Archive for category: Education

Information and stories on education.

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Sports and Higher Education in Saint Lucia

Higher Education in Saint LuciaSaint Lucia is a small Eastern Caribbean island with a population of less than 200,000 people. Saint Lucia’s poverty rate rests below 25% with a middle to upper-income economy. Its youth population is more than 40,000. Saint Lucia produces fresh fruits and crops such as bananas, avocados, yams and sweet potatoes. Tourism is a major contributing factor to the economy and the country’s gross domestic product (GDP) with more than 430,000 tourists yearly. The Government of Saint Lucia spends 3.7% of its GDP on education. Despite these positive results, the small island country suffers from societal and educational issues such as a teacher shortage, domestic violence, low wages and job-force instability. To continue improving the lives of Saint Lucia’s youth, progress must continue in higher education in Saint Lucia as well as sports.

The Education Act of 1999 gave young men and women of Saint Lucia access to educational opportunities, apprenticeships, study abroad programs and work opportunities for youths who choose the workforce once completing secondary school. Before the Education Act, Saint Lucia’s literacy levels were below 85% in the late 1990s. However, with the Act, the literacy rate increased to 90.1%. Between 2018 and 2019, boys had a higher secondary graduation rate at 96% compared to girls at 88%. 

Higher Education in Saint Lucia

The Ministry of Education focuses on encouraging first generation Saint Lucians to graduate post-secondary. The First Generation Scholarship Program focuses on the mandate that Saint Lucia’s government prioritizes for one university student graduate per household. The Ministry of Education’s goal is to reach a 20% college graduation rate by 2030. 

Saint Lucia’s post secondary institutions like Monroe College offer scholarships through the First Generation Scholarship-Program to help students pursue bachelor’s degrees. The Minister of Education, Shawn Edward, praised Monroe College for bringing over 150 students through the First Generation Scholarship Program.

In November 2024, Minister Edward announced plans to add more improvements to the country’s education department through adding a Special Education Needs (SEN) section to provide teaching and vocational resources for special needs students and young adults. 

Local universities and institutions in Saint Lucia such as Sir Lewis Community College and the University of the West Indies offered tertiary education where students gain job specific skills to be prepared for the work force. However, in 2019, the gross enrollment rate for students was 15%.    

The Uni-PASS initiative, which the Government of Saint Lucia implemented, offers a one-time grant to students who require funding for their university studies. It offers up to $10,000 to cover accommodation, airfare, transport, visa processing and tuition fees.

Study Abroad

Study abroad programs provide young men and women of Saint Lucia an opportunity to learn about other countries, gain professional skills and pursue their field of study. Saint Lucia collaborates with Caribbean countries like Cuba, Trinidad and Tobago and other nations such as Taiwan. 

On August 12, 2025, the ambassador of Cuba, Yenileys Linares, presented government-sponsored bi-lateral scholarships to 11 Saint Lucian recipients in their pursuit in the field of medicine. Saint Lucia’s partnership with Cuba in their pursuit for higher education in the medical field has stood since 1979. The program includes studies in medicine, specialization in medicine and health technologies for undergraduate studies. Requirements for this program include being from a low-income family.

On August 4, 2025, the ambassador for Taiwan, Nicole Y.C. Su attended the ceremony and presented the study abroad scholarships for 44 Saint Lucians. Thirty-seven of them received the Ministry of Foreign Affairs (MOFA) Taiwan Scholarship which provides room and board for students in the undergraduate, master’s or doctorate program. Seven received the International Cooperation Fund Development (ICFD) Scholarship which provides tuition to cover students pursuing a master’s or doctorate degree while attending any school in Taiwan.

Sports

On August 2, 2025 one camp under the Saint Lucia Football Association (SFLA) Technical Centre in Mabouya Valley focused on the young male and female athletes ranging from ages 14-24. Anthony Roy, founder of Anthony Roy Collegiate Placement Services, oversaw the activity at the camp. He focuses on getting players scouted for scholarships at universities in the United States to pursue higher education and compete. These types of programs bring out the best of Saint Lucia’s athletes.

Arnicka Louis and Joshua Boland, two athletes who benefited from Roy’s camp, currently reside in the United States, attending their respective universities and competing collegiately in football. Currently, Louis, a sophomore, attends Indian Hills Community College in Otthuma, IA. Boland, a sophomore, attends Point University in Atlanta, GA.      

Saint Lucia’s first Olympic champion in the women’s 100m and silver medalist in the 200m, Julien Alfred, is another example of success abroad. Alfred transferred to St. Catherine’s High School in Jamaica to continue her training in the sport. Through a scholarship, she went to the University of Texas to further her education and continue her athletic career. 

Conclusion

Higher education in Saint Lucia continues to see progress as the country seeks out opportunities with neighboring Caribbean countries and nations and invests into local institutions. Programs like the Anthony Roy Collegiate Placement Services is one example of the country working towards elevating the potential in young Saint Lucian athletes in sports like football and track and field.    

– Gene A. Lambey Jr.

Gene is based in Washington D.C., USA.  He focuses on the Good News and Global Health for The Borgen Project. 

Photo: Unsplash

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CEDO and Challenges Faced by Rural Students in Cambodia

CEDOIn Cambodia, a country with a population of more than 17 million, young people face significant educational barriers, particularly in rural areas. The poor quality of teaching, lack of basic infrastructure such as facilities providing water, sanitation and hygiene and school expenses are all cited as reasons for inadequate learning and high dropout rates.

Education in Cambodia

According to the United Nations Children’s Fund (UNICEF), almost a quarter of children aged 8 to 9 in Cambodia cannot write down words they hear in a dictation test and more than half of students have dropped out of school by the time they are 17 years old.

However, in 2019, the Ministry of Education, Youth and Sport devised a five-pillar framework to increase attendance levels and improve the quality of education across Cambodia. These pillars include:

  • Implementation of the Teacher Policy Action Plan to support teachers’ professional development.
  • Review of curricula, textbooks and learning environments to standardize syllabi and improve school facilities.
  • Enforcement of school inspections to ensure high educational standards are met.
  • Improvement of learning evaluations to strengthen the overall educational framework.
  • Higher education reform to expand resources and funding for institutions while promoting broader access to higher education.

The last pillar is something Youchheng Uch, Director of Cambodian Education and Development Organization (CEDO), feels particularly strongly about. Believing that “every student, regardless of their background, has the potential to succeed,” CEDO aims to break the cycle of poverty. It’s dedicated to helping young people in rural areas access higher education institutions, primarily by providing scholarships to students going to university.

Expanding Educational Opportunities in Rural Cambodia

Funded entirely by a partner organization in Australia called Opportunity Cambodia, CEDO has been helping students from the countryside surrounding Siem Reap, Cambodia’s second most populous city, for the last 10 years. Its main program is the University Scholarship Program, which, in addition to paying for students’ university fees, gives them access to health care, a living allowance and accommodation.

The organization has also developed the Learning Center Program, which provides training in soft skills such as public speaking, computer skills and English classes taught by overseas volunteers.

Barriers Facing Rural Families

In a recent interview, Uch explained that the biggest issue families in rural Cambodia face is that they cannot afford to send their children to university. “The family needs to pay for tuition fees, for accommodation, for food, so if you compare the average income that the rural family gets per day [to the urban family], it’s not possible for most families in the countryside [to send their children to university].”

While primary and secondary education is free, education is poor, meaning those with more money, who often live in urban areas, pay for private tutors. However, for most families, this option is too expensive. Other challenges for young people in the countryside, outlined by Uch, include living too far from a school, being unable to access food and not being safe at home because of domestic violence, for example.

Education as an Alternative to Migration

Improving rural students’ access to higher education also reduces the number of Cambodians who migrate to neighboring countries to find low-skilled work. According to the Ministry of Labor and Vocational Training, more than 1.3 million Cambodians work abroad, the vast majority in Thailand.

In a separate study, the International Organization for Migration (IOM) found that most migrants in Thailand left Cambodia in search of “better job opportunities and higher wages,” now working in sectors like agriculture, construction and fishing. However, the reality is that a third of those migrants claim to be paid less than minimum wage and still find themselves in poverty.

Uch explains that because many young people cannot afford to go to university, these people often migrate for work. Hence, CEDO aims to combat this issue directly, increasing the number of those attending higher education institutions and contributing to the Cambodian economy.

Breaking the Cycle of Poverty

Since its beginning, CEDO has helped 65 students living in rural areas gain access to higher education institutions, half of whom have left university and found work. By meeting every month to see what’s going on, what experience they’re getting, what their challenges are, those at CEDO can offer direct support, both emotional and financial. As a result, around 80% of its students work in the field they studied at university, helping to break the cycle of poverty in Cambodia.

– Elsa Tarring

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

Photo: Flickr

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Transforming Education in Zimbabwe

Education in Zimbabwe“Not all superheroes wear capes; some carry school bags, walk 10km to class and still dream of changing the world,” says Jacqueline Nyakunu, founder of a small rural education nonprofit in Zimbabwe. Financial support through scholarships, government aid programs like the Basic Education Assistance Module (BEAM), NGO initiatives and community-based efforts is vital in improving the education system for vulnerable children in Zimbabwe. These interventions transform their futures and empower communities through increased educational opportunity.

The Challenge of Accessing Education in Zimbabwe

Zimbabwe’s education system experiences some strenuous challenges from systemic underfunding, rural disparities compared to urban areas and holistic inequalities. The government allocated 14% of the national budget to education in 2023, an improvement from 13.4% the previous year. However, it still falls short of the “20% threshold on budgets when it comes to the education sector” recommended by the Dakar Framework.

This constant underfunding has led to poor infrastructure in rural areas, where some schools operate in makeshift garages or abandoned buildings. This leaves students in remote regions, with limited resources and inadequate infrastructure, at a severe disadvantage compared to their urban counterparts. In 2021, an estimated 30,000 students failed to register for national exams due to financial barriers.

High dropout rates compound the problem. UNICEF reports that nearly 50% of children are out of school, specifically in the pre-primary (68%) and adolescent (47%) age groups. Girls face additional hurdles, including period poverty, which affects around 60% of rural girls and contributes to a school attendance rate of 20%, as well as a 21.2% child marriage rate among girls aged 15 to 18 years of age.

Technological inequality further limits learning opportunities, with most rural schools lacking electricity, internet access and digital resources. Most of these schools “do not have the necessary equipment like computers and computer labs needed for ICT studies and virtual learning.” Overall, in the modern world, not having access to the internet or technology while also lacking tangible resources makes it extremely difficult for students to flourish. With 72% of Zimbabwe’s population aged below 18 living in rural areas, these challenges point to a severe education crisis that disproportionately affects the country’s most vulnerable communities.

Government and Institutional Support

Beginning in 2009, Zimbabwe revitalized its BEAM via a partnership between the government and UNICEF to provide tuition, examination fees and rally support to needy students. The initiative targets children in school who are struggling to pay the expenses, dropouts due to financial burdens, those who never enrolled and other socially marginalized groups, such as orphans or children with disabilities. In 2009, BEAM served approximately 527,330 students across 5,055 schools. It achieved approximately 94% of its initial goal of 560,000 beneficiaries, with a gender equity of 50% of beneficiaries for girls.

Despite this early impact, funding challenges quickly developed. In 2011, BEAM received $10 million from donors for primary and special needs schools and $13 million from the government for secondary schools. This fell $7 million short of the $30 million needed to meet the program’s goals. BEAM complements efforts like the Education Transition Fund (ETF). The ETF is designed to supply teaching and learning materials and broader social protection objectives coordinated through district and national Child Protection Committees.

Community-Based Initiatives

The Borgen Project spoke with Nyakunu, a rising senior at Davidson College, who shared her personal journey and the inspiration behind her nonprofit work. She spent her early years in rural Bocha, Zimbabwe, where she and her brother walked close to 15km to reach Chapeyama Primary School, often crossing a river along the way. “Although I enjoyed learning, the long journey and lack of resources made school physically and mentally draining,” she recalled.

Her circumstances changed dramatically when her family moved to an urban area and she transferred to Sakubva Primary School. With access to textbooks, a library and transportation, Nyakunu began to thrive. She eventually graduated top of her class and earned a fully funded place at Davidson College in the U.S.

During the interview, Nyakunu spoke about Start-Up Rural Gen (SURG): the youth-led nonprofit she founded in high school. What began as a capstone project has become an organization that now expands educational access for rural students in Zimbabwe and Kenya.

SURG focuses on addressing both financial and material barriers for Zimbabwe’s education system through four core initiatives:

  • Scholarships: Covering school fees for students whose families are unable to pay.
  • Material Support: Providing essentials like textbooks, stationery, school uniforms and sanitary wear.
  • Mentorship and Career Guidance: Offering workshops and personal mentoring to help students prepare for higher education.
  • Community Engagement and Partnerships: Collaborating with schools, volunteers and donors for sustained impact.

Since 2021, SURG has supported more than 1,000 rural students. Nyakunu highlighted the example of Mt. Matedzi Secondary School, where overcrowded classrooms and limited textbooks make learning difficult. In one case, she described an 11-year-old boy from Mukwada who now receives full support through SURG and consistently ranks at the top of his class. What began with a $600 grant has grown steadily, now receiving funding from sources like Davidson College, AFS Intercultural Programs and even Nyakunu’s income!

Moving Forward

Financial support through government programs like BEAM, scholarships or philanthropic efforts like SURG is more than just assistance; it is a lifeline changing the trajectory of thousands of children in Zimbabwe. These initiatives are closing critical access, resources and opportunity gaps, especially for rural and marginalized communities.

However, continued investments from institutions, local governments, donors and individuals alike are necessary and urgent. This ongoing commitment will ensure education is not a privilege for the few but a fundamental right for every child in Zimbabwe.

– LaRaymee Lee

LaRaymee is based in Missouri City, TX, USA and focuses on Global Health for The Borgen Project.

Photo: Flickr

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Higher Education in Namibia: Overcoming Development Hurdles

Higher Education in NamibiaThe Republic of Namibia is a Southern African nation, regarded by the World Bank as an “upper-middle-income country.” Yet according to UNICEF’s 2021 Poverty Index Report, more than 43.3% of the population lives in multidimensional poverty.

Problems Facing Namibia

Namibia has been rebuilding itself since gaining independence from South Africa in 1990. It has made progress in reducing poverty, yet strong challenges persist that continue to hinder development. Namibia has been rated one of the world’s most unequal countries, with its Gini coefficient coming in at 59.1 in 2015, second only to South Africa.

Its geographical disparities, in terms of access to services as well as wealth and economic opportunities, are significant. Much of the population, especially in rural regions, relies on the agricultural sector for their income. These incomes are unstable and unsustainable, given the nation’s susceptibility to droughts, extreme weather and food scarcity. This limits the earning potential of many Namibians.

The wealth inequality creates difficulties in accessing basic necessities, such as education. This creates a vicious cycle where opportunity is limited by a lack of skilled workers, creating high unemployment, hindering overall development and job creation. Therefore, education is crucial in breaking the nation’s poverty cycle and is identified as an optimistic solution to creating sustainable growth.

Looking Forward

Newly elected President Netumbo Nandi-Ndaitwah has begun her leadership by introducing a National Development Plan (NDP6). The plan outlines five key areas of focus, including modernizing industrial infrastructure and promoting new technologies, to improve employment opportunities amid an unemployment crisis among the nation’s younger, working-age population.

A major aspect of achieving the NDP6’s employment and opportunity objectives focuses on higher education in Namibia. In her State of the Nation speech to Parliament, Ndaitwah outlined that “tertiary education will become 100% subsidized by the government…commencing 2026.” Namibia already provides free public elementary and high school education; the new policy would remove tuition and registration fees at universities and colleges.

The NDP6 also aims to create 80,000 new manufacturing jobs by 2030. These jobs would create demand for skilled workers produced by higher-education initiatives, in sectors such as technology, energy, infrastructure and logistics. The increase in manufacturing employment would bolster opportunities and raise average wages in the industry from N$5,749 (approximately $327) to N$10,000 ($568).

The emphasis on manufacturing is projected to increase the sector’s share of the country’s GDP from 10.6% to 18%, while boosting its contribution to exports from 42% to 60%. This shifts the nation’s reliance away from the unpredictability of the agricultural sector. It creates a skilled workforce that can continue to generate opportunities, expand their companies and stimulate long-term economic growth.

The nation’s GDP growth would also enhance Namibia’s global competitiveness and trading relations. It points to an optimistic future for a nation that has shown steady improvements since independence, despite post-pandemic disruptions. Education offers a constructive path to change.

Organizations Aiding the Progress

The optimism is supported by the foundational work of nonprofit organizations that are improving access to higher education in Namibia. The University of Namibia Foundation (UNAM) has formed strategic partnerships with the University of Namibia, generating a N$15 million (about $855,000) seed fund to enhance educational research and innovation over the next three years.

UNAM also collaborated with Namibia Asset Management (NAM) to provide more than N$4.7 million ($273,600) in bursaries, with recipients advancing to professional roles across various developing sectors.

Conclusion

Higher education is emerging as Namibia’s key to breaking the cycle of poverty and inequality. With government-backed tuition subsidies, strategic investment in manufacturing and support from nonprofit organizations, the nation is building a skilled workforce. This workforce will be capable of driving sustainable economic growth and fostering long-term development.

– Mia Keen

Mia is based in London, UK and focuses on Business and Politics for The Borgen Project.

Photo: Flickr

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Education Crisis in Haiti: Poverty and Violence Threaten Education

Education Crisis in Haiti: How Poverty and Violence Threaten Children’s EducationHaiti is facing a worsening crisis as violence continues to displace more than a million Haitians into tent cities. Armed groups now control an estimated 85% of Port-au-Prince, driving a record 1.3 million people from their homes in just six months, a 24% increase since December 2024, per the International Organization for Migration (IOM). More than half of those displaced—approximately 700,000—are children. The United Nations International Children’s Emergency Fund (UNICEF) reports that the number of internally displaced children has jumped by nearly 50% since September 2024, equating to one in eight children nationwide. 

The future of Haiti’s youth hangs in limbo as schools have become fragile lifelines; some have transformed into shelters, while others are completely rundown, cutting countless children from the classrooms they once knew. Amid the education crisis in Haiti, however, a wave of grassroots initiatives and community-led action is pushing back with hope.

A Crisis of Scale and Impact

The United Nations (U.N.) estimates that 5.4 million Haitians are facing crisis-level hunger, with 5,636 people already in catastrophic famine conditions. The World Food Programme (WFP) is urgently appealing for $46 million to sustain emergency operations targeting 2 million people, including half a million children relying on school meals—a critical lifeline now at risk. At the same time, the U.N.’s 2025 humanitarian appeal for Haiti remains underfunded, with only 9.2% of its $900 million goal met.

The State of Education

More than 1,600 schools have closed in Haiti, a 60% increase in just four months—disrupting learning for more than 243,000 children. In the West and Artibonite regions, nearly 1,000 schools have shut down, impacting 300,000 students. Meanwhile, in the Grand South, the arrival of 103,000 displaced school-aged children overwhelmed the education systems. Plan International reports that more than 90% of displaced children in the South and Southeast—where 260,000 people sought refuge—have lost access to education.

Henry Noel, a volunteer of buildOn, a nonprofit that partners with rural communities to build schools and promote literacy, spoke with The Borgen Project, saying, “Right now, the education crisis in Haiti is unlike anything we’ve seen in years. Violence in Port-au-Prince has forced millions of people from their homes and almost half a million of those are children. Many of them were already out of school and the violence has only made things worse. Entire schools have been attacked or destroyed—I think about 300 schools [in the capital] were shut down because of the violence.”

Rising to the Challenge in Rural Communities

By early 2025, an estimated one million Haitians had been displaced by escalating gang violence. Many of these families fled to rural towns—places they once considered safe havens. Yet this mass migration has overburdened local schools, with large waves of out-of-school children arriving all at once. Noel states, “For the families who fled, especially into rural areas, schools are overwhelmed. We see classrooms with twice as many students as they were built for. Children who missed one or two years of lessons are trying to catch up, often without books, without supplies, sometimes even without shoes to walk the long distance to class. It’s devastating.”

Amid the education crisis in Haiti, buildOn—a nonprofit dedicated to breaking the cycle of poverty through education—has stepped up its efforts to rebuild hope and access to learning. BuildOn is an international nongovernmental organization (NGO) that brings education to rural areas, supporting displaced families. In 2024, it built a new school in Journu, serving 285 students—150 of whom were previously out of school.

Enroll Program

Its Enroll program provides accelerated learning, supplies, meals and community engagement to restore educational access quickly. “Through Enroll, we go into the communities, identify children who are not in school and create a plan with their families and teachers to bring them back. We provide accelerated learning for those who fell behind, school supplies like notebooks and pencils and even meals in some cases.” 

Speaking on how buildOn is responding to the crisis, Noel said, “buildOn’s work is focused on two main areas: building safe schools in rural communities and helping out-of-school children re-enter the education system. Last year, for example, we built a new school in Journu, a rural community that received many displaced families. That school now serves about 285 students, 150 of whom had dropped out because of violence or poverty. For us, it’s not just about the building—it’s about giving those children a safe place where they can be children again.”

Building Hope Brick by Brick

Against the backdrop of a collapsing state, scorched schools and displaced millions, there remains a lifeline in classrooms carried on shoulders, songs played on guitars and books passed hand to hand. “The resilience of Haitian children and families is truly beautiful to witness. Despite everything, when we open a new school, the joy is incredible. Parents show up to help lay bricks, students are eager to learn, teachers are determined to keep going even when conditions are hard,” Noel said.

Where schools continue to teach, poetry fills the air and hands learn to stitch or strum, hope—and Haiti’s next generation—endures. As Noel concluded, “Don’t forget the children of Haiti. Every child deserves the chance to learn, no matter the circumstances. And even in the hardest times, education is possible—if we come together to make it happen.”

– Meagan Beaver

Meagan is based in Zephyrhills, FL, USA and focuses on Good News for The Borgen Project.

Photo: Pixabay

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Higher Education in the DRC

Higher Education in the DRCHistorically, political turmoil in the Democratic Republic of the Congo (DRC) has contributed to the country’s higher education gap, which persists today. Militant activity connected to the rebel group M23 has resurged since November 2021. Efforts to meet the urgent needs of the 1.2 million people displaced by violence in the eastern provinces of North and South Kivu alone have taken the place of addressing disparities in higher education.

Despite recent efforts to make education equally available, bridging this gap for rural populations, low-income families and disabled and female students remains largely on the back burner. Here’s a look at the complex factors influencing higher education as a goal for all Congolese students and the path forward to make this a reality.

The DRC’s Educational Landscape

Barriers to higher education can be traced back to the DRC’s colonial period, when education was distributed exclusively to the elite class. Today, this trend manifests as an educational gender gap. In 2020, for instance, only 8% of Congolese men enrolled in tertiary education, while this figure was a mere 5% for Congolese women. Meanwhile, the DRC has one of the youngest populations, with more than 60% of people younger than 25.

The country’s lack of educational resources poses the risks associated with an under-skilled workforce, such as high youth unemployment and economic instability. Still, from 2010 to 2024, the number of Congolese children enrolled in secondary education increased from 2.3 million to 7.5 million. With such demographics, demand for education in the DRC is predictably high, yet enrollment in higher education doesn’t reflect this.

While overall enrollment in schooling for Congolese children has shown progress, the marginal number of students able to afford higher education reveals a systematic disparity between educational demand and resource availability. As a result, future adults with less education will become vulnerable to the same financial instability that withheld them from pursuing higher education.

Factors Affecting Higher Education in the DRC

A significant correlation exists between the quality of health and the attained level of education. UNESCO considers the expected health and the attained schooling that Congolese children will receive in their lifetimes and currently estimates these children will only achieve 37% of their full potential. The DRC’s low yield in tertiary school enrollment is reflected in its low funding for educational resources, with only 2.3% of the country’s GDP invested in the education sector.

Additionally, as civil unrest displaces families, funds once set aside for higher education are instead diverted to cover food, shelter and other basic needs. Rural communities, already lacking infrastructure, remain cut off from adequate educational services, widening the resource gap between urban and rural students. In these same areas, violence often disrupts schooling, while the limited educational materials the Congolese government can distribute are stretched especially thin.

In 2019, the DRC attempted an educational reform to make free schooling equally accessible nationwide. However, many parents continued paying teacher salaries themselves. Particularly in large cities, families have struggled to sustain education through out-of-pocket payments. In contrast, higher education often remains under-resourced and staffed by undertrained teachers. Congolese teachers have gone unpaid, raising concerns that federal funds meant to improve educational quality are not reaching students as intended.

Who Is Without Access to Educational Opportunity?

While the DRC’s poor infrastructure affects all students, higher education remains disproportionately inaccessible for women because of deep-rooted cultural and social barriers. The gender gap in higher education enrollment is narrowing, yet high fertility rates and cultural pressure for early marriage compound disadvantages for women. For those who do not complete secondary school, the likelihood of marrying young and bearing children is nearly twice as high as that of their peers.

Driving Access to Higher Education

While solutions like free education can be achieved, a community-based approach is necessary to compensate for the gaps preventing Congolese youth from pursuing higher education. On a structural level, reforming the education system could produce a more relevant curriculum to better equip Congolese students for success in the workforce. Still, the need remains to eliminate social, financial and political barriers deterring students from higher education.

The DRC’s government institutions must also do their part to distribute educational resources equitably. In the meantime, the World Bank is one organization spearheading educational funding in the DRC. In 2024, the World Bank helped channel $67 million from the Global Partnership for Education to the DRC to stock classrooms, support disabled students and advance girls’ secondary education.

While external funding doesn’t promise a permanent solution for higher education in the DRC, it does set an agenda as the country continues to navigate systemic reform on behalf of its current and future students.

– Isla Hansen

Isla is based in Spokane, WA, USA and focuses on Good News and Politics for The Borgen Project.

Photo: Wikimedia Commons

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How Mobile Libraries Fight Poverty Through Global Literacy Access

Mobile LibrariesMobile libraries are breaking barriers to education and aiding in the fight against poverty in underserved regions. From floating schools in Bangladesh to digital hubs in Ukraine, these initiatives prove that literacy is a powerful tool to fight poverty and build resilience.

Floating School Boats and Libraries in Bangladesh

Operating 111 floating school boats and libraries, Shidhulai Swanirvar Sangstha in Bangladesh serves more than 100,000 people in flood-prone areas. These boats do more than carry books; they are also equipped with solar-powered technology and classrooms, allowing for the assurance of the continuation of education during floods.

Each vessel teaches lessons in literacy, mathematics and other more specific topics like environmental awareness. In countries where flooding can disrupt thousands, innovations like these allow for education not to come to a standstill.

UNDP-Supported Digital Literacy Hubs in Ukraine

Repurposed libraries supported by the United Nations Development Program (UNDP) have become digital literacy hubs benefiting several Ukrainians. The program swiftly grew, beginning with 52 trainers who trained 235 administrators to host 135 events for 2,109 participants. It reached 25,391 people in 22 regions and Kyiv by the end of 2024 and 82% of them reported having strong digital skills following training, compared to just 17% previously.

Today, more than 3,000 libraries offer courses designed for senior citizens that cover everything from using e-services to cyber hygiene, AI tools and smartphone fundamentals. In 2025, new coordinators will receive Diia, AI and event planning training. By ensuring these abilities continue proliferating, educational tools turn libraries into centers of social resilience and economic opportunity. Besides mobile initiatives, UNDP’s impact is transforming library access into bridges for economic development.

Why Mobile Libraries Matter for Poverty Reduction

Mobile libraries are effective instruments for ending the cycle of poverty and offer more than just book delivery services. Research shows that access to mobile libraries significantly boosts reading comprehension, raising literacy scores by 3.3 points on standard scales and explaining 46% of literacy and reading ability variation.

This improvement goes beyond academics; literacy is a key tool in reducing poverty because it is directly associated with increased earning potential, better health outcomes and better employment opportunities. Mobile libraries remove barriers such as distance, cost and poor infrastructure, often preventing people in rural or disaster-affected areas from accessing education. They deliver books, learning materials and internet access directly to underserved communities.

Mobile classrooms and floating libraries guarantee that education continues even in the face of floods or other disruptions in vulnerable climate areas and they offer secure spaces for learning and socializing in regions affected by conflict. By making literacy attainable for all, mobile libraries promote long-term community development globally and empower individuals.

Moving Forward

These programs have repeatedly shown that people can change their lives when they have direct access to books, technology and learning spaces. This is especially true for those who live in remote, underserved or crisis-affected areas. The current challenge is to increase this reach. In addition to scaling up current programs, further funding would support innovative delivery strategies, the creation of locally relevant content and the incorporation of digital tools that equip communities to meet the demands of the contemporary economy.

Through universal literacy access, mobile libraries fight poverty by transforming reading into a domino effect of social resilience, economic opportunity and educational advancement. 

– Kyra Cribbs

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

Photo: Flickr

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Addressing Child Marriage in Chad With Education and Reform

Child Marriage in ChadIn Chad, thousands of girls as young as 14 years old are pressured to leave education behind and marry before reaching adulthood. Girls Not Brides underlined that in 2019, nearly 61% of Chadian women between the ages of 20 and 24 were married before their 18th birthday. While child marriage rates remain high in the region, the government of Chad and local organizations are rallying behind reforms. Through tougher laws, an increase in tailored educational initiatives and grassroots activism, efforts to curb child marriage rates are actively advancing, bringing hope to thousands of girls.

Correlation Between Child Marriage and Poverty in Chad

Research highlights a strong link between child marriage and poverty. In Chad, this practice is more prevalent among the lowest-income communities: girls from households facing the greatest economic challenges have more than triple the likelihood of marrying before 18 than those in the wealthiest group. The World Bank further emphasizes that economic hardship and limited educational opportunities drive child marriage. This cycle deprives girls from building secure futures, trapping entire families in economic hardship for generations.

Government and Policy Reforms to End Child Marriage in Chad

Policy changes, local initiatives and Non-Governmental Organizations (NGOs) are making meaningful progress in reducing child marriage in Chad. As part of the 2023 Universal Periodic Review, Chad emphasized their dedication to fostering equal rights for both men and women, and prioritizing academic opportunities for girls and their participation within schools.

The Sahel Women’s Empowerment and Demographic Dividend (SWEDD), is a collaborative effort between the World Bank Group and United Nations, aiming to narrow the gender gap and back efforts to help girls remain in or re-enter education.

The program’s transformative effect is clear, having already achieved: 

  • About 27,906 girls participated in advocacy workshops, helping them understand their rights and resist early marriage
  • It provided 360 mentors with specialized training on how to deliver education on gender issues and human rights
  • It established 360 refuge centers

Strengthening Laws and Birth Registration 

Policy reforms have paved the way for change, and these efforts are now being reinforced through improved legal protections and birth registration efforts. At the  High Level Political Forum in 2019, Chad confirmed the implementation of a revised statutory marriage age, raising it from 16 years to 18 years.

In February 2019, Chad’s government worked alongside the Organization of African First Ladies and United Nations to launch a fully funded plan to eradicate underage marriage. There were six key components of the strategy: 

  • Strengthening laws
  • Expanding public outreach
  • Offering survivor assistance
  • Workforce training
  • Upgrading facilities 
  • Improving oversight

In 2023, Chad implemented a new constitution that bolstered legal safeguards for women and girls, prohibiting harmful practices like genital mutilation and child marriage. Minister of Justice, Yousoff Tom underlined the commitment of the Chadian government, stating “since ratifying the convention in 1995, Chad had worked tirelessly to eradicate discrimination against women.”

With the assistance of the UN, Chad has strengthened birth documentation systems through the opening of registration offices, a crucial step in preventing age falsification.  Legal authorities now travel to refugee settlements to deliver new copies of birth records, strengthening the government’s ability to verify age with precision, closing the loopholes that once left girls vulnerable.

Chad’s Push for Girls’ Education

Chad has made notable progress in ensuring girls remain in education. The 2024 expansion of the Women’s Empowerment and Demographic Dividend not only worked to prevent violence against girls, but also strengthened access to education. The impacts of the initiative were clear, allowing 127,000 girls to receive academic and financial assistance.

Such measures are vital, just 12% of those who graduate from secondary school end up married before reaching age 18, in contrast to 76.5% of girls that have no education.

These reforms are already showing results, with the percentage of girls attending primary school climbing to 83% in 2024. To further advance girls’ education, Chad’s government imposed penalties on schools that denied admission to pregnant students, to safeguard young mothers’ rights to continue their studies and improve their economic prospects.

The Chadian government also created a ministry dedicated to women’s affairs to embed women’s needs and interests into the frameworks of all state-led initiatives. The Positive Parenthood Program works to challenge harmful gender norms while also expanding centers that offer medical and legal assistance to victims.

How Local and Global Groups Are Driving Change

Founded in 2011, Girls Not Brides brings together organizations from around the world to expand opportunities for girls and women and fight against early marriage. Girls not Brides spans almost 100 countries, successfully linking hundreds of groups together who each contribute to reaching the collective goal of preventing child marriage, and empowering and safeguarding girls. Girls not Brides has 10 member organizations working in Chad to tackle the underlying factors fueling child marriage through public engagement, educational initiatives and support services for girls.

Cellule de Liaison des Associations Féminines (CELIAF) is a further example of a coalition fighting for the rights and safety of girls in Chad. CELIAF consists of more than 450 Non-Governmental Organizations, who together, are working to end all forms of inequality faced by women, through strengthening their role within society. According to Peace Direct, CELIAF plays a key role in bringing together women’s advocacy groups in Chad, with their work impacting 16,000 women. Additionally, from 2012 to 2016 CELIAF launched a women’s empowerment initiative that focused on enhancing female participation in peacebuilding. Through linking grassroots organizations, advancing leadership opportunities and championing women’s perspectives, CELIAF effectively lays the groundwork for social change and combats damaging practices like child marriage.

Looking Ahead

Chad continues to face one of the highest child marriage rates globally, but change is on the way. Indeed, through policy changes, expanded educational opportunities and the commitment of local and international organizations, measurable progress has been made. From increasing the legal age of marriage and enhancing birth registration systems, to providing educational support and guidance to young girls, these efforts are empowering women and equipping the, with the tools to shape their own futures.

– Ciara Moore

Ciara is based in Edinburgh, Scotland and focuses on Good News and Politics for The Borgen Project.

Photo: Wikimedia Commons

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How Bolivia’s Ineffective Education System Is Failing Its Children

Bolivia’s Ineffective Education SystemIn the heart of South America, Bolivia faces a profound education crisis that threatens its youth’s future and the nation’s economic stability. Despite minimal efforts to reform and invest in education, systemic barriers, poverty and inequality continue to prevent millions of Bolivian children from accessing quality schooling. Only one in seven children completes their education. Additionally, more than a million Bolivians aged 15 and above remain illiterate. Hence, the country is grappling with a cycle of underdevelopment that could deepen if left unaddressed.

The Roots of the Crisis

Bolivia has the lowest GDP per capita in South America, at just $4,000. This economic reality directly impacts education, especially in rural and indigenous communities. Students in rural areas complete an average of only 4.2 years of schooling before dropping out to support their families, compared to 9.4 years in urban areas.

Data from the Bolivian Campaign for the Right to Education (CBDE) shows that most students struggle with basic literacy and comprehension. About 70% of third graders and 80% of sixth graders cannot interpret or reflect on written texts. Math and science performance is similarly low, with most students scoring at the lowest levels and unable to apply fundamental concepts.

Data from the World Bank shows that over time, Bolivian children are not completing secondary education courses, while fewer and fewer students enroll in primary education. Bolivia’s ineffective education system fails to equip students with even the most basic skills, leaving them unprepared for higher education and the workforce.

The country’s education system also suffers from a mismatch between what students learn and what the labor market demands. This makes it one of the significant catalysts for an ever-growing wealth disparity. Many graduates find themselves ill-equipped for Bolivia’s dominant agriculture, mining and construction industries, which favor hands-on experience over formal education.

Poverty and Education: A Repeating Cycle

The lack of education in Bolivia is both a cause and a consequence of poverty. Children who leave school early often enter informal labor markets with little opportunity for upward mobility. This keeps a cycle going where families stay trapped in poverty, unable to invest in their children’s futures and it continues for generations. Similar patterns are seen in other countries facing economic struggles.

Several studies have found a strong correlation between education and poverty reduction. Higher levels of education significantly decrease the probability of being impoverished and reduce income inequality. Yet, Bolivia’s ineffective education system fails to deliver these benefits to its vulnerable populations.

Government Efforts and Community Initiatives

Bolivia has tried to make notable efforts to reform its education system. The 1994 education reform aimed to decentralize funding, improve teacher training and expand intercultural bilingual education. These reforms were designed to address the diverse needs of Bolivia’s population, especially in rural and indigenous areas. While efforts to mainstream Indigenous languages in education and reform teaching methods yielded encouraging results, other challenges hinder broader school progress.

In 2010, the Bolivian government enacted the Avelino Siñani–Elizardo Pérez Education Law. This law redefined the country’s educational framework by establishing an educational system rooted in cultural diversity, social inclusion and lifelong learning principles. Rather than using the term “lifelong learning,” the law emphasizes “alternative education,” which serves youth and adults seeking to continue their studies outside the conventional educational system given to them.

The law also promotes education as a fundamental human right and an integration into intercultural and multilingual approaches to strengthen social cohesion, especially among indigenous communities. The holistic approach aimed to democratize access to education and align learning with Bolivia’s social and cultural realities.

Organizations like CHOICE Humanitarian have also taken action to fill gaps. CHOICE Humanitarian has built schools with solar panels, internet access and ecological classrooms that double as greenhouses, providing education and nutrition to students in remote areas. Despite these efforts, Bolivia’s ineffective education system struggles with implementation, consistency and scalability, especially in underserved regions.

The Path Forward

Bolivia’s ineffective education system is complex, rooted in historical inequalities and economic hardship. Yet, the country can pave the way for a brighter future with sustained investment, community involvement and policy reform. In this future, every child can learn, grow and contribute to a prosperous Bolivia.

– Dylan Fly

Dylan is based in Detroit, MI, USA and focuses on Business and New Markets for The Borgen Project.

Photo: Flickr

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Belize’s National Healthy Start School Feeding Program

National Healthy Start School Feeding ProgramThe National Healthy Start School Feeding Program (NHSFP) is a government initiative that provides free, nutritious meals to primary and secondary students in Belize. The program began as a pilot in 2021 and a nationwide expansion in 2023 ensured all children could access healthy meals. Food insecurity affects a significant portion of the population, making the program a vital intervention. This change improved school performance by eliminating hunger in Belize’s school system. The impact of Belize’s NHSFP has been significant, helping to improve the health and education of students across the country.

How the National Healthy Start School Feeding Program Began

Before the NHSFP, a catering system provided school lunches. Private contractors or catering companies prepared meals off-site and then delivered the food. Many schools also had cafeterias where private vendors prepared and sold food to students. These catering companies followed some guidance but were free to prepare whatever food they wanted, regardless of quality or nutritional value. The lack of oversight often resulted in meals that were low in nutrients, contributing to health issues among students and offering no support for the local agricultural sector.

Schools now prepare fresh meals on-site. National menu handbooks with standardized nutrition requirements, developed by a team of nutritionists, ensure all children get healthy meals regardless of income level. The new program encourages schools to purchase food directly from local farmers, which boosts the local economy and provides fresher ingredients. The program has also trained all staff in food safety and nutrition, ensuring students get nutritious meals so they can focus on learning.

Fueling Academic Success

There are now two years’ worth of data on the Impact of Belize’s NHSFP. Some schools participating in the program reported increased student enrollment and decreased absences. School principals and educators have noted that healthy meals allow students to be more focused in class and have more energy to learn.

The program’s success has also spurred the development of a broader National School Food and Nutrition Policy to guide all schools. The program has also provided substantial training to school cooks and administrators since its start, ensuring they know how to do their jobs properly and safely.

Funding the NHSFP

The government of Belize funds the program, with the Ministry of Education, Culture, Science and Technology managing and disbursing funds to schools to purchase food provisions. Additionally, international grants are a major contributor to the NHSFP’s funding and the government of Taiwan is a substantial supporter.

Mexico is another major contributor to the program, with its Mexican Agency for International Development Cooperation (AMEXCID) partnering with the Food and Agriculture Organization of the United Nations (FAO) to provide financial and technical support. This support, which was key to the program’s design and sustainable model, has been crucial to the program’s success, installing new school kitchens, providing appliances and training school staff.

The Next Serving

What began as a small pilot program has quickly expanded into a national initiative to ensure every student in Belize can be hunger-free while in school. The scaling up of this program in stages is a testament to its effectiveness. The long-term impact of Belize’s NHSFP may soon be an example to the rest of the world, showing the importance of this issue and its influence on the success of a nation.

– Jeff Mathwig

Jeff is based in Philadelphia, PA, USA and focuses on Global Health, Politics for The Borgen Project.

Photo: Pxhere