Archive for category: Education

Information and stories on education.

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Kenya’s School Meal Programs: Fighting Hunger

Kenya’s School Meal ProgramsKenya’s school meal programs are supported by the World Food Program (WFP) and the Home‑Grown School Meals (HGSMP) initiative ensure that children in penurious communities receive reliable daily meals. Kenya’s School Meal Programs improve nutritional needs and maintain school attendance.

Malnutrition

Making up 36% of the population, Kenya’s children/adolescents face a dual nutritional crisis that accounts for undernutrition and obesity. The “Double burden” is the cause of several children’s physical growth, academic performance, cognitive skills and overall health. The World Health Organization (WHO) has urged countries to focus on developing food systems in school’s that actively promote health and sustain ability specifically in school environments where children “spend most of their time in school, about 75% of the year, where they consume more than half of their daily meals,” African Population and Health Research Center (APHRC) reports.

For instance, the Dishi Na County initiative from the Nairobi city county “targeting public primary schools and early childhood education centres in its jurisdiction” establishes centralized kitchens that prepare meals in bulk and distribute them to public schools and early childhood centers at highly subsidized rates. By reducing costs associated with decentralized infrastructure, the program aims to enhance nutrition, enrollment, and academic performance

The Evolution of It All

The National School Feeding Council (NSFC) managed the first ever school meal program in Kenya in 1966 whose purpose was to provide a supplement to mid-day meals to the children. Then in 1971, the government expanded the program to more marginalized groups that amplified enrollment of public primary schools holistically including “Samburu County increased by 31%, Wajir 71%, Isiolo 23%, Marsabit 20%, and Tana River County by 26%,” Kenya Insitute for Public Policy Research and Analysis (KIPPRA) reports.

In 1980, the government collaborated with the WFP for a five-year feeding initiative for rural communities to improve the education system, like attendance, performance, and retention. Between 1980 and 1989, there was a lot of success where hunger and malnourishment decreased and “enrollment increased by 56% among primary school children” in this time, KIPPRA reports. Due to this, the program extended into 1998 to 2003 and again from 2004 to 2007 under WFP Emergency operations.

The Transition to Home-Grown School Meals Program

The WFP’s school meals initiative in Kenya has played a vital role in combating hunger, malnutrition and school dropout rates, particularly in vulnerable and food-insecure regions. Initially launched in the early 1980s, the program provided cooked meals directly to schools, with a focus on arid and semi-arid areas (ASALs) where food scarcity was most severe. Over time, the initiative evolved into a more sustainable model. In 2009, the Kenyan government introduced the Home-Grown School Meals Programme (HGSMP), which shifted from food aid to a system where schools receive government funds to procure food from local farmers. This change not only enhanced the cultural relevance and freshness of meals but also empowered rural farmers and stimulated local economies.

Beyond just feeding students, the program has created ripple effects throughout communities. Women’s groups and youth cooperatives have been engaged as suppliers, school cooks and food processors, generating income and skills development opportunities.

In some counties, centralized kitchens like those in Nairobi’s Dishi Na County initiative, while separate from the national HGSMP, mirror the WFP’s goals of cost-effective, large-scale meal production and efficient delivery.

Additionally, since its inception in 2009, Kenya’s HGSMP Program has expanded significantly, growing from serving 200,000 children to nearly 1 million by 2016, WFP reports.

The Impact

Kenya’s school meal programs, rooted in decades of collaboration between the government, the WFP and local communities, demonstrate how targeted interventions can transform both education and nutrition outcomes. By addressing the dual burden of malnutrition and food insecurity, initiatives like the Home-Grown School Meals Programme and Dishi Na County not only keep children in classrooms but also improve their overall health, academic performance and prospects.

As these programs continue to expand, their integrated approaches, such as linking food systems, education, and community empowerment, offer a powerful example for sustainable development in Kenya and beyond.

– LaRaymee Lee

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

Photo: Flickr

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Eradicating Poverty Through Higher Education in Indonesia

Higher Education in IndonesiaKnown for its vibrant culture and beautiful landscapes across more than 17,000 islands, Indonesia is a nation on the rise, having recently been elevated into the category of upper-middle-income country by the World Bank. Poverty, however, while declining each year, still impacts millions of Indonesians today, with 8.57% (24 million) of the population in poverty and 24.42% (68 million) reported as vulnerable to poverty. Reform in higher education in Indonesia hopes to make an impact to reduce poverty, bolster economic and social mobility and promote economic growth.

Challenges in Indonesian Higher Education

Higher education in Indonesia is a large and complex system made up of thousands of institutions, including public and private universities, community colleges, polytechnics and more, offering a wide range of programs. However, as a means for impactful economic change, its higher education system faces considerable challenges. Regional access inequities limit many in Indonesia’s large population to few options for a post-secondary education, as most institutes concentrate in the country’s most populous area, such as Java. For example, Jakarta’s 12% enrollment ratio eclipses 11% in smaller populations like Bangka Belitung. A growing private sector also means that more often than not, poorer students with these limited options end up paying more for a lower-quality education.

With an expansion in access comes the challenge to maintain quality and ensure students are graduating with the knowledge and skills needed to successfully join the job market. Yet, while enrollment is currently expanding, graduate unemployment and underemployment rates are high. This need for a stronger link between program subjects and quality and current workforce needs has barred higher education in Indonesia from a better international reputation and rank, and created a challenge in creating meaningful economic change.

Reforms Underway

Recent studies have highlighted education to be a crucial key in reducing poverty and inequality in Indonesia, as well as the value of knowledge as an economic resource. An investment in improving education equips individuals with better knowledge and skills, making them more productive, effective and relevant members of the workforce and Indonesia is making the investment.

In 2025, Indonesia’s Ministry of Higher Education, Science and Technology identified three key areas for higher education development: “strengthening institutional autonomy, promoting impactful research and innovation and emphasizing science and technology for sustainable socio-economic transformation.” These focuses aim to prioritize quality, consistency and stability in Indonesian higher education and pave the way for innovation and, in turn, economic advantage and employability for students. A more autonomous higher education system can better respond to local and national needs. Likewise, encouraging innovation and targeted research helps address Indonesia’s most urgent challenges, from poverty and inequality to sustainability. An increased focus on science and technology will also ensure that academic programs align with labor market demands, thereby improving graduates’ employability and contributing to broader economic growth.

Improving Accessibility To Higher Education in Indonesia

Apart from just improving higher education is ensuring it is accessible to those it can impact the most, putting equity, opportunity and accessibility for poorer students in Indonesia as another focus in reform. A new Equity and Access policy is calling on all higher education institutions to ensure at least 20% of their newly admitted students are of a low socioeconomic status. Programs such as the Smart Indonesia Card (KIP), a government program that provides financial assistance to cover tuition fees and living expenses for low-income students, will also be continuing as a great tool for students on their educational journey and in the pursuit of poverty alleviation. These efforts are designed to ensure that education becomes a meaningful lever for poverty alleviation, providing not only knowledge but the chance to thrive.

– Jannah Khalil

Jannah is based in Sacramento, CA, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Healthy Learners: Zambia’s School Health Program

Zambia’s School Health ProgramA Grade 4 pupil in Lusaka coughs during maths class. Instead of sending her home, a teacher, now a trained School Health Worker, opens a tablet, runs through a WHO‑style checklist, dispenses deworming pills, logs the visit and, if needed, fast‑tracks her to a clinic. The entire effort is part of Zambia’s Healthy Learners School Health Program and averages just $1.51 per child per year, which is less than 1% of what the Ministry of Education already spends per pupil.

The Poverty Trap: Preventable Illness = Lost Learning

Worm infections, vitamin A deficiency and other routine ailments quietly siphon school days and future earnings for Zambian children. Absenteeism forces caregivers to miss work too. By moving first‑line care into classrooms, Zambia’s Healthy Learners School Health Program targets that cycle where it begins: illness that keeps kids out of class.

Clinic in a Classroom: How the Model Works

Healthy Learners partners with the Ministries of Health and Education to train and equip teachers as School Health Workers. In 598 public primary schools, more than 5,300 teachers now use a mobile app (built with THINKMD). The app mirrors physician logic to triage, treat mild conditions (deworming, vitamin A, first aid) and fast‑track severe cases to clinics, plugging schools straight into the national health system.

The Numbers That Matter

  • Reach: More than 830,000 students served, about a quarter of Zambia’s public primary school population, with a goal of 2.2 million by 2028.
  • Health Gains: A study found a 38% drop in disease morbidity, a 48% jump in both deworming and vitamin A coverage, a 22% rise in health knowledge and a 52% reduction in the odds of stunting.

These improvements mean fewer sick days now and more substantial earning potential later.

Small Price, Massive Payoff

After an initial setup cost of $10 to $15 per child, the ongoing cost falls to about $1.50 thanks to economies of scale and government integration. That frugality is why Zambia’s Healthy Learners School Health Program is financially realistic for national ownership and replicable elsewhere.

In 2022, the Ministries of Health and Education signed an MoU to scale the program nationally, embedding data systems and training inside state structures. Spring Impact highlights this “design for integration” as the core reason the model can scale without ballooning costs.

A Call to Action

Zambia’s Healthy Learners School Health Program is a ready‑made template for any country where schools reach kids more reliably than clinics.

A child walks back to class, symptoms eased, lesson saved. Indeed, one tablet tap at a time, Zambia’s Healthy Learners School Health Program is proving that health in schools is one of the cheapest, most innovative ways to fight poverty.

– Arabella D’Aniello

Arabella is based in Toronto, Canada and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Education Reforms in Mexico

Education Reforms in MexicoIn the late ’80s and early ’90s, then-President Carlos Salinas de Gortari launched a nationwide program to modernize Mexico’s education system. He aimed to achieve this by improving textbooks and reforming the curriculum, all while continuing to work to close the equity gap. Since then, successive administrations have attempted various methods of improving educational outcomes, including the expansion of public universities and the establishment of compulsory basic education.

The current President of Mexico, Claudia Sheinbaum, took office in late 2024 and has since introduced a series of education reforms. These education reforms in Mexico fall under the Comprehensive Plan of the National Baccalaureate System, part of the New Mexican School framework originally developed by former President Andrés Manuel López Obrador. The plan is built on three core pillars:

  1. Comprehensive strengthening
  2. Integration
  3. Expansion

Comprehensive Strengthening

Sheinbaum aims to modernize the curriculum through conversations with educators and the establishment of educational equity programs. To achieve these goals, her administration would implement two programs: the Benito Juarez Universal Scholarship and the extension of the School is Ours program.

The Benito Juarez Universal Scholarship encourages students to enroll in upper secondary school by providing financial support to more than 5.6 million secondary school students. In the same vein, Sheinbaum plans to invest around 4.6 billion pesos (about $243 million) into the School is Ours program, which will ultimately benefit more than 6,000 schools nationwide by improving educator salaries and encouraging community involvement.

Integration

In addition to providing scholarships, the plan consolidates the existing 31 systems of secondary education into two: the National General Baccalaureate and the General Technological Baccalaureate. The unification brings about various benefits, including the reduction of administrative barriers when transferring between schools, easier transfer processes for students and teachers and equity in the quality of education.

As a part of the plan, the two systems of education will be validated by the National Polytechnic Institute and the National Technological Institute of Mexico, thus simplifying the transition between secondary and higher education.

Expansion

Sheinbaum hopes to expand educational offerings throughout the nation in an effort to increase equity and access. Through the plan, her administration sets forward to create 37,500 new spaces for students in upper secondary schools. She plans to achieve this by erecting 20 new high school campuses and expanding 30 already-existent but high-in-demand campuses.

In addition, 35 secondary schools that currently only offer morning classes will be converted to afternoon and evening schools, allowing more students to attend at flexible hours. By the end of six years, Sheinbaum hopes to have created more than 100,000 high school spots and 330,000 university slots.

Final Remarks

Though Sheinbaum has only been in office for a few months, her administration has made tangible progress in expanding educational access. With her six-year plan in action, she seeks to create an education system built on unity and equity. Suppose she continues to progress as she has in these past months. In that case, Mexico is on the way to ensuring quality education for its people.

– Ariana Wang

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

Photo: Unsplash

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How AI Is Improving Education Systems in the DRC

Education in the DRCThe Democratic Republic of Congo (DRC) is enduring one of the most complex humanitarian disasters of modern times. Amid a brutal conflict, political corruption and the pursuit of natural resources, the children of the DRC currently face a raft of life-threatening challenges.

A Nation of Paradox

Despite the DRC being the world’s largest cobalt producer and rich in many natural resources, 28 million Congolese civilians are experiencing acute food insecurity. At a time of great struggle, the people of the DRC suffer at the hands of one of the most persistent and far-reaching conflicts in Africa. An estimated 7.8 million civilians have been internally displaced. At the same time, schools, homes and public infrastructure are destroyed in pursuit of land and resources.

Following years of colonial rule, President Félix Antoine Tshisekedi Tshilombo is accused of contributing to a status quo that perpetrates human rights violations against his people. Hence, DRC ranks among the highest globally in corruption, where wealth fuels conflict and extraction rather than public and economic development. Not only have these issues created an ongoing humanitarian crisis, but they also contribute to unemployment and poverty. More than 70% of the Congolese population lives on less than $2.15 per day.

Education Systems in the DRC

These immense challenges have shattered the education system in the DRC. Around 7.6 million children and half of all girls between the ages of 5 and 17 no longer attend school. Many struggle to complete their studies due to barriers like resource shortages, long distances or economic challenges.

With many schools and education systems destroyed, those operating in the DRC often struggle with overcrowding and underfunding, severely limiting education quality amid ongoing economic and social instability. These compounded challenges lead to low enrollment rates and expose children to serious risks. These include forced recruitment, child labor, violence and deepening poverty, harsh realities in a country where daily survival is already a struggle.

The AI Revolution in Africa

In a changing Africa, AI is set to play a significant role in addressing the challenges faced within public education. By bridging the digital divide and increasing access to quality schooling, AI platforms could prepare students more fully for the demands of a fairer workforce. African EdTech startups have grown rapidly in recent years, offering content that supports learning and teaching in diverse settings. Many now provide materials in African languages and dialects, helping re-empower local communities during uncertain times.

Yet, regardless of AI’s undeniable potential, the DRC ranked 181st globally on the AI Government Readiness Index between 2023 and 2024. This low ranking reflects widespread concerns about government effectiveness and the scalability of AI in underserved rural areas. Despite these hurdles, AI-powered tools now facilitate opportunities for basic educational tools tailored with digital platforms such as Schoolap. These platforms show promise at a time when the DRC’s education system is facing existential threats.

Schoolap

Since its founding in 2017, Schoolap has expanded rapidly, especially after the COVID-19 pandemic accelerated digital learning. The platform now features more than 20,300 educational resources, 6,000 partner schools, 1.9 million registered students and around 105,000 participating teachers across six provinces.

In the face of these many great challenges, by engaging students with innovative adaptive learning platforms, AI is providing children with new and efficient means of education. These means are easier to access and less dependent on their location or socioeconomic status. The app requires users to complete an account form to access its content. This form identifies the learner’s level of study, after which they can access online courses in multiple formats, designed for both primary and secondary students and educators.

Conclusion

The Schoolap platform offers a simple solution as Congolese schools continue to close. It combines digital curriculum management with interactive tools that can address the growing needs of the faltering education systems in the DRC. While the road to long-term safety and security is dangerous, platforms such as Schoolap reveal promising new pathways. They offer more accessible education for the children of a nation deeply affected by war, corruption and the mismanagement of public resources.

– Gabriel John Gunn

Gabriel is based in Paisley, Scotland and focuses on Technology and Global Health for The Borgen Project.

Photo: Flickr

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buildOn: Education To Help End Global Poverty

buildOnFor nearly 35 years, buildOn has worked globally to develop programs and build schools, using education as a tool to help end global poverty. Its efforts fuel a broader movement that provides developing countries with the resources to educate their populations properly.

An Overview of buildOn’s Impact

Since 1991, buildOn has been using education to help end global poverty. The organization has constructed more than 2,500 schools throughout its history, impacting more than 346,000 lives.

With the support of global donors, buildOn forms strong partnerships to expand its impact across multiple countries. In 2023, the organization set a new record for the number of schools built worldwide. It extended its literacy programs’ reach in new and existing schools.

Education as a Tool To End Global Poverty

buildOn partners with donors to fight global poverty by building schools in underserved rural communities. Its mission targets regions where access to education remains limited, focusing on countries with the greatest economic need.

Current buildOn school locations include:

  • Burkina Faso
  • Guatemala
  • Haiti
  • Malawi
  • Mali
  • Nepal
  • Nicaragua
  • Senegal

These countries face some of the highest poverty rates globally, with large segments of the population lacking access to quality education. Through its programs, buildOn works to close this gap and create pathways to opportunity for future generations.

Bridging the Education Gap for All Ages

buildOn’s education programs aim to eliminate discrimination in access to education by partnering with rural communities to educate people of all ages, from children to adults and seniors. In Burkina Faso, buildOn’s schools face significant challenges. Many rural areas lack basic infrastructure, forcing students to walk long distances to attend properly built schools in neighboring villages.

To break the cycle of poverty and lack of access to good education, buildOn aims to construct as many fully equipped schools as possible, ensuring each village has proper classrooms in underserved regions. When education becomes accessible to everyone, the chances of lifting communities out of poverty increase significantly. Many children who might otherwise drop out due to distance or poor facilities can now attend school and receive the education they deserve.

buildOn also supports adult learners through re-education programs that equip working adults with essential literacy and numeracy skills to improve their job prospects. In many rural communities, women comprise most adult participants, reflecting buildOn’s focus on empowering women. These programs boost economic opportunities and promote gender equality by giving women a stronger voice in their households and communities.

Final Remarks

Overall, buildOn’s programs aim to end global poverty by eliminating barriers to education through large-scale school development in rural areas. By partnering directly with local communities, buildOn ensures that each school is sustainably built and locally supported. These efforts provide children and adults with lifelong learning opportunities and help communities gain the tools needed to break generational cycles of poverty.

– Angelina Tas

Angelina is based in Cleveland, OH, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Inclusive Education: Confronting Disability and Poverty in Bhutan

Disability and Poverty in BhutanBhutan is a country with a unique culture and traditions. It is the only South Asian country that has a Gross National Happiness (GNH) philosophy, which emphasizes the importance of collective happiness and well-being over economic growth in the nation. This index is based on four pillars including sustainable socio-economic development, cultural preservation, environmental preservation and good governance, which help measure the quality of life and happiness of citizens.

Despite the importance given to GNH, the country faces a number of challenges with respect to poverty including access to education and basic resources, access to health care and social support. These factors disproportionately affect vulnerable populations in the country, especially children with disabilities. However, recent developments in regional and national policies and legislation aimed at addressing disability and poverty in Bhutan have resulted in positive changes in these areas. 

The Correlation Between Disability and Poverty in Bhutan

The Oxford Poverty and Human Development Initiative (OPHI) report (2018) indicated that people with disabilities experienced significantly higher levels of multidimensional poverty in Bhutan. It suggested that the multidimensional poverty rate of people was at a stark 11.1%, as compared to people without disabilities (5.6%). A 2022 report revealed that systematic barriers to education, vocational training and employment particularly affecting children and youth with disabilities reinforces the connection between disability and poverty in Bhutan. It further emphasized the role of Bhutanese social norms, like “Karuna” (compassion) and “Karma,” in perpetuating social and economic exclusions experienced by the disabled population especially.

The intersection of lack of coordination, funding for initiatives and targeted support were identified as both the cause and consequence of poverty in Bhutan. Another study noted a higher degree of prevalence of disabilities amongst poor children and those of mothers with lower levels of education. While this analysis does not paint a rosy picture regarding the intersection of disability and poverty in Bhutan, it acts as an entry point for change, grounded into local social institutions and realistic implementation, offering a roadmap to the policymakers for actionable goals—an approach that is already beginning to show tangible progress.

Disability and Education in Bhutan

In 2024, Kesang Chuki Dorjee, Chairperson of the Social and Cultural Affairs Committee (SCAC) presented a report titled “Review Report on the State of Persons with Disabilities.” In the report, Dorjee indicated how between the 12th and 13th Five-year plans, the government’s allocation towards educational activities for children with disabilities saw a rise from approximately Nu 87 million to Nu 1.115 billion.

The 2024 report estimated that 1,071 children with disabilities were attending in schools in a nationwide capacity. Bhutan has established three early childhood intervention centers offering services including communication skills, socialization behavior management, school readiness and other vocational training, like cooking, weaving tailoring and so on. Guided by the Sustainable Development Goals (SDGs), Bhutan has made important strides in implementing these inclusive strategies and policies for educating children with disabilities.

Education is an important aspect in the intersection of disability and poverty in Bhutan. The fact is that education is a critical point of intervention as it directly tackles the root cause of marginalization. As the abovementioned data suggests, children with disabilities are especially more likely to experience discrimination in mainstream educational settings. Ensuring that all children can participate in quality education regardless of ability can help build a stronger economic future for all, along with promoting equity. In Bhutan, where educational attainment has close links with future livelihoods, inclusive educational policies have become a key tool in breaking the cycle of intergenerational poverty, promoting social inclusion and fulfilling the country’s Gross National Happiness (GNH) philosophy of collective well-being and equity.

Looking Ahead

Despite many challenges stemming from the link between disability and poverty with respect to children in Bhutan, the momentum for change has been set into motion. The significant increase in government investment, along with inclusive educational initiatives, reflects a national commitment to ensuring that no child is left behind. As Bhutan continues incorporating principles of Gross National Happiness into its policies, the government and stakeholders are working to ensure that children with disabilities living in poverty, not only gain access to equitable education but also have the opportunity to contribute meaningfully to society. Though the journey may be long, the actions taken today are laying a strong foundation for a more inclusive and equitable Bhutan in the future.

– Vasudhaa Shakdher

Vasudhaa is based in Vancouver, Canada and focuses on Good News for The Borgen Project.

Photo: Unsplash

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Education Reform in Rwanda

Education Reform in RwandaLearning poverty, as defined by the World Bank, is the inability of a child to read and comprehend an age-appropriate text by age 10. This has been a long-standing issue across Africa, with 89% of children experiencing learning poverty throughout Eastern and Southern Africa alone, an issue that was worsened due to the pandemic. However, education reform in Rwanda has helped improve the chances of students to thrive, from creating a more inclusive space to adding training to prepare students for real-world challenges.

Reform: A Little Means a Lot

One approach to education reform in Rwanda is a targeted strategy. Educational reform is a complex process that often attempts to address multiple issues simultaneously. As a result, progress tends to happen gradually and in small increments. However, with help from Educate!, a youth employment and skill-building organization founded by Eric Glustrom and Boris Bulayev, Rwandan schools have focused their efforts on one change in the curriculum: Entrepreneurship. A mandatory class for the upper-secondary school level, Educate! focused its efforts on practical learning rather than memorization and theory.

As of May 16, 2024, the reform has reached every secondary school in Rwanda, impacting 165,000 students annually. Teachers who incorporated the curriculum change and utilized student-centered techniques saw improvement in their students’ soft skills, which are closely linked to workplace success, such as patience and perseverance. In short, narrowing the scope of reform and focusing on one change at a time might sound like a short-term plan, but its benefits can be seen in the long term.

Expansion: Accessibility Is Key to Attendance

Educational reform is an excellent start, but another problem within Rwandan schools is the overcrowding. A typical primary classroom in Rwanda held an average of 73 students. Keeping that many students in one classroom, it becomes clear that not every student will receive the necessary attention they deserve to succeed.

However, thanks to a team-up with the World Bank, Rwanda has added more than 22,500 new classrooms across the country, decreasing the average from 73 students per class to 49. Another bonus of the expansion efforts is that an additional 68,000 students between the ages of 5 and 14 can now access school within a two-kilometer radius, which significantly aids their attendance and energy to learn.

Inclusivity: No Child Will Be Left Behind

Another important step in improving Rwanda’s education has been to sustain a more inclusive environment. This includes adding wheelchair ramps to the newly added schools and gender-segregated bathrooms, which gives students easier access to sanitation and a safe school environment.

In addition to physical changes within the school, Rwanda is also taking measures to introduce early identification of disabilities among students so that they can get the help they need. The Global Partnership for Education has helped Rwanda digitalize educational content and support technology‑based teaching, improving children’s reading and pronunciation skills.

Conclusion

Education reform in Rwanda has come a long way in the past couple of years. Efforts to improve education across Africa have had their fair share of successes and setbacks. However, with the help of global organizations, Rwanda is seeing incredible improvement in keeping up with an ever-evolving environment.

– Matthew Perduk

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

Photo: Wikimedia Commons

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Path Out of Poverty? Higher Education in Romania

Higher Education in RomaniaAlthough the European Union maintains a high standard of education throughout the member states, the higher education system in Romania is outdated and struggles with polarities in access between urban and rural regions.

Romania’s Education Trends

The Romanian government allows higher education institutions to operate independently, within the framework of the Romanian legislation. Through budgets and advice from the Ministry of Education, the government creates programs and materials to support higher education in Romania, according to the European Commission. Romania has more public than private institutions, and institutional departments and faculty members oversee internal educational and university matters.

In 2024, a survey revealed that 16.8% of Romanians, aged 18 to 24, left school before completing higher education in Romania, according to the European Union. Through education, individuals learn elementary skills but also prepare to find work and contribute positively to their society and economy. With a growing number of young people leaving the education system early, Romania’s societal and economic progress faces increasing challenges. Another factor affecting Romania is that, unlike other EU nations, many who leave the education system early are women. Given the prevalence of the gender wage gap throughout the world, Romania experiences even greater economic inequities when fewer women complete higher education.

Although the Romanian economy has rebounded since the COVID-19 outbreak, Romania struggled to provide online education, and the pandemic especially caused tremors that still affect the country’s struggling education system. There is a strong correlation between inadequate education and high rates of unemployment. Jobs requiring fewer skills and experience lead to decreased overall wages, working conditions and job mobility for Romanians and minorities living in the country.

Discrepancies: Lack of Funding and Access

According to the International Trade Administration, a report from a Romanian Non-Governmental Organization notes that 38.1% of Romanian children face poverty, with nearly half of the country’s children struggling to access quality education and less able to pursue higher education in Romania. Additionally, only 0.15% of Romania’s GDP is reserved for research, with a slight expansion to 2% by 2024. Low funding rates negatively impact education and job opportunities for Romanians.

Poverty negatively impacts the Roma, an ethnic group of people from northern India who migrated to many European and other nations. Poverty among the Roma both stems from and results in a lack of education. According to the World Bank Group, 70% of the Roma experience poverty and high rates of illiteracy and reduced educational skills caused by the inadequate quality of and access to education. Segregation prevents the Roma from gaining the same level of education as their counterparts in Romania, according to Broken Chalk. Like other populations living in poverty, personal and familial conditions play a significant role in the ability to gain education or attend higher education. Education often becomes a lower priority in households struggling to meet basic needs. The outcome of an uneducated population, in cyclical poverty with no upward mobility, is dire for the Roma.

In addition to the Roma, other Romanians living in poverty struggle with affording education for their family members or themselves. Romania spends less money annually per university student compared to other developed nations, according to the Organisation for Economic Co-operation and Development, with too little financial aid to enable students to afford education. The government’s underinvestment and the resulting lower quality of educational institutions make it less viable for students to achieve a positive gain when paying for an education.

Modernizing the System

Recent governmental policies seek to minimize the effects of poverty through renewed access to education for Romanians and the Roma. The government is allocating funds for educational improvements to target access and quality, as reported by the Organisation for Economic Co-operation and Development. Access to education remains the key concern, especially as Romania increases efforts to extend skills and work habits to minority and impoverished populations. Romanian efforts have specifically earmarked educating teachers on how to engage with students and foster a knowledge of real-world problems and events. These improvements are key to establishing a stronger education system for all citizens and especially promoting learning opportunities in younger generations.

New policies aimed at supporting agencies have been created to encourage Romanian populations to send their children to school with a positive outlook for their future via education. Romania created one such initiative, the Relevant Curriculum, Open Education for All – CRED, which allows the country to assess and directly change certain current policies to improve education, according to CRED. By analyzing its lower educational standards, the government can create a stronger foundation and path for its students to achieve higher education in Romania. A subsection of the CRED project is the Second Chance – ADS, where modern policies allow and give support to those who left education previously to return. By modernizing the Romanian education system, more individuals, including those in rural areas, can access quality education, enabling the population to become more informed and reducing the risk of cyclical poverty.

Progress and Hope via Education

Romania’s current efforts to enhance and improve educational policies and funding will lead to greater access to skilled jobs and a stronger economic outlook, and progress towards inclusive communities and eradicating poverty. New education policies increase professionalism and excellence through the foundational years of education, focusing on individuals’ well-being and well-roundedness and ensuring that students become stronger job applicants, according to the European Commission. By increasing funding and equity and enabling citizens to gain a strong education in the country, minimizing brain drain, the Romanian government will improve the entire country’s outlook. Through education, Romania will thrive and attract individuals from across the world, positively impacting its economy and society. National and international efforts may also increase the hope and positive outlook within Romania among its citizens, fostering hope for a future of equality and prosperity.

– Avery Kachmarsky

Avery is based in Los Angeles, CA, USA and focuses on Business and Politics for The Borgen Project.

Photo: Flickr

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WhatsApp Tutors in Lebanon Are Educating Refugee Children

WhatsApp Tutors in LebanonIn Lebanon, Syrian refugee children often face unreliable internet and little access to formal education due to the conflict that recently happened in the area. Early this year, after a ceasefire took effect in Lebanon, much of the infrastructure remains in ruins. As a result, the region’s education suffered a large toll and it lost opportunities. However, a small but mighty resolution began with an unexpected platform: WhatsApp.

The Problem in Lebanon

Education is highly dependent on the infrastructure it lies on. Proper facilities, strong internet and a safe region determine the quality of education. However, in Lebanon, many children, especially those affected by the recent conflict, are facing a lack of access due to overcrowding, cost and legal barriers.

The lack of a strong digital infrastructure primarily explains this, underscoring the importance of education facilities. Regarding Lebanon’s education sector, the system has faced multiple issues, from the refugee influx to a significant port explosion and the COVID-19 pandemic. As a result, public education opportunities began to dwindle as the infrastructure started to collapse. This is where WhatsApp tutors in Lebanon began to change the picture.

WhatsApp Tutors in Lebanon Comes to the Rescue

When the state cannot provide education, WhatsApp tutors in Lebanon rise to the challenge by creating virtual classrooms. On WhatsApp, peer tutors share voice notes containing lessons on various subjects, including math and science.

In the absence of physical classrooms, teachers and tutors use WhatsApp to distribute assignments and collect submissions. A nonprofit called Jusoor has started providing $25 grants to refugee families to help them afford phones and data packages, enabling their participation in virtual education.

To save data and prevent potential outages, educators conducted lessons through chat and audio, which created a community where students began to support other students. To save data and avoid potential outages, educators delivered lessons through chat and audio, fostering a community where students began supporting one another.

The biggest life-saver for many families was that WhatsApp only requires a smartphone. Many other online platforms require a computer or other expensive hardware. WhatsApp allowed tutors in Lebanon to reach more students simply through mobile access.

The Digital Future

Research has found that conducting education through online platforms such as WhatsApp is not as effective as the physical classroom. However, in Lebanon, it is important to understand that WhatsApp and other similar platforms are the only opportunities many kids have.

Learning does not require a building or sophisticated technology. In areas devastated by war and conflict, such as Lebanon, tutors are creating makeshift classrooms using only mobile phones, chat messages and voice notes.

Despite limited resources and unstable conditions, they built a space where education continues, proving that determination and creativity can overcome even the harshest barriers to learning.

– Kallen Zhou

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

Photo: Wikimedia Commons