Archive for category: Education

Information and stories on education.

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Returning to School: Ukrainian Children in Poverty

Ukrainian Children in PovertyDuring the Russo-Ukrainian war, attacks have destroyed or damaged 1,600 schools in Ukraine, according to U.N.-verified data. Nearly 40 % of children across Ukraine study only online or through remote classes and in-person study. Returning to school for children in Ukraine is important for mental health improvements, development and well-being. It is equally worrying for those children who were born three years ago at the start of the Russian invasion and have now spent their early years in extreme loss, during which their brains develop the fastest and set their foundation for life.

Ukrainian Children in Poverty

There are 3.7 million Ukrainians internally displaced within the country, with 1.4 million refugee children. Furthermore, reports show that more than 600,000 children remain out of school and as of 2024, the poverty rate in Ukraine has risen to 37%, according to the World Bank. This absence of schools for children in Ukraine puts further pressure on lower-income homes, which may struggle to homeschool their children.

Those in poverty may also lack the means for their children to access school remotely due to a lack of resources. Rebuilding schools will help families in poverty and provide a comforting and warm place for children to learn life-long skills.

In 2023, poverty levels among Ukrainian children were at 65% due to the ongoing war. With this number only likely to increase with the ongoing war, it is more vital now than ever to get children in Ukraine back into schools.

Repairing Schools in Ukraine

The European Union (EU) is funding the “School Repairs in Ukraine” project, which has become possible through the Directorate-General for the European Civil Protection and Humanitarian Aid Operations (DG ECHO). This scheme has been in action by the United Nations Office for Project Services (UNOPS) and will see around 2,000 children across communities in Kyiv and Chernihiv return to schools that offer in-person learning with safe and comfortable conditions.

So far, 44 educational facilities have been restored in Kyiv, Kharkiv and Chernihiv, with plans to renovate more than 70 additional schools by the end of 2025. EU head Marianna Franco emphasized the importance of in-person learning, noting its vital role in a child’s development. She stated, “Restoring access to educational facilities in Ukraine remains one of the key priorities of the EU’s support to Ukraine.”

The LEARN Program

The Lifting Education Access and Resilience in Times of Need (LEARN) is a $415 million education program. It will improve school safety conditions, provide free transport, implement education reforms for grades 1-12, purchase textbooks, train teachers and strengthen education management.

LEARN equips Ukrainian schools with the tools needed to maintain high teaching standards and create safe spaces for children amid the ongoing war. By the end of 2025, the program aims to reach one million teachers, school staff and students.

The money for this scheme comes from $235 million from the International Bank for Reconstruction and Development (IBRD), $150 million from the International Development Association (IDA) and $30 million from the Ukraine Relief, Recovery, Reconstruction and Reform Trust Fund.

By improving education, it will help Ukraine on the long path to social and economic recovery, as the students and children of today are the people of the future rebuilding Ukraine to success.

Ukraine Reforms

The LEARN program is a part of the efforts by the Ukrainian government in its reform called “The New Ukrainian school” (NUS). This reform started in 2018 to modernize education and aim to meet EU standards. It emphasizes a curriculum with modernized education management and 21st-century skills.

The reform focuses on teaching methods and adapting to new approaches to provide children with better skills that match the standards of Europe. This reform is set to continue until 2029. From the 2023-2024 academic year alone, the scheme benefitted more than 2.2 million pupils from the updated curriculum and improved teaching practices.

From the start of the reform to 2024, the Ukrainian government has spent more than $150 million on the scheme’s implementation.

Moving Forward

The rebuilding of schools in Ukraine is a positive step toward ensuring Ukrainian children in poverty receive the support and education they need during wartime. War is unpredictable and it is in these moments that children require the most protection and care. Restoring schools provides education, stability and security for developing children. However, much more remains to be done, as many children still lack access to a safe learning environment.

– Alice Haston

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

Photo: Flickr

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Indigenous Education in Brazil

indigenous education in brazilIndigenous people make up just 8% of the population in Latin America, but make up 14% of the poor and more than 17% of those living on less than $2.50 a day in the region. Education is an important tool to address this problem, but indigenous people across the region have a lower school attendance rate than their non-indigenous counterparts. They have a lower attendance rate in both primary school and in college/university.  In 2019, Indigenous people’s enrollment in college/university was 32 points lower than that of non-indigenous people in the region.

This difference is bigger in countries such as Brazil, which have small, diverse, and scattered indigenous populations. As of 2010, 83% of indigenous children ages 6 to 11 attended school compared to 97% of non-indigenous children in that age range. For children between the ages of 12 to 18, 74% of indigenous children attended school compared to 84% of non-indigenous children, according to the World Bank. Indigenous children living in urban areas are more likely to be attending school than indigenous children living in rural areas. Further, indigenous women tend to have attended fewer years of school than indigenous men.

Indigenous Education in Brazil

Indigenous education in Brazil has gone through several phases. The first phase was pre-colonial. The second phase started in the 16th century when the Portuguese colonized the land and people. The goal of the phase was to assimilate indigenous people and impose on them Western values and Christianity. Phase three started in the late 18th century. Its main goal was to integrate indigenous people into society as laborers. Phase four started in the 1970s as indigenous people mobilized for their rights.

Brazil approved a new constitution in 1988 that recognized indigenous identities and the right they have to maintain them, and that the Brazilian State must protect the cultural manifestations of indigenous communities. It also gave indigenous people the right to intercultural, specific, differentiated, and bilingual school education.

Today, there are about 305 different Indigenous peoples living in Brazil, making up around 1.7 million people, or 0.8% of Brazil’s population. About half of them live outside of the Amazon rainforest. There are more than 150 languages in Brazil, and almost all Brazilians speak Portuguese. White people have completed two and a half years more of education than indigenous Brazilians. The language of instruction in primary public schools is usually Brazilian Portuguese, although schools in some regions also use indigenous languages. Although indigenous people have a constitutional right to use their own languages and learning methods in schools, only a few states and cities have incorporated native languages.

This is important not only because it is a right but also because in the region as a whole, the more years of education an indigenous person has, the less likely they are to speak their native language, the World Bank reports.

Indigenous Schools in Brazil

Indigenous schools are educational institutions located in indigenous villages and territories, run by indigenous people and guided by their customs and traditions. The Federal Ministry of Education offers indigenous school education, which differs as it is basic education that teaches both non-indigenous and indigenous knowledge. Indigenous schools have four main principles, according to a University of Florence article. They exclusively serve indigenous communities, teaching is in their native language, it is located on indigenous land, and they organize themselves and what they teach.

As of 2020, there are 3,359 indigenous schools in Brazil, with most students (166,546) being in the elementary level, according to a University of Florence article. Indigenous schools provide a type of education that mixes formal education standards with indigenous culture and knowledge, allowing indigenous children to both navigate Brazilian society and stay close to their history and community.

Affirmative Action in Brazil

In 2003, a university in Brazil implemented affirmative action for the first time. By 2011, 115 different public universities had enacted some kind of affirmative action policies. In 2012, the Supreme Court of Brazil ruled that affirmative action policies were constitutional. That same year, the Brazilian Congress passed a law requiring all federal higher education institutions in the country to implement affirmative action policies. The law requires public universities to reserve half of their places for students from public schools, ensuring an equal proportion for mixed-race, Black, and indigenous students. This had a large effect on indigenous education in Brazil.

Affirmative action has been crucial for indigenous students. It has helped increase the number of indigenous people going to university. Something especially important given that historically, universities in Brazil have underrepresented indigenous people. Students who enter university through affirmative action have educational results very similar to students who do not, according to Federal University of Rio de Janeiro (UFRJ) article. A case study of one university found that as of 2018, the dropout rate among students who entered through affirmative action was 38.1% compared to 31.8% of students who entered through general admission.

The Future of Indigenous Education in Brazil

Brazil made significant progress in indigenous education, but further improvements are still necessary. Many indigenous schools lack quality teaching equipment and underfunded infrastructure. There is also a lack of quality training for indigenous teachers. Especially for indigenous women, as they are disproportionately unrepresented among the number of indigenous teachers.

As for higher education, affirmative action has helped indigenous people get into university. Once universities admit indigenous students, they often underserve them. There is a need for specialized mental health services, more awareness about indigenous students among administrators, and a diversification of what is taught to include indigenous perspectives, according to a UFRJ article. There is also a need for more indigenous professors. Further, because many indigenous students come from lower-income families, there is a need for financial aid, especially given that lack of sufficient finances is one of the main reasons students drop out.

– Axtin Bullock

Axtin is based in Georgetown MA, USA and focuses on Technology and Global Health for The Borgen Project.

Photo: Flickr

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Progress in Fighting Poverty in Balochistan

Fighting Poverty in BalochistanBalochistan is Pakistan’s largest province. While it is nearly half of Pakistan’s territory, it is home to roughly 6% of the Pakistani population, 14.8 million. Poverty and a lack of economic development have exacerbated systemic issues of insecurity and nationalist tensions. Thanks to the international community and local government initiatives, there has been major progress in fighting poverty in Balochistan.

The World Bank has helped the Pakistani government to address the two main sources of poverty: water insecurity and a lack of education, both of which contribute to violence and the ongoing Baloch insurgency. These solutions help address much of the core issue and have integrated local communities in the implementation, which has been critical to sustainable success.

Poverty in Balochistan

Fighting poverty in Balochistan is a critical security issue in the region. Yunas Samad, professor at the University of Bradford and research fellow of Political Science at the Lahore University of Management Sciences, points out that Balochistan is neglected and instead is mostly treated as a place to extract resources, in particular minerals and natural gas. Despite its critical location for mining and the important Gwadar Port, the region remains impoverished.

The province has been subjected to resource extraction. Yet, locals and the provincial government receive minimal benefits or returns, even though mining and energy extraction are constitutionally designated as provincial and not federal subjects. The region has been earmarked as crucial to the new China-Pakistan Economic Corridor (CPEC). However, its Human Development Index (HDI) is 0.421 below the national average of 0.562.

This has resulted in a poverty rate of more than 71% in 2015, well above the national average of 38%. This is despite the region being home to the Suri Gas Field, one of Pakistan’s largest reserves. This systemic poverty and neglect have created the conditions for a new phase in the Balochistan conflict. Imtiaz Baloch, a journalist and researcher focusing on Balochistan, notes that the region’s marginalization has always been the fuel for the conflict.

The Baloch Insurgency

The Baloch insurgency began when the region joined Pakistan in 1948, with major outbreaks throughout the 20th century as the Islamabad government centralized control over provinces like Balochistan. Although major insurgent factions declared a ceasefire in 2018, significant attacks, including recent hijackings and suicide bombings in 2025, continue to occur.

After relative calm in the ’90s, the fifth phase of the conflict emerged from escalating tensions between weakened Baloch nationalist parties, unable to form a united political front and the Pakistani state over persistent social and economic inequalities. The Baloch people’s demands for greater political rights, resource control and increased autonomy intensified.

Ironically, increased economic investment from the Pakistani and Chinese governments has only deepened Balochistanis’ feelings that they are being exploited. This sense of isolation and disempowerment created a new insurgency movement, one that has spread beyond Pakistan to other Baloch regions in nearby Iran and Afghanistan.

Armed factions like the Baloch Liberation Army – Jeeyand (BLA-J) use this disempowerment to conduct suicide attacks on Gwadar Port facilities, the Pearl Continental Hotel in Gwadar and especially on foreign investment in Balochistan. Unlike previous phases, the new Baloch insurgency has focused on economic targets.

Despite its economic potential, CPEC has intensified the Baloch insurgency, exacerbating grievances over resource control, marginalization and cultural erosion. The growing sophistication and frequency of attacks on CPEC-related targets underscore the persistence of the insurgency. These threats endanger regional stability and the project’s success if left unaddressed through inclusive development and dialogue.

Fighting Poverty in Balochistan

The Baloch provincial government recently started a new initiative. It will focus on increased water security, energy infrastructures and agricultural development for the Baloch people to create new opportunities. A partnership from the World Bank has matched this effort. In 2025, the World Bank pledged $94 million to the Balochistan Water Security and Productivity Improvement Project. It aims to provide improved water access and irrigation to more than 500,000 additional people.

In addition to these efforts, the international organization also focuses on the future through increased access to education. The World Bank is providing an additional $100 million for the Getting Results: Access and Delivery of Quality Education Services in Balochistan (GRADES-Balochistan) program, which will educate 250,000 students and 5,000 teachers. Inga Afanasieva, Team Leader for the project, calls the program “a strategically important initiative that addresses critical gaps in access to and quality of pre-primary and primary education in the province.”

More importantly, this new progress is focusing on integrating local communities directly. The Pakistan Poverty Alleviation Fund is tackling the issue of providing more schools and enrolling nearly 8,000 students in Balochistan, through its Balochistan Education Initiative. These coordinated efforts are important, as only 40% of Baloch children and only 20% of Baloch women are educated. Dr Shahnawaz Khan, Chief Executive of the Balochistan Rural Support Program, highlights these new models as the ones that will be a “foundation for change.”

Conclusion

The Balochistan insurgency is a thorny issue that impacts the lives of millions of people in the wider region. Decades of central government neglect, ethnic tensions and economic marginalization have created a conflict that, without action, shows little signs of stopping. Yet a coalition of governmental and private organizations is finally creating change. Baloch society can finally move past the violence by fighting poverty in Balochistan and providing education and economic opportunities.

– Joseph Laughon

Joseph is based in Sacramento, CA, USA and focuses on Good News amd Politics for The Borgen Project.

Photo: Wikimedia Commons

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Globalization’s Effect on Vocational Education Centers in Cuba

Vocational Education Centers in Cuba

Cuba has one of the world’s most complex geographical and political dynamics. It is located just 90 miles from the U.S. coast and stands on the opposite end of the political spectrum. For much of its modern history, Cuba has remained in a time capsule, with citizens restricted from accessing much of the world’s technology and trade. While the country has attempted to engage with globalization, progress has been slow.

In 2011, Raúl Castro announced a series of economic reforms targeting agriculture, small businesses and foreign investment. Fidel Castro called such globalization reforms “concessions to the enemy,” but his brother Raul was more receptive. However, the 2011 reforms have been unsuccessful due to state-imposed restrictions. This paradox of attempted modernization and government scrutiny has created a series of issues for vocational education training centers in Cuba. Without the implementation of a progressive vision, vocational education training centers in Cuba will remain stagnant.

Cuba is a highly educated but struggling nation. Cuba’s literacy rates are “more comparable to developed countries,” yet according to The Cuban Observatory for Human Rights, 88% of people still live in extreme poverty. This can be attributed partially to the U.S. embargo, but mostly to a repressive regime that prioritizes creating model citizens for the regime instead of creating an adept workforce. Something within the Cuban system needs to change, but it is unlikely to be within formal education.

The State of Vocational Education Training Centers in Cuba

Vocational education is one of the most effective tools in combating poverty. Unlike traditional education, it provides the skill sets necessary for a singular career. When someone is fighting for life-saving resources, the time needed for advanced education is not always an option. Vocational education provides a clear path to upward mobility. According to the World Bank, each additional year of schooling increases a student’s future hourly income by 10%.

Currently, vocational education training centers in Cuba still follow Soviet-era ideology. In upper secondary education, the equivalent of high school in the U.S., students are placed on either a university or vocational track. After schooling, they complete internships at state-run companies and earn certification within four years. Recent trends show that more students are directed toward vocational training. In 2001/2002, two-thirds of students pursued this path.

Generally, private corporations have limited influence on vocational education and training centers in Cuba, with private employment often stemming from either the informal labor market or family connections. The lack of involvement from private corporations poses several issues. Students’ autonomy is limited, resulting in an adversarial relationship with their work. Additionally, with the state still exerting significant control, the populace remains unprepared for the global economy.

SFUVET and the PROFET Program

The Swiss Federal University for Vocational Education and Training (SFUVET) is dedicated to enhancing vocational education for international partners. Its mission is to create harmony between the education system and the labor market. It currently has programs in Cuba and more than five countries.

In October of 2022, the organization launched the PROFET program in Cuba. Its initial aim was to educate 10,000 students across 29 universities in agriculture, construction and hospitality. Initially supposed to run through 2023, the project has been renewed for a second phase that will last till the end of 2025.

PROFET focuses on improving employment access and modernizing Cuba’s education system to prepare students for the global economy. Funded by the Swiss Agency for Development and Cooperation and the United Nations Development Programme (UNDP), the program aims to train vocational educators within four years.

Conclusion

Despite Cuba’s challenges, its commitment to vocational education remains clear. Organizations like SFUVET provide funding and instruction vital to the success of young people in Cuba. While the PROFET project comes to a close soon, the knowledge it offered to students will be invaluable to vocational education training centers in Cuba.

– Patrick Feeney

Patrick is based in Los Angeles, CA, USA and focuses on Business and Global Health for The Borgen Project.

Photo: Flickr

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Reducing Poverty in Ukraine through Education

Reducing Poverty in UkrainePoverty has risen in Ukraine as the nation continues to face war, despite earlier policies that had created positive outcomes for its population. One way Ukraine can combat poverty now is by investing in education.

Higher Education in Ukraine

According to the Ministry of Education and Science of Ukraine, the country supports educational access to all people, including those who have been displaced from Ukrainian territories due to Russia’s illegal invasion. In addition, citizens who meet certain requirements and qualifications can earn free tuition from existing educational categories of funds and budgets.

As stated by Boston College’s International Higher Education, roughly 16% of the total number of students in Ukraine have left Ukrainian territory since the start of the expanded war in 2022. Russia’s constant bombardment of cities and non-military targets has led to millions of Ukrainians fleeing their homes for safety and shelter in other parts of Ukraine and the world.

Russia has also attacked higher education institutions, which has increased the displacement of students and staff. On August 18, 2025, Sumy State University was struck by a missile and drone attack on Sumy conducted by Russia, damaging multiple university and residential buildings in the city.

In response to the current war, Ukraine’s universities have utilized remote learning, relocation, scholarships and other methods to enhance students’ educational skills, continue education and reduce poverty in Ukraine. As seen in different nations, education can produce a strong working class, contributing to the national economy and supporting current and future generations.

Programs and Initiatives Supporting Ukrainian Students

One international program created after the 2022 invasion is the Program for Hosting the Ukrainian Scientists. This program was also supported and backed by the Government of Paraná in Brazil, as stated by the Araucária Foundation. The foundation, aimed at supporting sustainable development in the state and working with many businesses across sectors, supported the relocation of Ukrainians in Ukraine to Paraná, which had a large existing Ukrainian population.

This program aimed to receive and aid refugees from the war by connecting them with fellow Ukrainians. It also gave Ukrainian researchers and professionals, the majority of whom are women, the ability to support initiatives that help Paraná’s economy. Additionally, these initiatives supplied research grants and served as a starting base for these Ukrainians to gain and expand skills related to improving Ukraine’s economy and reducing poverty in Ukraine after the war.

Another initiative that supports Ukrainian students studying abroad is the University of Tartu’s scholarship fund. According to its website, the University of Tartu in Estonia has enabled Ukrainian students to receive financial and social support. This support ensures that Ukrainian students can access education, ultimately supporting the devastated economy and reducing poverty in Ukraine, while positively contributing to themselves, their future and their host nation’s economy.

Ukrainian Catholic University’s Support

Higher education institutions in Ukraine have continued learning instruction for students despite being targeted in attacks and having to resort to other methods for teaching. Halyna Kurochka, head of the Center for Modern Foreign Languages and Anastasiia Kryzhanivska, an English and Polish lecturer at Ukrainian Catholic University (UCU), spoke with The Borgen Project about UCU’s support for students during the war.

Kurochka and Kryzhanivska said, “The university quickly transitioned to online learning and later to hybrid formats, maintaining academic continuity despite the ongoing challenges. Now, we have returned to offline learning.” The ability to pivot quickly and effectively is key for Ukrainian universities in their fight to ensure educational access to all, including those who are in territories near the frontlines as well as those who are in protective shelters during missile and drone attacks.

As a result of these new locations and methods, the university “upgraded its digital infrastructure to better support both students and staff.” In addition to tailored educational methods, the “university integrated themes of civic responsibility, ethics, resilience and leadership into its curriculum,” promoting civic participation for students and future generations, declared Kurochka and Kryzhanivska.

The university also ensures financial support for students in need, especially those vulnerable and in the minority, with available scholarships and interest-free loans, expanding higher education access to more students. Kurochka and Kryzhanivska also said, “In 2024, 52% of applicants received some form of financial assistance, reflecting UCU’s commitment to supporting students during this difficult time.”

The university is also currently pursuing a project called the Intercultural Interaction and Cooperation through Transnational Education with Latin America, allowing students to learn together while connecting people and ideas from across the world.

Final Remarks

Higher education in any nation is important for younger generations to improve their futures. However, it is also key in reducing cyclical poverty and building and strengthening society. For Ukraine, higher education builds a sense of national pride while reducing poverty in Ukraine by creating a skilled and competitive workforce.

Kurochka and Kryzhanivska said, “The university has become a second home for many young people, where they not only receive an education but also take their first steps in building their careers.”

– 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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Coding Bootcamps in Rwanda: Breaking the Poverty Cycle

Coding Bootcamps in RwandaCoding bootcamps in Rwanda create pathways into well-paid tech work by linking government policy with private training providers. Through partnerships between the Government of Rwanda and Andela, intensive programs are upskilling youth, especially young women and connecting graduates to remote roles with international companies.

How Coding Bootcamps in Rwanda Work

In 2018, the Rwanda Development Board (RBD) and Andela agreed to establish a pan-African tech hub in Kigali. They plan to recruit up to 500 Rwandans and provide them with paid training, preparing them to serve a global client base.

Today, Andela’s nine-month Andela Technical Leadership Program (ATLP), run in partnership with the Ministry of ICT & Innovation, trains engineers in team-based software development and professional skills. As a full-time career accelerator, it covers modern web development and distributed team practices.

The Igire Rwanda Organization complements this pipeline with its SheCanCODE academy, which reports having “delivered more than 800 women to the job market” since 2016. U.N. Women documents recent SheCanCODE cohorts and outcomes, as the program cohorts run intensively (roughly 12–14 weeks) and move learners from fundamentals to production-ready projects with career support.

The Ministry of ICT also runs national teen coding bootcamps to widen the future talent pool. These programs nurture young talent early and help ensure that Rwanda’s technology ecosystem continues to expand inclusively across genders and age groups.

What Sets These Bootcamps Apart

  • Public–private design links training to real vacancies.
  • Students learn industry stacks and remote workflows from day one.
  • Career services connect graduates to Andela’s global marketplace and Girls in ICT networks.

Because of these bootcamps, graduates aren’t just earning certificates, but are gaining far better access to career opportunities than before. Communications about Andela’s Rwanda apprenticeship/ATLP note strong placement outcomes (e.g., high employment among graduates) and a growing channel of junior engineers.

Because Andela operates a global remote talent marketplace, many roles are with international employers and often outpace typical local entry-level wages. Additionally, from a broader perspective, Rwanda’s strategy is building connections that drive growth in its tech economy, linking it to the global market.

Kigali Innovation City is a tech-and-education district that aims to bring universities, R&D labs, startups and investors together in one area to help Rwanda build exportable tech and attract foreign investment. The district also provides incubator spaces, mentorship programs and networking opportunities to foster collaboration among local and international innovators. By concentrating talent and resources, Kigali Innovation City seeks to accelerate Rwanda’s digital transformation, create high-skilled jobs and position the country as a leading technology hub in East Africa.

The Remaining Gap and Why Targeted Programs Matter

Women have historically been underrepresented in STEM in Rwanda; programs like SheCanCODE and ATLP help close that gap. Ultimately, public–private partnerships are turning coding bootcamps in Rwanda into pathways to remote, higher-paying tech jobs for young women, all while advancing Rwanda’s ambition to be a regional tech powerhouse.

– Riddhi Sharma

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

Photo: Wikimedia Commons

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Empowering Rural Girls in India To Complete Their Education

Rural Girls in IndiaIn many rural areas in India, despite making strides in increasing school enrollment over time, many girls still face challenges hindering them from completing secondary school. Adversities such as social norms, financial hardship and safety contribute to the lack of graduation among this demographic.

Approximately 29% of children drop out before completing elementary school. As for secondary education, around 50% of adolescents do not complete secondary education. Nearly half of primary school children fail to achieve sufficient grade-level learning levels. Initiatives and efforts aim to address gender equity and poverty reduction holistically.

Challenges Facing Rural Girls’ Education

Despite progress in enrollment, education in India for many rural girls is harsh. Social expectations often prioritize early marriage and household duties over schooling. Girls are often seen as economic burdens and early marriage (before 18 years old) is seen as a way to secure a stable financial future.

The study “Students and Brides: A Qualitative Analysis of the Relationship Between Girls’ Education and Early Marriage in Ethiopia and India” is crucial for understanding the link between education and early marriage in rural India, particularly in Jharkhand, where early marriage persists despite increasing awareness of education’s benefits.

The study found that while girls often viewed education as a way to gain confidence and life skills, its perceived value was frequently tied to improving their marriage prospects or household management, rather than fostering independence and knowledge. For instance, one participant remarked that an educated girl “will be able to manage her house and family well and chances of conflicts with husband and in-laws will reduce substantially,” highlighting how strongly gender roles shape expectations.

The study also documented how poverty and social pressure continue to push girls out of receiving an education in India. Some girls were withdrawn due to financial constraints, while others were married off to avoid gossip about their character. In contrast, girls who were able to delay marriage, such as the girl who canceled her engagement with the help of Project RISHTA peer educators, often had strong personal motivation and support from parents or teachers.

These specific examples underscore why education alone is not enough; tackling early marriage requires interventions that address social norms, offer economic support and provide continued education pathways even after marriage.

Safety Concerns

In March 2025, the Luena Foundation collaborated with the Women Development Welfare Society (WDWS) to help 46 girls in Choppadandi village, Telangana, stay in school by providing bicycles for transportation. Many of these girls previously walked up to six kilometers to school each day, facing safety risks and long travel times that often led to dropout or early marriage. With a $4,000 investment, the project supplied bicycles and ran awareness campaigns to encourage families to support girls’ education.

The impact was significant because the girls now get to arrive at school on time, feel safer and have more time and energy for studies and sports. Families save money on transportation, which they can use for essentials or future education costs. The project also shifted attitudes as parents became more supportive and some began saving for their daughters’ futures rather than planning early marriages. The initiative improved safety, access to education and community mindsets around girls’ schooling through a simple yet effective solution.

A Brighter Tomorrow

Although education in India has made considerable progress in boosting enrollment, many rural girls continue to face major barriers that prevent them from completing secondary school. Social norms, financial hardship, early marriage and safety concerns limit their educational opportunities. However, there are promising efforts underway. Programs like Project RISHTA provide safe spaces and peer-led education that help delay early marriages and promote healthier adolescent decision-making.

Additionally, initiatives such as the Luena Foundation’s bicycle distribution project in Telangana offer practical solutions with immediate impact. By addressing safety and transportation challenges, this project enabled girls to attend school regularly and on time. Despite the ongoing challenges, these targeted interventions show that change is possible!

– LaRayee Lee

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

Photo: Wikimedia Commons

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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