Archive for category: Education

Information and stories on education.

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Federer and Kolisi Expand Early Learning in Southern Africa

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

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

The Urgency: A Learning Crisis in Southern Africa

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

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

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

Investing in Early Learning in Six Southern African Nations

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

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

How Early Education Opens Pathways Out of Poverty

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

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

Empowering the Next Generation To Break Poverty Cycles

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

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

– Ciara Moore

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

Photo: Wikimedia Commons

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Ghana Library Authority: Reading Fights Poverty in Ghana

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

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

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

Book Access in Ghana

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

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

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

Ghana Library Authority Initiatives

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

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

Book Donations and Distribution Efforts

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

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

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

Digital Reading and Global Partnerships

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

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

Conclusion

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

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

– Madyn Lewis

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

Photo: Unsplash

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Relieving Poverty in Tunisia Through the AMEN Program

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

What Does the AMEN Money Go Toward?

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

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

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

Empowering Women Through Financial Freedom

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

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

Sponsoring Children’s Education

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

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

Moving Forward

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

– Sydney Uhl

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

Photo: Flickr

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Vocational Education Training Centers in the Dominican Republic

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

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

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

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

The Role of INFOTEP

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

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

Limits of Digital Access

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

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

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

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

How INFOTEP Programs Help

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

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

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

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

Stories From the Ground

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

The Road Ahead

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

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

– Shannon Garrido

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

Photo: Flickr

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Early Childhood Education in Bosnia: Creating Brighter Futures

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

A Systemic Problem

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

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

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

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

Access to School

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

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

Investment and Support

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

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

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

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

Toward a Brighter Economic Future

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

– Nikola Stojkovic

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

Photo: Flickr

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Free Schooling in Sierra Leone Is Keeping Girls in Class

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

How Free Schooling in Sierra Leone Works

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

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

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

What’s Changing for Girls

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

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

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

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

Why This Adds Up

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

– Riddhi Sharma

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

Photo: Flickr

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From Streets to Schools: The Uweza Foundation

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

The Educational Environment in Kibera

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

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

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

Why From Streets to Schools Matters

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

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

Holistic Model of the Uweza Foundation

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

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

Backed by Research and Impact

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

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

Looking Ahead

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

– Kyra Cribbs

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

Photo: Unsplash

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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