Archive for category: Education

Information and stories on education.

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UK Aid for Girls’ Education: Reasons, Aims and Progress

Girls’ EducationU.K. aid for girls’ education was hit when the U.K. government cut Official Development Assistance (ODA) spending from 0.7% of GNI to 0.5% in 2020. This decreased by $6.13 billion, lowering the overall spending to $13.6 billion. For context, the U.K. spends $25.84 billion just on food waste. This decrease, alongside the COVID-19 pandemic, exacerbated existing inequalities in education. However, the U.K. is making efforts to push back.

Girls are more vulnerable than boys in terms of education, particularly in low-income countries. As of 2021, women made up 66% of the world’s illiterate population. Furthermore, COVID-19 had a significant impact on education across the world. At its peak, more than 1.5 billion students were out of school.

According to the U.K. government, girls were disproportionately affected, particularly in low-income countries. An estimated 11 million girls never returned to class after the pandemic, as many were forced into early marriage or work to support their families. The U.K. aims to lead international efforts to address this issue through:

  • Restoring its ODA budget to 0.7% of GNI when feasible.
  • Its Five-Year Plan to improve girls’ education.

UK’s Five-Year Plan

The Foreign, Commonwealth & Development Office (FCDO) released this plan in 2021, a detailed scheme to improve girls’ education globally. It clearly states that boys’ education is just as important. However, it recognizes that girls are generally more vulnerable than boys, requiring more direct aid.

Minister Wendy Morton stated, “Girls’ education is a particularly powerful investment, the benefits are wide-ranging enough to stop poverty in its tracks.”

The pillars of the plan:

  • A global coalition on girls’ learning. U.K. aid for girls’ education will prioritize international alignment. The government aims to build political and economic cooperation between the countries receiving aid and those giving it.
  • Country-led action to get more girls in school, kept safe and learning. The U.K. will focus on building bridges with low-income governments, smaller communities and families within these countries.
  • Global goods to support bold education reforms. The U.K. promises to share its advantages in educational institutions and expertise to bring countries in need up to a similar standard.

In summary, U.K. aid for girls’ education was set to increase significantly in 2021. The U.K. government promised to build international relations, provide direct economic assistance and share technologies and expertise.

What Progress Has Actually Been Made?

In February 2025, the U.K. government further decreased ODA spending from 0.5% of GNI to 0.3%. This decision was made to facilitate increased arms spending. Fundamentally, this will reduce the effectiveness of U.K. aid for girls’ education.

Furthermore, the most recent numbers from the UNESCO Institute of Statistics point to an ongoing decrease in children’s education rates worldwide. By late 2023, 250 million children were reportedly out of education, an increase of six million since 2021, coincidentally the beginning of the Five-Year Plan. UNESCO points out the centrality of girls and young women in this increase. Since 2021, Afghanistan, in particular, has excluded girls from education on a massive scale.

However, there is reason for hope. UNESCO also showed that by 2023, there had been an increase of 50 million girls in school globally since 2015. According to UNESCO, there has been a drastic improvement in girls’ education overall. However, multiple negative pockets, such as Afghanistan, remain. While the increase in girls being enrolled in schools alongside the decrease in children in school may seem contradictory, it is likely to come back to the idea of overall progress being limited by pockets of problems.

Regardless, UNESCO made the clear point that global efforts, including U.K. aid for girls’ education, must increase to reach national and international targets.

Conclusion

Overall, U.K. aid for girls’ education is on the rise and there is cause for hope due to the commitments of the U.K. government to improve education for girls worldwide. By improving education, the U.K. is helping to facilitate the eventual end of poverty.

However, the U.K. government’s reduction of the ODA budget severely limits the impact of its international aid. 

– Oliver Evans

Oliver is based in Devon, UK and focuses on Politics for The Borgen Project.

Photo: Flickr

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Nutrition and Poverty in Delhi: The Role of Education and NGOs

Nutrition in DelhiDelhi, the capital of India, is considered a culturally rich and diverse city. A beautiful city, vibrant with people, an amalgamation of culture and a kaleidoscope of colors. It holds a fine balance between traditional and modern values. With its blend of ancient heritage and traditional modern life, the city attracts people from across the country. However, beneath the vibrant image lies a stark contrast, where nutrition and poverty in Delhi continue to disproportionately impact underprivileged children, limiting their access to basic resources, education and opportunity.

According to the NITI Aayog Multidimensional Poverty Index (MPI) report 2023, the share of the population living in multidimensional poverty declined from 4.43% in 2016 to 3.43% in 2021. However, this decline hides the reality in certain districts, especially in north and west Delhi, where poverty persists at troubling rates.

Education Inequality

While the country has seen overall improvement, education gaps remain a major issue in Delhi. A 2023 report by ThePrint indicated that “school attendance deprivation” increased from 31% in 2016 to 38% by 2021 in several districts of the city. This increase affects underprivileged children the most, often limiting their long-term prospects and trapping them in cycles of poverty. The situation is bleaker in rural parts of the nation.

According to the National Statistical Office (NSO), more than 20% of children between the ages of 6 and 14 in rural parts of India are out of school, compared to just 6% in urban counterparts. This reflects how nutrition and poverty in Delhi and beyond create long-term barriers to consistent school attendance and academic success.

Gender and Nutrition

Cultural biases and gender further deepen inequality in the country. An article by The Wire discussed how girls face a deficit in access to nutritional food sources because of the deep-rooted belief that boys will be the future providers in the family. Such beliefs amount to health issues for female children, including stunted growth and anemia.

The National Family Health Survey (NFHS) pointed out that “54-59% of girls within the age group of 15-19 years are anemic as opposed to 29-31% boys in the same group” in India. Poor nutrition affects their ability to attend and succeed in school, reinforcing both gender and economic inequality.

Pehchaan the Street School

Many NGOs in the city are working to change this trajectory by providing essential resources to underprivileged children. One such example is Pehchaan the Street School in the Delhi-NCR region. As the name suggests, the organization focuses on providing a “Pehchaan, an identity to underprivileged children by providing them with education.” The nonprofit has worked tirelessly for more than 10 years to provide free education to children in the rural and slum areas of the city, aiming to make each child self-sufficient and independent.

Beyond the classroom, the organization also conducts free health check-up camps and menstrual health seminars. It provides legal and financial aid and vocational training courses for its students, ensuring they receive comprehensive support and are well-equipped to pursue their dreams confidently. The organization has supported more than 5,000 underprivileged children in the city over the last decade, achieving a passing rate of 94%. It works to address issues of nutrition and poverty in Delhi, creating support systems where the government infrastructure often falls short.

As one student shared, “In my 10-year journey, it has become a very important part of my life. I attend school regularly and this is where I received a lot of love, care and guidance.” This heartfelt reflection underscores the transformative role that the organization has played in the lives of many children.

The Red Foundation

The Red Foundatiom was founded in 2022 in the capital. The NGO aims to improve nutrition and support the right to education for underprivileged and marginalized communities. The institution operates on four pillars: education, better livelihood, skill development and empowerment and awareness. These pillars form the foundation for the nonprofit’s various programs and initiatives. One such program, “Pathshala,” provides academic education and life skills to disadvantaged children. Another, “Swasth Bharat,” proactively brings medical services to underserved areas.

Final Remarks

The work of grassroots organizations like Pehchaan-the Street School and Red Foundation demonstrates that meaningful change is both possible and already in motion. These efforts have brought education, health care and nutrition to many children who might have otherwise been left behind.

However, nutrition and poverty in Delhi remain pressing challenges that require continued, coordinated action from both public and private sectors. The journey toward equity and empowerment is far from over, but it is well underway.

– Vasudhaa Shakdher

Vasudhaa is based in Vancouver, BC, Canada and focuses on Good News for The Borgen Project.

Photo: Unsplash

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Higher Education in North Macedonia

higher education in north macedoniaSince its founding after the dissolution of Yugoslavia, North Macedonia has struggled to develop into a prosperous nation. The country’s economic and developmental difficulties stem in part from mounting problems within the education system. A shrinking student body, lack of materials and poor economic opportunity have damaged the quality of all levels of education, but especially higher education in North Macedonia.

A Consistent Decline

Higher education in North Macedonia is a part of a broader national education system under stress. North Macedonia’s primary and secondary student body has been steadily shrinking since 2021, which is by extension drying up the pool of applicants for higher education year over year.

In the 2021/2022 school year, primary and secondary school enrollment fell by a combined 3.1%, while the number of enrolled students who actually completed the academic year fell by 18%, a metric indicative of dropout rates combined with increasing levels of young people and families emigrating from the country.

Systemic Struggles

In 2021, North Macedonia’s education system introduced the Concept for Primary Education, a program designed to foster logical reasoning and critical thinking skills rather than rote memorization. However, three years later textbooks supporting this new framework have not been issued. Of the 126 textbooks necessary for all learning subjects, mandatory and elective, the Ministry of Education and Culture failed to provide 43, according to the Osservatorio Balcani Caucaso Transeuropa.

There are shortages even in areas with improved infrastructure. Many schools have to operate in two shifts due to overcrowding, which increases teacher workloads, forcing them to juggle large class sizes and insufficient teaching materials, while students are stuck in cramped and poorly maintained environments.

Much of these struggles stem from spending cuts and broader systemic problems. In the preceding decade, North Macedonia has steadily decreased national spending on the education sector, falling to just 3.8% of GDP, according to World Bank figures. The funds are subject to corruption and the bureaucratic inefficiencies of fragmented governing bodies.

Nonstarters and Brain Drain

These issues ripple upwards into higher education in North Macedonia. As many as 25% of North Macedonians have not finished high school. Of the remaining 75%, only 17% have attained a college education, according to Balkan Insight.

These numbers are indicative not only of an underskilled residential populace, but also of a loss of talent. Higher education graduates leave school to discover low wages, a lack of career options and overall limited economic prospects at home. As a result, many students reject higher education in North Macedonia in favor of studying abroad in Europe and often do not return.

This loss of students perpetuates the cycle of underdevelopment. North Macedonia spends between 116 and €433 million annually on developing students who ultimately leave its borders. Low investment in higher education facilities and technologies means that these students have to seek opportunities elsewhere.

On the Path to Educational Reform

In recent years, North Macedonia has adopted several reforms aimed at strengthening quality assurance, transparency and institutional performance in higher education. As of 2023, it has implemented the EU-backed rulebooks on “Determining Professional and Scientific Titles” and “Methodology, Standards and Procedure for Accreditation” in an effort to standardize educational policy and boost consistency across institutions.

North Macedonia has also invited EU-backed foreign experts to evaluate its university institutions and study programs. The intention is to bring external oversight and broader stakeholder participation into accreditation and quality control and meet the standards of the EU’s Agency for Quality of Higher Education (AQHE).

Beyond higher education in North Macedonia, broader primary school-level reforms are underway through World Bank–supported initiatives. For example, 20 schools are piloting the Whole Day Schooling model (WDS) to enrich the learning environment by extending the school day and offering more comprehensive student services. This reform is part of efforts to modernize the foundation feeding into secondary and higher education and to create more prepared students for the future.

The Future

Taken together, these reforms reflect a coordinated push to upgrade structures in pursuit of a more responsive, higher-quality education system. By strengthening pedagogical standards and teaching methods, universities can improve learning outcomes and make themselves more attractive to students considering education abroad. These reforms place higher education in North Macedonia on the path to improvement and are working to draw the currently drifting student populace back to its borders.

– Nikola Stojkovic

Nikola is based in Villa Park, IL, USA and focuses on Global Health for The Borgen Project.

Photo: Flickr

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Quiet Revolution: Education in Vietnam Drives Poverty Reduction

Education in VietnamVietnam transformed from one of Southeast Asia’s most underserved, war-torn nations in the early ’90s into a global model for poverty reduction. This transformation did not happen overnight. The country changed over the years of investment in its future: the children of Vietnam and their education.

Extreme poverty previously covered around 45–52% of the population in the early ’90s. By 2022, it had dramatically decreased to about 1%. This change came not from foreign aid or outside enterprises, but from a sustained, state-led initiative to invest in children in rural areas by expanding education and bolstering electrification, infrastructure and health care.

Education as the Foundation

The strongest pillar in Vietnam’s poverty reduction is the expansion of access to education throughout the country, reaching even the most remote regions of Vietnam. The country pushes for universal primary school enrollment and strong secondary school access, stressing the importance of education as a way to combat future poverty. These expansions raised literacy rates and skyrocketed school completion.

They also gave children who once had no chance for a solid educational foundation the opportunity to move through their lives with purpose. In a case study, one family stated, “I had no school education, but I want my children to go to school as long as I can afford it. They know how to read and write, so they know the direction when they visit big towns… I want my children to finish high school and possibly do vocational training. I believe that with higher education, they will have more opportunities than I do.”

Today, adult literacy in Vietnam stands at about 96%, which is very high compared to many countries in similar income brackets. Among youths ages 15–24, literacy is effectively universal and socially normalized. Vietnamese students also consistently outperform expectations.

In 2012 and 2015, Vietnam placed ahead of many wealthier nations in reading, math and science on international PISA assessments. Their strong results stem from their willingness to learn. Even disadvantaged students from more impoverished socioeconomic backgrounds outperform their peers in many OECD countries at the same levels.

Policies such as the Education Law of 2005 set high minimum standards, professionalized teachers and invested in school infrastructure across the nation. They also influenced cultural attitudes that emphasized the role of education in improving the lives of impoverished citizens and contributing to poverty reduction in Vietnam.

Rural Infrastructure & Basic Services

Alongside education, Vietnam invested heavily in rural infrastructure, especially electrification. In the ’70s, only a small minority of communities had electricity. By 2022, 99.7% of households had electricity, with 99.53% in rural areas. Electrification advanced communities in many ways: enabling evening study, powering lights, fans and computers in schools and allowing health clinics to refrigerate vaccines.

Radio and broadcast media informed citizens on a mass scale and internet access became far more feasible. Public health improvements accompanied education and infrastructure, delivering better water, sanitation, nutrition and maternal care. These initiatives reduced disease burden, increased school attendance and lowered mortality.

Economic Growth & Policy Choices

Education, electricity and public health initiatives expanded access to jobs, markets and institutional decisions. The Đổi Mới reforms of 1986 liberalized parts of the economy, encouraged trade and agricultural reforms. These changes enabled growth in manufacturing, services and exports, while raising productivity in smallholder farming.

The government steadily increased budget shares for education and social services. It also rolled out national targeted programs to reach ethnic minorities and remote, rural areas where poverty and deprivation remained high. These programs built roads, water systems, power lines and clinics and they placed teachers in remote schools.

Why Vietnam’s Model Matters

Vietnam’s poverty reduction model shows that all impoverished countries can duplicate. Vietnam demonstrates how much becomes possible when governments commit to inclusive, long-term investment rather than short-term flashy projects.

Key lessons include:

  • Equity-first: Focus on reaching all children, not just those in cities or wealthier areas. Rural, minority and disadvantaged students gained the most.
  • Cross-sector investment: Education, health, infrastructure and electrification amplify each other.
  • State leadership: The government did not abdicate responsibility; it set standards, built capacity, regulated and followed through.
  • Cost-effectiveness: Even with a relatively low per capita income, Vietnam achieved high student performance. Scholars have praised the quality of its educational inputs.

Remaining Challenges & Why Poverty Isn’t Solved

While extreme poverty has fallen to about 1% under the World Bank’s international extreme poverty line, many people remain vulnerable. Using broader poverty lines, sizable fractions of the population remain just above the threshold—or worse, in remote ethnic minority areas where services still need improvement.

Improvements in enrollment and infrastructure do not always mirror perfect equity in learning outcomes. Differences persist between majority and minority groups. Internet access and modern learning technology still lag behind basic school access and electric power. Social protections such as cash transfers and shock-responsive systems remain weaker in many rural and ethnic minority communities.

A Model for Change

Vietnam’s success story is not a miracle. Progress resulted from decades of policies that put children first, extending education into rural valleys, electrifying homes and schools and building systems to sustain it all. When governments deliver universal education, rural infrastructure and public health together, poverty retreats quickly and lives change faster than expected.

– Nicole Fernandez

Nicole is based in Reno, NV, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Wikimedia Commons

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Vocational training helps Bosnia’s Roma to employment

bosnia's romaIn many ways, the story of Bosnia and Herzegovina is a journey of triumph in the face of hardship. Since 2015, Bosnia and Herzegovina has achieved real income growth of 3% annually, helping the nation to reduce its poverty rate from just under 17% to 13.5% by 2021. However, just like every journey, people can be left behind, and in this case, Bosnia’s Roma are at risk of slipping out of Bosnia’s path to progress.

Background

The Roma community face harsh discrimination in Bosnia and Herzegovina, encompassing multiple aspects of life, stemming from the Roma’s classification as a non-constituent people in Bosnia. A significant consequence of this discrimination is through employment practices, which contribute to the substantial multidimensional poverty experienced by Bosnia’s Roma. There is a heavy reliance on the informal economy to supply livelihoods, which excludes them from social protections and security. Crucially, NGO projects are empowering the Roma community to break the vicious cycle of unemployment through vocational training, diversifying the labour market for Roma and facilitating access to jobs with social protections to escape poverty.

Unemployment and Discrimination

Roma do not comprise a huge proportion of the Bosnian population, but they face the harshest discrimination in the country. Ninety percent of Bosnia’s Roma do not have a job, a stark indication of the country’s failure to include them within the labour market. Roma, many of whom are Muslim, are not part of multiple forms of political participation and expression by law, a by-product of their recognition as a non-constituent people.

This categorization underpins the employment discrimination they experience, with many failing to access support services or apply for jobs due to registration difficulties and a lack of documentation. Difficulties in obtaining official documentation relates to the informal settlements the Roma community tends to reside in, preventing them from accessing a stable labour market, thus depriving them of a dependable income to live in a permanent address where access to services and documentation can be achieved.

Subsidised Employment Programs Ineffective

 

One of the central tenets of Bosnia’s Poznan Declaration in 2019 to improve Roma Integration was enhancing employability. The target was to “increase the employment among Roma to at least 25%.” The plan involved allocating 5.2 million BAM ($3.1 million) to employ 650 Roma, however, a pattern of deteriorating funding and repeatedly failing action plans has resulted in little tangible progress for increasing employment for Bosnia’s Roma.

A 60% reduction in funding from the initial strategy means that Roma employability will likely fall, due to continued bureaucratic barriers and an expiring support period from Bosnia’s latest action plan. Whilst subsidised programs have failed, community-based projects from NGOs have garnered more support and more results through its focus- providing vocational training and upskilling individuals.

NGOs remain AHEAD of the game

One innovative project helping to improve employability is the AHEAD project, which focuses on combating intolerance against Roma through the encouragement of good practices, promoting round tables and seminars to dissect the root causes of discrimination.

Through targeting hate speech in the employment sector, if offers specific training to numerous stakeholders promoting anti-discrimination processes, facilitating the progression of Bosnia’s Roma- particularly the young generation searching for employment- into active, stable employment routes.

The Otaharin Citizens Association has been active in providing vocational training, particularly for Roma women in Bosnian society. The Association provides round tables like the AHEAD project, in addition to educational projects which provide a foundation for acquiring skills, promoting the importance of secure employment.

Otaharin further promotes employability skills through their social enterprise project, supporting work placements for Roma university students and volunteering programs for Roma secondary school students to help build their experience.

The Future

These organizations’ holistic focus towards employment means that more of the Roma community, especially young, aspiring Roma, are gaining the necessary vocational skills and experience to overcome discriminatory processes. Furthermore, educating wider stakeholders to tackle deep-rooted stereotypes regarding Romani people has ensured a two-way process can begin, a journey that Bosnia’s Roma can finally be a part of.

– Oscar McClintock

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

Photo: Flickr

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Education in Nigeria

Education Struggles in Nigeria According to the United Nations International Children’s Emergency Fund (UNICEF), more than 10 million Nigerian children are not receiving formal education — the highest number in the world. Poverty, conflict and gender inequality are the biggest barriers keeping kids out of classrooms.

Causes of Educational Struggles in Nigeria

  • Lack of funding. Long-standing corruption within Nigeria, most prominently academic misconduct, defined as any action that gains or attempts to gain within an educational setting to gain an unfair academic advantage, has consistently undermined education funding in Nigeria. This has resulted in poor infrastructure, such as unsafe classrooms, limited access to clean water, untrained teachers, a lack of quality teaching materials and frequent failures to pay teachers’ allowances, all of which hinder children’s ability to secure adequate education.
  • Armed attackers. In northern Nigeria, armed attackers have attacked schools, leaving families afraid to send their children to class. “In 2022 and 2023, attacks on schools in Nigeria persisted in the context of armed conflict in northeastern states due to the presence of nonstate armed groups, as well as armed violence in northwestern and northcentral states due to pastoralist-farmer tensions.” Children ultimately suffer the most from these attacks, leaving them in a state of distress and unsafe when trying to access education. However, organizations including “Save the Children” have been working to resolve this issue and have provided 47 million children with education, medicine and food globally.
  • Girls’ vulnerabilities. Girls are especially at risk, as child marriage and household labor often hinder their educational needs. According to reports, 4 out of 10 girls marry before the age of 18 (44%) in Nigeria, totaling more than 24 million child brides. This prevents them from accessing education as they are forced to take on adult responsibilities, thereby removing their focus from necessary education. This high percentage of child marriage is detrimental to young girls, as it “violates the fundamental rights and freedoms of young girls.” Moreover, organizations supported by the United States (U.S.) foreign aid, such as UNICEF and the Global Partnership for Education, are working to address these challenges. They help rebuild schools, provide learning materials and promote safe, equal access to education for girls.

Ongoing Efforts to Refocus Attention on Education

Recognizing the urgent need to tackle the issue, representatives from multiple sectors came together at the “Child Marriage Stakeholders’ Consultations” to discuss long-term strategies for ending child marriage in Nigeria.

Participants pledged to work toward eliminating child marriage nationwide by 2030 through coordinated efforts and new policies and resources at the federal, state and community levels. A key initiative introduced in Nigeria to expand access to education, the Universal Basic Education (UBE) program, aims to provide free schooling to every child. It has shown success by improving access to basic education and reducing the number of children out of school. According to the United Nations (U.N.), primary school enrollment rates in Nigeria increased from 57% in 1999 to 71% in 2018. Efforts are also underway to increase investments, focusing on digital inclusion and the development of 21st-century skills, including AI integration.

Empowering Nigeria’s Future Through Education

By supporting education in Nigeria, the U.S. not only empowers millions of young people but also invests in a more stable and prosperous partner in Africa. Strong education systems reduce poverty, boost economies and help communities resist extremist groups, with benefits that extend far beyond Nigeria’s borders. In addition, reducing high levels of child marriage allows children to refocus on the education they need for a brighter future.

– Carise Wallbank

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

Photo: Flickr

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Vocational Education in Mexico

Vocational Education in MexicoVocational education and training (VET) centers play a critical role in building the skilled workforce in Mexico. These centers help students and workers gain technical knowledge that adapts to the rapidly changing global economy. Beyond improving job opportunities, investments in VET directly contribute to poverty reduction by increasing employability, raising household incomes and creating more equitable access to education.

While challenges remain, efforts from organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO), the National Institute for Standardization and Certification of Labor Competencies (CONOCER) and German cooperation through Sparkassenstiftung show how VET centers are reducing barriers, especially for women. These initiatives are also creating new pathways out of poverty.

Skill Gaps in Mexico’s Workforce

Flexibility, adaptability and technical skills are key to Mexico’s vocational training programs. In the past, government-driven policies often limited the scope of workers’ training, restricting them to narrow skills tied to specific industries. This prevented workers from finding higher-paying jobs and slowed the country’s ability to meet global market demands. Today, VET centers address these gaps by equipping workers with diverse, transferable skills.

There is still a gender gap in vocational education enrollment. Social barriers and perceptions that technical training is “not for women” create unequal access to opportunities. Encouraging women’s participation strengthens the labor force, increases household incomes and promotes social equality.

Solutions Driving Change

During the North American Free Trade Agreement (NAFTA) reforms, Mexico’s certification system shifted from rigid government-imposed curricula to training models supported by companies and industries. This change expanded access to certifications and improved job placement opportunities by making training more relevant to labor market needs.

Expanding the Dual Vocational System

German development organizations such as GIZ are collaborating with Mexican schools to expand dual VET programs. These combine classroom instruction with workplace training, giving students both theoretical knowledge and practical experience. Sparkassenstiftung reports that thousands of young Mexicans have already been trained through this system. Benefits include higher employment rates and stronger partnerships between schools and employers.

The Impact of VET Centers in Mexico

  • They prepare the workforce to compete globally.
  • They provide jobs that strengthen economic stability and equality.
  • Partnerships with global organizations help reduce poverty and mobilize Mexico’s economy.

Mexico has more than 2,500 institutions dedicated to higher education, with approximately 20% of lower secondary students enrolled in VET pathways. By expanding access and making training more inclusive, VET centers are becoming a powerful tool in reducing poverty and improving social mobility.

Conclusion

Vocational education and training centers in Mexico are more than just schools. They are engines of economic growth and social progress. By investing in VET, Mexico is not only building a skilled, adaptable and inclusive workforce but also creating a long-term pathway to poverty reduction. Each investment in VET translates into more opportunities for employment, higher wages and a stronger safety net for vulnerable communities.

These programs prepare students for today’s labor market while giving them the resilience to thrive in tomorrow’s global economy, ensuring that progress reaches families across the country.

– Miranda Yacynych

Miranda is based in Pittsburgh, PA, USA and focuses on Business and Technology for The Borgen Project.

Photo: Flickr

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Education in Madagascar: Charities Paving the Way Out of Poverty

education in madagascarFor the fifth-largest island in the world, Madagascar is home to approximately 30.3 million people. Here, charities are improving and support education in Madagascar for vulnerable communities. Despite limited resources and persistent inequality, local organizations are spearheading innovative projects that expand access to quality education and empower the most marginalized groups.

Poverty and Hunger in Madagascar

In 2017, low productivity, reliance on agriculture and limited jobs drove Madagascar’s national poverty rate to 70.7%. By 2022, the rate climbed to 75.2%, with rural poverty reaching 79.9% and urban poverty increasing by 13.3% between 2012 and 2022. The COVID-19 pandemic is mostly responsible for this jump. Statistics from May 2025 show that more than 90% of Madagascan’s live on less than $3.10 a day.

Food insecurity compounds these challenges. Madagascar depends heavily on rain-fed agriculture, making it vulnerable to droughts in the south and cyclones in the southeast. Today, 1.31 million people face acute food insecurity. For children, 67.6% experience material deprivation in two or more dimensions of well-being, with 23.7% suffering from 4 or more in 2020. Nearly 40% of children suffer from chronic malnutrition.

Challenges in Madagascan Education

Education faces equally tough hurdles. Around 94% of children experienced learning poverty at the age of 10 (unable to read and understand), with the completion rate for primary school being 62% for girls and 57% for boys in 2022. As for secondary school, there was a big drop of around 25% for both genders. Still, there is momentum to improve education in Madagascar, and several charities are improving lives through education in Madagascar.

Learn Achieve Become (L.A.B): Nosy Be

L.A.B, a U.K.-registered charity, started out as an idea in 2017 by three education and development professionals who intended to support individuals through free education and support projects globally. Their slogan, “education without boundaries,” reflects a firm commitment to serving everyone regardless of their age, race, gender, religion, ability or social status. L.A.B targets areas where people are more vulnerable and left behind by providing activities like:

  • Offering free educational facilities and programs (formal/informal).
  • Providing free educational equipment and resources.
  • Running sports events and creating new clubs.
  • Partnering with other non-profit organizations as well as universities.

L.A.B in Madagascar

The Sunrise Centre in Nosy Be, Madagascar, is one of many projects L.A.B runs. L.A.B officially opened the center in 2023, and it now supports individuals (adults and children) with physical and intellectual disabilities by educating, upskilling and empowering them.

When people graduate from the Sunrise Centre, L.A.B.’s “TSAREE” focuses on creating jobs, especially for people with disabilities. Even with improved skills and experience, society continued to hold prejudices against them. Therefore, TSAREE has proven to be essential.

L.A.B also launched Ny Fianarantsika (Our Education) in Nosy Be. Bringing 100% free education to children’s doorsteps, this project aims to improve children’s literacy and numeracy skills.

Together, L.A.B is paving the way out of poverty for one individual at a time through education in Madagascar, as well as experience.

Madagascar Development Fund (MFD)

Between July 2008, when MDF officially started, and May 2025, MDF created or renovated nearly 200 state primary schools. From April to June 2025, MDF completed four school projects, along with Ifalimanjaka Basic Health Centre and Ambohitrakely Water System. Thanks to MDF, more than 36,000 children now have access to education in Madagascar. Improving education, water and health in Madagascar, MDF improves education in Madagascar with every successful project.

Education For Madagascar (EDU4MADA)

Founded in 2015, EDU4MADA is a U.K.-registered charity and Malagasy non-governmental organization (NGO). The organization aligns its work with Sustainable Development Goal 4, quality education for all, with the goal of improving education in Madagascar by paving the way out of poverty for the country’s most vulnerable children and youth.

EDU4MADA operates six educational projects, including the AKKA Montessori School, SCOLA youth scholarship program, KANTO cultural workshops, CARE Coding and Robotics, VIM volunteer outreach, and Career Day Awareness. These offer early childhood learning, creative after-school activities, technology and environmental education as well as professional insights.

By equipping learners with these tools and skills, EDU4MADA invests in both individual futures and the broader social progress of Malagasy communities.

Conclusion

Education in Madagascar faces significant challenges, but grassroots organizations are changing the story. L.A.B., MDF and EDU4MADA prove that education can empower individuals, reduce poverty and build resilience. By opening classrooms, reaching marginalized children and creating inclusive opportunities, these charities are improving education in Madagascar, whilst also paving the way out of poverty for the most vulnerable communities.

– Rebecca Lamb-Busby

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

Photo: Flickr

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Expanding Digital Access and Education in Rural Kenya

Education in Rural KenyaKenya, located in East Africa, has a rather complex educational history that has evolved from colonial and missionary influences to the current structure. Initially, digital access and education in rural Kenya were considered segregated. There was a strong focus on serving the interests of the colonial powers and religious institutions rather than being seen as a source for the people of Kenya.

Kenya operates an education system that is structured around a 2-6-6-3 framework. This framework includes no more than two years of “pre-primary,” six years of primary, six years of secondary, which is split into three years of junior and three years of senior secondary and a minimum of three years of tertiary education.

COVID-19 and the Kenyan Education System

Children have had to endure more than what most people would consider a “fair amount” when it comes to the education switches in Kenya during the worldwide COVID-19 pandemic. In 2020, school closures disrupted learning for more than 17 million children. In 2021, it was encouraging to see things seemingly return to normal. With children scoring higher test results and a safe return to school, everything seemed to be back on track.

However, for many of Kenya’s children, the return to school did not coincide with a return to normality. This was mainly due to the learning loss that both younger and rural children experienced in 2020 and because some children have still not returned to school. This resulted in what seemed like a lost hope for learning and education in rural Kenya.

According to an article published by Whizz Education titled “Measuring the Impact of COVID-19 on Learning in Rural Kenya,” it was found that 53% of students show declines in their levels of maths knowledge or “maths age.” The average loss among those students was 13 months, meaning that their maths age had regressed by more than a year from where it was before the start of school closures.

The learning loss was greater in the lower grades than the higher ones, which is most likely why these results were not reflected in exams. Girls were far more impacted than boys. Additionally, much more than their counterparts in richer urban areas, those in poorer rural regions experienced an increase in already existing inequalities. If children lost math skills during school closures, it is safe to assume they also lost reading, writing and other crucial skills.

The Digital Literacy Program

Launched in 2013, Kenya’s Digital Literacy Program (DLP) is a government initiative to integrate digital technologies such as laptops, tablets and projectors. It also includes tools like DLP content servers, digital wireless routers and power solutions, including solar power for off-grid schools. The program’s overall goal is to expand and improve education in rural Kenya.

Kenya’s DLP has connected rural communities in Kenya to a broader variety of information that goes beyond the scope of just Africa. Furthermore, using digital learning tools has increased student engagement in recent years, promoting a more engaging and relevant school environment for students.

This program has also fostered community development by enabling students and residents to participate in various online activities, connect with others and explore economic and educational opportunities.

Looking Forward

To this day, initiatives are being put in place to help Kenya expand its digital access for education. One of these key initiatives is called the National Digital Masterplan. This plan aims to improve digital literacy in schools by focusing on the digital infrastructure, government services, skills development and innovation.

Another key initiative to help Kenya expand its digital access for education is known as the DigiSchool Connectivity Project. This collaborative initiative in Kenya focuses on integrating Information and Communication Technology (ICT) into everyday teaching. Led by Kenya’s Ministry of Education and ICT Authority, also in partnership with UNESCO and Huawei, this project’s goal is to provide safe and reliable internet access to schools all across Africa. It has already been implemented in two phases, connecting approximately 34 schools and six special education schools.

– Simone Sanchez

Simone is based in Huntington, NY, US and focuses on Technology and Solutions for The Borgen Project.

Photo: Flickr

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5 Key Facts About Being Poor in Cambodia

Being Poor in CambodiaGrowing up poor in Cambodia remains a complex reality for many children, even as the country achieved impressive economic growth over the last two decades and reached lower-middle-income status in 2015. The COVID-19 pandemic reversed years of progress, exposing vulnerabilities and pushing thousands of families back below the poverty line. Being poor in Cambodia continues to mean more than just income, it involves overlapping disadvantages that affect survival and opportunity.

Poverty by the Numbers

As of 2022, about 17.8% of Cambodians live below the national poverty line. For children, the situation is more concerning. Around 22% of children live in monetary poverty, while nearly 49% are multidimensionally poor, lacking essentials like clean water, housing, education or health care. Rural children face the harshest challenges. Only 22% of rural children escape significant deprivation, compared to 68% in urban areas. Overcrowded housing, poor sanitation and limited school access leave millions without a fair chance to thrive.

The Pandemic Deepened Inequality

COVID-19 devastated Cambodia’s key economic sectors of tourism, construction and garment exports. Job losses forced incomes to plummet, and families resorted to debt or pulled children out of school to cope. The government expanded the IDPoor cash transfer program to protect vulnerable families. IDPoor began in 2007 in rural areas and expanded nationwide in 2016. It identifies poor households through community assessments. During the pandemic, Cambodia expanded IDPoor so families could register for support when they needed it most. The program reached millions and kept many from sliding deeper into crisis, though the payments were often not enough to cover basic needs like food, medicine and school costs.

Families Experience Overlapping Barriers to Opportunity

Even families just above the poverty line often cannot access services that do not exist in their communities. A child may have food but no school, housing or clean water nearby. These overlapping deprivations trap children in cycles of disadvantage. For younger children, education, sanitation and housing account for more than half of the barriers. Lack of early childhood education and poor nutrition hinder long-term growth. For adolescents, overcrowded housing and weak school quality limit their chances of escaping poverty in adulthood. These realities show that being poor in Cambodia is about missing opportunities as much as it is about lacking money.

Nutrition and Education Programs Show Promise

Nutrition programs for mothers and infants have grown in recent years. UNICEF and the Ministry of Health focus on better antenatal care, micronutrient supplements and promoting breastfeeding. Exclusive breastfeeding rates are at 65%, but nearly one-third of children under 5 remain stunted, showing that more progress is needed.

Efforts to keep adolescents in school are also showing results. Scholarships tied to IDPoor status support secondary school attendance. During COVID-19, cash transfers helped families cover school fees and supplies. Surveys also found that around 80% of beneficiaries reported improved household well-being, reducing the risk of children dropping out. These combined efforts give families the chance to overcome some of the barriers that come with being poor in Cambodia.

Steps Towards Change

Cambodia has already taken key steps to reduce poverty. The IDPoor system proved that targeted support can shield families during crises and remains the backbone of the country’s social protection system.

Experts recommend a multisectoral approach to accelerate progress. Expanding access to clean water and sanitation in rural areas, improving housing and reducing overcrowding and strengthening early childhood education programs can all have lasting impacts.

With sustained effort, Cambodia can achieve its Sustainable Development Goal (SDG) of halving child poverty by 2030. For families living with the daily reality of being poor in Cambodia, these solutions represent hope for a brighter future.

Why It Matters

Growing up poor is not only about income, it is about opportunity. For Cambodia’s nearly 18 million people, it can mean the difference between thriving or being left behind. Recent progress shows that change is possible. Economic growth, stronger social protection and international support have already helped lift many Cambodian families out of poverty. By continuing to widen access to education, health care and essential services, the country has the chance to break cycles of hardship and create brighter futures.

– Lucy Williams

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

Photo: Pixabay