Archive for category: Education

Information and stories on education.

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US Aid Supports Poverty Reduction in Ethiopia

Poverty Reduction in EthiopiaEducation is a tool for shaping equality, stability and opportunity. In Ethiopia, where poverty and conflict have long disrupted daily life, the United States (U.S.) support for literacy programs has gone beyond helping students read. By investing in education, the U.S. has tied its aid to broader goals of resilience, democracy and regional stability. The READ II initiative, launched by the U.S. Agency for International Development (USAID), demonstrates how targeted efforts in early grade literacy can build stronger institutions and reduce inequality. At its core, this is a story about poverty reduction in Ethiopia and how education has become both an economic strategy and a political act.

Education as a Driver of Growth and Equity

A country’s knowledge capital, the skills and competencies of its people, is one of the strongest predictors of long-term economic growth. Studies have shown that three-quarters of the variation in GDP growth across nations between 1960 and 2000 was tied to cognitive achievement, particularly in math and science. In other words, expanding education quality is not a luxury; it is a necessity for national prosperity and poverty reduction in Ethiopia.

Yet education’s importance is not purely economic. As global development organizations emphasize, inequality is often the result of political choices. When good schooling is accessible only to the wealthy, it entrenches privilege, prevents social mobility and locks families into cycles of poverty. Conversely, universal education can halve rates of extreme poverty, with each additional year of schooling raising earnings significantly, up to 20% for women.

Formal education also has lasting effects on cognitive development and problem-solving skills, equipping individuals to navigate challenges such as climate risks, economic shocks or social upheaval. In this sense, expanding access to education strengthens not only economies but also the adaptive capacity of entire societies.

The Role of READ II in Ethiopia

Recognizing these links, USAID partnered with Ethiopian institutions to launch READ II, a five-year program designed to improve literacy for 15 million children. The initiative provided teachers with training and materials in seven local languages and English, encouraged a culture of reading in schools and homes and emphasized gender equity in education.

READ II was not just a technical intervention—it was a political collaboration. By working with Ethiopia’s Ministry of Education and a coalition of nongovernmental organizations (NGOs), the project aimed to institutionalize literacy improvements, ensuring they could outlast donor funding. This alignment of local and international actors underscores how education aid is deeply tied to governance and policymaking, not just classroom outcomes.

Adapting to Crisis: The Impact of READ II

Over its first three years, READ II supported 3,000 schools across more than 70 districts, reaching at least 3 million primary students. Teachers, administrators and volunteer literacy leaders received training, while reading camps and girls’ clubs helped broaden educational access.

When the COVID-19 pandemic and political conflict threatened these gains, the program pivoted. Remote learning through radio and television, teacher training delivered virtually and even hotline services kept students connected to education. As conflict displaced communities, READ II (renamed the Education Recovery Activity) delivered supplies, temporary classrooms and psychosocial support for students in 1,156 conflict-affected schools. These adjustments revealed the program’s deeper role: sustaining social stability during crises.

Education and Poverty Reduction in Ethiopia

The results of initiatives like READ II have been measurable. Between 2010 and 2016, Ethiopia’s poverty rate fell from 29.6% to 23.5%, lifting more than 5 million people out of poverty. While many factors contributed, the expansion of quality education provided critical pathways to opportunity and poverty reduction in Ethiopia. By shaping who has access to opportunity, education influences whether inequality deepens or poverty declines. In Ethiopia, U.S.-funded literacy programs have been both an economic and a democratic investment, with long-term implications for national stability.

Looking Ahead

Education empowers individuals not only with skills for the workforce but also with the civic tools to participate in democracy. Studies consistently show that increased education correlates with higher rates of political engagement and more equitable governance. In Ethiopia, this means that programs like READ II are about more than textbooks and classrooms; they are about shaping the country’s future trajectory.

By prioritizing education as a central tool for development, U.S. aid has supported both economic opportunity and democratic resilience. In doing so, it has played a role in poverty reduction in Ethiopia, proving that literacy and stability go hand in hand. For Ethiopia and for U.S. policymakers alike, the lesson is clear: education is one of the most powerful political investments a nation can make.

– Alyse Rhee

Alyse is based in Winter Garden, FL, USA and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr

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Higher Education in The Gambia

Higher Education in the GambiaIn the smallest nation on continental Africa, The Gambia, higher education is only a recent political priority. Only 7% of those aged 15-35 have some form of tertiary education, contributing to a youth unemployment rate of 45%. However, President Adama Barrow has made education a priority of his government. Recognizing the importance of education in combating poverty, higher education in The Gambia is growing, creating pathways for the country’s youth to escape the vicious cycle of poverty.

Poverty in The Gambia

More than half of The Gambia’s population is considered poor. Data from the 2020/21 household survey shows that 53.1% of the population is unable to afford the basic cost of living. The country’s poor are predominantly rural, with a 76% poverty rate compared to 34% in urban districts. Many people are trapped in a poverty cycle, with 80% of the poorest households employed in low-income agriculture. This dependence on irregular income from rainfed agriculture leads many young people to emigrate and seek employment abroad, allowing them to support their families with regular remittances. These payments from abroad make up 45% of the income of the poorest Gambian households.

Beginnings of Higher Education in The Gambia

The first tertiary institution, the University of The Gambia (UTG) opened in 1999. Before this, students seeking higher education would have to emigrate to neighboring Senegal, or further to Europe. In 2007, the Ministry of Higher Education, Research and Technology (MoHERST) opened, with the stated aim of advancing The Gambia’s sustainable socio-economic development through tertiary and higher education. Since 1999, a further eight institutions of higher education have opened, alongside 79 accredited tertiary institutions. These offer a range of vocational courses.

Higher Education in The Gambia Today

Education is an undeniably effective tool in the fight against poverty. In The Gambia, those who have completed some form of tertiary education or vocational training are 15% more likely to participate in the labor market than those who have not. However, many graduates still struggle to find employment in a weak entrepreneurial ecosystem where their graduate skills often do not match demand.

Demand for places is high, however, structural restraints remain. Cost still represents a major challenge for prospective students. Annual tuition fees at the public University of The Gambia are 40,000 Dalasi, or $550 USD, with private institutions charging even higher fees. In a country with a GDP per capita of just $900 USD, this represents a serious investment and a barrier to low-income families.

Madrassahs

One of the main barriers preventing young people from enrolling in tertiary institutions is a lack of transferability between primary and secondary education and universities. In The Gambia, this is a particularly large issue thanks to the prevalence of Madrassahs. Madrassahs are Islamic religious schools that focus on teaching the Qur’an. These schools, where Arabic is the language of instruction, account for 22% of all schools in The Gambia. This creates an issue when Madrassah students enter the tertiary education sector, as many lack the English skills and STEM literacy skills to effectively integrate.

Madrassah Integration Strategy

To combat this issue, the government of The Gambia launched the Madrassah Integration Strategy on June 10th, 2025. This strategy aims to integrate the Madrassah system into the public education system, providing more than 400 Madrassah schools with resources to prepare students for integration into the tertiary education system and the labor market. Backed by World Bank funding, this will ensure that no young person in The Gambia is left behind due to religion or economic status. This aligns with the Sustainable Development Goal (SDG) on inclusive and equitable quality education, allowing every student to reap the rewards of the investment in higher education.

Plans for the Future

Alongside the Madrassah Integration Strategy, the government of The Gambia has many initiatives for the future of higher education. The emphasis placed on higher education is evident, with the inauguration of the first permanent campus of UTG in March of 2024 and the planned inauguration of the University of Science, Engineering and Technology campus. Indeed, this is part of the government’s larger Recovery Focused-National Development Plan 2023-2027, which features five key priorities for tertiary and higher education:

  1. Equitable access and retention in Tertiary and Higher Education
  2. Quality and relevance of all education and training programs
  3. Research, innovation and development
  4. STEM (Science, Technology, Engineering and Mathematics – including Agriculture)
  5. TVET (Technical and Vocational Education and Training)

To address the skills mismatch hindering graduates from entering the labor market, the government is investing heavily in vocational training centers. These provide students with specific skills that align with job market demand. This coincides with major initiatives to encourage women and girls into STEM and TVET, tackling the issue of gender inequality.

Final Notes

While issues persist in making higher education affordable for Gambians, the government’s drive to expand the tertiary education infrastructure is a positive sign for the country. Integrating Madrassah students into the mainstream education system will reduce inequality and investment in TVET will stimulate an economy desperate for skilled workers. Continued investment and innovation will be key to ensuring accessibility and affordability for all.

– Henry Weiser

Henry is based in Liskeard, Cornwall, UK and focuses on Technology and Politics for The Borgen Project.

Photo: Wikimedia Commons

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Updates on SDG 4 in Pakistan

SDG 4 in PakistanSDG 4 focuses on quality education, promoting inclusive, equitable and lifelong learning opportunities for all. Pakistan committed to the SDGs in 2015, and since then, it has made efforts to improve the quality of education for its people; however, it continues to face serious challenges due to inequality, the high number of out-of-school children and a lack of resources.

Initial Stages

Since the successful completion of the Millennium Development Goals in 2015, the UN introduced the SDGs, a global call for action that aim to eradicate poverty, protect the environment and ensure peace and prosperity around the world.

In 2016, Pakistan’s parliament officially adopted the SDGs as the National Development Goals. The Ministry of Planning, Development and Special Initiatives internalized the SDGs. The Ministry also included them in the strategic Pakistan Vision 2025 document and established a Planning Commission. The Commission issued a National Framework to achieve its sustainability goals. 

Considering Pakistan’s resource and institutional constraints, the government divided the goals into tiers. The initial framework, however, mainly focused on the federal level, with minimal participation from provinces. In both the National and Provincial Frameworks, SDG 4 remained a top-tier priority goal.

Despite initiatives, challenges remain. From gender gap disparities to poor disaster management, factors hinder the basic educational right of children across Pakistan. 

School Attendance and Literacy

According to a UNICEF report of Pakistan, ‘’Pakistan stands as the state with the world’s second-highest number of out-of-school children (OOSC) population, with an estimated 22.8 million children aged 5-16 not attending school, representing 44 percent of the age group.’’ Another report, UN Pakistan Annual Report 2021, states that almost 32% of children aged between 5 to 16 are out of school, one of the highest rates globally. Meanwhile, about 53% of those children are girls, signifying the gender inequality in access to education in Pakistan.

Pakistan’s literacy rate did rise to 62.3% ( as per the 2021 consensus), but considering the population growth, around 60 million people remain illiterate. Girls in Pakistan not only have lower enrollment but also have higher dropout rates, especially when they reach adolescence. UNICEF’s National Gender Strategy (2024–2027) also highlights that more than 54% of adolescent girls in Pakistan become pregnant before turning 18, and that child marriage rates are among the highest, both of which halt education.

Literacy rates within Pakistan also show a rural-urban divide, with children in urban areas having higher access to education resources compared to their rural peers. Urban districts like Islamabad (82%) and Karachi (79%) have much higher literacy rates compared to rural districts such as Rajanpur (34%), Thatta (36%), Kohistan (26%) and Dera Bugti (1%), highlighting the disparity in access to education and learning resources between urban and rural areas.

The Effects of Conflicts and Disasters

Conflict and disasters further worsen conditions for education. For example, security and displacement in conflict-affected regions like Khyber Pakhtunkhwa and Balochistan obstruct education.

A very explicit example is the 2014 attack on the Army Public School in Peshawar (A city in the Province of Khyber Pakhtunkhwa), in which militants killed 145 people, mostly children. Gunmen systematically went from class to class and killed children and teachers. Balochistan (Khuzdar) also saw one of the deadliest attacks on a school bus carrying children. Militants killed six and injured dozens.

Systemic gaps in disaster preparedness and crises also affect the educational environment of Pakistan. The 2025 floods disrupted education for 25 million children in Punjab. In Khyber Pakhtunkhwa, the floods destroyed 860 schools, affecting the education of more than 119,000 children.

Steps Toward SDG 4 in Pakistan

The government has taken comprehensive steps towards SDG 4 in Pakistan. In February 2025, the Federal Education and Professional Training (MoFE&PT) ministry, along with UNESCO and the Pakistan Institute of Education, launched the SDG-4 Midterm Review (MTR) Report, which introduced policy reforms, increased investment and data-driven approaches that would reduce regional education disparities and accelerate progress toward SDG 4 by 2030.

In May of the same year, Pakistan and UNDP co-hosted the “Pakistan SDGs Policy Dialogue for Action,” aligning with the Uraan Pakistan economic transformation plan (a roadmap to sustainable growth). This dialogue focused on enhancing institutional coordination, data governance, financing and parliamentary oversight to fast-track SDGs progress.

The government has also adopted strategies to incorporate technology in educational environments. The Education Ministry, in compliance with UNESCO, launched an initiative that set up 40 smart classrooms for 3,000 girls in primary schools of Muzaffarabad, Bagh and Neelam Valley. This initiative also trains 100 teachers in ICT, creates modern learning environments and rehabilitates school facilities.

China is also contributing to the educational development of Pakistan. On May 28th, 2025, the Federal Ministry of Education and Professional Training (FE&PT) and the Tang International Education Group of China signed a Memorandum of Understanding (MoU) to enhance educational infrastructure in Pakistan. The Tang International Education Group will modernize 20 vocational institutes in Karachi by establishing IT and smart laboratories, and will open Centers of Excellence across Pakistan.

The Way Forward

For Pakistan to achieve its targets of SDG 4, a comprehensive approach involving various strategies and initiatives is crucial. A significant increase in public investment in education is essential to addressing infrastructure, ensuring adequate teacher training and providing learning resources. Thus, the collaborative efforts that are in place between Pakistan’s government, civil society and private sector stakeholders can address the challenges in Pakistan’s educational landscape.

– Sidra Tahir

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

Photo: Unsplash

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Federer and Kolisi Expand Early Learning in Southern Africa

Early Learning in Southern AfricaIn February 2025, Roger Federer, the celebrated Swiss tennis champion, collaborated with South African rugby player Siyamthanda Kolisi to champion early learning in Southern Africa. Through the Roger Federer Foundation, launched in 2003, Federer has continuously strengthened preschools, trained teachers and provided essential resources, expanding early learning. Federer shared that choosing to invest in schools in South Africa was rooted in personal ties, as his mother was raised in Johannesburg.

The partnership is crucial, as millions of children in Southern Africa face educational barriers threatening their future. While in South Africa, Federer and Kolisi took part in a public event promoting the importance of early education. They also toured Salani Primary School in Mpumalanga, where they met students and teachers and saw the foundation’s work in action. In addition, they encouraged business leaders to collaborate on expanding early learning opportunities by 2030.

The Urgency: A Learning Crisis in Southern Africa

Educational opportunities remain limited across the region; therefore, access to schooling is a significant obstacle for many communities. According to the World Bank, by 2030, around 66 million young people in both Eastern and Southern Africa may not be enrolled in school.

Furthermore, the same report discovered that reading remains out of reach for most children in sub-Saharan Africa, where about 90% cannot read fluently by age 10, deepening educational inequalities for millions. A further World Bank study underlined the link between low education and poverty, with findings suggesting that just one additional year of schooling can improve earnings by 12.4% in the region.

Assessing these challenges, the World Bank Vice President underlined the power of education, stating that “enhancing education is undoubtedly the most effective development solution.” This data highlights the crucial importance of investing in early childhood education, as it plays a key role in disrupting patterns of poverty across Southern Africa.

Investing in Early Learning in Six Southern African Nations

Established in 2003, the Roger Federer Foundation supports initiatives that broaden opportunities for early education across six Southern African nations: Lesotho, South Africa, Zambia, Zimbabwe, Namibia and Malawi. Federer’s foundation seeks to boost school participation and ensure children remain in education by supporting and investing in grassroots initiatives and partnering with locally led projects.

The nonprofit has invested millions into initiatives that expand educational opportunities, improve educational facilities, develop teacher skills and provide schools with vital resources. Thus far, Federer’s foundation has transformed learning opportunities for more than 3.1 million children, opening doors to possibilities that once seemed unimaginable.

How Early Education Opens Pathways Out of Poverty

The importance of Federer and Kolisi’s work is undeniable, as initiatives focused on early learning in Southern Africa are proving to transform children’s futures. A joint 2012 study by the World Bank and Save the Children reported that access to early learning in rural Mozambique led to a 24% increase in primary school enrollment. This was compared to children who lacked such opportunities.

The program equipped children with essential early skills, preparing them to excel academically as they advanced through school. Such studies outline the importance of initiatives like Federer and Kolisi’s, which generate lasting change through providing young people with the tools to break the cycle of poverty.

Empowering the Next Generation To Break Poverty Cycles

Federer and Kolisi’s efforts demonstrate how investments in early learning in Southern Africa can improve lives and create opportunities to escape poverty. Through empowering community-based programs, equipping educators and investing in learning spaces, their initiatives enable millions of children to embrace opportunities that once felt beyond their grasp, to create sustainable, secure futures.

As evidence continues to prove, access to effective early learning places key building blocks for future success and financial stability. With projects like these transforming futures, Southern Africa is opening doors to incredible opportunities for future generations.

– Ciara Moore

Ciara is based in Edinburgh, Scotland and focuses on Celebs for The Borgen Project.

Photo: Wikimedia Commons

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Ghana Library Authority: Reading Fights Poverty in Ghana

Ghana Library AuthorityIn Ghana, poverty is a significant issue, with around 24.2% of the national population living below the poverty line. Additionally, around 6.9 million people live in extreme poverty as of 2024. Ghana has a population of around 34.4 million and has many different issues, including economic instability, climate hazards and high inflation.

Northern Ghana is specifically impacted, due to its lack of adequate infrastructure, non-agricultural job opportunities and gender inequality. Living standards also worsen due to high inflation, limited government spending and weak economic growth. Approximately 64.6% of rural populations in Ghana experience multidimensional poverty compared with 27% of urban populations.

Many inequalities exist between men and women; the richest man could earn more in a month than the most impoverished woman could in 1,000 years.

Book Access in Ghana

In Ghana, access to books is limited, especially in rural areas. Many rural communities face significant barriers to literacy and have fewer educational resources than those in urban areas. Challenges include a lack of libraries, limited resources and facilities and schools that often lack basic learning materials such as stationery, textbooks and computers.

Only around 11% of schools in Ghana have functional libraries; in rural areas, only one library exists for 500,000 residents. Books available to people in Ghana can be costly and often have low availability. Outside of basic textbooks, there are not many books that Ghanaians can purchase.

Due to limited parental involvement, many children also lack access to books at home. Additionally, many rural areas in Ghana lack reliable internet and electricity, preventing students from accessing digital resources when learning.

Ghana Library Authority Initiatives

The Ghana Library Authority has launched several innovative programs that use modern and traditional methods to help children in Ghana start reading and learning. Strategies include mobile book vans, which can deliver shelves of stories to communities in need.

The Ghana State Book Project is an initiative that aims to create a comprehensive state book for each of Ghana’s traditional states. It seeks to document their unique traditions, histories, royal families and cultural practices. It has already produced several state books and plans to cover all traditional areas of Ghana.

Book Donations and Distribution Efforts

Books for Africa (BFA) also worked with BetterWorld Trust to distribute a 40-foot container of supplementary books to Ghana Book Trust (GBT) to distribute in Ghana. These books were then distributed to community libraries, orphanages and school libraries. They were also often used as prizes for schools that organized reading competitions.

GBT distributed the books across the country, with each beneficiary receiving 500 books, bringing the total donated to 18,000. The organization sources books from North America to promote a reading culture in Ghana. Over the past eight years, it has imported 35 40-foot containers of books, including 14 containers of children’s books and novels, totaling more than 590,300 books distributed.

GBT collaborates with Books for Africa and organizations and foundations in the U.S. to donate books to schools, community libraries, orphanages and children’s hospital wards.

Digital Reading and Global Partnerships

The Ghana Library Authority has also partnered with tech companies such as Vodafone and Worldreader to create digital e-libraries and make hundreds of books available on smartphones and tablets for children to read. Worldreader is a nonprofit organization that helps children access and read digital books through mobile phones, tablets and e-readers.

Team4Tech is helping Worldreader bring e-readers to elementary schools in Kwaebibirem, Ghana. The groups provide e-readers and train children to use them for digital reading in the classroom. They also enable parents and students to access reading opportunities on any device through a digital reading app called BookSmart. Through this application, Worldreader provides free access to thousands of books and learning materials for people of all ages in Ghana.

Conclusion

Many children in Ghana are positively impacted by this newfound access to books. It helps them improve their literacy, strengthen their educational background and gain the tools to fight poverty through education.

By providing diverse learning materials that meet the needs of individuals with varying reading levels and interests, these organizations are helping students in Ghana broaden their academic abilities. They also help students develop critical thinking skills and foster a love for reading at a young age.

– Madyn Lewis

Madyn is based in Chicago, IL, USA and focuses on Good News and Global Health for The Borgen Project.

Photo: Unsplash

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Relieving Poverty in Tunisia Through the AMEN Program

Poverty in TunisiaTunisia, a country in northern Africa, supports those experiencing multidimensional poverty through its AMEN social program. Those eligible receive monthly cash transfers and an additional stipend for families with school-aged children to offset the costs of school supplies. AMEN was established in 2019 with the assistance of the World Bank and Tunisia’s Ministry of Social Affairs.

What Does the AMEN Money Go Toward?

AMEN targets poverty in Tunisia through transferring money to its most vulnerable citizens. More than 333,000 households currently receive these cash transfers. Multidimensional poverty levels determine eligibility. In other words, income is not the only factor; access to health services, education and housing is also considered.

Free or subsidized health care is also offered through AMEN. About 620,000 people receive subsidized health care in addition to those receiving free health care. Accessible health care is one of the many ways AMEN goes beyond a “poverty relief” program; it invests in Tunisian’s health and futures to target inequality.

The economy has suffered greatly since the spread of COVID-19 in 2020. Economic growth was at 0% in 2023 and 1.4% in 2024. Unemployment rates reached 16% in 2024, which is quite high. During the pandemic, AMEN provided temporary money transfers to 900,000 households to help families stay afloat.

Empowering Women Through Financial Freedom

Women are often some of the most vulnerable in a population, particularly in low-income areas and those in traditional households who may depend on men to provide financially. AMEN provides opportunities for single women or those whose husbands can no longer work due to illness, death, imprisonment or any other factor.

Mothers no longer have to stress about feeding their children or keeping the household running with AMEN. Women make up more than 50% of households that receive cash transfers. The peace of mind that can only come from financial freedom is invaluable and a necessary step in breaking generational cycles of poverty and inequality.

Sponsoring Children’s Education

Poverty in Tunisia directly affects a child’s ability to attend and excel in school. School supplies can be expensive, an extra cost that families can’t afford. In other circumstances, some low-income families do not prioritize education for their children; instead, they expect them to help earn money for the family instead of attending classes.

AMEN recognizes the importance of education and supports children’s learning through their stipends. One hundred forty-eight thousand children are currently supported by AMEN and encouraged to go to school through the $10 per month stipend.

Moving Forward

AMEN seeks to improve its ability to help those experiencing poverty in Tunisia by revising its systems to determine who is eligible for the program. Ongoing research to strengthen knowledge around social protection is also being done. Continuing to improve AMEN will undoubtedly increase the quality of life for these individuals.

– Sydney Uhl

Sydney is based in Vancouver, WA, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Vocational Education Training Centers in the Dominican Republic

Vocational Education Training Centers in the Dominican Republic“On the one hand it’s crazy because when you take a course at INFOTEP, if it’s not in Santo Domingo, you can’t get a job, just a diploma… but if you do it online you get a job,” said Berkis Mateo, a former INFOTEP student from San Cristóbal, in a phone interview with The Borgen Project in September 2025, reflecting the uneven opportunities that define vocational education training centers in the Dominican Republic.

The basic premise of vocational training is simple: by equipping people with skills that the labor market rewards, it reduces unemployment while higher skill levels raise wages. But in the Dominican Republic, the effectiveness of these programs is mixed.

Dominican women face persistent inequality. According to the World Bank, they earn just 60% to 80% of men’s wages and make up nearly half of all informal workers, where jobs are unstable and underpaid. The U.N. World Food Program reports that nearly 23% of Dominicans live in poverty, with 3.5% in extreme poverty, while youth unemployment hovers above 13%.

In 2009, youth unemployment reached 28.1% among young women compared to 16.6% overall. To respond, vocational education programs like Juventud y Empleo (PJyE) trained more than 72,500 at-risk youth between 2002 and 2013, 57% of them women. However, the results highlight the urgent need for reform.

The Role of INFOTEP

Founded in 1980, the Instituto Nacional de Formación Técnico Profesional (INFOTEP) has become the country’s leading authority on vocational training. It operates independently, with input from government, employers, and labor unions. By law, every formal company contributes 1% of its payroll to INFOTEP, creating a reliable financial base unmatched by most public institutions.

INFOTEP offers more than 150 career paths, ranging from automotive mechanics and IT to hospitality, health care, construction and refrigeration. General Director Rafael Santos Badía announced in August 2024 that more than 3.8 million Dominicans have graduated from its programs since its creation, including 1.77 million young people between 2020 and 2024 alone.

Limits of Digital Access

Leunam Trinidad, the Academic Director at the Dominican Institute of Art and Design (COS) of INFOTEP and a licensed operator of a virtual INFOTEP training center, explained to The Borgen Project in an interview on September 2025 how technology is helping expand access.

“From what we offer, digital marketing works best because of the content format,” he explains. “The office software package is the hardest…because many students don’t have computers and must use their phones, which makes it very difficult.”

Virtual vocational education training centers allow people to study from anywhere in the country. Yet, the digital divide undermines the promise of digital learning. The Internet Society gave the country an overall Internet resilience score of 40% in 2024, indicating a medium capacity to withstand unexpected faults.

Many poor households lack reliable Wi-Fi, and electricity insecurity remains widespread, particularly outside major cities. This means that while online courses technically expand access, the poorest Dominicans are often excluded again. In other words, whether in person or online, poverty itself limits the benefits of even free vocational training.

How INFOTEP Programs Help

Leunam noted that his operation trains around 5,000 people each year. Like all INFOTEP programs, courses require minimum class sizes, typically 35 participants. Free programs are often oversubscribed, and thousands of applicants are turned away annually.

Since courses are free courses, they are often oversubscribed, and thousands of applicants are turned away each year. The very communities most in need are often the least able to benefit.

Vocational training contributes beyond employment. Dominican Today reports that in Puerto Plata, INFOTEP recently graduated 44 new park rangers, strengthening conservation in a country facing deforestation, erosion, and tourism pressures. It also certified 173 brigadistas, volunteers who bolster disaster response in a nation vulnerable to hurricanes, floods and preventable emergencies.

Vocational education training centers in the Dominican Republic can also play a crucial role in narrowing inequality, including the gender gap. Programs like PJyE show that women gained higher expectations of life success, greater self-esteem and improved wage demands long after training.

Stories From the Ground

But the path is uneven. Mateo’s story underscores the gap between training and opportunity. “I did a two-month internship and did not get a job because the pay was so low it only covered my bus fare from San Cristóbal to Santo Domingo,” she told The Borgen Project in a phone interview. In effect, commuting costs erased the benefits of her training and kept her trapped in underemployment, a challenge that thousands face outside the capital.

The Road Ahead

Despite its accolades, INFOTEP reflects the contradictions of Dominican society. Most advanced programs are concentrated in the most urbanized provinces, Santo Domingo and Santiago. This leaves rural provinces—where poverty is the deadliest—without access.

Institutions like the Loyola Polytechnic Institute (IPL) in San Cristóbal demonstrate another path forward. Though smaller in scale, IPL offers high-quality programs in electronics, mechatronics, and industrial design, while embedding values-based training. It highlights how partnerships beyond INFOTEP can diversify opportunities and address gaps in access. The challenge lies in scaling this success, so that opportunity extends beyond the cities to the poorest provinces.

– Shannon Garrido

Shannon is based in the United Kingdom and focuses on Politics for The Borgen Project.

Photo: Flickr

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Early Childhood Education in Bosnia: Creating Brighter Futures

Early Childhood Education in BosniaWith its war-torn past and multi-ethnic population, Bosnia has faced challenging economic and social conditions. The COVID-19 pandemic further exposed weaknesses in the country’s educational system, especially at the early grade levels. Recognizing that future economic and social stability begins with children, the European Union (EU), the United Nations Children’s Fund (UNICEF) and other organizations are investing in programs aimed at improving early childhood education in Bosnia.

A Systemic Problem

Bosnia is divided into three separate entities, largely split along ethnic lines: the Federation of Bosnia and Herzegovina (FBiH), Republika Srpska (RS), and the Brčko District, an autonomous, self-governing municipality. These entities are divided further into districts and cantons. As a result, the three systems fragment school curricula, financing and attendance requirements.

This decentralized and disparate organizational structure makes it particularly challenging to implement a uniform set of educational standards for children across the country. Likewise, tracking the effectiveness and quality of current curricula across 14 government bodies is challenging and inefficient, making early childhood education in Bosnia a vulnerable and shaky institution.

Bosnia spends more than its Western Balkan neighbors on education: about 4.4% of its GDP. However, under the current educational structure, 90% of allocated school funding for the entire country goes into staffing expenses, compared to an average of 77% in EU countries, according to World Bank figures. This leaves just 10% for other elements such as textbooks, school supplies, teacher training, modernization and upgrades critical to a quality education. 

The results are telling. According to the Organization for Economic Co-operation and Development’s (OECD) Programme for International Student Assessment (PISA), 41% of 15-year-old students scored as “low performers” in the core subjects of math, reading and science. This is a direct result of the lack of early childhood education in Bosnia.

Access to School

Pre-primary school education, which is the bedrock for strong childhood development and links to higher wages in adulthood and an overall reduction in poverty, is considerably deficient in Bosnia. Though preschool is mandatory in FBiH and Brčko District and free of charge in all three states, only about 42% to 46% of children aged 3 to 6 have access to it. This falls heavily short of the EU target of 95%. 

Limitations are different depending on the area. In cities like Sarajevo, there is a high demand for preschool enrollment, which the existing infrastructure and funding cannot meet, resulting in long waiting lists. In the rural countryside, higher unemployment, lower wages and more traditional approaches to child-rearing contribute to low enrollment rates. 

Investment and Support

Determined to reform and revitalize early childhood education in Bosnia, UNICEF, United Nations Educational, Scientific and Cultural Organization (UNESCO) and the International Labour Organisation (ILO) have launched the ‘Reimagine Education for Marginalized Boys and Girls during and post COVID-19’ project. The project focuses on four pillars: to build cooperation between the various disparate government entities of Bosnia, to improve the quality of teaching, to modernize classroom infrastructure and to develop new e-learning platforms. 

Further, these groups sponsored a series of formal conferences, drawing 1500 participants from both the government and education sectors, aimed at charting a path forward together. In this collaborative spirit, participants produced a declaration of commitment to establishing Bosnia’s first-ever uniform education policy, which all 16 of the country’s education ministers from the various cantons signed. Work on this policy has begun in earnest, with the United Nations (U.N.) funding and support. 

This commitment has also spawned a ‘Nurturing Care Framework’ focused on expanding access to early childhood education in Bosnia, specifically targeted toward those lacking water access or who are otherwise marginalized, like Roma or the poor. FBiH, RS and Brčko District, in conjunction with UNICEF and the EU, are scaling up preschool services across the country and modernizing currently existing facilities. 

As of 2025, the EU has provided €16 million in support and grants targeting Bosnia’s schools, including preschools. Currently, 20 preschools across Bosnia are undergoing renovations with the help of these funds, which will enable these schools to reach more children with higher-quality programs and support.

Toward a Brighter Economic Future

The influx of investment and cooperation by Bosnian authorities and aid organizations is a boon to Bosnia’s future. By expanding and improving early childhood education in Bosnia, these entities are laying the groundwork for continued social and economic development. Children who receive a network of care, support and education from an early age statistically become larger contributors to their society.

– Nikola Stojkovic

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

Photo: Flickr

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Free Schooling in Sierra Leone Is Keeping Girls in Class

Free Schooling in Sierra LeoneFree schooling in Sierra Leone began in 2018 and is removing cost barriers so more girls can enroll and stay in school. By abolishing tuition and admission fees in government-approved schools, the Free Quality School Education (FQSE) program makes classrooms more accessible for low-income families.

How Free Schooling in Sierra Leone Works

Launched in August 2018, FQSE covers admission and tuition for primary through senior secondary in government-approved schools. The Ministry of Basic and Senior Secondary Education (MBSSE) implemented FQSE alongside a World Bank–supported Free Education Project that strengthens system management, teaching practices and learning conditions.

To reduce the everyday barriers that keep girls home, the government and its partners are expanding school meals and other support. In 2023, WFP provided meals to 238,000 pupils in five districts and expanded its home-grown school feeding from 28,000 to 53,000 in early 2024.

The Ministry of Finance has also transferred funds to local councils to operate FQSE school bus services, easing family transport costs. Budget documents further note resources for school feeding and hygiene pads for girls to support attendance.

What’s Changing for Girls

Enrollment has surged since FQSE. UNICEF’s 2024 Situation Analysis reports a 58% increase in enrollment across all levels since the program began. By 2022, gross enrollment rates (GER) were high across primary (157%), junior secondary (106%) and senior secondary (86%). Girls’ GER was higher than boys’ at all levels—a sign that policy shifts are bringing girls into classrooms.

Completion and transition rates are improving. UNICEF reports current completion levels of 64% in primary, 44% in junior secondary and 22% in senior secondary—baseline figures that FQSE and allied programs aim to raise.

Keeping girls in school also means putting enough trained adults before each class. The 2023 and 2024 Annual School Censuses counted 90,073 and 91,224 teachers, respectively (78,325 in public schools in 2024), reflecting growth in the workforce. Furthermore, the World Bank-supported reforms are making teacher deployment more evidence-based, guiding where new hires go to reduce overcrowding.

After lifting its ban on visibly pregnant girls attending school, Sierra Leone took a major step toward expanding access to education. It adopted a National Policy on Radical Inclusion in Schools to ensure marginalized learners—pregnant girls, young mothers and children with disabilities—remain in class.

Why This Adds Up

Free schooling in Sierra Leone is removing fees, feeding students, getting them to school and staffing classrooms—the mix that keeps girls learning. Indeed, with enrollment surging and girls’ participation now meeting or exceeding boys’, the next step is turning time in school into strong learning outcomes through continued teacher support and inclusive policies. Ultimately, free schooling in Sierra Leone keeps girls in class today, positioning them for better jobs and incomes tomorrow.

– Riddhi Sharma

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

Photo: Flickr

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From Streets to Schools: The Uweza Foundation

Uweza FoundationIn Nairobi’s largest informal settlement, Kibera, people prioritize survival over education. Nevertheless, despite the difficulties, a significant change is taking place due to the influence of mentoring. The sponsorship and guidance programs run by the Uweza Foundation, led by locals, assist community members and former street youth in becoming agents of education and hope. This tale of perseverance is based on the idea that change can happen when someone in your shoes takes your hand.

The Educational Environment in Kibera

Kibera, home to thousands of Kenyans, has served as a symbol of East African urban poverty for many years. Although elementary and secondary education is legally free, many children are forced to drop out due to hidden costs that families must pay for supplies, uniforms and school-related fees.

Approximately 65 students are receiving academic scholarships through Uweza’s Sponsorship Program; many of these students complete their primary, secondary and even post-secondary education.

However, stronger statistics show how big the issue really is. According to research, more than one million Kenyan children do not attend primary school, the ninth-highest rate in the world. Despite nearly universal attendance, roughly one-third of teenage girls in Kibera are at least one grade behind, highlighting the academic disparities associated with instability and poverty.

Why From Streets to Schools Matters

Hope becomes real for kids when they see someone from their own neighborhood who has walked a similar path, trusted it and used education to succeed. The significance of that lived experience extends far beyond standardized interventions.

The bond between mentor and mentee acts as a catalyst, bridging gaps in resilience, academic engagement and confidence. Programs that embody this, such as Uweza’s, have a greater capacity to foster lasting transformation.

Holistic Model of the Uweza Foundation

The Uweza Foundation, which was founded in 2008 and is headed by actress Rooney Mara, gets its name from the Swahili word meaning “opportunity, ability and power.” Through mentorship, sports, art, education and life skills initiatives, it aims to empower women and youth in Kibera.

The Uweza Foundation offers scholarships through its sponsorship program that cover tuition, supplies, uniforms and even boarding school if necessary. Life skills workshops and mentorship from the Uweza Foundation accompany these scholarships.

Backed by Research and Impact

Studies show that after-school programs and mentorship significantly improve learning and school retention, especially for girls in informal settlements. One pilot study found that underprivileged girls benefit from mentoring in core subjects as they transition to secondary school.

Similarly, the Adolescent Girls Initiative–Kenya (AGI-K) trial in Kibera showed that adolescent girls achieved better long-term results when education was combined with interventions related to wealth, health and violence prevention. This strategy underscores the need for multifaceted support, a model Uweza already provides, even though its work is not solely on mentoring.

Looking Ahead

The Uweza Foundation is demonstrating in Kibera that change is not only possible but is actually taking place when mentorship that is compassionate and rooted in the community is combined with educational access. This remind us that a child’s potential is based on our ability to help them, not their geographical boundaries.

– Kyra Cribbs

Kyra Cribbs is based in Charleston, SC and focuses on Good News for The Borgen Project.

Photo: Unsplash