Archive for category: Education

Information and stories on education.

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Fighting Poverty With Higher Education in Spain

Higher Education in SpainIn Spain, about 25.8% of its people are at risk of relative poverty as of 2024, which is among the highest in Europe. Government efforts to reduce poverty are keeping 10.8 million people out of poverty, a problem especially prevalent for children, women, minorities and those with disabilities. The situation is further exacerbated for those who have not pursued a higher education in Spain; 12.6% of those with a higher education were at risk of poverty compared to 33.7% of those with only a primary education. Plus, those who were raised by more educated parents are significantly less at-risk for poverty.

Higher Education Institutions in Spain

After compulsory education for those who are 3 to 16 years old, various educational options exist for students considering higher education in Spain:

  • Vocational Training. The purpose of vocational training is learning practical skills immediately applicable to a diverse selection of future careers.
  • A University Education. After high school, students pursuing a university degree are required to earn a Bachillerato certificate to be able to apply to universities. Spain offers 45 public and 31 private universities with programs for bachelor’s, master’s and post-graduate degrees. Public universities tend to have lower costs due to government funding.
  • A Higher Arts Education. Another option for those who are more creative is attending a school for the arts.

Challenges of Higher Education in Spain

On paper, higher education in Spain is completely free. However, this fails to include necessary costs, like textbooks and other crucial supplies. As a result, many families still face challenges in paying these costs, which has been on the rise. It then makes sense that unfortunately, many Spanish students fail to finish their education–Spain has the highest rate in the EU of 13.9% of students leaving school. This sparks a brutal cycle; higher education is the key to escaping poverty yet financial barriers come in the way of its accessibility to many Spaniards.

The Good News

The good news is that higher education in Spain is improving. Recent years have demonstrated reforms including supporting student mental health, digitalizing education, adding an emphasis on the environment to the curriculum and reducing antisemitism in schools. 

The Spanish government has outlined several goals that hope to reduce inequalities in its education system, including the high dropout rate. It is also intending to rewrite its curriculum to reflect more modern values, including civics. Additionally, it is allocating a greater budget toward scholarships, especially aimed at expanding the threshold of need-base eligibility, which is predicted to help out 1 million students across the country. It has also recently passed legislature expanding vocational education opportunities. As a result, gradually, more and more people are gradually getting a higher education. Hopefully, these efforts will contribute to reducing poverty, too.

Ayuda en Acción’s Efforts

Nonprofit organizations like Ayuda en Acción are fighting to reduce inequalities among higher education in Spain. Since it originated in 1981, Ayuda en Acción is a global nonprofit organization that has focused on advocating for a Spanish education system that reflects the diversity of its students and the variety of equally valid paths to an education. In particular, the nonprofit has created the Impulsa program, which works to provide more vocational training opportunities for students of lower socioeconomic backgrounds. Its efforts have helped 760,866 people globally.

Looking Ahead

Higher education institutions can also be agents of good that can contribute to a more just society. Rewriting the curriculum to include more topics like civics and social justice can create more global citizens and responsible leaders who contribute not only to the economy but also to the social well-being of those in poverty, thus helping them escape poverty. Ultimately, higher education is an opportunity and with reforms, can be a tool for breaking the cycle of poverty.

– Klara Jones

Klara is based in Los Angeles, CA, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Vocational Education Training Centers in The Bahamas

Vocational Education Training Centers in the BahamasThe One Eleuthera Foundation is a nonprofit organization that funds vocational education training centers in The Bahamas, in both Eleuthera and Harbour Island. Its technical programs provide hands-on training for a number of different careers, in order to promote “sustainable social and economic empowerment and development” within its community.

Poverty and Food Insecurity in The Bahamas

The Bahamas is a fairly wealthy country, with a GDP of $13.2 billion USD. However, this outward facing wealth masks “important structural, social, and economic challenges” that require attention. Issues like poor infrastructure, marked income inequality and vulnerability to natural disasters deeply affect the population of The Bahamas and contribute to the relatively high rate of poverty.

The percentage of people living below the poverty line rose from 9.3% in 2001 to 12.8% in 2013, the last time the Household Expenditure Survey was conducted. In addition, the rate of poverty is almost double the average in households where the head does not possess any sort of formal schooling, sitting at 25%.

Many families in The Bahamas are also dealing with issues of food insecurity. The lack of infrastructure makes it difficult to monitor this issue. However, it is apparent through the fact that many people, especially children in school, have considerable difficulty accessing nutritious food. Because The Bahamas has a small landmass and does not possess an ideal geography for agriculture, they are heavily dependent on food that is imported from other countries. This makes healthy, high quality food more expensive and less accessible for the population. 

Providing Sustainable Solutions

Combatting both issues of poverty and food insecurity is the One Eleuthera Foundation, which is focused on sustainable community improvement. Its two Centers for Training and Innovation (CTI) provide education for a wide variety of careers, including courses in carpentry, culinary arts, sewing, housekeeping, electrical installation, plumbing, nail technology and many others. Its mission is to provide quality education to Bahamians, in order to allow them more and better employment opportunities to provide for themselves and their families. In June 2024, they had 63 students graduate from both of its vocational education training centers in The Bahamas, in Harbour Island and South Eleuthera.

However, what makes the CTI stand out from other vocational education training centers in The Bahamas (such as the Bahamas Technical and Vocational Institute) is its Training Farm. The goal of this farm is to educate farmers on sustainable and advanced growing techniques, and increase the amount of food grown locally. The facilities of the solar powered farm include a one acre greenhouse, a hydroponic pond, raised soil beds and a honey processing facility for local beekeepers to name a few. It also offers a variety of classes and workshops for local farmers year-round, either free of charge or at a very low cost.

Another element of its Training Farm is the Farmer’s Fresh Market, where residents can come and purchase fresh produce from the farm, as well as other local goods and specialty items. This is an incredible initiative that makes local, high quality fruits and vegetables more easily accessible to the population.

Looking Ahead

Poverty and food insecurity are still issues that impact the quality of life of Bahamians. However, through its CTI, the One Eleuthera Foundation is helping to build a community of people who are able to produce more food, as well as support both themselves and its economy. It is making a tangible positive impact, one student at a time.

– Delaney Gouveia

Delaney is based in Newport, RI, USA and focuses on Good News for The Borgen Project.

Photo: Unsplash

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The State of Higher Education in Haiti

Higher Education in HaitiHaiti has suffered with both environmental disasters and political chaos since 2010. As the poorest country in the western hemisphere, it is no surprise that more than half its population lives in poverty. The nation constantly struggles with food insecurity, clean water and access to quality health care. Limited job skills training exacerbated these struggles, highlighting the urgent need for better higher education in Haiti.

The State University of Haiti in Port-au-Prince, the country’s biggest university, has seen sharp fluctuations in attendance numbers. In the 2022-2023 school year, almost 30,000 students were enrolled. That number reduced by half, with fewer than 15,000 students attending the current 2024-2025 school year. This sharp drop is directly linked to the dangerous conditions in Port-au-Prince, where armed gangs have taken over large parts of the city and even the countryside. This sharp drop in attendance shows the impact Haiti’s instability has had on higher education in Haiti.

How Higher Education in Haiti Impacts Poverty and Stability

  1. Brain Drain: Haitians are leaving the nation for opportunities elsewhere. When educated people leave Haiti for schools abroad and do not come back, the country loses crucial talent. The nation desperately needs nurses and doctors to help sick Haitians. Engineers are essential to fix power and repair infrastructure. Without these trained professionals, the country becomes even more unstable, leading to fewer jobs for everyone. Brain drain has contributed to the steady decline of other nations. While it is difficult to calculate the exact number of people leaving the country for university overseas, at least 1.3 million people have been internally displaced from their homes due to the violence.
  2. Clean Water: Universities educate people to become engineers and construction managers, fields that Haiti desperately needs, as they work to address issues related to clean water. Less than 1% of Haiti has proper sewer systems, which leads to contaminated water and causes deadly diseases like cholera and typhoid. Without an educated population to address this issue, Haiti will likely continue to struggle to find practical solutions for clean water and sewage, which can result in the spread of disease and illness.
  3. Disaster Management: Frequent earthquakes plague Haiti, which sometimes have disastrous effects for the nation. How Haiti responds to these disasters is dependent on educated Haitians that do the work to rebuild buildings and bridges following intense earthquakes. If Haitians do not receive training to address these complex issues the impact of earthquakes can be long lasting and result in instability as power and transportation remain unreliable. A perfect example of how universities provide important training to Haitians was the training program that the State University of Haiti launched to train students at foreign universities so they could return more prepared for disaster management.

Rebuilding Haiti: ACTIVEH

There are groups working hard to strengthen higher education in Haiti. One great example is Action Toward Initiatives & Volunteering for Education in Haiti (ACTIVEH). This nonprofit started in Port-au-Prince in 2011 and is working to improve Haiti’s higher education system by giving students real-world experience and leadership skills.

ACTIVEH runs a volunteering and community service program and an internship program. Since 2014, it has brought in more than 250 students from 10 different universities and helped more than 150 students get internships.

Haiti’s current crisis has impacted the number of students attending its universities and prevented people from getting an education so that they can contribute in a positive way. This decrease in trained professionals weakens Haiti’s ability to solve its most urgent problems, which are what cause poverty in the country.

Looking Ahead

Despite these huge roadblocks, groups like ACTIVEH show the amazing strength and potential within Haiti to rebuild its education system. By doing so, they offer a real way to bring stability and reduce poverty. Supporting these efforts is absolutely crucial for Haiti’s long-term recovery and for the well-being of its people.

– Jeff Mathwig

Jeff is based in Philadelphia, PA, USA and focuses on Global Health and Politics for The Borgen Project.

Photo: Pexels

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Education Reform in Malaysia

Education Reform in MalaysiaLocated in Southeast Asia, Malaysia is a country home to more than 35 million people. Since its independence from British colonial rule in 1957, Malaysia has worked to strengthen its education system; starting in 1980, Malaysia’s GDP percentage spent on education reform has been the highest in East Asia. In fact, the government has spent 3.8% of its GDP on education reform, which is higher than the Organisation for Economic Co-operation and Development (OECD) average of 3.4% and equal to or higher than the percentages spent by the highest-performing education systems, including Singapore, Japan and South Korea. 

Problems in the Education System

In Malaysia, the problem of inequity remains. Students in states with a high rural population perform less than states with high urban populations. Additionally, girls perform better than boys, with women comprising 70% of university-level cohorts.

The most prevalent gap remains between socio-economic origins, which can be defined using three points: the parents’ highest education level, the state’s average income per household and the number of students receiving financial aid. Of good schools in Malaysia, only 7% have more than two-thirds of their population receiving financial assistance, versus 52% of underperforming schools. In an effort to further bolster equity through education reform in Malaysia, the Ministry of Education has implemented the Malaysian Education Blueprint 2013-2025.

Shifts to Transform the System

To minimize gaps between students, the Malaysian Education Blueprint 2013-2025 consists of 11 shifts to implement: (1) equal access to quality education; (2) guarantee language proficiency in Bahasa Malaysia and English; (3) inspire a value-driven lifestyle; (4) improve teaching; (5) establish strong leaders in schools; (6) promote school improvement (infrastructure, performance); (7) utilize technology in the classroom; (8) empower state and district education departments; (9) collaborate with parents and community; (10) get best educational results for every ringgit spent and (11) increase transparency in education system.

Malaysia has implemented the 11 shifts through three waves. The plan is to track education reform in Malaysia after each wave (2015, 2020, 2025) to review progress.

Impacts of the Education Blueprint

Currently, Malaysia is in the third wave of its plan as it approaches its final review in 2025. Though some experts have observed that Malaysia has failed to completely implement its shifts, the plan has introduced major improvements in Malaysia’s education system. Within the first two years of the plan’s implementation, Malaysia saw a 31% decrease in the gap between urban and rural states. Additionally, English literacy increased from 63% to 94% in primary school students. Further, Malaysia has exited the bottom third in the ranking of education systems.

Looking Ahead

It appears there is still much work to do if Malaysia is to achieve its initial goals. Challenges remain in three main areas: weak progression in student achievement, dropouts—particularly among minority ethnic groups—and the remaining urban and rural disparity. Though it seems unlikely that Malaysia will be able to fully accomplish everything stated in the Education Blueprint by 2025, an extension of a few years may be enough for it to reach its aspiration of entering the top third in the education system rankings. Malaysia has made measurable progress since 2013 and an extended timeline may help the country meet its education goals.

– 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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FIAFED: Uplifting Women and Communities in the DRC

FIAFED: Uplifting Women and Communities in the DRCFilles d’aujourd’hui, Femmes de demain (Girls of today, women of tomorrow), or FIAFED  – a simple message and name, but one that carries a great deal of importance in the modern-day Congo. FIAFED was founded in 2000 by Iréne Masanagu Kayembe and is based out of the former Katanga Province – now the provinces of Tanganiyka, Haut-Lomami, Lualaba and Haut-Katanga. The organization has worked tirelessly to provide direct medical aid, schooling and vocational training to communities that require these services most.

Health Care Initiatives

In 2008, FIAFED opened Centre De Santé Moïse K. to serve the rural village of Bungu Bungu and neighboring communities. The Centre has treated thousands of individuals for malaria, malnutrition, cholera and a number of other conditions and diseases which would have otherwise ravaged local populations. Around two years later, the organization decided to open a maternity clinic in the area as well, the Maternité Robert Levi, which has recorded hundreds of deliveries and provided further relief to Bungu Bungu and many adjacent communities. 

FIAFED additionally acted as an “initiator and mobilizer of funds” for the construction and operation of Centre De Santé Prince Pascal K., a medical facility which provides clinical care similar to the organization’s first-built health center. It also expanded its services to include maternal care. Speaking on FIAFED’s mission after the construction of the clinic, Mrs. Kayembe let Radio Okapi know that, “In Djino, there was no clinic. We thought of Djino, Ndea and Katutu. Because there are many cases of malaria and typhoid fever, poorly treated or never treated at all.”

Though not involved directly, the organization is also a major benefactor of Centre De Santé Uchungu Wa Muzazi, which provides clinical and maternal care for the commune city of Katuba, located within Lubumbashi – The DRC’s ‘second city.’ Such efforts suggest that FIAFED works not only to support rural communities but also urban ones, which face their own unique struggles when attempting to access medical care. 

Expanding Access to Education

Beyond providing direct medical aid to underserved communities, FIAFED also works to provide stable education to children who lack proper access to schooling, opening two primary schools and acting as a pillar of support for a distinguished local girls’ boarding school. C.S. Les Huit Colombes – also located in Bungu Bungu – was the organization’s first ever construction project and brought schooling to a region which was in dire need of it. Of the region’s 5,000 inhabitants at the time of construction, 80% of children were unable to access proper schooling and most had to walk more than 10 kilometers a day to get to class.  

In 2010, FIAFED opened E.P. Princesse Onda Onda Numbi in the Kabalo Territory, located within the Taganiyka Province. Here the work has centered around the education of girls in the region, with the organization’s website stating that, “The objective of the establishment of the [school] is to encourage girls to study more and thus fight against early marriage … and other kinds of evils which discourage girls from pursuing their studies.” FIAFED has also long been a dedicated patron of Lycée Lubusha, one of the most renowned girls’ boarding schools in the DRC, located within a mining town roughly 80 km from Lubumbashi. Despite the school’s status, it has been in danger of demolition and disruption for quite some time due to surrounding mining efforts.

Vocational Training and Social Support

Beyond schooling, FIAFED also understands the importance of training and caring for acutely disadvantaged individuals who may not have the ability or time to pursue proper schooling. In 2006, it opened the Coupe Et Couture Centre De Formation, to care for and provide vocational training to “Single mothers, orphans, widows and other disadvantaged women.” The training center has provided cutting and sewing training to hundreds of women and orphans in Kinshasa, the capital of the DRC. 

This was followed up four years later with the opening of the Foyer Social Elizabeth Kayembe, a social home and training center in the Kabalo Territory for disadvantaged women, especially those who have experienced sexual violence. The home gives these women a place to rehabilitate their confidence, often torn apart by the world around them. It also provides a litany of vocational and general life training, in an effort to prepare women as they work to re-enter their communities. 

Lasting Impact in the DRC

Working tirelessly for more than 20 years, FIAFED has managed to teach thousands of pupils in their schools, deliver thousands of children at their maternity clinics, treat tens of thousands of patients at their health clinics and assist hundreds of orphans and disadvantaged women at their social care centers. An impact that has yet to gain international attention.

– Alex Degterev

Alex is based in Boston, MA, USA and focuses on Global Health for The Borgen Project.

Photo: Flickr

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Midwife Training Reduces Maternal Mortality in South Sudan

Maternal Mortality in South SudanSouth Sudan has the highest maternal mortality rate in the world. Today, approximately 1,200 mothers die per 100,000 births, according to the World Health Organization (WHO). Lack of obstetric training, low rates of hospital deliveries and premature pregnancies are driving factors in this outcome.

A 2017 estimate claimed that health care professionals are only present in one of five childbirths in South Sudan. The majority of South Sudanese mothers give birth in unsanitary and isolated conditions. Forced marriage and adolescent pregnancies are common. A girl in South Sudan is more likely to die of childbirth than finish secondary school. However, maternal health improvement has occurred in the recent decade.

While mortality rates are still high, recent years have shown a decrease: from 2,054 maternal deaths per 100,000 births in 2010 to 1,223 deaths per 100,000 births in 2020. A massive reason for the past decade’s reduction of maternal mortality in South Sudan is an increase in trained midwives.

Hope for South Sudanese Mothers: A Midwife Training Institute

In 2010, the Sudan Relief Fund partnered with Solidarity for South Sudan to support establishing the Catholic Health Training Institute (CHTI). This institute trains young South Sudanese to become certified midwives and nurses in Wau, South Sudan. Its goal is to provide necessary health care to women in need, ultimately reducing the startling rate of maternal mortality in South Sudan.

The institute began with 18 inaugural students but has five times the enrollment today. Notably, one-third of the institute’s students are women. This is a remarkable statistic considering the educational gender gap in South Sudan. The institute serves as a temporary home for its students, providing them with dormitory housing and land to cultivate for the institute’s collective food service. Attending students come from various regions and tribal groups with a shared goal of reducing maternal mortality in South Sudan.

Education

Midwife certification requires a rigorous, 3-year education at Wau’s CHTI. National and foreign medical personnel work together to operate CHTI education. After passing an entrance exam, students are taken through thorough academic study. Students attend lectures and classroom lessons for the entire first year of their program.

Second-year students are taken to hospital facilities to practice hands-on skills such as maternal examinations, IV and immunization insertion and emergency skills like infant rehabilitation. In their third year of study, students are provided internships at Wau Teaching Hospital. Midwifery students will spend time focusing on antenatal care (ANC), learning to care for mothers throughout pregnancy and delivery.

First aid training and disease prevention education are also services provided to CHTI students. Meticulous training prepares CHTI students to impact maternal mortality in South Sudan positively.

Certification

As a result of its excellent education, CHTI renders certified and passionate health care professionals. Since its founding in 2010, the program has educated students to earn their Diploma in Nursing (RN). In 2012, a second certification was added, allowing students to receive a Diploma in Midwifery (RM). CHTI was labeled as the top-performing school of nursing and midwifery in the 2024 National Examination by the South Sudan Ministry of Health. CHTI graduates are among the nation’s first certified midwives, a massive step toward the reduction of maternal mortality in South Sudan. 

Hope for Maternal Health Improvement in South Sudan

Prior to the CHTI’s establishment, the nation only had 10 obstetricians and four pediatricians in total, according to the 2010 issue of the South Sudan Medical Journal. A decade of midwife training has produced more than 350 CHTI graduates. About 85% of the institute’s graduates are currently employed in local hospitals and NGOs.

With a certification in nursing and midwifery, CHTI graduates utilize their skills to aid mothers in safe pregnancy and delivery. Additionally, women are increasing in the institute’s enrollment, a factor further improving health outcomes for female patients. At the program’s graduation, students are ceremonially labeled as “beacons of hope” for their communities.

With organizations like the Sudan Relief Fund and Solidarity with Sudan’s support, CHTI is able to run amid conflict and crisis, encouraging mass reduction of maternal mortality in South Sudan.

– Helen Cusick

Helen is based in Minneapolis, MN, USA and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr

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Everything You Need to Know About Poverty in Mozambique

Poverty in MozambiqueMozambique, situated in southeastern Africa, is endowed with a wealth of natural resources including extensive mineral deposits, fertile land and a coastline rich in fisheries. Despite this, the nation faces a multifaceted crisis of poverty that affects nearly three-quarters of its population. This troubling statistic underscores the dissonance between the country’s economic potential and the persistent structural and social barriers impeding progress. Mozambique’s development paradox presents a crucial case study in post-colonial economic transformation and resilience.

Historical Foundations of Poverty

Understanding poverty in Mozambique requires a historical lens. Portuguese colonialism, which lasted until 1975, focused primarily on extractive industries and left behind an economy devoid of inclusive infrastructure and educational foundations. After achieving independence, Mozambique plunged into a 15-year civil war, from 1977 to 1992, that devastated the nation’s institutional and economic frameworks. The conflict displaced millions, destroyed public services, and halted the creation of a cohesive national economy. The state emerged from the war with limited governance capacity, inadequate administrative reach and minimal investment in human development. These foundational deficits continue to shape the country’s developmental trajectory today.

Healthcare Access and Challenges

In the post-conflict era, Mozambique has struggled to establish a robust social support system capable of addressing widespread deprivation. The healthcare system remains deeply under-resourced, with vast rural regions experiencing severe shortages of personnel, medications and infrastructure. Fewer than half of all Mozambicans have access to consistent medical care, a situation that contributes to high rates of preventable diseases such as malaria, HIV/AIDS and tuberculosis. These conditions are especially severe in remote areas, where logistical challenges and resource constraints hamper public health initiatives. Urban centers, while marginally better equipped, still face frequent shortages and systemic inefficiencies that degrade care quality.

Barriers to Education

Parallel to the healthcare crisis is a deeply flawed education sector. Only a fraction of children complete primary school, and even fewer proceed to secondary or higher education. Schools often lack basic amenities, textbooks and qualified educators. The cost of uniforms, supplies and transportation further alienates impoverished families from educational opportunities. Moreover, the absence of targeted programs for girls and vulnerable populations exacerbates existing inequalities, creating cyclical disadvantages that span generations. Education is not merely a tool for individual advancement; in Mozambique, it remains a cornerstone yet to be fully constructed.

Environmental Instability and Agricultural Disruption

Environmental instability compounds Mozambique’s challenges. The country is acutely vulnerable to changing weather patters and experiences frequent natural disasters. In 2019, Cyclones Idai and Kenneth devastated the central and northern regions, resulting in widespread infrastructural collapse, agricultural ruin and humanitarian emergencies. These disasters displaced more than 2 million people and caused billions in economic losses. Annual floods and prolonged droughts further disrupt subsistence farming, upon which the majority of the population relies. The volatility of weather patterns presents a constant threat to food security and economic stability, particularly in rural communities with limited coping mechanisms.

Development Efforts and International Support

Nonetheless, there are glimmers of progress driven by collaborative development efforts. The World Bank’s Integrated Agriculture and Landscape Management Project, launched in 2017, has trained more than 100,000 smallholder farmers in climate-resilient practices, improving yields and ecological sustainability. By incorporating market linkages and conservation strategies, the program addresses both economic and environmental vulnerabilities. UNICEF has also made strides in improving educational and sanitation infrastructure. Its programs have facilitated access to clean water, distributed school supplies and implemented teacher training modules that aim to elevate education standards nationwide.

Strategies for Sustainable Growth

To achieve sustained poverty reduction, Mozambique must deepen institutional reform and expand access to essential services. In agriculture, this means scaling up irrigation networks, investing in value-added processing industries and improving transportation infrastructure to connect rural producers to urban markets. In health, comprehensive strategies including mobile clinics, expanded vaccination programs and rural hospital construction are critical. For education, policy must prioritize tuition-free schooling, inclusive curriculum design, and incentives for teachers to serve in under-resourced areas. Multidisciplinary approaches that integrate gender equity and digital inclusion are especially vital in fostering long-term resilience.

The Role of International Cooperation

Furthermore, Mozambique’s development hinges on regional cooperation and foreign investment rooted in equity and sustainability. Engagement with international partners must prioritize capacity building and local ownership of development initiatives. The country also stands to benefit from South-South Cooperation models that allow for knowledge transfer among similarly situated nations. Donor alignment, transparency in governance and civic engagement are essential pillars for ensuring that aid translates into transformative impact.

Looking Ahead

Ultimately, poverty in Mozambique is not a static condition but a dynamic challenge that history, policy, environment and global economics influence. With continued commitment to inclusive development, the nation has the opportunity to reimagine its socioeconomic trajectory. If Mozambique’s public and private sectors work in concert with international allies, the country could significantly reduce poverty, advance equity and build a more resilient future within a generation.

– Joseph Hasty

Joseph is based in Winter Park, FL, USA and focuses on Global Health for The Borgen Project.

Photo: Flickr

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AI in Higher Education in Yemen

AI in Higher Education in YemenSince March 2015, the civil war between the Yemeni government and the Houthis has worsened life conditions for innocent civilians in Yemen. About 14% of the population is estimated to be internally displaced and more than 18.2 million require humanitarian aid. Millions of Yemeni children lack necessities like shelter and food, making access to education, often seen as a secondary need in crisis, increasingly out of reach.

Education in Yemen

Seven years into the conflict, 2,916 schools were destroyed, partially damaged or used for noneducational purposes and around 172,000 teachers were irregularly paid or sought better income sources. Two million children were out of school before COVID-19 and the pandemic hindered access to education furthermore.

With forced displacements, bombings and lack of female teachers making schooling a challenge, the frail access to education endangers these children’s futures; in some cases, early marriage for girls and armed group recruitment for boys is the only path forward. Amid this disruption and displacement, digital technology offers new ways to keep learning alive, even in the most challenging conditions.

In recent years, AI has revolutionized the modern world in various fields, including education. Since the COVID-19 pandemic, education worldwide has quickly shifted to online platforms and technological tools. In November 2022, OpenAI introduced ChatGPT to the world; students commonly use this chatbot as it is known to enhance education by providing personalized and interactive learning and ongoing feedback.

These emerging tools do not exclude war-torn countries. AI in higher education in Yemen is relatively common; despite the crisis, students utilize AI tools to facilitate learning and aid them in attaining their academic goals.

AI Usage in Yemeni Universities

A study at the University of Science and Technology in Aden found that 95.8% of respondents use AI tools for educational purposes. Usage frequency varied: 21.1% reported daily use, 30.5% used AI a few times a week, 28.4% used it once a week and 20% used it rarely. Only 4.1% of respondents had never used educational AI tools.

Though the educational AI tools are various, this university’s students primarily lean toward ChatGPT; the study reported that they use ChatGPT at 78.9%, as opposed to 8.4% for Gemini, 1.1% for Claude and 11.6% for other AI tools. Another study on EFL Yemeni students showed that a third of the respondents use AI tools daily. Their tool of choice for English learning is ChatGPT at 42%, which exceeds tools specifically designed for language learning like Duolingo at 24%.

Perceived Benefits and Drawbacks

AI in higher education in Yemen has proven very effective in helping students grow throughout their curriculum. The EFL students noted that AI facilitated their understanding by providing interactive and faster learning, flexibility, convenience and immediate feedback. These students believe that AI tools enhance their practical and technical skills, improve their critical thinking abilities and increase their motivation to learn.

However, several drawbacks to using AI tools for education show that full integration into Yemeni universities is still out of reach. Financial constraints limit access to AI. Engineering students specifically reported a lack of funding, insufficient technological resources and poor training on effectively using AI tools for personalized learning.

Skepticism about AI’s accuracy is another major drawback; many students have expressed that ChatGPT, the most used AI tool, can provide unreliable information, false references, gradually weaker answers and logical errors and contradictions.

Conclusion

AI in higher education in Yemen is widely used across various fields of study. ChatGPT has much positive feedback for facilitating learning and providing remote, personalized education. Many aspects regarding the inaccurate nature of the chatbot, as well as the financial limitations and threatened internet access, diminish the potential benefits of the tool. Nevertheless, continuous technological improvements and increased international support to Yemeni educational establishments and students can help break the barriers to education in Yemen.

– Yasmine Belabed

Yasmine is based in Boumerdes, Algeria and focuses on Technology and Global Health for The Borgen Project.

Photo: Flickr

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Vocational Education Training Centers in Singapore 

Vocational Education Training Centers in SingaporeSingapore, a country that claimed independence from its colonial origins in 1965, is a budding country that has an extraordinary amount of economic and educational opportunities. Just decades after its independence, the country has begun its rapid development, topping the charts as one of the world’s highest GDP growth in recent times. From face value, it seems that Singapore’s growth was almost magical. However, many scholars and experts attribute vocational education training centers in Singapore with its growth, and this article takes a closer look at these institutions.

History of Singapore

Singapore’s growth does not come without issues. Before its independence, the British ruled Singapore, who saw the country as a trading center and did not have any interest in improving the region itself. During independence, Singapore’s citizens had an average income of $500. More than 70% of the citizens lived in poor conditions, and Singapore faced double digit rates of unemployment. During this time, Singapore wanted to design a formalized form of education in order to begin its industrialization and growth. Vocational education, which is a form of education that teaches individuals practical skills for the workforce, was an opportunity to swiftly equip Singapore’s population with the skills necessary for economic growth, and vocational training centers in Singapore were perfect for this task.

A New Future

In 2015, Singapore launched the SkillsFuture Initiative, a national movement that emphasized the need for skills relevance and paved the way for more vocational education. From there, vocational education training centers in Singapore began to form in all regions of Singapore in order to serve all demographics.

Singapore’s most major vocational education center is the Institute for Technical Education. This institution reformed curricula, created new initiatives and created a closer tie with the workforce and education. These institutions, alongside others, are responsible for the massive growth that Singapore’s economy has been going through because it teaches its citizens technical skills that can help benefit themselves and the country.

The Impact

The impact of Singapore’s vocational education training centers has been profound. Once vocational education began to improve with the newly elected government, benefits began to appear. Indeed, by 2005, graduates of vocational education centers had an employment rate of 90%, marking it one of the highest in the world.

The impact goes beyond individuals. By creating an educated population that understands the workforce and economy, Singapore has effectively created a workforce that wants to improve its own country. Technological innovation, medicine breakthroughs and manufacturing booms were the result of a workforce that is quickly growing in quantity and quality. 

The Next Steps

The impact of vocational education training centers in Singapore has only just begun. Indeed, considering the short history of Singapore, experts project that the economy will only improve. Furthermore, as it is looking more towards expanding into the global market through its highly qualified workforce, more and more major companies are considering doing business in this small yet mighty country.

This will result in more economic growth and opportunities for the people of Singapore, and it is through that, the lives of the people in Singapore will continue to improve at impressive rates. What was once a region mistreated by its colonial owner has transformed into a hub of technological growth and global leadership. On top of topping the charts for impressive GDP growth, Singapore is a country that has improved each of its citizens’ lives through a transformed economy. 

Due to a national movement that involved teaching Singaporeans technical skills, the vocational education centers have effectively transformed the area into the bustling region it is today.

– 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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Higher Education in Venezuela

Higher Education in VenezuelaThe pursuit of a college degree in Venezuela has become a powerful testament to the resilience of its students. Amid a complex humanitarian crisis, these students bravely confront power outages, food shortages, unreliable transport and the breakdown of public institutions. Here is information about higher education in Venezuela and efforts to improve it.

Higher Education in Venezuela Under Pressure

Public universities operate with minimal budgets. Autonomous institutions struggle to maintain operations. Most professors earn $8 a month, making them the lowest-paid in Latin America.

These challenging conditions have led to a brain drain, delayed graduation timelines and a decline in academic quality. Yet, many universities continue to function, fueled by the unwavering commitment and resilience of students and professors.

Endurance

In interviews with The Borgen Project, students shared how endurance, not just academic effort, has helped them carry on.

Take Víctor Solórzano, for instance, who recently earned a degree in social communication from Universidad Católica Andrés Bello (UCAB). His college years were a mix of trauma, fun and enrichment. Balancing part-time jobs and scholarships, he navigated frequent blackouts and inflation. His motivation was the thought of his mother’s pride on his graduation day.

Meanwhile, Jeremy Mata, a computer science student at Universidad Nacional Experimental de Guayana (UNEG), is completing his thesis despite a shortage of faculty and materials. “Many professors left because their salaries couldn’t support them,” he said. He credited study groups with helping him stay focused. “For me, finishing this thesis proves I didn’t give up.”

Poverty, Inflation and Brain Drain

In Venezuela, university costs reflect the hardship students endure rather than traditional tuition rates. Hyperinflation has a severe impact on daily life and the education sector, with the government allocating only 2.6% of its budget to universities in 2024.

Electricity, water and internet access are far from reliable. According to the Venezuelan Universities Observatory (OBU), 95% of universities lack stable internet, and more than 80% experience frequent power and water outages. These issues interrupt classes regularly and limit access to digital learning tools.

On top of this, most professors earn under $10 per month, nowhere near enough to cover basic expenses. In 2024, a single household needed more than $530 a month to afford a basic food basket.

This situation is why more than 40% of professors have left their positions in the last three years. Those who stay often juggle multiple classes, skip meals or rely on outside jobs to make ends meet.

Professor Lilia (a pseudonym), who teaches at UNEG in the southern part of the country, said some of her students arrive at class without eating or miss lectures due to transportation issues. “Sometimes they don’t choose a career based on interest, but based on what’s available nearby or what they can afford,” she said. To keep classes going during outages, they often use WhatsApp voice notes or meet in person when possible.

According to the NGO Aula Abierta, between 40% and 70% of students have dropped out of their studies since 2023, mainly due to migration or a lack of financial means to continue.

Ramón Rivera Verde, a former university professor, witnessed this collapse up close. “My salary didn’t cover the basics. I resisted as long as I could,” he said. He now lives abroad but still follows the state of education in his country. “The resilience of the institutions that continue to serve students under impossible circumstances.”

Innovation as a Lifeline

Despite adversity, local organizations and universities have developed creative ways to support students. Fundación Andrés Bello, which is affiliated with the Universidad Católica Andrés Bello, offers scholarships, school supplies and community support to low-income students.

Meanwhile, the now-closed Alimenta la Solidaridad operated more than 300 community kitchens across Venezuela, providing daily meals to families and students. It ended activities in May 2025 due to a lack of government protection.

Cáritas de Venezuela is an organization that addresses malnutrition by distributing food and monitoring the health of children. Its work improves cognitive performance and helps students stay in school.

To respond to new challenges, UCAB launched shorter, job-oriented programs, such as associate degrees (TSU) in software design and occupational safety and insurance.

Students can also pursue technical certifications in areas such as cooking and pastry arts at CIAP-UCAB. These programs offer quick paths to employment. The UCAB Fashion Academy links design skills with income opportunities.

Looking Ahead

The higher education system in Venezuela faces significant challenges, but students and educators are addressing these issues through grassroots initiatives. Education becomes a form of resistance, providing hope for a brighter future.

– Su Ying Lee Yang

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

Photo: Unsplash