s statement of the Māori’s need for individual determination and provision. Seeing differentiation as a form of discrimination or facilitation directly changes how Māori customs are honored, or not, in mainstream education. So, New Zealand’s continual legislative insecurity has resulted in alternate pathways to widen Māori access to education: the first within and the second outside of the classroom.

Schemes Within Mainstream Education

Against a defective educational background sits the so-called ‘Māori Renaissance,’ a phrase notably European in reference and a movement which prioritizes the iwi, the Māori term for their people. Created in 1995, the Māori Affairs Select Committee made a model to support iwi in their attainment of higher educational outcomes.

These outcomes were set to begin early, with the rollout of Te Kōhanga Reo from the 1980s providing a total immersion in Māori language for preschoolers. A more culturally conscious mode of teaching has also received encouragement in the classroom, as a renewed emphasis on building a whānau, an extended family, between teachers, students and parents has aimed to prevent further disaffiliation with mainstream education.

 The 2025 Budget further affirms this aim, adding another $50 million in New Zealand’s capital funding to support Māori students’ success with enhanced curriculum and teacher training, including but not limited to:

  •     Training 51,000 teachers for years 0-13 in Te Reo, the Māori language, and Tikanga, Māori customs 
  •     Creating a STEM virtual learning network to help 5,500 senior secondary school students 
  •     Developing Māori Studies as a subject area taught between years 11-13

There are also three Māori Universities offering anything from Bachelors in Māori Performing Arts, to Māori nursing, or even Mātauranga Māori, a degree in iwi philosophy. As an alternative to a purely vocational path, these courses bring Māori knowledge in line with more traditional degree paths to allow members of the community access to higher education without forfeiting their cultural beliefs.

However, on the June 7, 2025, the New Zealand government removed Māori and Pacific learners as an eligible category for extra funding, prompting insecurity and anxiety as to how Māori accommodations will continue to work in mainstream education.

Vocational Schemes Outside Mainstream Education

Vocational learning is an experience intrinsically Māori in practice, as past generations would impart crafts like weaving and woodworking in a familial practice known as the Tuakana teina dynamic. This principle also determines a Māori’s rights to ancestral lands, roles within the iwi and even, historically, potential marriages. With a focus on how individual responsibility intersects with the community, it provides an excellent framework for vocational training schemes.

A nonprofit actively utilizing this dynamic is the Tāwharau Housing Trust, which originated in 2017. It uses the customary acquisition models of the Māori community to teach trades within the construction industry, while also building affordable housing. One can translate ‘Tāwharau’ as the verb “to shelter” or the noun “a shelter,” which encapsulates the overall sustainability of the project as it not only addresses the housing needs of the immediate community, but provides future generations with the skills needed for job security. 

The Rotorua School of Māori Arts and Crafts

Another vocational Māori education scheme in New Zealand is The Rotorua School of Māori Arts and Crafts, which originated in 1926. Translated as “The World of Light,” kinship is built between students and their instructors as they work on projects together such as the building of a meeting house, dining rooms and various other community buildings. Many of their graduates rejoin as staff to train the next generation of Māori carvers in a cyclical pattern not only preserving traditional practices, but also careers which support creative and cultural expression.

The Māori Trade Training Scheme

 Finally, the Māori Trade Training Scheme, which has been operational since the 1960s, led Māori school leavers down vocational pathways by relocating them to specialist training centers. In addition to giving those who grew up in rural communities the opportunity to live in an urban environment, the trades on offer have come to range from carpentry to electrical work and even engineering to name a few.

Looking Ahead

Considering the closure of the Māori Trades and Training Fund on June 30 2025, the future of vocational Māori education in New Zealand is largely dependent on the community’s own self-determination in light of lost government aid. 

– Carys Davies

Carys is based in London, UK and focuses on Good News for The Borgen Project.

Photo: Pixabay

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Morocco’s Gen Z Protests: Better Education and Health Services

Morocco’s Gen Z Protests: A Movement for Better Education and Health Services In September 2025, the Gen Z movement GenZ212 mobilized supporters in 11 Moroccan cities, including Casablanca, Rabat, Marrakesh and Agadir, to protest the neglect of health care and education services in the country. The recent deaths of eight pregnant women in Hassan II Hospital triggered younger generations to protest for urgent investment in national health care. The protesters also criticized the Moroccan government’s spending priorities on football infrastructure for the 2025 Africa Cup of Nations and the 2030 FIFA World Cup. The people of Morocco demanded that these funds be invested in education, employment opportunities and health care.

Progress and Persistent Gaps

In the last two decades, life expectancy has increased from 66.8 years in 2000 to 75.7 years in 2025,
 and vaccination coverage reached 94.5% in 2023, leading to the elimination of polio and diphtheria.
 The government has also invested in educational accessibility for vulnerable groups with frameworks like the 2000 Education Framework Law and national initiatives such as the National Human Development Initiative (INDH) in 2006. However, despite these improvements, many Moroccans still lack access to quality health care and education.

Morocco’s Gen Z Protests

The GenZ212 movement started the protests in September 2025 and used social media platforms to mobilize hundreds of supporters to join the cause. About 200 protesters were arrested as police used force to disperse crowds. Studies revealed that 43% of young Moroccans aged 18–29 spend three to five hours per day on social media. Hundreds of young Moroccans also supported the movement online. They used social media platforms such as Instagram and TikTok to raise awareness and counter misinformation.

The movement grew from 1,000 to 180,000 members using the platform Discord for coordination, discussion and decision-making. They were not affiliated with political parties or unions and demanded more public spending on health and education, less corruption and greater political accountability.

Young Moroccans also participated in protests across many cities, including Casablanca and Rabat. GenZ212 used digital organizing as the backbone for their protests. The movement integrated digital awareness and civic action to demand political and social changes in the country.

The Current Situation

In rural areas of Morocco, residents often lack access to health care services due to worker shortages and limited insurance. Twenty percent of the population lives more than 10 kilometers from a primary care facility. Rural areas also face challenges in providing education services, including a lack of teacher training and classroom overcrowding. As of 2022, 64% of Moroccan 10-year-olds cannot read or understand a simple text.

In response, the Moroccan government and NGOs launched reforms to expand access to education and health care. In 2021, the WHO launched the National Plan to Combat Childhood Cancer at St. Jude Children’s Research Hospital to improve treatment access and expand pediatric oncology and palliative care. From 2020 to 2022, the childhood cancer survival rate rose from 68.2% to 72.2%, and the goal is to reach 80% by 2030.

The World Bank financed a total of $750 million by 2023 for Morocco’s Education Support Program to support the government’s Strategic Education Roadmap (2022–2026). The reform agenda aims to expand early childhood education, invest in teacher training and reduce learning poverty.

Earlier this year, the government reviewed these reforms with the goal of restoring confidence in public schools and addressing previous shortcomings. The education budget rose to $8.5 billion, up from $6.8 billion in 2019, with the expansion of 230 Pioneer Middle Schools, benefiting more than 200,000 students.

Post–Gen Z Protests

The civic participation and digital activism of Morocco’s Gen Z protests prompted a response from both the king and the government. On Oct. 10, King Mohammed VI addressed Parliament and called for faster social and economic reforms.

Government spokesperson Mustapha Baitas also acknowledged the protests. As a result, on Oct. 20, the government announced major social reforms in direct response to the demonstrations. The 2026 draft finance bill strengthens public education, creates 27,000 new jobs in education and health care, and allocates $13 million to these sectors. The youth political participation bill will cover up to 75% of campaign expenses and invite citizens under 35 to join politics. The party reform proposal will enhance political party transparency and encourage women and youth to join or establish political parties.

One sign of this new transparency was the public livestreaming of a parliamentary committee meeting on health care reform on Oct. 1. This event marked a shift toward transparency and public participation in policymaking.

Looking Forward

Morocco’s Gen Z protests marked a turning point in the country’s social and political landscape. Indeed, what began as a reaction to failures in health and education evolved into a nationwide demand for accountability, equality and transparency. The movement demonstrated the power of digital mobilization and the determination of Morocco’s youth to shape the future of their country. Morocco’s Gen Z has shown that civic engagement and collective action can drive reform for social justice and improved public services, offering hope that youth-led movements will help build a more equitable 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: Pixabay

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Vocational Training Centers in Zimbabwe Are Empowering Youth

Vocational Training Centers in ZimbabweWhen Dorothy, a young woman from Hopley, a suburb of Harare, dropped out of school, she believed her chances at a stable future had ended. Jobs were scarce and her family struggled to make ends meet. But through a short vocational course offered under the USAID-GOAL Uplift II program, she learned baking, catering and entrepreneurship skills. Today, Dorothy runs a small but thriving baking business that supports her siblings – a testament to vocational education’s transformative power.

Her story mirrors a broader transformation happening at vocational training centers in Zimbabwe (VTCs), where thousands of young people are finding pathways out of unemployment through practical skills and innovation. Through public-private partnerships and industry-aligned curricula, such programs equip youth with the technical and entrepreneurial skills they need to boost employability and self-sufficiency.

A Nation Confronting Crisis

Zimbabwe’s economic challenges have been persistent and profound. High inflation, currency volatility and a weak investment climate have induced widespread downsizing and stifled job creation, particularly for youth. This is problematic in a country where 62% of the 15.9 million population are under 25. As formal employment opportunities disappear, informality has become pervasive. Today, 47.6% of those 15 to 24 years old do not have employment, education or training.

While Zimbabwe’s school enrollment rates are relatively high for sub-Saharan Africa, the education system still struggles with access, quality and inequality. Those with only early childhood education are almost completely excluded from the labor market. Even secondary school graduates often find themselves unable to secure employment in an economy that fails to provide adequate job-ready opportunities. This is the gap vocational education seeks to fill.

Education 5.0 and Vision 2030

Recognizing this, the government has placed vocational education at the center of its Vision 2030 development strategy. Through its Education 5.0 policy, learning is built on five pillars – teaching, research, community service, innovation and industrialization – to link education directly with production. It emphasizes hands-on training that bridges the divide between education and employment.

According to Zimbabwe’s Ministry of Higher and Tertiary Education, more than 5,000 students graduated from VTCs in 2024 – many of them school dropouts or individuals previously excluded from formal education. Training in carpentry, garment construction, agriculture and catering provides tangible, income-generating skills while encouraging entrepreneurship. To this end, the government plans to establish a VTC in each administrative district, expanding access to locally relevant technical education.

Youth and Gender: Closing the Opportunity Gap

Zimbabwe’s youth unemployment rate remains among the highest in Sub-Saharan Africa, and young women bear the brunt. Social expectations, early marriage and limited access to credit or land make it harder for women to pursue economic independence.  

Vocational training centers in Zimbabwe now train women in trades once dominated by men – including welding, mechanics and electrical installation – while also expanding more traditional sectors like textiles, agriculture and hospitality. Young Africa Zimbabwe, for example, offers flexible, affordable courses with on-site childcare to support young mothers.

Yet, disparities persist. Female participation rates are high in VTCs like office management (92%) but drop to just 3.1% in mechanical engineering. Apprenticeships, which tend to lead to higher employment rates, remain male-dominated. Policymakers and educators therefore need to promote women’s participation in non-traditional fields and design targeted mentorship and scholarship programs.

Still, vocational education is about more than employment – it is about rebuilding confidence, fostering self-reliance and challenging the gender norms that have long constrained women’s economic participation.

Persistent Challenges

Despite notable progress, vocational training centers in Zimbabwe face significant barriers:

  • Funding and infrastructure gaps are acute. Zimbabwe’s public debt has constrained funding for vocational education, leaving VTCs with the smallest budget share in the education sector. Many centers lack modern equipment and qualified instructors, especially in rural areas.
  • Equity and access remain concerns. Formal VTCs largely exclude those who do not complete basic education or cannot afford tuition. Women, rural youth and those with disabilities are still under-represented in training and employment outcomes.
  • Fragmentation and weak coordination undermine the system. VTC programs fall under multiple ministries, creating confusion and inconsistent quality standards.
  • Social stigma still lingers. Colonial-era policies that privileged academic over technical education created the enduring perception that vocational training is only for those with lower academic ability.

The Role of NGOs and Private Partners

In the absence of sufficient public funding, NGOs and private institutions have stepped in with innovative approaches – with transformative results.

Young Africa Zimbabwe, with training centers in Harare and Chitungwiza, offers vocational training that targets out-of-school youth aged 16-25, with strong links to both the government and local businesses. Meanwhile, CAMFED Zimbabwe focuses on empowering young women through vocational skills training, start-up grants and mentorship. In Mudzi district, its support for women in a baobab processing plant increased their earnings fivefold through improved processing and marketing skills. These initiatives complement government efforts by embedding practical, gender-sensitive and community-driven approaches that bridge education and employment.

Dorothy’s story is one of many, but it captures a broader truth. Across Zimbabwe, vocational training centers are not just teaching trades, they are nurturing independence, restoring dignity and offering a lifeline to a generation too often defined by unemployment. With sustained investment, thoughtful reform and deepened collaboration between government and civil society, VTCs could become one of the most powerful engines for youth empowerment – and a cornerstone of Zimbabwe’s economic recovery.  

– Caroline Sheehan

Caroline is based in Edinburgh, UK and focuses on Good News and for The Borgen Project.

Photo: Flickr

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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