Archive for category: Education

Information and stories on education.

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Access to Higher Education in Ecuador Trends Upwards

Higher Education in EcuadorEcuador is an environmentally diverse and historically rich country in northwestern South America. Ecuador hosts the magnificent Andes Mountains and the Indigenous cultures that call them home, the UNESCO World Heritage site of the Galapagos Islands, where English naturalist Charles Darwin shaped his theory of natural evolution and the dense rainforests of the Amazon. Yet, despite its cultural and environmental richness, many face roadblocks to higher education in Ecuador. 

Poverty and Access to Higher Education in Ecuador

About 21.4% of the population of Ecuador lives below the poverty line. Poverty in Ecuador is higher in rural areas, 46% of Ecuadorians living in rural areas and Indigenous communities live in poverty. Those in poverty in rural and Indigenous communities face unreliable access to water and electricity, limited infrastructure, insufficient healthcare and education and poor sanitation. Young adults in poverty in Ecuador sometimes turn to joining organized crime groups or migration as there are limited options. 

Students pursuing higher education in Ecuador from disadvantaged groups (women, ethnic minorities such as Indigenous peoples from the Pacific coast region and disabled people) are less likely to have access to the best public universities. Among black and Indigenous populations, completed years of education are three to four years lower than the national average and the drop out rates for higher education among these communities are high. 

Poverty is a huge factor in student success and a significant cause in lower quality of education for students pursuing higher education in Ecuador. It affects factors in student’s lives such as their health and wellbeing, literacy, language development, access to physical resources and mobility. Preparation for higher education starts in secondary school, yet a lot of students in Ecuador have to worry about other things besides preparing themselves for higher education.

According to a study that Magali Ramos Jarrin PhD did at the University of Cambridge, “Secondary school conditions are a key element to accessing higher education. Infrastructure, teacher knowledge and student outcomes can hinder or enhance opportunities for students seeking a place at a public university.” 

Though there are still challenges, things are starting to look better for access to higher education for Ecuadorian students. 

Government Efforts

In 2010, President Rafael Correa pushed for education to be a right in Ecuador. Between 2012 and 2014, President Correa’s government closed 14 low quality private universities and replaced them with four new public universities, improving access to higher education for more students.

The Ecuadorian government increased public investment into higher education during the 2010s, making it the country with the second largest increase in higher education funding in the world. Investment into higher education was increased to 1.86% of the national GDP. These investments created scholarships, financial programs and made it so that Ecuadorian colleges under international agreements must allocate at least 25% of state funding towards scholarships and financial aid. In 2025, the “Academic Support 2025” scholarship was implemented that offered a one time grant to cover living expenses for students enrollment period at a public higher education institution.

The government also implemented laws stating that “higher education institutions must implement mandatory quotas to promote access for historically excluded groups.” 

Looking Ahead

Higher education can provide students with skills and knowledge to enter the workforce and increase their future earnings. Higher education can be a key way to help underrepresented groups out of poverty. With access to higher education in Ecuador moving in a positive direction, this trend is like a light at the end of the tunnel for thousands of students suffering from poverty.

– Danica Carmack

Danica is based in Stockton, CA, USA and focuses on Celebs and Politics for The Borgen Project.

Photo: Flickr

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3 Ways ‘Moving The Goalposts’ is Empowering Girls in Kenya

Empowering Girls in KenyaEmpowerment means having the confidence, resources and opportunities to make decisions about one’s own life. However, many women in Kenya still face significant barriers to achieving this due to persistent poverty, unequal access to education, restrictive gender norms and limited economic opportunities. The United Nations Children’s Fund (UNICEF) reports that in rural areas of Kenya only 27.6% of women are considered empowered, while girls are much less likely than boys to complete their education due to factors such as poverty, child marriage and teenage pregnancy.

To address these challenges, the nonprofit organization Moving The Goalposts (MTG) has been using football as a tool for social change since 2001. Founded in Kilifi County, MTG describes itself as “a movement powered by sport, community and purpose.” Through its sports, education and health programs, the organization has reached over 50,000 girls and young women ages 9 to 25 across Kenya. Here are three ways Moving The Goalposts is empowering girls in Kenya.

Building Female Leadership Skills

Moving The Goalposts empowers girls by developing them into leaders within their own communities. The football program trains girls as peer mentors, referees and coaches, giving them the opportunities to develop leadership and communication skills on and off the pitch. There are 6,000 women in the program serving as mentors, supporting younger girls and acting as role models in their communities. These leadership abilities build confidence and encourage girls to use their voice to advocate for their rights in education and community development, as well as improving their future employment opportunities.

This is especially important as gender inequality persists in Kenya. Women’s opportunities take a hit after an early marriage or pregnancy, closing the door to higher education. A lack of affordable, quality child care worsens this cycle. The World Bank states that about 31% of 19-year-old girls are already married or have children, a figure that jumps to 49% among the poorest. Helping girls stay engaged in education is therefore key to MTG’s mission.

Supporting Education and School Retention

Education is one of the most effective ways to reduce poverty, yet in Kenya many women leave school without completing their education. According to the World Bank, in Kenya’s poorest areas, 51.3% of women have no education, compared to a national average of 17%. The MTG education program aims to reduce the number of girls who drop out by supporting their educational development, from primary to secondary school and even through vocational training. MTG has a 90% transition rate from primary to secondary school through its academic program and has supported the education of more than 5,000 girls.

To achieve this, MTG provides essential resources such as school fees and learning materials, allowing girls from low-income backgrounds to continue their education. This also gives them the opportunity to increase their future earning potential and improve outcomes for their families, helping break the cycle of poverty.

Improving Health Knowledge

The program considers access to health care and knowledge a fundamental right and trains peer mentors to educate girls on women’s health. MTG has provided these services to more than 50,000 girls and young women. This support is particularly important as teenage pregnancy remains common among girls living in poorer communities; in Kenya, 21% of women living in the poorest communities reported having experienced a teenage pregnancy. By providing accurate health information and peer support, MTG allows girls to make informed decisions about their futures. Better health outcomes can help girls stay in school, pursue employment opportunities and improve their long-term economic prospects.

Empowering Girls in Kenya

As Kenya continues working toward greater gender equality, organizations such as Moving The Goalposts demonstrate how sport can serve as a powerful tool for social and economic development. By helping girls develop leadership qualities, stay in school and make informed choices about their health and futures, the organization is creating opportunities that extend far beyond the football field. In doing so, MTG is helping thousands of young women in Kenya build brighter futures while contributing to the long-term fight against poverty.

– Emma Wheeler

Emma is based in Valencia, Spain and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr

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The Clooney Foundation: Waging Justice for Women

Waging Justice for WomenWomen’s access to fundamental rights to free speech, health care and education are goals that Amal and George Clooney are actively working toward in more than 40 countries around the world. Their foundation’s stated aim is to defend free speech and women’s rights, focusing on freeing women from discrimination, child marriage and violence.

Waging Justice for Women

In their program, Waging Justice for Women, launched in 2022, the foundation aims to:

  • Challenge unjust laws before national, regional and international bodies and represent the women affected.
  • Establish mobile legal aid clinics to empower women to advance their rights.
  • Fund and mentor the next generation of African gender justice champions through the annual Waging Justice for Women fellowship.

Global Variations in Women’s Rights

Government action on women’s rights varies across the world. Norway and Sweden grant parents 13 months of paid parental leave, whilst in the United States, paid maternity leave is not federally mandated. Access to fundamental rights, whether parental leave or protections against violence, varies tremendously depending on where a woman lives.

Challenges Facing Young Girls

More than 12 million young girls worldwide find themselves in situations of abuse, discrimination, economic disparity and child marriage, according to Time magazine. Many women face these situations due to economic, educational and cultural systems that limit their choices and opportunities. The Clooney Foundation has teamed up with the Gates Foundation and Michelle and Barack Obama to help end child marriage and secure fundamental rights for women, with education access as its primary course of action. Research shows that access to education significantly increases women’s odds of avoiding child marriage, poverty, unintended pregnancies and early death.

Nicholas Burnett makes a similar case in his study, writing that education gives people the knowledge and tools needed to break the cycle of poverty. He notes that one in five adults globally, some 781 million people, cannot read a simple sentence with understanding, and that two-thirds of these illiterate adults are women, with illiteracy concentrated in low-income countries where severe poverty is widespread.

Impact of the Clooney Foundation

The Clooney Foundation has already changed the lives of many. It represents survivors and victims of rape and gender-based violence in the Democratic Republic of the Congo and has initiated a judicial investigation against the group that committed these crimes, holding those responsible accountable and granting thousands of women greater safety and protection in their homeland.

The foundation has also worked with the Bill and Melinda Gates Foundation and the Obamas to help lower the child marriage rate in Malawi by 20%. While there is still much progress to be made, this work with the Malawian government has improved quality of life and expanded access to rights for young girls in the country.

Broader Impacts of Women’s Rights

Access to women’s rights positively impacts not only the woman herself but also the community around her. Rhonda E. Howard-Hassmann discusses how the more autonomy women gain, the more they devote themselves to their families and communities. Howard-Hassmann also cites a study from the Ivory Coast and Indonesia that found positive patterns of social connection, responsibility and trust within communities after women gained greater autonomy and rights.

The Clooney Foundation has made several important changes in the lives of countless women in over 40 countries, and it plans to continue this work for years to come.

– Sadie Lopez

Sadie is based in Seattle, USA and focuses on Good News, Celebs for The Borgen Project.

Photo: Wikimedia Commons

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How Digital Classrooms Are Expanding Education in Rwanda

Education in RwandaOver the past two decades, education has become a national priority in Rwanda, with investments in technology and the expansion of access to digital learning platforms. Through government-led reforms to increase classroom enrollment and prepare students for a progressively technology-driven world, Rwanda aims to reduce barriers to education and equip students with the necessary skills for future employment opportunities and stimulate economic growth.

According to the United Nations Development Programme’s (UNDP) 2024 Human Development Index, over 38% of Rwandans live below the national poverty line, and only 11.4 years of schooling are expected for them. Although challenges remain, including limited internet access and training for teachers, digital classrooms are facilitating modernized instruction in schools and creating new opportunities for students. As Rwanda continues to embrace educational innovation, these investments demonstrate how technology can support long-term poverty reduction and sustainable development.

The Amelioration of Education in Rwanda

Following the 1994 genocide against the Tutsi, an ethnic minority group in Rwanda and Burundi, Rwanda rebuilt many of its public institutions, including its education system. Over the past three decades, education has become a cornerstone of the country’s recovery and long-term development strategy.

Since then, the government has introduced policies to increase school enrollment, improve teaching quality and expand access to learning opportunities across the country. According to the Ministry of Education, Rwanda’s Education Sector Strategic Plan (ESSP) prioritizes equitable access to quality education to prepare students for the country’s long-term economic development.

The Smart Rwanda Master Plan identifies technology as a crucial component, with the government’s objective of transforming Rwanda into a knowledge-based economy by expanding information and communication technology (ICT) across public services, including education. Officials recognize digital literacy as an essential skill for higher education and the contemporary workforce, while simultaneously supporting the country’s primary poverty reduction objectives.

Digital Classrooms

Digital classrooms are helping improve education in Rwanda by giving students greater access to interactive learning resources. Rwanda’s commitment to digital learning gained international attention through the One Laptop per Child (OLPC) initiative, which launched in 2009 and has distributed more than 274,000 low-cost laptops to 1,618 primary schools. The program introduced students to interactive digital learning and coding. Although the country’s digital education strategy has since expanded beyond OLPC, the initiative laid the foundation for broader investments in educational technology. The program now reaches approximately 67% of Rwanda’s primary schools as they continue to integrate computers, tablets and internet-connected learning platforms into classrooms, helping students develop the digital and STEM skills needed for higher education and an increasingly technology-driven workforce.

The government has partnered with UNICEF, the World Bank and the Global Partnership for Education (GPE) to strengthen digital infrastructure, expand internet connectivity and train more than 30,000 pre-primary through Grade 3 teachers in digital literacy and technology-based instruction. According to Rwanda’s Education Sector Strategic Plan, these partnerships support the country’s long-term vision of building an inclusive, high-quality education system that equips students with the knowledge and digital skills needed for future employment, economic opportunity and sustainable national development. Greater access to digital education gives students from rural communities and low-income households greater opportunities to pursue higher education, helping break cycles of intergenerational poverty.

New Opportunities

Although challenges remain, including inconsistent internet access in some rural areas and the continued need for teacher training, Rwanda continues to expand digital learning through sustained public investment and international partnerships. These efforts demonstrate how technology can improve educational outcomes while creating new opportunities for young people to participate in the country’s growing digital economy.

Rwanda’s economy has experienced steady growth, with the World Bank projecting GDP growth of 9.4% in 2025, up from 7.4% in 2024. According to the International Labour Organization (ILO), Rwanda has emerged as one of Africa’s leading digital economies by embracing digitalization to expand employment opportunities, improve public services and drive economic growth. Demand for skilled workers continues to increase across finance, health care, agriculture, construction and ICT, creating career opportunities ranging from software engineering to risk management.

Global Partnerships

Rwanda’s digital transformation in education is largely driven by collaborations between the government and international partners. The Ministry of Education has collaborated with various organizations to enhance internet connectivity, improve school infrastructure and strengthen teacher training. These efforts aim to seamlessly integrate technology into daily learning while ensuring educators are proficient in effectively utilizing digital tools.

In 2024, the GPE approved a $31.29 million System Transformation Grant to strengthen foundational learning for the next four years. From 2022 to 2027, the World Bank is cofinancing a $30 million Multiplier Grant with GPE to improve digital infrastructure, teacher training and increase student retention. UNICEF also continues to expand digital learning opportunities and promote inclusive education for children nationwide. Together, these investments have helped Rwanda build one of Africa’s most robust education systems, contributing to a 95.8% primary enrollment rate.

The Future of Education in Rwanda

Education in Rwanda continues to evolve alongside the country’s broader vision for economic development and digital innovation. Over the past decade, Rwanda has built more than 1,100 schools and more than 22,000 classrooms. The number of smart classrooms has also increased from 726 in 2017 to more than 1,300 in 2026.

According to the International Trade Administration, Rwanda’s economy has grown significantly since 2016, with an estimated Gross Domestic Product (GDP) of $14.3 billion, making it one of Africa’s fastest-growing markets.

Maintaining progress in education and the economy requires continued investments in equitable access to digital learning and occupational advancements. By continuing to prioritize innovation and inclusive education, Rwanda can further strengthen its workforce, promote sustainable economic growth and create lasting pathways out of poverty for future generations.

– Ashley Belling

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

Photo: Flickr

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Digital Education in Developing Countries

Digital Education in Developing CountriesAccording to the Global Education Monitoring Report, developing countries are home to some 200 million young people ages 15 to 24 who have not completed primary school and need alternative pathways to gain basic skills for employment and prosperity. Low levels of education leave one in eight living below the poverty line, creating a need for digital education in developing countries.

Developing countries often have less diversified economies that rely on agriculture or raw materials such as timber, coal and oil. A country’s level of development is not determined by one singular test, but does look at the total value of goods and services a country provides. Underdeveloped and developing countries have lower Gross National Income (GNI), lower life expectancy and higher unemployment.

Digital Education in Developing Countries

Education develops skills at both intellectual and social levels. It promotes progress in health, climate resilience, sustainability and gender equality. Without these skills, people are less able to avoid poverty and pursue ecological development.

In lower- and middle-income countries, more than half of all 10-year-olds are unable to read and understand text. In 2024, there were 251 million children out of school, limiting the skills needed for labor markets. By increasing funds and resources, digital education in developing countries can help promote learning and provide children with greater chances of acquiring the skills they need.

South Africa has seen similar trends, with children under age 17, who make up 43.1% of the country’s population, among the groups most affected by poverty. According to Statistics South Africa, children remained the most vulnerable group in the country, with nearly half still living below the poverty line in 2023. Children living in rural areas face even greater challenges, as they often lack internet access and other essential educational resources.

Education remains one of the strongest investments a country can make. Research shows that in developing countries, every dollar invested in education generates $10 to $15 in economic growth. Investing in education can drive a country’s growth, increasing earning potential and decreasing poverty. Protecting children’s right to education aids local communities, creating more opportunities to thrive while promoting an equal chance at success.

Digital education supports teaching and learning through online courses, virtual classrooms and applications. Not only does this provide basic education, but it also helps improve digital skills that have become necessary amid the world’s digitalization. Online learning platforms create flexibility, making education more accessible around the world.

Current Developing Countries’ Initiatives

In 2020, Malaysia introduced its Digital Educational Learning Initiative (DELIMa), an online platform students can use to access applications, communication tools and learning resources. Malaysia’s Ministry of Education created the initiative to make learning more accessible while supporting the country’s move toward a more technology-influenced society.

DELIMa provides two programs: Future Skills For All (FS4A) and Global Citizenship Education (GCED). FS4A promotes digital development and reduces education inequalities by engaging learners through social media. GCED strengthens and grows a 21st-century mindset, encouraging learners to engage with communities on a local and global level.

South Africa has also embraced online education, increasing enrollment by more than 50% from 2020 to 2022. One of the country’s leading online learning platforms, CambriLearn, is now an Independent Examinations Board (IEB)-registered online school whose accredited courses meet benchmarks accepted by other schools worldwide.

Koa Academy has also contributed to the rise in South African education enrollment. The Koa Foundation’s initiative aims to expand high-quality education for communities facing education inequality. The foundation works to close the gap in educational opportunity by providing personalized learning that supports each student’s individual needs, easing challenges in performance and future opportunities. Current programs have supported 932 learners in strengthening their skills in mathematics and science.

In the Philippines, education is widely seen as a foundation for improving socioeconomic status, with many families believing that finishing school widens future opportunities. However, challenges include rising tuition costs and declining performance. According to the Organization for Economic Co-operation and Development (OECD), more than a third of Filipino students fall into the bottom international quintile of the socioeconomic scale, the largest such share among the groups measured.

Online schooling in the Philippines has become one of the most convenient and accessible forms of education, tailoring learning to individual students. Another challenge facing education in the country is low student retention. There is a dramatic decrease from 56.7% of children ages 10 to 14 finishing primary school to only 42.5% reaching junior high school and just 31.5% completing senior high school.

The Rise of Education Enrollment

As digital education in developing countries becomes more widely embraced, population growth and demand for education have both increased. By improving accessibility and affordability, online education now plays a crucial role in students’ schooling. Countries such as India, Iran and Pakistan have seen 7 million students enroll in online learning programs.

India alone has approximately 35% of its population enrolled in Massive Open Online Courses (MOOCs), ranking behind only the United States in enrollment. E-schools provide greater opportunities for those seeking education and employment, expanding access and improving employment prospects for millions.

With 32% of the global population lacking internet connection, expanding digital access will allow more citizens to receive quality education. Regardless of country, online education can serve as a tool for giving students an equal chance at learning and success.

– Jacquelyn Orr

Jacquelyn is based in Philadelphia, PA, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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How edX is Breaking Educational Inequality in India

edx in indiaIndia’s education system remains deeply fractured by geography and social identity. Although the national education Gini index improved from 72.4% in 1986 to 46.6% in 2023, inequality still exceeds 50% in six states — Rajasthan, Uttar Pradesh, Bihar, Jharkhand, Madhya Pradesh and Andhra Pradesh. Rural-urban gaps have barely narrowed; rural literacy languishes at 73.5% compared to 87.7% urban. Access to schools drops sharply from 91% within one kilometer at primary level to just 72% for upper primary and 48% for secondary, leaving millions of rural children cut off from quality learning. Where schools exist, they are crippled by extreme student-teacher ratios (70:1 in Barwani, 60:1 in Kalahandi), a shortage of trained teachers and inadequate infrastructure. About 72% of Barwani schools lack science labs and 65% lack digital tools.

PARAKH 2024 data exposes widening learning gaps between “Others” and Scheduled Tribe (ST) students. The language score gap grows from five points in Grade 3 to 13 points in Grade 9. ST students average just 47 in language compared to 60 and 32 in mathematics compared to 40. These gaps solidify early and compound over time.

How Inequality Becomes Earnings Inequality

The urban-rural divide is the primary driver, with a rural education Gini of 0.448 compared to urban 0.292. This split alone accounts for 30.1% of total educational inequality in India. Unequal resources sustain this gap: rural schools battle crumbling infrastructure and teacher absenteeism. Digital exposure can add 4.5 years of schooling but remains out of reach for many. Education quality scales tightly with household wealth, while large family sizes reduce attainment. This traps most workers in low-productivity agriculture or informal services, a cycle that perpetuates low earnings across generations.

The six states with the highest educational inequality are also India’s poorest. NITI Aayog’s National Multidimensional Poverty Index 2023 reveals that Bihar has more than 33% multidimensional poverty. Uttar Pradesh and Madhya Pradesh consistently rank near the bottom in per-capita income. In these regions, educational exclusion directly dictates economic survival. A rural child in these states faces cumulative disadvantage: poor foundational skills lead to low-skill labor. This locks families into subsistence-level incomes, passing poverty from one generation to the next. Early disadvantage compounds with caste and gender exclusions — college-level inequality remains frozen and Dalit business ownership remains negligible. Without intervention, education inequality transforms into entrenched poverty.

Educational Inequality in India

Traditional education fails due to stark rural-urban disparities: only 18.47% of rural schools have internet compared to 47.29% urban. Just 44.9% have computers compared to 68.7% urban. Only 38% of rural households have a secondary school within one kilometer. Consequently, 60% of undergraduates now choose online education based on affordability, but traditional institutions struggle to adapt. The system relies on rote memorization — 75% of what students learn is through repetition — failing to build critical thinking. ASER 2024 found 75% of Class 3 students cannot read Grade 2 text. One-size-fits-all pacing ignores individual differences, leaving about 40% of students disengaged or behind. Overcrowded classrooms (30:1 ratios) make interactive learning impossible. The half-life of skills has dropped from 26 years to just two to five years today, but semester-based systems cannot pivot. Though 98% of universities offer online classes, most use outdated pedagogy. The adaptive learning market is projected at $5.3 billion by 2025, signaling a deep misalignment with how people learn and work today.

edX: World-Class Education, Anywhere, for Less

Founded in 2012 by Harvard and MIT professors, edX offers individual courses, professional certificates and accredited degrees from more than 50 partner institutions. It remains governed by Harvard and MIT. Learners can audit courses at no cost to explore new areas risk-free, or pay for the verified track (starting at about $50) to earn official certificates recognized by employers worldwide. edX is not replacing schools but bypassing structural bottlenecks. It offers structured, university-level content that is affordable, globally relevant in technology and business and accessible via smartphones.

edX reaches 73 million learners globally, with more than 730,000 in India (11% of the total). Participation is growing rapidly in non-metro cities like Bareilly and Vijayawada. Through Emeritus partnerships with top Indian universities and Access Partnerships offering free and low-cost tech skills to marginalized communities — including women and rural youth — the platform directly tackles poverty. Career services are tied to labor market analytics, ensuring skills align with actual hiring demands. The financial impact is tangible: globally, 43% of certificate earners achieve new jobs, pay raises or promotions. Success stories — like Moses launching a cybersecurity career through free tuition and Colleen landing a full-time role post-graduation — demonstrate the model’s effectiveness.

In India, strategic partnerships scale this impact dramatically. With the Andhra Pradesh State Council of Higher Education (APSCHE), more than 590,000 students in Andhra Pradesh — one of the six high-inequality states — completed more than 318,000 credit-bearing courses in artificial intelligence (AI) and data science. For graduates, these credentials directly translate into entry-level IT roles offering salaries three to four times higher than agricultural wages. This pulls entire households out of poverty. With the National Institute of Information Technology (NIIT), programs from MIT and Berkeley meet the National Association of Software and Service Companies’ (NASSCOM) reskilling needs. Through the National Skill Development Corporation (NSDC), vocational training reaches more than 10 million learners across the country.

Looking Ahead

The economics are striking: a subsidized course costing about ₹2,000 can yield a ₹25,000 monthly salary increment. A learner in Bareilly can now access the same MIT curriculum as a student in Mumbai, effectively flattening the geographic playing field. With 68,000 boot camp graduates, more than 40,000 employment referrals and 2.4 million career touchpoints, edX is systematically working to dismantle the barriers that convert education gaps into generational poverty. By transforming education into distributed, market-aligned infrastructure, edX ensures that where a child is born need not dictate their economic destiny.

– Malak Kamel

Malak is based in Amman, Jordan and focuses on Technology and Solutions for The Borgen Project.

Photo: Flickr

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How Vocational Education in Argentina Helps Reduce Poverty

Vocational Education in ArgentinaTechnical and Vocational Education and Training (TVET) is a method of education that teaches students practical skills and offers hands-on experience in the workplace. With more than one-third of Argentina living below the national poverty line and unemployment rates increasing to levels like those recorded during the COVID-19 pandemic, access to education and employment opportunities remains critical. By providing skills that will help people acquire employment and succeed in their careers, vocational training in Argentina can help to reduce rates of unemployment and poverty.

Poverty in Argentina

Although there are many factors that contribute to poverty in Argentina, two factors that seem to be related to the risk of poverty are education level and employment status. Among Argentines who are aged 16 and older, 19.6% of those living below the poverty line do not have an education and 18.3% only have a primary education.

Additionally, in early 2025, Argentina reported an unemployment rate of 7.9%, the highest level recorded since 2021. This decrease in official employment corresponds with many workers transitioning to unreliable sources of income such as self-employment and casual jobs.

What Vocational Education Offers

TVET offers students skills and experience working in specific career fields such as:

  • Construction
  • Services (e.g., Administration, Tourism, Graphic Design, Multimedia Training and Computer Science)
  • Agriculture
  • Manufacturing (e.g., Mechanics, Energy, Electronics, Clothing and Textiles)
  • Health
  • Safety, Environment and Hygiene

TVET consists of three levels of vocational education. Secondary Technical Education combines general high school education with training in specific technical industries and teaches students about professional practices to prepare them for entering the workplace. After completing secondary education (technical or general), students can move on to Higher Technical Education, allowing them to specialize their skill set within a certain industry. Finally, Professional Training is offered to people already in the workforce so that they can improve, renew and acquire professional skills.

The Impact of Vocational Education in Argentina

After the socio-economic crisis that occurred in Argentina in the early 2000s, the government passed two laws that reestablished the importance of vocational education. In 2005, the Technical and Vocational Education and Training Law (LETP as the Spanish acronym) was passed. A year later, the National Education Law (LEN as the Spanish acronym) replaced the Federal Education Law. The main goals of these laws are to:

  • Improve the coordination in Argentina’s education system across different regions
  • Address the unique needs of various school districts while complying with federal guidelines
  • Guarantee the right to an education
  • Improve the inclusivity and quality of higher education 

The LETP emphasizes increased funding and improving the quality of vocational education through updates in the curriculum, infrastructure and technology used to teach students.

These changes within the TVET system are important because higher education has been shown to reduce the risk of unemployment and increase average wages. Among unemployed Argentines, only 4.1% of them have a post-secondary education compared to 7.8% who do not have a secondary education and 7.2% who do. Additionally, people with a post-secondary education tend to earn 63% more in wages compared to people with just a secondary education.

In the early 1980s, the nonprofit organization Star of Hope established a small school in the remote region of Namqom that continues to help people develop practical skills to gain employment. Subjects taught at this school have included hairdressing, bricklaying, electrical engineering and cooking and baking. Selsa Diaz, a cooking and baking instructor, stated that the school’s primary objective was that “each student should be able to have some income” upon graduation. The 36 students at this school learn how to bake and cook various dishes. After completing their course work, students receive a diploma as proof of what they accomplished. Diaz remarked on the work ethic of her students stating that “everybody makes an effort to learn everyday.”

Looking Ahead

As the rates of poverty and employment have continued to rise in Argentina, the importance of learning practical skills and gaining job experience has become increasingly apparent. The TVET system seeks to empower students by giving them the knowledge, skills and confidence to obtain financial stability. By providing people with higher education and a chance to acquire skills that will benefit them in the workplace, vocational education in Argentina can also provide people with the opportunity to escape the cycle of poverty.

– Lily Alexander

Lily is based in Surrey, British Columbia, Canada and focuses on Good News for The Borgen Project.

Photo: Flickr

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How 3D Printing Can Be a Resource for Developing Countries

3D Printing Can Be a Resource
For educational purposes, healthcare treatments and local production, learn why 3D printing technology is a resource for developing countries.

Across many developing countries, progress can stall when essential systems lack funding, materials, or reliable access to specialized tools. Advanced technology cannot erase those barriers on its own, but it can give communities new ways to act. 3D printing can be a resource when organizations know how to leverage this technology.

Local Production Reduces Delays

Shipping costs, customs delays, limited storage and uneven supplier access can slow a simple repair. Those delays place extra pressure on communities that already stretch equipment and materials across many users.

Instead of waiting for every small object to arrive from far away, trained teams can produce selected parts using a 3D printer and digital designs. A repair component for a water system or a teaching model for a classroom becomes easier to replace once production moves closer to daily life.

Health Systems Gain Practical Tools

Health systems in developing countries often work with limited equipment and long replacement timelines. A rural clinic may not have the tools to print complex medical devices. It may still benefit from basic models, simple supplies or selected lab items that support routine care. 

The National Library of Medicine describes 3D printing as a potential way to produce basic medical supplies, laboratory equipment, anatomical models and prosthetic limbs in developing countries. These uses place 3D printing in a supportive role within existing health systems. The technology expands what trained professionals have available for care, planning and problem-solving. While it cannot replace clinical judgment or formal medical infrastructure, health workers gain a practical resource when supply gaps limit what they can provide.

Rapid Prosthetic Production in Uganda

Children who needed prosthetic support in Uganda faced long production timelines because clinics relied on manual methods and limited specialist capacity. That delay kept patients in the hospital for extended periods and made timely mobility support difficult to provide. 

Through 3D PrintAbility at CoRSU Hospital, clinicians tested a process that used 3D scanning, digital design and 3D printing to produce prosthetic sockets and braces for children. The technology did not replace trained orthopedic professionals. Instead, it gave them a fast workflow that fit the needs of a resource-limited clinical setting.

CoRSU reported that prosthetic socket production time dropped by as much as 70%, from five days with conventional manual methods to 1.5 days with 3D PrintAbility. That improvement shows how 3D printing can strengthen care when local teams receive practical tools that support existing medical work.

Medical Training Improves

Medical education depends on strong instruction, repeated practice and access to clear learning materials. In many settings, students learn anatomy through textbooks or flat digital images because advanced simulation tools cost too much. Those resources still teach important concepts, but they can make depth and proportion difficult to judge.

Printed anatomical models address that gap. A student can study the shape of a bone or organ from multiple angles while connecting structure to function. Then, a clinician can use the same type of model during a patient conversation, so an unfamiliar diagnosis becomes easier to understand.

Education Turns Problems Into Projects

Students and researchers can use 3D printing to connect technical learning with public service. A classroom project becomes more meaningful when it responds to a local challenge. A university lab can test a low-cost teaching tool, then improve the design after a school or clinic explains how it works in practice.

That exchange strengthens both sides. Students learn that design begins with listening. Researchers gain insight from community partners who understand daily conditions better than outside observers. The finished object matters, but the shared process builds people’s problem-solving skills.

Innovations With Global Value

A printer alone cannot overcome weak infrastructure or limited public funding. Strong programs begin with people who understand the setting. Local technicians, educators, clinicians and community organizations should guide decisions about what to print and how to maintain the equipment.

Long-term success also depends on training that fits local capacity. Programs should account for the difficulty level of learning 3D printing before they introduce new equipment. With steady instruction, repair knowledge and realistic goals, 3D printing can be a resource that supports community-led problem-solving instead of creating another unused technology project.

– Kelly Schoessling

Photo: Flickr

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Higher Education for Refugees: A Scholarship for Women

Higher Education for RefugeesA refugee child is far less likely than almost any other young person to set foot in a university lecture hall, and a refugee young woman is least likely of all. Globally, just 9% of refugee youth are enrolled in higher education, compared with a global average of about 42%. One program has spent more than three decades expanding higher education for refugees, and it is now reaching more women than at any point in its history.

A Narrow Door to University

The barriers to higher education for refugees stack quickly: prohibitive tuition, legal restrictions, language obstacles and the simple cost of survival taking priority over study. Women face an additional layer. For every 10 refugee boys enrolled in secondary school, only seven girls are enrolled, which narrows the pool that can reach university at all.

The result is a sharp loss of potential. Refugee girls who leave school early are more likely to marry young, less able to support themselves and their families and less able to take part in rebuilding their communities. Higher education offers a route in the other direction, toward employment, self-reliance and leadership, but only for those who can reach it.

The Scholarship Built for Refugees

The Albert Einstein German Academic Refugee Initiative, known by its German acronym DAFI (Deutsche Akademische Flüchtlingsinitiative Albert Einstein), exists to widen access to higher education for refugees. Funded primarily by the German government and administered by the United Nations High Commissioner for Refugees (UNHCR) since 1992, it provides full university scholarships to refugees in their countries of asylum, covering not only tuition and fees but also books, transport, accommodation and health care. Since its founding, the program has supported more than 27,200 refugee students across 59 host countries.

DAFI does more than pay fees. Scholars receive academic tutoring, language support, mentoring and networking, and many graduates return to guide the next cohort. In Burundi, for example, former scholars run the DAFI Women Power Club, a mentoring initiative led by refugee women determined to help younger women into higher education. Grace, a public health graduate from the Democratic Republic of Congo (DRC) who served as president of the club, frames the mission plainly: “We still have to fight the idea that an educated woman will not make a good wife. But we keep moving forward and mentoring younger refugee girls and women who come after us so that they can become leaders and have some impact in this world.” That model of women lifting women is now central to the program’s approach.

A Record Year for Women

The focus on women is producing measurable results. In 2024, women made up 45% of all DAFI scholars, the highest share in the program’s history, up from 42% the year before, and 60% of newly awarded scholarships went to women, a sharp rise from 40% the previous year. The gains came from targeted outreach in places with the widest gender gaps. In Ethiopia, female enrollment rose by 14%, with women making up more than 75% of new scholars, supported by tutoring, outreach and financial aid for girls still in secondary school.

Kenya shows both the need and the model at work. The country hosts more than 774,000 refugees and asylum seekers, with the camps at Kakuma and Dadaab home to tens of thousands of school-aged children. There, the DAFI program is run on UNHCR’s behalf by Windle International Kenya, which prioritizes girls and women in its scholarship awards to address the gender gap directly. Yet the access gap remains stark. Across refugee settings, fewer than one in 10 eligible young people reaches higher education at all, and in camps like Kakuma and Dadaab the share has long been smaller still.

Progress Against a Funding Headwind

DAFI is the largest and longest-running source of higher education for refugees. That reach now faces a serious threat. In 2024, the number of DAFI scholars fell to 7,890, down from a record 9,312 in 2023, the first decline since the COVID-19 pandemic, driven by shrinking global humanitarian funding. Demand has not fallen with it. In 2024, around 5,000 applicants competed for just 879 new scholarships, meaning fewer than one in five was accepted.

New efforts are trying to hold the line. In 2025, USA for UNHCR launched the Building Better Futures campaign, which aims to raise $15 million by 2028 to fund 1,000 scholarships for refugee women and had already secured $3.1 million in lead gifts.

Keeping the Door Open

DAFI alone cannot close the refugee education gap, and the funding pressures are real. Even so, refugee enrollment in higher education has climbed from 1% in 2019 to 9% in 2025, and DAFI remains one of the few avenues through which a refugee woman can earn a degree at all. When a young woman in a camp like Kakuma reaches a university lecture hall, the effect reaches further than her own life, into her family and the community she will one day help rebuild. Sustained investment is what will keep it open for the next young woman in line.

– Amna Al Harrazi

Amna is based in Dubai, UAE and focuses on Good News for The Borgen Project.

Photo: Pexels

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Poverty and Higher Education in Madagascar

Higher education in MadagascarIn Madagascar, reaching university is an opportunity available to very few young people. Poverty, weak learning and school dropout prevent many students from completing secondary education. Others must work to help their families. However, higher education in Madagascar could give people the skills needed for secure employment. Education can also train the professionals needed to improve health care, education, agriculture and other essential services. Madagascar has one of the highest poverty rates in the world, with 75.2% of the population living below the national poverty line in 2022. The poverty rate reached 79.9% in rural areas. Expanding access to higher education could help address poverty.

Higher Education and Poverty Reduction

Higher education can prepare students for skilled and better-paid work. Universities and technical colleges train teachers, doctors, engineers, researchers and business professionals. These workers can earn more stable incomes and provide financial support to their families. By earning regular wages, graduates may be better able to pay for food, housing, health care and their children’s education, reducing the risk that poverty continues from one generation to the next. Their skills can also benefit the wider community.

Agricultural specialists can help farmers improve production and respond to climate change, which can increase food security and raise rural incomes. Health workers can improve people’s ability to remain healthy and work, reducing the financial pressure caused by illness.

Engineers and technology specialists can improve infrastructure, water systems and local services, making communities more productive and resilient. Teachers can strengthen the education system for future generations, helping more children gain the skills needed to escape poverty.

Graduates may also establish businesses and create jobs for other people, increasing local incomes and economic activity. However, university courses should meet the needs of employers and local communities. Practical programs in areas such as agriculture, health, tourism, manufacturing and technology could prepare students for available work. Internships and apprenticeships could also help graduates move from education into employment.

For many children, the barriers to university begin in primary school. Madagascar’s learning poverty rate is estimated at 94%. Most children cannot read and understand a simple text by age 10. Without basic reading, writing and mathematics skills, children are more likely to repeat grades or leave school.

Dropout is another serious problem. UNESCO has reported that children entering primary school have only a 33% chance of reaching its final grade. As a result, many students leave education before they can enter secondary school.

Poverty makes continuing education especially difficult. Families may need to pay for uniforms, materials, meals and transport, even when tuition is free. Private education is even less accessible due to the additional fees. Rural students may also live far from the nearest secondary school.

Some children leave school to work. International Labour Organization (ILO) data show that 29.8% of children ages 5 to 17 were involved in economic activity in 2018. Many work in agriculture, fishing, domestic service or other informal jobs. Although their earnings may help their families in the short term, work can limit the time and energy available for education. Leaving school without qualifications can then keep young people in insecure and poorly paid employment.

Helping Students Reach Higher Education

Financial assistance is one way to break this cycle. Scholarships, free materials, school meals and transport support can reduce the costs faced by poor families. Cash transfers may also reduce the pressure for children to work. The United Nations Children’s Fund (UNICEF) Madagascar’s Let Us Learn program provides a successful example. The initiative supports vulnerable students as they move from primary to secondary school, a stage when many children are at risk of dropping out. It operates as a cash-transfer supplement for families with children ages 11 to 18, helping them cover school-related costs and reducing the need for children to work.

The support is linked to continued school enrollment, so families receive financial help while children remain in education. In some cases, the money is paid regularly, such as every two months, and families can use it for expenses like school supplies, transport, food or other household needs that affect a child’s ability to stay in school. Its cash-transfer program increased overall enrollment by 7% among children ages 11 to 14. Among girls in this age group, enrollment rose by 13%.

Creating a Path Out of Poverty

Higher education alone cannot end poverty in Madagascar. Financial aid at university level is important, but it comes too late for many students. Children often need support from their first years of primary school.

Programs such as Let Us Learn show that targeted help can keep vulnerable students in school. However, long-term progress will require investment in early education as well as scholarships and university places. Expanding higher education in Madagascar begins with ensuring that children receive a strong education from their earliest school years. By improving basic learning and supporting students throughout their education, Madagascar can give more young people a real chance to reach university, gain secure employment and help reduce poverty in their communities. Helping citizens access higher education is also an investment in Madagascar’s long-term effort to reduce poverty.

– Nina Novillo Astrada

Nina is based in London, UK and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr