Archive for category: Education

Information and stories on education.

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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

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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