Archive for category: Education

Information and stories on education.

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Education in Estonia: From ‘Tiger Leap’ to an AI Future

Education in Estonia
Estonia is an Eastern European country between Latvia and Russia, bordering the Baltic Sea and the Gulf of Finland. It is a high-income country of approximately 1.2 million people.

Estonia had been under centuries of Danish, Swedish, German and Russian rule when it gained independence in 1918, only to be forced into the USSR in 1940. The country regained its current independence in 1991.

Estonian Education System

Education in Estonia is comprehensive and compulsory through grade 9, although a reform is being prepared to extend compulsory education to the age of 18, to be implemented from the school year 2025-26, which will bring the country in line with other OECD countries. Preschool begins at 18 months and basic education at age 7. Students with special needs are mainstreamed in regular classes. School is free, including lunch, textbooks, transportation and necessary support services.

After completing their primary education, students can continue to general secondary education or to secondary vocational school. Completion of secondary education allows students to pursue a preprofessional higher educational institution or vocational education, although students who have completed a vocational secondary school can only advance to vocational education.

PISA 2022 (Program for International Student Assessment) ranked Estonian students at the top in Europe and in the top eight in the world. Among European countries, Estonia was 1st-2nd in math with Switzerland, 1st in science, and 1st-2nd in reading with Ireland. 

Estonia’s Educational Leap into Technology

Tiger Leap: After returning to independence in 1991, Estonia initiated the modernization of its education system. Underlying this move was the belief that information technology should be used for the benefit of social development. Tiger Leap was launched in 1996 by three key people: Lennart Meri, President of Estonia; Jaak Aaviksoo, Minister of Education; and Toomas Hendrik Ilves, then ambassador to the U.S. and later president of Estonia. Tiger Leap stood on three pillars: (1) computers and the internet, (2) basic teacher training and (3) native-language electronic courseware for general education institutions. By 2000, all Estonian schools had computers and by 2001, all were connected to the internet. Local funds supported this leap, matched by the Tiger Leap Foundation. In the initial year of 1997, 4,000 teachers received training, followed by thousands more in subsequent years.

Later programs included Tiger Leap Plus, ProgeTiger and IT Academy. Tiger Leap Plus focused on competencies needed for information and communications technologies. The ProgeTiger and IT Academy programs launched in 2012. ProgeTiger focused on the technological literacy and digital competence of teachers and students. IT Academy was a cooperation and development program among the state, ICT sector companies and universities, to increase the number of ICT professionals.

AI Leap 2025: AI Leap 2025 is Estonia’s move to incorporate cutting-edge artificial intelligence applications into its education system. Estonia believes it is the first, or one of the first countries to introduce AI into the entire nationwide education system at one time, rather than piecemeal, in specific schools or regions, as has been done elsewhere. The long-term goal of the AI leap is more efficient, personalized, diverse and inclusive teaching. Says Slim Sikkut, a member of Estonian President Alar Karis’s Digital Council and former Government CIO of Estonia, “We also want to reduce the digital technology divide and prevent a new divide between those who are AI savvy and those who are not.”

Initially, 20,000 10th and 11th grade high school students will get access to AI apps, and 3,000 teachers will receive training on how best to use them. The goal is for students to build a skillset that will allow them to remain competitive at personal, company, and national levels. President Karis initiated AI Leap 2025, with the participation of various entrepreneurs and the Ministry of Education and is funded jointly by the government and the private sector. Teacher training is scheduled to begin in fall 2025. Teachers, students, academics, businesses and community members have formed working groups to define target competencies, curricula, tools and training programs.

A Strategy for the Future

Estonia’s technology education programs are one aspect of Estonia’s Education Development Plan 2021-2035, to enhance the “digital and entrepreneurial competencies of learners and educators.” Combined with the plan’s goals of high-quality and inclusive education for all, lifelong learning and innovation, the technology leaps should support the ultimate goal of the well-being and development of learners and educators. 

– Staff Reports

Photo: Flickr

Education Reform in India

Education Reform in IndiaIn 2020, the government of India introduced the National Education Policy (NEP), a policy framework that focuses on making improvements to the education system. The NEP is an education reform in India that aims to increase equity of education for students all around the nation and better prepare students to enter the workforce. Since its implementation, many changes have been made.

Successful Implementations

As of 2025, the NEP has successfully implemented its 5+3+3+4 structure. Before the NEP, India’s education system followed a 10+2 system, in which students completed 10 years of schooling and then two years of higher secondary education.

The current format requires students to complete five years of foundational school, three years of preparatory school, three years of middle school and four years of secondary school. Not only does this system focus on Early Childhood Care and Education, officially including the teaching of 3-6 year olds in the system, but the shift also emphasizes core literacy and numerical skills (FLN). From the implementation of the new system in 2020 to 2023, the percentage of students with core FLN skills increased from 58% to 70%.

Drastic Improvements

The NEP has made drastic improvements to the topic of curriculum. Of India’s 28 states and eight territories, 23 have adopted the NEP’s framework for education, according to India times. Overall, the new curriculum eliminates separations between arts and sciences, curricular and extracurricular activities and others to eliminate the formation of hierarchies.

Additionally, the NEP curriculum emphasizes a multidisciplinary approach and true understanding rather than rote memorization to create unity and integrity of knowledge; on particularly notable addition to the multidisciplinary angle is the introduction of bilingual teaching, which allows students to enhance their understanding of concepts with increased exposure to languages like English or Hindi.

Further, the NEP promised an influx of high-quality resources to its Digital Infrastructure for Knowledge Sharing (DIKSHA) and has achieved its goal; as of 2024, the platform had more than 3.5 billion views, with more than 50 million users, according to India Times. Digital resources like DIKSHA equal the playing field for students in deprived urban areas in India.

Ongoing Reforms

Looking forward, the Indian government still has much progress to make on education reform in India. Though resources like DIKSHA can be a useful tool, the digital divide makes it difficult for them to create real impact. With irregular internet access and a lack of devices, the government must work to fill this gap. One way the Indian government has worked to lessen the divide is through BharatNet, a rural telecom project which provides access to connectivity to service providers and has made more than 74,000 Service Ready GPs for 36 of India’s states.

Additionally, the NEP’s new curriculum has required the adoption of new teaching methods. Because of inexperience and lack of resources, it is hard for educators to undergo the necessary training. As a result, the government and the Department of School Education and Literacy have launched the National Initiative for School Heads’ and Teachers’ Holistic Advancement (NISHTHA).

This program is divided into three training programs specific to the elementary level, the secondary level and the National Initiative for Proficiency in Reading with Understanding in Numeracy (a program created by the Ministry of Education in India). As a result of NISHTHA, many smaller states have achieved 100% of their training goals and/or trained more educators than expected.

Although the NEP has thus far made good, measurable progress, it has much room for improvements. With current education reforms in India, however, the country gets closer and closer to its education goals every day.

– Ariana Wang

Ariana is based in Dallas, TX, USA and focuses on Technology and Solutions for The Borgen Project.

Photo: Flickr

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SuaCode and NaijaCoder: Tech Education Breaking Barriers

SuaCode All around the world, poverty limits access to quality education and job opportunities. However, technology in the Global South is creating new paths. More than 80% of Africans access the internet via mobile phones instead of desktops. In Ghana and Nigeria, two innovative programs, SuaCode and NaijaCoder, are showing how leveraging technology can bridge the poverty gap.

By providing tech education through smartphones, these initiatives help young people, specifically those in low-income and rural areas, gain the skills they require to escape poverty and build a better future. Coding on your phone can reduce barriers such as cost, electricity and location.

Accessibility Through Mobile-First Learning

Learning coding has proved to be challenging as it often requires laptops, stable internet and electricity, all of which are expensive. Students in impoverished communities do not have access to these costly resources. SuaCode and NaijaCoder have successfully changed by offering programming lessons through smartphones, which are devices that are far more accessible across the Global South.

SuaCode in Ghana teaches Python programming through an Android app that is accessible on smartphones. The lessons can also be accessed offline. Similarly, NaijaCoder in Nigeria offers hands-on training through phones and remote workshops. These models make coding more inclusive and realistic for students who might otherwise be left behind.

Tech Skills Reduce Poverty and Boost Job Access

Learning to code opens up a range of economic opportunities for students all over the world. Students gain skills that make them eligible for various employment opportunities such as freelancing, remote work and launching a startup. As of 2023, Ghana’s youth unemployment rate among those aged 15 to 24 stood at 23.7%. This demonstrated roughly 754,00 youths actively seeking work but unable to find it. While in Nigeria, the youth unemployment rate for the age bracket reached 8.6% in 2023. Therefore, for many in Ghana and Nigeria, gaining digital literacy can mean the difference between being stuck in a cycle of poverty or breaking free from it.

Initiatives like SuaCode and NaijaCode help bridge the digital divide by providing accessible programs for individuals regardless of their financial situation. The skills gained from these training directly boost employability in the expanding global tech market, enabling more young people to earn higher incomes, support their families, and reinvest in their communities.

Empowering Girls and Rural Youth

Poverty disproportionately affects girls and rural communities. In low-income countries, around 90% of teenage girls and young women are offline. Moreover, girls are 35% less likely than boys to possess basic digital skills such as emailing or file management. These statistics highlight how limited school resources, long travel distances, and social barriers keep many girls out of classrooms or tech spaces.

SuaCode and NaijaCoder change this by offering flexible, remote learning opportunities that break geographical barriers. Thus, by equipping girls and rural students with digital skills through coding on their phones, these programs help improve gender equity and help families build financial resilience. When one child gains the ability to work in tech, it can uplift an entire household out of poverty.

Conclusion

Coding via phone with SuaCode and NaijaCoder proves that with innovation and commitment, poverty can be tackled through tech education. As the world becomes increasingly reliant on technology, expanding access to tech education in underserved communities is both innovative and essential for building a more equal and empowered future.

– Anagha Rajithkumar

Anagha is based in Charlottetown, Canada and focuses on Business and Technology for The Borgen Project.

Photo: Unsplash

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Namibia’s Resilience: USAID Programs in Namibia

USAID Programs in NamibiaIn light of USAID cuts and freezes, Namibia is delivering the Reach Namibia program, Lifeline Namibia and early childhood development initiatives. These three USAID programs in Namibia raise awareness about the importance of protecting and empowering the disadvantaged groups within Namibia’s youth.

About HIV/AIDS in Namibia 

HIV/AIDS is particularly prevalent in Southern Africa, with Namibia having a high rate, as there are 210,000 cases, of whom 7,700 are children. Young girls and women, sex workers, men who have sex with men and trans Namibians remain the most vulnerable groups at risk of HIV.  Namibia has been at the forefront of controlling the epidemic, especially the massive progress in almost eliminating mother-to-child transmission rates. Through antiretroviral therapy, HIV positive pregnant and breastfeeding mothers, 96% of newborn children were born free of the disease, yet the stigma and infection rates remain a challenge and are being tackled by leading programs which focus on the vulnerable groups in Namibia’s youth. 

Reach Namibia

The first of the USAID programs in Namibia is Reach Namibia. Built on the foundations of the Dreams Hope program, Reach Namibia is an extension of the original program which aims to reduce the number of HIV/AIDS infections amongst young girls. It also empowers them with social protection, education, economic skills and reproductive services, in turn dismantling the stigma of adolescent children having HIV. 

While overlapping in its goals and initiatives with Dreams Hope, Reach Namibia is gender inclusive for all HIV vulnerable children. By providing extensive health and social services, the program creates short-term and long-term support, including access to medical attention and equipping them with life skills. This increases their chances of accessing education, the job market and health services.

Reach Namibia offers job training courses from plumbing and bricklaying to baking and banking. Not only does this directly increase young people’s future opportunities, but it also tackles the stigma against young victims of HIV. Instead of others defining them by their disease, they become defined as hard-working and qualified young people, who manage the disease. Additionally, the program offers internships and placements to graduates, which are structured around the realistic job market. Therefore, it has an extensive socio-economic reach as well as providing health care. Reach Namibia addresses and tackles different issues within society simultaneously while empowering the most at-risk children and developing a resilient and hard-working generation.

Lifeline/Childline Namibia 

Lifeline/Childline Namibia is a child-centered crisis helpline and child wellbeing organization in Namibia. USAID Health Evaluation and Applied Research Development supports the larger national strategy for parents and caregivers. Following the 2019 Violence Against Children and Youth Survey, which demonstrated that young children experienced a form of violence, 40% of Namibian girls and 45% of boys suffered from emotional, physical and sexual abuse in their childhood.

Zelanidia de Waal, a consultant at Childline, reinforces their goal of “empowering caregivers to break cycles of violence in their families and communities.” As such, Childline goes beyond the family structures, encouraging the communities of caregivers gives vulnerable children an outlet and support system outside of their homes. Between 2021 and 2023, Childline achieved a 51% response rate and showed continuous operational progression alongside increased referrals from government entities, reinforcing its collaborative efforts. For parents and caregivers, Childline provides information booklets which address parenting support, communications, gender norms, social media safety and child protection. Service providers distribute these resources and have an equal responsibility to supply caregivers with the necessary information and education. Ultimately, this will create a safer future for Namibia’s youth.

The Integrated Childhood Development Program

The Integrated Childhood Development Program (ICDP) prepares children for their transition from foundational learning to formal education. Namibia faces a significant challenge with many children failing to meet appropriate age learning levels. This is especially difficult for children with physical or educational disabilities or children who come from rural or disadvantaged backgrounds. ICDP specifically targets these vulnerable groups.

With an emphasis on early investment, the program highlights that “children aged 0-8 years are essential and highly effective.” The importance of addressing all stages of early development is highlighted, not just regarding education but by children’s emotional, social and speech development as well. UNICEF conducted the program’s research and worked with parents across Namibia to get direct access and insights, making the program relevant, accurate and trustworthy. From 2016-2022, UNICEF states that at least 50% of children entering Grade 1 went on to attend primary school. ICDP relies on a collaborative effort involving the government and communities, the private sector and parents. The comprehensive approach effectively ensures that early child development and education remain inclusive and empower vulnerable children across the country.

Looking Ahead

All three USAID programs in Namibia target different aspects of a child’s development from their early stages to their entry into higher education and the workforce. With a concentration on the vulnerable groups, Namibia and USAID’s efforts to reduce their exposure to HIV/AIDS, increase their access to education and develop their future prospects has been effective. In particular, the focus on parent-driven research and collaboration, addresses systemic issues. While creating relevant initiatives which are trustworthy, both vulnerable children, parents, caregivers and communities are able to access and act to protect and empower disadvantaged children across Namibia. 

– Jule Riemenschneider

Jule is Oxford, UK and focuses on Good News for The Borgen Project.

Photo: Unsplash

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STEMINC Transforming STEM Education in Ghana

STEM Education in GhanaScience and technology shape everything from communication to combating disease and building resilient economies. Yet, in many parts of Ghana, access to quality Science, Technology, Engineering and Mathematics (STEM) education remains deeply unequal. Despite the government’s push to prioritize STEM through policies like the Education Strategic Plan (2018–2030) and the rollout of STEM-designated senior high schools, interest remains low. In 2023, only 9.4% of candidates from public basic schools in the Prestea Huni‑Valley Municipality opted for STEM-related programs in the BECE exam. These figures reveal a gap between policy and participation. 

The Significance of STEM

Around the globe, STEM fields are engines of innovation, economic growth and job creation. For developing countries like Ghana, investing in STEM is not just about keeping up with the digital age, it’s about tackling youth unemployment, improving health care, strengthening infrastructure and reducing poverty. According to the World Bank, enhancing STEM skills across Africa can power economic growth and innovation in sectors like green energy, climate resilience, cybersecurity and health systems.

The Ghanaian government has recognized this through recent policy reforms, including the construction of STEM-focused senior high schools and curriculum upgrades that integrate coding and robotics. However, access to quality STEM education is still a privilege, not a guarantee, especially for students in underserved and rural areas. According to Africa Education Watch, only 2% of deprived basic schools in Ghana have functioning ICT labs, compared to just 8% in better-endowed schools, severely limiting students’ ability to engage with STEM subjects.

According to the United Nations Educational, Scientific and Cultural Organization’s (UNESCO) 2023 Global Education Monitoring Report, only about 47% of primary schools, 50% of lower-secondary schools and 65% of upper-secondary schools in Sub‑Saharan Africa have internet access. This highlights significant gaps in basic Information and Communication Technology (ICT) infrastructure in the region. Even in urban areas, disparities persist along gender and socio-economic lines, with girls and low-income students often left behind.

The Role of STEMINC: Equity Through Innovation

Founded to address ongoing challenges, STEM Inclusion Ghana (STEMINC) is a nonprofit on a mission: to democratize STEM education for all Ghanaian students regardless of background, gender, or location. Through a growing number of projects, STEMINC offers hands-on training in coding, robotics and Internet of Things (IoT) technologies. It provides teacher support and digital resources to build classroom capacity, hosts community workshops to demystify STEM and inspire student curiosity and runs gender-inclusive programs to ensure girls have equal opportunities to explore and succeed in STEM fields.

The organization’s model brings STEM to the student, rather than the student to STEM. Whether it’s hosting robotics competitions in underserved districts or providing offline coding kits for schools with no internet, STEMINC meets learners where they are. STEMINC staff emphasize that STEM initiatives can be life-changing for students who previously had no exposure to computing, many go on to build websites or code robots, illustrating real transformation

The Challenge Beneath the Progress

Despite the momentum so far, systemic barriers remain. According to the 2024 Africa Education Watch Policy Brief, just 13% of public junior high schools in Ghana have functional ICT facilities and many teachers still lack formal training in digital tools. Electricity access in schools remains below 50% in a deprived district. For students, a lack of role models, peer encouragement or even access to basic tools like calculators or computer labs can discourage continued STEM participation, especially for girls. Cultural expectations and economic pressures add another layer, making early dropout rates and career redirection common among even promising young learners.

Looking Ahead

“The African continent holds a huge potential to transform its education sector and labour market through science, technology and innovation. We need to unlock the potential of STEM education across Africa. And African girls represent the greatest untapped population to become the next generation of innovators,” said Stefania Giannini, UNESCO Assistant Director-General for Education.

According to UNESCO’s 2023 Global Education Monitoring (GEM) Report on Technology in Education, equitable access to technology in schools is essential to progress toward SDG 4 and broader educational outcomes. Speaking at the Ghana Philanthropy Conference in 2023, the Country Director of the Global Volunteers Corps (GVC), Ms. Ackah, emphasized the need for grassroots efforts. “We believe that every action, no matter how small, can have a ripple effect, touching the lives of individuals and communities far beyond our immediate reach. When we volunteer, we become agents of change,” Ackah said.

– Dela Michel

Dela is based in Rockville, MD USA and focuses on Technology and Solutions for The Borgen Project.

Photo: Flickr

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Strides to Lower The Gender Wage Gap in Yemen

Gender Wage Gap in YemenThe gender wage gap is a global problem. Women earn less money than their male counterparts in the same position. All because they are women and are deemed lesser than men, even if they go above and beyond. However, women can still earn enough in most countries to make a living. In Yemen, though, the majority of women are not even working due to traditional gender roles. Men are usually the breadwinners, while women stay at home to help with children.

Gender Wage Gap in Yemen

The World Bank data for Yemen shows that only 4.9% of women are in the labor force. Only 54% of women are literate, which indicates that women are not receiving proper education. To go along with this, 41.9% of girls complete lower secondary school compared to 55.7% of boys. Even if women can participate in the workforce, more than half of them are in a vulnerable employment position. This means that they do not have protection against any economic shocks, making them more likely to fall into poverty. Because of this, only 4.5% of women hold senior and middle management positions, the lowest amount in all economies.

The UNDP’s Efforts to Promote Gender Equality in Yemen

Yemen has launched the Strengthening Institutions and Economic Resilience in Yemen (SIERY) project to not only promote gender inclusivity but also help educate women and teach them the necessary skills to enter the labor force. With economic resilience, they can create more jobs and provide a stable economy, leaving women less vulnerable to market crashes.

In its efforts to support women and youth, UNDP helped build schools along with maternity and children’s hospitals. The organization has also installed solar power systems so young women can receive a proper education, leading to more women being educated in a safe environment. To help women in the workforce, the UNDP has helped more than 80 women build businesses via grants and loans, allowing them to be self-sustaining for their families, leading to a better quality of life. The business these women have created for themselves: Sesame products.

Sesame Processing Changed Women’s Lives

Among the UNDP’s interventions was giving women the opportunity to learn how to process sesame and create products from it. The UNDP states that “The curriculum included modules on food processing, sesame oil extraction, soap and scrub making, sesame paste (tahini) production, branding, packaging, and foundational business skills,” giving them the tools to not only make a living, but to boost the economy as well.

Sara, a woman who was displaced because of conflict in Yemen, has become the breadwinner for her family. She said, “The course also gave me confidence to start my own small business to support my family and offer high-quality local products to the community.” This gave her the ability to support her family and community at the same time.

Fatima, a mother of three, stated: “…we are using locally grown sesame, rather than relying on imported raw materials. I have already started making soaps and creams at home, and the response has been very positive.” This shows how this program has created a long-term business for women to stay in the workforce.

Shaimaa shared, “My business is allowing me to earn an income, support my family and meet market demand for quality sesame products.” This supports the UNDP’s mission to create a more stable economy along with meeting supply and demand. The sesame is also local, ensuring that the women do not have to rely on imports. The UNDP’s SIFEY project has given countless women and children education, jobs, and safety, leading them to live better and more fulfilling lives.

Next Steps: A Conflicted Future

Humanitarian aid is still crucial in Yemen due to its civil war. The Human Rights Watch states how “only 21 of 88 wells linked with Taizz’s public water supply network are operational,” which has led citizens to pay enormous fees for clean water access, or try to harvest rain water that could be riddled with diseases.

The war has led women and men alike to be unemployed and displaced. However, women are continuing to receive education, which has helped reduce the gender wage gap in Yemen, giving them have a stable source of income for their families. For Yemeni women, the future is clouded, but having resources for education and employment can help them wade through rough waters.

– Alexis Thomas

Alexis is based in Raleigh, NC, USA and focuses on Technology and Global Health for The Borgen Project.

Photo: Flickr

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Educational Success in Sobral

Educational success in SobralLocated in the northeastern state of Ceará, the fifth-poorest state in Brazil, Sobral has shot up from the lowest-ranking municipality to the highest in educational success. This educational success in Sobral, 25 years in the making, is thanks to the efforts of the city that have spanned many mayors and secretaries of education.

The Beginning

In 1997, the leaders of Brazil decided to invest in children’s literacy. The newly elected mayor of Sobral, Cid Gomes, implemented various reforms to aid in this endeavor. Despite improvements in enrollment numbers and building quality, the learning ability of the students did not improve. An assessment in 2000 stated that 48% of second-graders could not read, according to Harvard Kennedy School.

Rather than hide this assessment, the municipal government shared the results with the community, promising a goal of 100% literacy for children leaving their second year of primary school. Three years later, an assessment revealed a 91% increase in children being able to read with ease, Harvard Kennedy School reports. This sudden rise from the bottom rank three years ago was due to Sobral’s realization that reform must start from the bottom up

The Approach

To achieve educational success in Sobral, the municipality took on an “iterative adaptation approach” to teaching. An iterative adaptation approach means breaking down complex problems, taking action, reflecting on the results and then adapting the approach based on what is learned. This dynamic approach to reform helped Sobral realize where their efforts were necessary: the teachers.

The first step in aiding the teachers with this educational reform was to let teachers into the conversation. A behavioral studies approach allowed the municipality to understand what teachers faced in their classrooms and offer not only autonomy for the educators but incentives as well. High-performing teachers are recognized and promoted to help in the selection and training processes of new teachers, while non-performing teachers and principals are removed, according to the World Bank. In addition to recognition, principals and teachers received bonus payments from the government if their students met the desired goals.

Incentives were an important step in helping teachers improve, but the municipality realized that practical help was equally important. Teachers received structured lesson plans, monthly professional development and feedback from classroom observations, the World Bank reports. In short, teachers had clear expectations and received the tools to meet those expectations.

Another important factor in Sobral’s success was data. Municipalities conducted diagnostic learning assessments twice a year to gather data on the foundational literacy and numeracy skills of students. This data helped Sobral focus on what schools needed assistance with and revise their strategy to aid them. In addition to learning assessments, a biannual national assessment helped promote accountability among schools. When Sobral showed growth, political support for the reform efforts increased.

Improving Education

Educational success in Sobral has become the model for other Brazilian municipalities, largely due to the education of the teachers. Clear and concise training for teachers is the key to improving how they navigate the classroom. Around the world, countries are starting to adopt reform that begins with understanding the abilities and struggles of the people who shape the classrooms and having conversations to recognize what they need to succeed.

– Matthew Perduk

Matthew is based in Chantilly, VA, USA and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr

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USAID Programs in Nicaragua

USAID Programs in NicaraguaNicaragua remains one of Central America’s poorest countries. In 2016, 24.9% of Nicaraguans were living below the poverty line, a significant decline from 45.8% in 2001, according to the Pan American Health Organization (PAHO). From 2000 to 2022, Nicaragua achieved an 18% increase in its Human Development Index (HDI), rising from 0.563 to 0.669. Despite this progress, Nicaragua still ranks 32nd out of 35 countries in North and South America in HDI as of 2022, illustrating persistent development challenges. Limited access to clean water, food insecurity, malnutrition and inadequate access to health care and education mark poverty in Nicaragua, according to the World Food Programme (WFP).

The United States Agency for International Development (USAID) has played a critical role in improving well-being in Nicaragua for decades. USAID programs in Nicaragua have supported key initiatives aimed at expanding access to health care and education, strengthening civic institutions and promoting economic growth and stability. However, recent cuts to USAID funding have hindered the progress of many of these initiatives, both in Nicaragua and in other low-and middle-income countries. The gains in personal well-being across Nicaragua throughout the past decade highlight the importance of sustained foreign aid for developing nations. Below are three examples of how USAID programs in Nicaragua have contributed to improving well-being in the country.

Improving Health Care

Over the past decade the Nicaraguan government has committed to improving its health sector programs, a commitment that has steadily strengthened the country’s health care system. These efforts have contributed to improvements in life expectancy, reductions in child mortality rates and higher immunization coverage across the country, according to the World Bank Group.

Although improvements have occurred, significant challenges remain, particularly in rural areas. While the Nicaraguan government offers universal free health care to all citizens, however, unequal distribution of medical supplies and health care personnel leaves many communities underserved, according to Bridge of Life.

In 2019, Salesian Missions, with the help of USAID funding, began constructing a medical clinic for impoverished Nicaraguans living in the cities of EstelÍ, Madriz and Nueva Segovia. The facility has since been completed and offers “high-quality obstetrics, pediatrics and gynecology services,” according to Salesian Missions.

Improving Education

Bettering education and literacy rates has long been a priority of the Nicaraguan government. However, the country still lags behind other low-middle income countries in terms of adult literacy rate—ages 15+. As of 2015, Nicaragua’s literacy rate for individuals aged 15 years or older was 78% for both men and women, notably lower than the median rate of other low-middle income countries, according to the National Education Profile.

Furthermore, a large percentage of school-aged children in Nicaragua do not attend primary or secondary school. In 2015, 18% of primary school-aged children were not attending school, and this figure rose to 43% among secondary school-aged children. Rates of out-of-school children were significantly higher in rural areas compared to urban locations, according to the National Education Profile.

USAID also launched the Community Action for Reading and Security (CARS) program, which improved early-grade literacy along Nicaragua’s Caribbean Coast. Across a six year span, the program reached more than 26,000 students and raised reading fluency in early-grade learners. CARS also helped local leaders design and carry out “community action plans” to support long-term education and development, according to DevTech.

Promoting Democracy and Civic Contribution

Nicaragua has long been affected by government mismanagement and dishonest administrations. Corruption and disregard for the rule of law has pushed Nicaragua into political disasters which have had harsh effects on Nicaraguans, according to Global Liberty Alliance. This rocky political history illustrates the necessity of programs to strengthen political transparency and effectiveness.

In 2009, USAID awarded grants to 31 civil society organizations in Nicaragua to promote voter registration, voter education and civic outreach. USAID also trained more than 700 Nicaraguans in anti-corruption practices and taught more than 350 journalists how to improve news quality and access public records, according to the United States Department of State.

USAID also promoted the Citizen Participation Ordinance, which four Nicaraguan municipal councils adopted in 2009. The Ordinance strengthened the role of civil society—community groups, NGOs and everyday people—in helping to shape local projects and policies.

Fostering Economic Growth

USAID helped Nicaragua take advantage of opportunities offered by the Dominican Republic-Central America Free Trade Agreement (CAFTA-DR). As a result, in the 2009 fiscal year, more than 9,000 Nicaraguans increased their sales in local, regional and international markets. 

USAID organized training sessions covering “commodity-specific export opportunities, best practices and economic conditions favoring the country,” according to the United States Department of State. More than 2,000 people attended with nearly half of the attendees being women.

Looking Ahead

USAID programs in Nicaragua have directly improved personal well-being by investing in education, health care, civic engagement and economic opportunity. But if funding cuts continue, these gains could be lost entirely. These examples highlight why sustained U.S. foreign aid remains a necessity for Nicaragua and other developing countries working to build a more stable and prosperous future.

– Jordan Venell

Jordan is based in Edina, MN, USA and focuses on Technology and Global Health for The Borgen Project.

Photo: Flickr

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Digital Libraries In Yemen Are Rebuilding Education

digital libraries in YemenKnown for conflict and war, Yemen is a country whose children are facing the education crisis perpetuated by guns. In some regions, economic issues and poverty prevent children from receiving education.. Yemen faces denial in education because of war and conflict, which in turn leads to poverty and infrastructure issues.

However, alongside massive initiatives, there is a smaller yet effective solution that is arising from the rubble. Digital libraries, libraries that offer educational resources from the cloud, in Yemen, are slowly giving education back to Yemeni children, a right that has been denied for so long.

The Crisis

Ever since conflicts started in the Yemen region, more than 2 million Yemeni children do not have access to education and have had to leave school. Education in Yemen faces both infrastructure issues due to the destruction of buildings and economic issues, as the economy of Yemen grapples with war.

The situation was dire as teachers were seen displaced from their classrooms, and the lack of supplies made the learning process nearly impossible. Additionally, a crucial piece of education infrastructure, electricity, is scarce, leaving even more educational initiatives out of reach for students.

However, digital libraries in Yemen offer a unique solution that provides a step towards the right direction.

A Solution

Digital libraries in Yemen offer a gold mine of offline and rewarding educational content. Initiatives like Rumie and Worldreader preload these digital libraries onto low-cost tablets or mobile phones that provide language books, STEM lessons and more.

These apps all run on affordable mobile devices, which students can update via Bluetooth or micro-SD card transfer, without requiring internet or electricity. Through these devices, students in Yemen are able to gain access to crucial pieces of literature or educational materials that they would have not been able to without digital libraries in Yemen.

The Impact

Long-term solutions are difficult, yet smaller solutions, such as digital libraries, provide a step in the right direction. By restoring access to education, these digital libraries can give opportunities to children to regain daily reading practice. This reduces dropout rates in a time of conflict, and digital libraries in Yemen serve as a temporary solution in an ongoing issue.

With that in mind, more initiatives just like digital libraries in Yemen not only provide a face-value impact to students in Yemen but a further motive for other organizations to put their part within the region.

While a single tablet may be able to serve a couple of children, a single tablet also encourages other organizations to provide more tablets. Through these impacts, digital libraries provide an exponential step towards restoring the educational rights of Yemen.

Restoring education in Yemen could have broader impacts on the economic crisis, conflict crisis, and general wellbeing of the Yemeni population. With the time being, digital libraries in Yemen and other initiatives will continue to serve children and Yemen as a whole.

– Kallen Zhou

Kallen is based in Hattiesburg, MS, USA and focuses on Business and Global Health for The Borgen Project.

Photo: Flickr

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Angela Stress Ministries: Fighting Poverty Through Faith

Angela Stress MinistriesMission trips have long been a grassroots tool for addressing global poverty. While often rooted in faith, these trips go beyond preaching — they deliver food, health care, educational materials and emotional support to communities in need. According to GoEco, individuals or groups take mission trips, often organized by religious institutions, to do charitable work. Trips can vary in duration and involve groups participating in different activities in hopes of serving communities. Groups of volunteers, including Anita Davis from Chattaroy, West Virginia, affiliated with Angela Stress Ministries, often travel to Uganda for mission trips.

According to a GoFundMe page organized by Stress, which previously took donations to fund a mission trip to Uganda, she has organized multiple mission trips to Uganda, with at least three previous trips described as “very successful.” The page notes that her prior efforts have helped facilitate feeding efforts, shoe donations and spiritual outreach across orphanages and local churches, expanding on fighting poverty through faith in Uganda. The fundraiser emphasized the goal to empower orphaned children and children in need in Uganda through a Christ-centered environment that addresses both physical and spiritual needs.

According to the World Bank, as of 2019, the national poverty line was 20.3%, as estimated by the Uganda National Household Survey. The Borgen Project spoke with Davis, who said their mission was to raise money to buy food, supplies and school essentials in the area.

Pursuant Junior School in Bosawa

According to Davis, many children do not get to go to school and must pay for education. The ministry saw a need for education and started a Christian school for children to attend and help fight poverty through faith in Uganda. As of 2021, according to the World Bank, 9% of primary school-aged children in Uganda were not enrolled in school. Additionally, the cost per child for primary schooling was $104 in 2021, while 41% of people in Uganda lived on less than $2 per day, according to Opportunity International.

“Our biggest impact is the Pursuant School for the children,” Davis said. Through Angela Stress’ missionary donations, members built Pursuant Junior School in Bosawa and another school is under construction in Uganda.

According to a recent Facebook post, Pursuant Junior School Bosawa is now operational, with students referred to as “our babies” by Angela Stress. The post highlights ongoing classroom activities and the joy visible among young learners, showing tangible progress in a region previously lacking educational infrastructure. “Through the generosity of our donors, these young minds are empowered with education and surrounded by love, allowing them to see themselves as capable and deserving of bright futures,” Stress said in a Facebook post.

Building the Future

Davis mentioned that the new Pursuant Junior School in Uganda is under construction. According to Angela Stress’ Facebook Page, the founder of Angela Stress Ministries, efforts are underway to build a school in a region where children live in poverty. “We are creating a place where these children will be given more than just books and lessons,” Stress said in a Facebook post. “They will be given dignity, identity and a future.”

Stress said in a Facebook post that the building of this school will allow children who did not have access to education a safe space where they are “loved, taught and inspired to dream again.” She is currently taking donations for the construction of this school. According to Stress’s Facebook post, all donations go toward the needs of children in Uganda. “Together, we can transform lives one child, one classroom, one miracle at a time,” Stress said in a Facebook post.

Combating Hunger in Agricultural Communities

In many Ugandan households, according to the World Bank, the main source of income is agricultural income. Many residents depend on agriculture. According to Opportunity International, 76% of the Ugandan population resides in rural areas, where 73% are employed in agriculture. The World Bank reported that food inflation threatened food insecurity and impacted poverty in early 2025.

Emotional Support and Spiritual Growth

While the practical resources brought on mission trips, such as food and school supplies, help ease physical burdens, emotional care and presence also contribute to community well-being. “Mission trips are one of the biggest ways that we can help fight poverty,” Davis said. “It is a small step toward the future,” Davis said that despite challenging living conditions in Uganda, she hopes the ministries’ support will help instill love in children’s lives as they grow up and raise families. “We hope that giving these children love helps them realize people care about them,” Davis said..

Long-Term Vision and Faith-Driven Change

The impact of Angela Stress Ministries and other mission-led groups goes beyond short-term aid. By focusing on structural change, such as building schools and providing support, they aim to create a legacy that can outlast any single trip. For donors and volunteers, mission work can be a way to connect personal faith with tangible change.

– Clarissa Dean

Clarissa is based in Bowling Green, KY, USA and focuses on Good News and Celebs for The Borgen Project.

Photo: Pixabay