Archive for category: Education

Information and stories on education.

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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

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How Freed Communities Are Building Schools in Mauritania

Schools in MauritaniaIn Mauritania, hereditary slavery is not always visibly evident, but its influence remains strong. For generations, the Haratine, a Black ethnic group historically enslaved by the White Moors (Beidane), have been born into lives of servitude, owned as property and made to believe that their bondage is divine will. Women face sexual violence and are forced to bear children who inherit their enslaved status. Entire families work unpaid within a caste system that persists beyond legal abolition. Although Mauritania criminalized slavery in 2007 and reinforced laws in 2015, enforcement remains weak.

Few enslavers have been prosecuted and the government denies that slavery still exists, instead targeting anti-slavery activists who challenge the system. Illiteracy, common among the Haratine, deepens their marginalization, with only half able to read and write. Public education in Mauritania is underfunded and neglected, failing those most in need, while the elite send their children to private schools.

Without birth certificates, many Haratine children are prevented from attending school, reinforcing their exclusion. Nonetheless, communities are establishing their schools in response to systemic neglect. Since 2014, more than 60 grassroots schools have been built by and for the Haratine, providing literacy and empowerment. These initiatives challenge a divided nation, where rural slavery contrasts with urban segregation and where the legacy of slavery persists in slums and segregated neighborhoods.

The Rise of Community-Led Schooling

Pervasive illiteracy and the emergence of community-led schools in Mauritania underscore both significant challenges and the resilient efforts of formerly marginalized communities to reclaim their right to education, a transformative journey from enslavement to education. Although there have been gradual improvements, stark disparities persist, exacerbated by a brain drain of young, educated Mauritanians seeking higher education abroad, leading to a fractured system.

Ali Deng of the Sahel Foundation notes that primary education is highly stratified: wealthy families send their children to elite private schools, the middle class chooses lower-tier private institutions and the impoverished rely on underfunded government schools with few resources. Rural areas are hit hardest, with severe teacher shortages making access nearly impossible. With literacy rates as low as 52% and extreme poverty impacting three-quarters of the population, grassroots organizations have stepped in to fill the gap.

Groups like Graines d’Espoir Mauritania work directly with marginalized communities, offering educational support, nutrition and agricultural programs to promote long-term development. These efforts, often led by residents and supported by diaspora networks, focus on inclusive education, rejecting ethnic or religious discrimination. While the government is gradually expanding access, NGOs and community-led schools in Mauritania enable oppressed groups, such as the Haratin, to overcome systemic barriers and create their routes to literacy and empowerment.

Political Pushback and Progress

Despite Mauritania’s official abolition of slavery in 1981 and subsequent laws against it, the practice continues with alarming impunity. Those advocating for emancipation face relentless political repression. Leading this effort is Biram Dah Abeid, an anti-slavery activist and politician who established the Initiative for the Resurgence of the Abolitionist Movement (IRA-Mauritania).

Abeid is globally recognized for his bravery, receiving awards like the 2013 U.N. Human Rights Prize, the 2016 U.S. State Department’s TIP Hero Award and the 2015 Dutch Human Rights Tulip. Abeid works to free enslaved communities, prosecute slaveholders and challenge the government’s complicity. His activism has come at a personal cost. In 2014, he and 16 fellow activists were arrested during a protest against slaveholder impunity. He was charged with unlawful assembly and sentenced to two years in prison amid international protests.

Although released in 2016, he was re-arrested in 2018, highlighting the government’s effort to silence dissent. Nonetheless, IRA-Mauritania continues grassroots activism through protests, hunger strikes and global advocacy. These suppression tactics reflect a wider pattern of resistance against Black liberation movements, where legal and political systems are weaponized to uphold oppression. Yet, Abedi’s perseverance and international support show that liberated communities are demanding education and justice and redefining resistance narratives amid systemic violence.

The Lasting Effects

In Mauritania, community-led educational and economic programs are transforming freed slave communities by breaking cycles of oppression and reshaping cultural narratives. Organizations like Anti-Slavery International and SOS-Esclaves have supported formerly enslaved individuals, especially Haratine women. They do this through vocational training, financial literacy workshops and small business support, helping hundreds achieve economic independence for the first time.

These initiatives do more than foster livelihoods; they challenge caste hierarchies by promoting self-worth and empowerment. Personal stories, such as Moctar’s, who escaped slavery at age 13 and now aims to become a lawyer, illustrate the psychological freedom these efforts provide. His mother’s initial resistance, rooted in long standing beliefs about caste superiority, highlights the cultural barriers these programs face.

By teaching skills like embroidery, sewing and market entrepreneurship, these workshops offer income opportunities and reshape social roles for Haratines, historically limited to “dirty” or “degrading” work. These community-driven initiatives demonstrate how they can address immediate survival needs while fostering long-term cultural change, turning emancipation into genuine empowerment.

A Path Forward Through Collective Action

Mauritania’s transition from enslavement to education highlights both the persistence of systemic oppression and the empowering role of community-led resistance. Although slavery has been legally abolished, hereditary slavery continues under caste hierarchies, government denial and institutional neglect. Nonetheless, freed communities, especially the Haratine, are creating spaces for empowerment through grassroots schools, vocational programs and economic initiatives in Mauritania.

The growth of community-based schooling, supported by groups like Anti-Slavery International and activists such as Abeid, shows how education can break the cycle of intergenerational trauma. These successes, though hard-won, reveal the contradictions within a state that bans slavery but criminalizes those fighting against it.

The path forward remains challenging. Repressive government actions limited public funding and deeply rooted caste ideologies still obstruct progress. However, the resilience of Mauritania’s marginalized populations provides a change model, with these grassroots efforts fostering a future where emancipation signifies freedom from chains and the opportunity to thrive.

– Emilia Bartle

Emilia is based in Watford, UK and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr

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Vocational Training Centers in Fiji

Vocational Training Centers in FijiSince 2015, when Fiji’s Ministry of Education intensified investment in vocational training, youth unemployment has remained stubbornly high—15.24% in 2023—compared with an average of roughly 10% across neighboring Pacific Island nations such as Tonga (6.7%) and the Solomon Islands (3%), suggesting that expanded training alone has not been sufficient to absorb new entrants into the labor market. More than 40% of Fijians live in rural areas, where access to formal education is limited; in 2023, rural residents accounted for 41% of the population. Fortunately, vocational education training centers in Fiji are attempting to fill in the gaps.

TVET Structure and Offerings

Fiji operates 62 state-run vocational education training centers, each accredited under the National Qualifications Framework and overseen by the Ministry of Education. These centers deliver one- to two-year programs in five core trades: automotive engineering, carpentry and joinery, catering, tailoring and office technology. Enrolment currently totals about 2,300 learners; 46% are women, predominantly in catering, tailoring and office technology. Additionally, the Training and Productivity Authority of Fiji offers ISO 9001-certified courses designed around 70% practical work and 30% theory, with on-the-job placements secured through partnerships with local businesses.

Impact on Poverty Reduction

High youth unemployment in rural districts—where nearly half the population resides—has long fueled poverty, school dropouts and underemployment. TVET graduates report rapid transitions into work: more than 90% secure jobs within months of finishing, often in tourism, construction or transport, boosting household incomes and economic resilience. A UNESCO-UNEVOC case study of the Woodcraft Technology programme shows students partnering with local sawmills to turn waste timber into lamps, furniture and décor; proceeds fund workshop upkeep and teach entrepreneurship alongside trade skills.

Quality Assurance and Innovation

Centralized curricula and standardized exams ensure consistency across MOE centers, yet resource gaps persist. To close these, TPAF enforces ISO 9001 quality management, annual monitoring and international trade tests. When COVID-19 halted face-to-face classes, guidelines issued by the Ministry in collaboration with Australia Pacific Training Coalition and Fiji National University enabled remote and hybrid delivery, safeguarding uninterrupted learning.

Since 2021, the Fijian government has earmarked $1.5 million USD in TVET scholarships; the Tertiary Education Loans Scheme has financed 5,000 technical training places; and a pandemic relief reskilling fund provided 1 million FJD for retraining initiatives. Remaining challenges include instructor shortages in remote centers and fragmented coordination among providers. Pilot “Green-TVET” schemes and self-financing woodcraft models offer scalable blueprints for sustainable growth.

Fiji’s Path Forward Through TVET

Between 2019 and 2023, Fiji National University’s TVET programmes graduated more than 69,000 learners across formal, competency-based and rural streams. Furthermore, by upgrading facilities, extending outreach into remote districts and deepening partnerships with industry, many alumni are now launching their own ventures—from rural cooperatives crafting furniture out of waste timber to urban graduates providing IT and hospitality services—fueling local livelihoods and sustainable, inclusive growth for Fiji’s youth.

– Alexander Broermann

Alexander is based in Frankfurt am Main, Hessen, Germany and focuses on Good News and Global Health for The Borgen Project.

Photo: Unsplash

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Ghana’s Tech Innovation in Education

Ghana’s Tech Innovation in EducationGhana has embarked on a transformative journey to digitize its education system in recent years. Ghana’s shift aims to improve tech innovation in education and learning outcomes, bridge educational disparities and equip students for a technology-driven global economy. While significant progress has been made, challenges persist, particularly in ensuring equitable access across urban and rural communities.

Background

As Ghana works toward this next chapter of future learning, it is essential to note that the digitalization of education is a global reform trend. As Olga N. Machekhina describes in Revista Espacios, it is a powerful force for modernizing educational systems. Ghana has embraced this wave through various national strategies. The Education Strategic Plan (2018–2030) and the ICT in Education Policy Framework (2015) illustrate this commitment, emphasizing teacher training, curriculum reform and early school ICT exposure.

A notable step came in 2023 to include tech innovation in education with the launch of the ICT Competency Framework for Teachers. Developed by the Ministry of Education, the National Council for Curriculum and Assessment (NaCCA) and other stakeholders, this framework supports educators in integrating technology effectively into their teaching practices. Higher education institutions like the University of Cape Coast also support digitalization through platforms such as Moodle, streamlining learning for students and lecturers.

Government Initiatives

The National Digital Literacy Program, launched in 2013, seeks to train 10 million Ghanaians in digital skills by 2030. It focuses on equipping individuals with essential digital skills to participate effectively in the digital economy. Furthermore, in 2015, Ghana released its ICT in Education Policy Framework, emphasizing teacher training in digital skills and introducing ICT as a topic beginning in primary school. The policy sought to transform the educational system to improve the quality of teaching and learning at the various levels of education and expand access to education, training and research resources and facilities to produce a cutting-edge and skilled workforce for the growth of the country’s economy.

The government’s efforts intensified during the COVID-19 pandemic through platforms like Ghana Learning TV and iCampus. Despite good intentions, accessibility remained a significant issue. Key findings from a report titled “Ghana’s E-Learning Program During the Pandemic Presents Access Challenges for Many Students” highlight significant barriers to digital learning. Fewer than three in 10 Ghanaian households (28%) own a computer, with access even lower among rural and low-income families, only about one in seven (14%).

While 71% of households nationwide have reliable electricity from the national grid, this figure drops to 59% in rural areas and 55% among impoverished households. An additional 5% of households rely on alternative electricity sources such as solar panels, batteries or generators. In response, in 2024, Ghana launched the Smart Schools Project to distribute 1.3 million free tablets to high school students nationwide. The initiative began with 15 schools and reflects the government’s ongoing push toward digital inclusivity.

Grassroots Innovation: Lemvon’s Story

However, government programs are not the only drivers of change. An 18-year-old developer, Lemuel Grigsby, created Lemvon, a school management system that uses AI to personalize learning. In an interview with The Borgen Project, Grigsby shared that he turned to app development to heal after losing his older brother in 2020. Grigsby, motivated by his educational struggles, developed a comprehensive platform that manages everything from exam records to fee processing.

His AI-powered Learning Management System (ALM) adapts to each student’s pace, learning style and language. He also notes that the system allows parents to track their children’s academic performance and attendance. In partnership with the Ghana Association of Private Schools, Lemvon is now available through a 92-day free trial, allowing schools to evaluate its impact. Grigsby hopes these free trials will produce strong results and expand to rural communities.

Other Nonprofits Bridging the Gap

Other startups and nonprofits are contributing significantly to Ghana’s tech innovation in education. Street Library Ghana is a volunteer-driven social enterprise that provides library services in rural communities through mobile vans, book kiosks and digital access. It aims to improve literacy and education among children and youth in underserved areas.

The Ghana Code Club is an after-school program teaching children computer programming skills. Since its inception, it has trained more than 100,000 students, 3,5,00 teachers and several computer centers in Ghana.

Challenges in Digital Education

Despite these positive developments, gaps remain. According to the Ghana Living Standards Survey (2020), only 39.7% of Ghanaians had internet awareness, with a stark urban-rural divide (51.6% vs. 27.4%). Africa Education Watch (2024) reports that just 15% of public primary schools and 13% of junior high schools had functioning ICT labs by the end of the 2022/2023 academic year.

Infrastructure challenges are acute. Although national electricity coverage exceeds 80%, only 44% of primary schools and 63.9% of junior high schools had access to electricity as of 2020. Teacher preparedness is another hurdle: only 53% have received ICT training and 22% of students have basic ICT skills. According to Grigsby: “These issues not only create barriers but impede results for startups like Lemvon and others trying to help.”

Conclusion

Both national strategies and youth-led innovation are powering Ghana’s tech innovation in education. From free tablets to AI-driven learning platforms, the landscape is evolving. However, systemic issues like poor infrastructure, teacher training gaps and data literacy have to be addressed to ensure lasting impact.

Dr. Peter Anti of the Institute of Education Studies noted, “Instead of focusing on unnecessary projects in Accra, we need to address the actual issues in schools where the data shows there are urgent needs.” Grigsby echoes that sentiment: “The fact that we continue to face these basic issues is a sign that our policies have been poorly planned and targeted. We must use data more effectively to direct our efforts and solve the problems head-on.”

– Dela Michel 

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

Photo: Unsplash