Archive for category: Education

Information and stories on education.

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8 Things to Know About Education in New Caledonia

Education in New Caledonia
New Caledonia, a French overseas collectivity in the South Pacific, has a large education system by Pacific island standards. However, it is one shaped by geography, inequality, demographic decline and the unrest of 2024. The 2025 census reported 264,596 residents, down 6,811 people from 2019 – the first population decline between censuses since 1946. Here are eight facts about education in New Caledonia.

8 Facts About Education in New Caledonia

  1. For the 2026 school year, the Government of New Caledonia expected 59,782 students: 23,053 in public primary schools, 21,588 in public secondary schools, 6,880 in private primary schools and 8,261 in private secondary schools. The government claimed these totals continue a long-term decline, including 4,666 fewer primary pupils since 2012.
  2. The Vice-Rectorate’s 2025 education figures included 249 schools, 55 collèges, 21 lycées (high schools) and one university. In 2025, there were 58,188 pupils in school education and 5,317 students in higher education, showing that New Caledonia maintains a full education pathway despite its island geography.
  3. In 2025, the Vice-Rectorate counted 30,741 primary pupils, including 23,721 in public schools and 7,020 in private schools. The South Province accounted for 21,395 primary pupils, compared with 6,578 in the North Province and 2,768 in the Loyalty Islands. This distribution reflects broader demographic concentration: the South Province contains roughly three-quarters of the population.
  4. At the collège level, there were 16,253 students in 2025, including students in adapted pathways such as ULIS (Unité Localisée pour l’Inclusion Scolaire) and SEGPA (Section d’Enseignement Général et Adapté). At the lycée level, there were 11,194 students, split almost evenly between 5,849 in general/technological education and 5,345 in vocational education. This balance demonstrates how important job-oriented schooling is to New Caledonia’s education-to-work pipeline.
  5. About 7,923 diplomas were delivered in 2023. The Diplôme national du brevet pass rate was 87.5%, while the overall baccalauréat pass rate was 86.3%. However, outcomes varied sharply, as the general baccalauréat pass rate was 97.4%, compared with 87.8% for technological and 75.5% for vocational pathways. The BTS pass rate was 81%.
  6. The 2025 back-to-school period followed a “particularly disrupted” 2024. Around 1,000 secondary students left the territory in 2024, and many students changed schools after the May 2024 events. Damaged schools also required reconstruction, with the state covering 100% of rehabilitation for affected educational institutions. 
  7. For 2026, the government listed school dropout prevention as a major priority. In secondary education, its approach combines early prevention from sixth grade with the DAENC support system for 16- to 18-year-olds who left school without a minimum diploma. Vice-Rector Didier Vin-Datiche said the goal is to “trace these students, contact them again and make sure they return” to receive support and obtain diplomas.
  8. New Caledonia is focusing on French, mathematics, anti-bullying and school climate. Christelle Varney, director of education, called mathematics improvement “a major project,” noting a new DU Maths Expert with the University of New Caledonia to strengthen teacher performance. The government also committed 25 million Pacific francs to keep cafeteria prices stable, while continuing transportation support for boarding students in the North Province.

Looking Ahead

New Caledonia’s education system has strong infrastructure, broad access and respectable exam results. Its next challenge is outcomes: reducing dropout, improving foundational learning and ensuring that vocational and higher education pathways lead to real opportunity.

– Jeff Zhou 

Photo: Wikimedia Commons

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8 Things to Know About Education in Saint Pierre and Miquelon

Education in Saint Pierre and Miquelon
Saint Pierre and Miquelon, a French overseas collectivity off the coast of Newfoundland, Canada, has one of the smallest education systems under the French national framework. Its 2025 legal population was 5,819 municipal residents and 5,987 total residents. Thus, education is a small-system challenge: the territory must provide full schooling, exam preparation, vocational training and pathways abroad for fewer than 1,000 students.

8 Facts About Education in Saint Pierre and Miquelon

  1. The Service de l’Éducation nationale de Saint-Pierre-et-Miquelon reported 929 students for the 2025-2026 school year, supported by 213 staff and a budget of around €19 million. That means education spending is significant relative to the territory’s size, reflecting the cost of maintaining a complete public service in a remote island setting.
  2. In 2025-2026, the territory had six schools, two collèges and one polyvalent lycée with a vocational section. The network includes 431 students in primary education and 498 students in secondary education, split between public and private-under-contract institutions. This tight structure helps maintain access, but it also means that one school closure or staffing shortage can impact a large share of students.
  3. Of the 929 students enrolled in 2025, 553 were in public institutions and 376 in private-under-contract institutions. In the first degree, private-under-contract schools enrolled 229 students, slightly more than the 202 in public schools; in the second degree, public institutions enrolled 351, compared with 147 in private-under-contract schools.
  4. Saint Pierre and Miquelon’s exam outcomes are a bright spot. In 2025, the general-track Diplôme national du brevet pass rate was 91.2%, while the general baccalauréat pass rate was 100% for the third consecutive year. The vocational baccalauréat pass rate was also high at 95.8%, and both the CAP and Certificat de formation générale recorded 100% pass rates.
  5. Vocational education matters because many students need job-ready skills without leaving the territory immediately. The 2025 data show a 100% CAP pass rate and a 95.8% vocational baccalauréat pass rate. However, the professional-track brevet fell to 50% in 2025, down from 80% in 2024. This suggests that while upper vocational outcomes can be strong, earlier vocational preparation remains an area to watch.
  6. A major recent development is the opening of the boarding school (internat) at Lycée Émile Letournel on September 2, 2024. 11 boarding students attend the school – a small number, but a meaningful one in a territory where Miquelon-based students may require support to receive secondary education in Saint-Pierre.
  7. The 2024 national assessments reveal that Saint Pierre and Miquelon students performed close to or below national benchmarks in some primary grades. For example, in first-degree French assessments, local mastery rates ranged from 76.19% in CP to 54.14% in CM2, compared with national figures of 79.61% and 60.26% respectively. In mathematics, local rates ranged from 76.46% in CP to 53.62% in CM2, again below national levels in several grades.
  8. The 2024-2027 territorial education diagnostic emphasizes adapting pathways, inclusive schooling and career development. It specifically calls for “favoriser l’insertion professionnelle des élèves” through English learning, training options and workplace placements in Canada. This reflects Saint Pierre and Miquelon’s geography: students often need pathways to mainland France or nearby Canada.

Looking Ahead

Education in Saint Pierre and Miquelon is not mainly an access crisis; it is a quality, continuity and opportunity challenge. The system has strong exam results and high public investment, but must keep improving foundational learning, vocational transitions and pathways to higher education or work beyond the archipelago.

– Jeff Zhou 

Photo: Wikimedia Commons

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8 Things to Know About Education in Wallis and Futuna

Education in Wallis and Futuna
Wallis and Futuna, a French overseas collectivity in the South Pacific, has a small but unique education system shaped by geography, language and its relationship with France. The 2023 census counted 11,151 residents, including 8,088 in Wallis and 3,063 in Futuna, while the island of Alofi remains uninhabited.

8 Facts About Education in Wallis and Futuna

  1. Despite its size, Wallis and Futuna offers schooling from early childhood through upper secondary education. As of the 2025-2026 period, the first phase includes 10 schools serving about 1,433 pupils, while the second degree includes six collèges and one polyvalent lycée serving about 1,337 students.
  2. As part of the French education system, Wallis and Futuna follows the broad structure of French schooling: nursery school, elementary school, collège and lycée. French national rules make education compulsory from ages 3 to 16, and the education ministry states that “school is compulsory for all children from age 3 until age 16.” This gives Wallis and Futuna a formal education framework similar to that of mainland France, though local implementation differs. 
  3. Wallis and Futuna has long had a special arrangement in which primary education was delegated to the Catholic mission. A 2025 French parliamentary report describes this as a “situation unique en France,” or a unique situation in France. The same report explains that a 2025 bill aimed to transfer primary teachers into the French state civil service, replacing the concession system that had existed since 1969.
  4. A social movement in 2023 led to an agreement to transform the status of primary teachers, including improved pay and alignment with the national teacher corps. The ministry said the reform’s goal was “l’amélioration de la qualité de l’éducation et des parcours des élèves,” meaning improved education quality and student pathways.
  5. The strongest warning sign is student performance. 40% of students in Wallis and Futuna possessed insufficient or fragile mastery, compared with 11% nationally. In mathematics, the gap was larger: 65% were in the insufficient or fragile category, compared with 28% nationally. These figures show that access alone is not enough; foundational learning remains the key challenge.
  6. French is the primary language of instruction, but many young children first speak Wallisian or Futunian. Teachers assigned to the territory must adapt to “different school populations,” notably children’s language difficulties and local customary practices. New recruitment approaches increasingly recognize that primary teachers should understand local vernacular languages.
  7. The territory is using digital resources to support teachers and reduce isolation. The Catholic Education Directorate developed EDUC@PASIFIKA, a digital teaching-resource platform for primary teachers, co-financed by the European Union, the Pacific Fund, the Pacific Community and the territory.
  8. Education planning is also shaped by shrinking enrollment. Total enrollment dropped from 3,390 students in 2016 to 2,935 in 2020 and 2,658 in 2024. Fewer students can ease class sizes, but they also raise questions about staffing, school organization and maintaining programs across two inhabited islands.

Looking Ahead

Education in Wallis and Futuna benefits from French public funding and a full pathway through secondary school. However, the territory’s next obstacle is outcomes: raising French and math proficiency, supporting bilingual learners, stabilizing teacher careers and ensuring that students in both Wallis and Futuna can move from school into higher education or employment.

– Jeff Zhou 

Photo: Flickr

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The Loss of Language in Pakistan

Language in PakistanThe loss of language in Pakistan is not a new issue. Although Urdu is the national language, Dawn reports that the government has delegated it to the middle and lower classes — effectively leaving a whole generation out of policymaking. This creates a social divide and fosters a sense of alienation among people of the same country. This alienation increases when locals cannot read English signs or names, with literacy rates at only 63%. This loss not only creates problems for the future but also erases years of knowledge within local languages. Balochi, spoken in the largest province of Pakistan, remains endangered despite government efforts such as hosting television shows like PTV Bolan. Balochi has a long history and has shaped the province’s culture immensely. According to Baloch commentators, the province’s neglect stems in part from this erasure, with the government largely overlooking infrastructure and education.

Underrepresentation of the Endangered Languages

This lack of representation separates the province from the rest of the country and leads to increased poverty for locals excluded from lawmaking — a process that remains mostly in English and Urdu at higher levels. Some Baloch commentators describe this as a deliberate erasure of Balochi identity that makes it difficult for people to embrace their Pakistani identity.

Global growth drives language loss in Pakistan for the same reasons languages go extinct worldwide, though the effect is more damaging in a developing country than in most wealthier ones. Roughly 51% of the population cannot speak English, and those who do often do not excel in Urdu, which the education system teaches “like a foreign language.” Balochistan has a multidimensional poverty rate of about 71%, higher than any other province, and has the fewest English speakers, alongside a literacy rate of only 49%. Infrastructure development lags as locals remain largely absent from the governmental system.

Missed Opportunities for the Underprivileged

According to a case study of English and career opportunities at Jazz Digital House Multan, employers consider English an important asset during hiring. However, English is primarily a language of high society, leaving 51% of the underprivileged population at a disadvantage. Khyber Pakhtunkhwa (KP) has around 24 minority languages, and when they are ignored, students cannot receive proper education. Call centers have increased their exports by 19% year over year, according to State Bank of Pakistan data, and have become an important job source. Most call centers communicate in English, creating a barrier for those seeking jobs that do not require advanced degrees. Other workplaces also use English as the recognized professional language, limiting native speakers to minimal job options. The Diplomat argues that in a poorly governed country with high illiteracy, expecting people to communicate in “a dissimilar language” is an extreme burden.

Loss of Culture and Identity

Much as Persian gave way to English during the British colonial era, there has been a similar loss of culture and identity among young Pakistanis today. Dawn emphasizes the importance of diversity, arguing that even amid global efforts to build a unified culture and language, preserving local vernaculars remains essential. Such preservation could help counter the country’s stunted growth and the loss of community identity and richness.

Future Prospects

Some efforts have been made to conserve local languages. The previous prime minister directed officials to deliver their speeches in Urdu at national and international forums. Institutes such as Idara-e-Taaleem-o-Aagahi (ITA) have collaborated with the People’s Action for Learning (PAL) Network to preserve local languages and document cultural artifacts, balancing preservation with global growth. Together, they have established 60 libraries with 200 publications, often in seven different languages, and research on Wakhi, Khowar, Saraiki and Dhatki found that each has its own script. Although Pakistan is undergoing a language tragedy, the government and native people may be able to minimize this loss through collaboration. Many artisans and local businesses rely on their mother tongue; if policymakers safeguard the rights of these languages and integrate them into modern society, many people may move from marginal jobs into a more secure market, eventually helping reduce global poverty.

– Eshal Fatima

Eshal is based in Lahore, Pakistan and focuses on Global Health and Politics for The Borgen Project.

Photo: Unsplash

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Higher Education in Slovenia

Higher Education in SloveniaSlovenia has built one of Europe’s stronger higher education systems, and higher education in Slovenia plays a direct role in the country’s fight against poverty. Roughly half of all Slovenians between the ages of 19 and 24 are enrolled in tertiary education, and most never see a tuition bill. Undergraduate study at public universities is free for Slovenian and EU students who attend full-time, and about 74% of all students paid no tuition fees in the 2024/2025 academic year. That investment has paid off in rising attainment: 43.1% of Slovenians aged 25 to 34 now hold a tertiary degree, up from 31.3% in 2015 and just short of the European Union average of 44.2%. Last year, 16,629 students completed a tertiary degree in the country, 3.2% more than the year before, continuing a decade-long climb in the share of young adults with a university education.

The Costs of Higher Education in Slovenia

Free tuition, however, does not guarantee equal opportunity. Students from low-income families, rural areas and other underrepresented groups often struggle to cover the costs that surround the classroom rather than the classroom itself: housing, food, transportation and books. Monthly living costs for students in Slovenia typically run between €500 and €800, with dormitory rooms costing €120 to €200 a month and private shared apartments running €250 to €350 per person, expenses that weigh most heavily on students who cannot rely on family support and that can push young people from poorer or rural households to skip university altogether.

The gap shows up starkly in outcomes. Among Slovenians whose parents hold a tertiary degree, 74% go on to earn one themselves. Among those whose parents did not finish upper secondary school, only 16% do, one of the widest such gaps that the Organisation for Economic Co-operation and Development (OECD) tracked. That 58-percentage-point divide illustrates how a family’s financial and educational background, not a student’s ability, can still decide who reaches a university classroom in Slovenia.

Scholarship Programs

To narrow that gap, the Slovenian government funds several scholarship programs aimed at the students who need help the most. Need-based state scholarships, reserved for students from financially disadvantaged families, reached 46.7% of full-time undergraduate students and 24.3% of master’s students in the 2021/2022 academic year, making them the most widely used form of student aid in the country. Merit-based Zois scholarships support high-achieving students regardless of income, and the Public Scholarship, Development, Disability and Maintenance Fund separately awards roughly 1,000 new scholarships each year to students training for occupations facing labor shortages, worth €118.48 a month, with total recipients numbering 2,890 as of the end of 2023. Together, these programs are designed so that a student’s financial background does not determine whether they can finish a degree.

The Erasmus+ Program

Slovenia is also working to modernize its higher education system through participation in the Erasmus+ program, which lets students study at universities across Europe, build professional skills and connect with international peers. Almost 5,000 Slovenian students took part in Erasmus+ exchanges in 2023 alone, a 50% increase over 2019, and more than 31,000 Slovenian students have studied abroad through the program over the past decade. These placements help prepare graduates for an increasingly international job market while bringing new teaching methods and fresh ideas back into Slovenian classrooms.

The Slovenian Human Resources Development and Scholarship Fund

Nonprofit organizations reinforce this work. The Slovenian Human Resources Development and Scholarship Fund, the country’s central scholarship body, runs multiple programs that fund undergraduate, graduate and doctoral study for both Slovenian citizens and international students, in some cases covering tuition and living costs for recipients who could not otherwise afford them. The fund also finances researcher mobility and support for lifelong learning, helping students and workers continue building skills well beyond a single degree.

Looking Ahead

A college degree remains one of the most reliable paths out of poverty and into long-term economic security. Slovenian tertiary graduates face an unemployment rate of just 3.5%, compared with 11.4% for those who did not complete upper secondary school, and graduates typically earn more and change jobs less often than their less-educated peers. By continuing to fund scholarships, expand exchange programs like Erasmus+ and invest in partners like the Slovenian Human Resources Development and Scholarship Fund, Slovenia is working to make sure that a student’s family income says less about their future than their own effort does.

– Rachel Ma

Rachel is based in Florham Park, NJ, USA and focuses on Technology and Solutions for The Borgen Project.

Photo: Flickr

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Vocational Education Centers in Jamaica Tackle Unemployment

Vocational Education Centers in Jamaica

Jamaica needs skilled workers while simultaneously struggling with educational outcomes and youth unemployment. Vocational education training centers in Jamaica are instrumental in bridging this gap and can support the reduction of unemployment and drive economic growth and development. However, technical and vocational education and training (TVET) has its potential limited by social stigma, inadequate funding and a disconnect between training and labor market needs.

Vocational education training centers in Jamaica offer practical, job-specific training and technical skills, which can provide a direct route into industries experiencing skills shortages. Existing centers include the St. John Bosco Vocational Training Centre, which opened in 2022. However, simply increasing the number of vocational education training centers in Jamaica does not address the wider challenges facing a country where educational outcomes and youth employment remain challenges.  

TVET needs to become a more consistent and significant force in elevating people out of poverty. UNESCO’s International Institute for Higher Education in Latin America and the Caribbean has identified some barriers TVET needs to overcome to become more effective.

The Issues Facing TVET in Jamaica

These include a disconnect between educational provision and labor market demand. Insufficient collaboration between training between providers and the targeted industry causes this.

Many people have historically seen TVET subjects as being for students who did not have success on the traditional educational path. Due to this, people have long seen TVET subjects as only for those who are good with their hands.

Jamaican children also struggle to transition between education levels. People have often called the effectiveness of education into question. Nationally, in 2025, only 19.2% of students passed Math, English and three other subjects. The low pass rate emphasizes that despite Jamaican children completing on average 11.7 years of schooling, according to a 2021 Public Expenditure Review on Education that UNICEF and the World Bank conducted, they only gain 7.2 years of quality learning.

Underinvestment in vocational education training centers in Jamaica can leave centers reliant on outdated equipment. Therefore, students do not have the skills that a modern labor market requires. Addressing these barriers is essential if TVET is to reach its potential as a pathway out of poverty.

How Jamaica Is Addressing These Issues

In 2025, the Institute of Vocational Education and Skills Training (INVEST) announced a collaboration with the TUI Care Foundation to launch the TUI Academy. The academy is based in Montego Bay, where youth unemployment and skills shortage coexist with the city’s importance to Jamaica’s tourism industry. The program is a response to a shortage of skilled labor in the tourism and hospitality industry. Combining theory with life skills like conflict management and substance abuse prevention has meant 70% of program graduates are expected to secure employment.

In 2023, the Ministry of Education announced that it is taking steps to introduce TVET at the primary level. According to The Global Economy in 2024, 97.3% of eligible children were enrolled in primary education, which is the largest enrolment rate for any education level in Jamaica. With children and parents introduced to it earlier, the idea that academic subjects and TVET are equal will grow. At a more systemic level, Fayval Williams, the previous education minister, said legislation changes would allow the University Council of Jamaica to give TVET courses the same accreditation as their academic counterparts.

A study that Dr. Paul Andrew Bourne conducted in 2025 with 500 TVET students showed that TVET courses reportedly mitigate academic underperformance. The results of this study showed that 62% of students reported improved literacy skills and 67% reported enhanced numeracy through integrated vocational training. These results suggest that vocational education training centers in Jamaica may be key to unlocking a path to a better quality of education for students and better retention of academic subject knowledge.

The government of Jamaica recently announced more than $400 million to strengthen TVET delivery across primary and secondary schools. There has also been a further $400 million earmarked to retrofit technical high schools with new and emerging laboratories. Furthermore, in June 2026, the HEART/NSTA (Human Employment and Resource training/National service training agency trust) announced through a Caribbean Community and Common Market (CARICOM) initiative that three courses will be available online with a minimum of 10 more to be digitized by 2027. The pilot of this initiative received funding from the German development agency GIZ.

The Success of These Measures

Despite the challenges TVET has faced, the programs have shown promising results. Since 2020, the HEART/NSTA Trust has provided skills training for more than 550,000 young people. Further consistent investment in vocational education centers in Jamaica could be an important route into employment for young people.

Prime Minister Andrew Holness’ announcement that the Jamaican government will remove fees for all programs that the HEART/NSTA Trust provided up to level 5 in the 2026/27 fiscal year is indicative of the steps Jamaica is taking in its fight against poverty and unemployment. Jamaica’s investment in TVET, its partnership with international organizations to provide education for in-demand industries and its alignment of TVET with more traditional education forms from primary school is making vocational education less stigmatized, more accessible and more affordable. Jamaica’s efforts demonstrate that TVET can be more than an alternative educational pathway: it can be an investment in economic mobility.

– Malachi Thompson

Malachi is based in Birmingham, UK and focuses on Business and Politics for The Borgen Project.

Photo: Flickr

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Vocational Education Training Centers in Colombia

Vocational Education in Colombia Vocational education training centers in Colombia are helping people develop practical skills that can lead to employment and entrepreneurship. This training can be particularly important for people experiencing poverty, as access to skills and employment opportunities can affect a person’s ability to obtain a stable income. One of the country’s largest providers of vocational education is the National Training Service, known as SENA. The public institution provides free training programs designed to prepare Colombians for occupations in areas ranging from technology and business to agriculture and manufacturing.

Poverty and Employment in Colombia

Poverty remains a challenge in Colombia, particularly in rural communities. According to Colombia’s National Administrative Department of Statistics (DANE), 28% of the country’s population lived in monetary poverty in 2025. The rate was higher in rural and dispersed areas, where 39.5% of people lived in monetary poverty. Monetary poverty measures whether a person’s income is sufficient to meet the basic needs represented by Colombia’s official poverty line.

Employment opportunities can also influence the ability of people to move out of poverty. The OECD reports that around 56% of workers in Colombia are employed informally, meaning they generally do not have access to employment protections or social security benefits. The organization identifies high informality, low access to high-quality education and other inequalities as factors contributing to poverty in Colombia. Developing skills that correspond with labor-market needs can help workers pursue more productive employment opportunities.

For people in low-income and underserved communities, vocational education can therefore provide a pathway toward employment and greater economic stability. By giving students practical skills that employers need, vocational education training centers can help address some of the barriers that make it difficult for people to access higher-quality work.

SENA Provides Free Vocational Training

SENA offers vocational training at several levels, including auxiliary, technical and technological programs. Its certified training programs are designed to prepare people for occupations needed by Colombia’s productive and social sectors. SENA also provides free virtual training, allowing Colombians to access courses without attending a physical training center.

SENA has a large network throughout the country. The institution currently provides in-person services through 33 regional offices and 118 training centers. This network allows vocational education to reach communities throughout Colombia rather than being concentrated solely in the country’s largest cities.

Connecting Training to Employment

Vocational education training centers in Colombia can be especially valuable when training is connected to the needs of employers. SENA’s Public Employment Agency helps connect job seekers with companies while also providing occupational guidance and employment services. The agency works to coordinate labor-market needs with vocational training, occupational certification and employment opportunities.

The connection between vocational training and employment is reflected in recent results from SENA’s Labor and Occupational Observatory. More than 35,600 people who completed SENA programs during the first half of 2025 obtained formal employment within six months of receiving their certification. According to SENA, 58% of the graduates evaluated entered the formal labor market during the six-month period following their certification.

These employment opportunities can be especially significant for people who previously relied on informal or low-quality work. Access to formal employment can provide greater economic stability and access to benefits that are often unavailable to informal workers. In this way, vocational education can help address employment challenges that contribute to economic insecurity and poverty.

Reaching Communities Across Colombia

SENA also works to expand vocational education beyond Colombia’s major urban centers. The OECD has identified SENA as an important provider of job training in Colombia and noted that it reaches some of the country’s more remote areas. Expanding access to training can give people in underserved communities opportunities to develop skills that can be used in the labor market.

The importance of reaching rural communities is particularly evident because poverty rates are higher outside Colombia’s urban centers. Providing training opportunities in these areas can help reduce geographic barriers to skills development and give people more opportunities to pursue employment without leaving their communities.

Other Vocational Education Training Centers

SENA is one of the most prominent providers of vocational education in Colombia, but it is part of a broader network of institutions that provide technical and technology-focused education. The Institución Universitaria Pascual Bravo in Medellín, for example, offers programs in areas including software development, electrical technology, mechanics, mechatronics and industrial production. Some programs are available through in-person, distance or virtual formats.

The Instituto Tecnológico Metropolitano (ITM), another public institution in Medellín, also maintains a strong technological focus. The institution offers programs in technological and professional fields and has been recognized for its emphasis on preparing students for life and work. Government sources have also highlighted ITM and Pascual Bravo as institutions participating in programs designed to expand access to technological education.

Together, these institutions demonstrate that vocational and technology-focused education in Colombia extends beyond a single organization. Different training centers provide pathways into fields that correspond with the needs of Colombia’s labor market, giving students opportunities to develop skills that can improve their employment prospects.

Preparing Colombians for the Future

Vocational education in Colombia is also adapting to changing demands in the labor market. The International Labour Organization (ILO) has worked with SENA and Colombian partners to develop training based on occupational competencies and current labor-market needs. According to the ILO, its professional training program in Colombia has reached more than “387,000 direct beneficiaries” since 2016.

SENA’s programs include fields such as software development, accounting, tourism, marketing, logistics, electrical installation and health services. By providing free opportunities to gain practical skills, vocational education training centers can help Colombians prepare for employment while supporting the country’s broader economic development.

Looking Ahead

For Colombians living in poverty or working in informal employment, gaining skills that correspond with labor-market needs can provide an opportunity to pursue more stable sources of income. As training centers expand access to technical and technological education, they can help address employment barriers while giving people tools to improve their economic circumstances.

The diversity of programs in vocational education training centers in Colombia demonstrates how practical education can create pathways toward employment and economic opportunity. As SENA and other institutions continue expanding access to training and connecting education with labor-market needs, vocational education can remain an important tool for helping Colombians build skills, find employment and pursue greater economic stability.

– Kenneth Dyer

Kenneth is based in Westwood, CA, USA and focuses on Good News for The Borgen Project.

Photo: Wikimedia Commons

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Higher Education in Cambodia

Higher Education in CambodiaSince the introduction of the Policy on Higher Education 2030, higher education in Cambodia has made significant progress, especially in enrollment percentage. However, due to access issues for the rural poor and women, it is uncertain whether they will achieve their 2030 goals across the whole population. The Khmer government and local organizations have therefore mobilized to introduce scholarships and support programs to set young people, and their communities, up for success.

Cambodia’s Higher Education 

Between 2004 and 2019, enrollment in higher education in Cambodia increased from 6% to 15% of the eligible population, reflecting stakeholders’ prioritization of tertiary education. However between 2019 and 2022, enrollment fell by 15% due to rising costs and disruptions to secondary school education during the pandemic.

Even before the pandemic, only 5% of students from the poorest quintile graduated from high school, compared to 52% of students from the wealthiest quintile. Limited access to laptops and poor internet infrastructure in rural areas, where the majority of the poor live, meant more children were out of school, thus widening the graduation gap between wealth quintiles.

While efforts have been in place to return high school graduation rates to pre-pandemic levels, declining literacy and math proficiency in primary and lower secondary schools means this remains a concern for the coming years.

Beyond this, higher education costs have risen by 62% in the last decade, making it increasingly hard for the poor to send their children to university. Indeed, the lowest wealth quintile only accounts for 4% of tertiary enrollment while the wealthiest makes up 46% of the student population. Unless addressed, this divide will continue to grow, limiting both national and regional development as the poor continue to miss out on opportunities.

National Scholarships 

To address this, the Khmer Government intends to introduce national scholarships. These scholarships would focus on increasing access for the poor, women, those in disadvantaged areas, disabled students and those enrolling in STEM programs. By offering free tuition to these target groups, the government hopes to increase enrollment and thus lift more of its vulnerable population out of poverty.

Their focus on STEM programs links to hopes for technological innovation, as this will raise the value of goods and services Cambodia produces. Unlike other ASEAN countries where STEM-associated degrees make up the majority of tertiary education, in Cambodia, 41% of students are enrolled in business and management degrees. While this helps maintain current sectors, there is limited opportunity for innovation, thus hindering economic growth.

The Question of Quality 

Beyond access, the quality of higher education in Cambodia also remains a concern. Since funding is allocated according to institute age rather than research or graduation percentage, there is little incentive for older universities to invest in developing their programs. Only 9% of full-time academics have PhDs, the staff’s limited research expertise limiting both their students’ learning and university progress. Furthermore, the focus on enrollment rather than graduation means less than 60% of students complete their studies.

To help address some of these barriers, Lotus Outreach established the Cambodian Tertiary Education and Leadership Youth Training (CATALYST). The program provides vocational training for high school graduates from Cambodia’s poorest rural areas through scholarships, mentoring and workshops. The aim is to ensure disadvantaged students are able to thrive and complete their studies, rather than be forced to drop out due to financial or academic struggles.  

CATALYST has also sponsored 266 women through higher education. Its vocational training and workshops run alongside the scholarships and mean that all 20 of the 2025 graduates secured salaried employment following their graduation.

Charity Organizations 

Lotus Outreach is among many charitable organizations seeking to help the disadvantaged to pursue higher education. 

The Life and Hope Association’s Program Advancing Girls Education (P.A.G.E) tackles the gaps in secondary school education, giving full-time accommodation and teaching to 36 girls from rural areas near Siem Reap. The girls live in the city with the monks who run the organization and are given the support and space needed to complete their education, rather than being pushed into domestic care.

The Asia Foundation has also made huge strides, funding 146 scholarships for rural girls to achieve bachelor’s degrees from Western University. Paired with the Foundation’s Career Development plan where the young women acquired English language, computer and leadership skills, the graduates have gone on to pursue careers in both civil and private sector organizations.

Since only 11% of girls in Cambodia continue to upper secondary school, these programs have proved vital in opening doors for young women. 

Looking Ahead 

Higher education in Cambodia has developed significantly in the last two decades, however there remains work to be done. National scholarships and charitable organizations are helping to tackle access issues. If this is paired with budget reform and support programs, the country can ensure students thrive at both university and beyond.

– Elizabeth Holden

Elizabeth is based in Kent, UK and focuses on Politics for The Borgen Project.

Photo: Unsplash

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3 Recent Improvements to Higher Education in Peru

Higher Education in PeruPeru is currently ranked 77th in education worldwide and, in recent years, has seen major improvements in its higher education system. Here are a few worth noting:

The 2014 University Law

In 2014, Peru enacted the University Law, bringing much improvement to Peru’s tertiary education system, requiring universities to go through evaluations to prove basic quality standards, set stricter academic requirements for educators and provide special monthly bonuses for researchers at public universities who produce indexed scientific papers.

Before this, universities experienced lots of expansion with limited government oversight, which resulted in disparities in the quality of education among schools. During this time, many institutions operated without meeting any specific academic standards, resulting in graduates who often lack adequate experience to be successful in the labor market. To mitigate this, the law established SUNEDU, a specialized agency responsible for institutional licensing, taking away operations for universities that failed to meet a set of minimum quality requirements.

This system required universities to demonstrate that they met minimum quality conditions regarding faculty, infrastructure, student services, etc. Universities that failed to meet these standards had their operating licenses revoked and, in some cases, had to close. These efforts highlighted the goal to prioritize the quality of education in Peru, strengthening public confidence in higher education, and encouraged institutions to invest more in student success.

The 2016 Law on Institutes and Schools of Tertiary Education

This law was built on the University Law, laying the foundation for a more transparent and rigorous quality checking system. It was designed to “promote more effective student-centered, competence-based approaches to teaching and learning.”

Technical schools play a crucial role in getting students ready for a career in industries that might require practical skills, yet they have historically received less attention than universities. This 2016 law introduced several changes, including licensing requirements, quality assurance systems and stronger oversight for schools offering technical and professional education. These changes pushed for clearer educational standards while promoting continuous improvement among institutions. Additionally, the law aimed to strengthen the connection between technical education and labor market demands by encouraging institutions to engineer programs that reflect employer needs and evolving workforce trends. This allowed graduates from technical institutes to be better prepared for their future employment, and gave employers access to workers with more relevant skills, depending on the work. This reform also recognized technical schools as a crucial aspect of Peru’s tertiary education, as opposed to a secondary alternative to university.

The 2020 National Policy

When Peru enacted this policy, the policy “laid out, for the first time, a comprehensive strategy for the entire vocational and tertiary education sector through to 2030.”

This policy gives Peru more direction when creating a tertiary system that is increasingly aligned with national priorities. Instead of concentrating only on institutional regulation, this policy provides a more complete vision for the entire higher education sector, including universities and technical institutes. Its primary goals include improving educational quality, expanding equitable access, strengthening government institutions and ensuring that graduates develop the knowledge necessary to be successful in Peru, as well as increasing collaboration among institutions. The policy encourages better coordination between educational institutions, employers, the government and regional authorities so that academic programs can remain responsive to changing labor market demands. Furthermore, it seeks to lessen educational inequalities by increasing opportunities for disadvantaged groups and improving student services that result in successful graduation.

How Has This Benefited Peruvian Citizens?

About 54% of adults aged 25-34 have completed tertiary education as of 2024. This gives Peru the highest tertiary attainment rate compared to all OECD countries in the region. The country’s tertiary participation rate in the early 2000s was close to that of other OECD countries; however, Peru’s net enrollment rate has since increased at a faster pace than its peers. This achievement highlights substantial progress in accessibility in university programs, both academically focused institutions and technical-focused institutions.

Between 2000 and 2023, enrollment in private universities has increased by more than 600% (going from about 169,000 to 1.2 million students). Enrollment in public universities has seen minor increases, going from about 255,000 students to 355,000 (about a 40% increase).

To add to this, overall enrollment has increased, going from 33.92% of eligible children in 2006 and skyrocketing to 73.22% of eligible children in 2016. This highlights the ability of Peruvian schools to make changes in their educational structures that increase participation in schooling as a whole.

In terms of unemployment rates, Peru was also on a steady decline until the effects of the COVID-19 Pandemic in 2020, sitting at 3.38% in 2019. This is likely a result of improved tertiary education, which draws the connection between quality education and post-grad success. Since the pandemic, unemployment rates have decreased again from 7.18% to 5.12% as of 2025, and will likely return to the low numbers we were seeing in the late 2010s.

Concluding Thoughts

In all, these reforms have significantly improved the higher education system in Peru by creating a system that prioritizes accountability and student-centered tertiary education. Peru has done a great job of making efficient and effective adaptations to the education system that focus on the quality of the student experience, not the institutions themselves. 

– Emily Fleetwood

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

Photo: Wikimedia Commons

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How Public Libraries in Namibia Support Economic Opportunity

Public Libraries in NamibiaPublic libraries in Namibia are doing more than lending books. By expanding access to the internet, digital skills and government services, as well as libraries, are helping residents pursue employment and build economic security in a country where poverty and unemployment remain significant challenges.

Namibia has made progress in reducing poverty, with the national official poverty rate falling from 37.5% in 2003 to 2004 to 17.4% in 2015 to 2016. However, the World Bank reports that recent census data placed unemployment at 36.9% among the working-age population in 2023, showing that many Namibians still face barriers to stable incomes.

Library Services and Support

The Namibia Library and Archives Service operates public libraries that provide residents with access to books, computers and internet services. These resources allow people to search for employment opportunities, complete online applications and access information without paying for private internet services.

Electronic Information for Libraries (EIFL) has supported Namibia’s library sector since 2013. In partnership with the Namibia Library and Archives Service, EIFL ran a two-year project that strengthened professional development for public librarians and helped establish new digital library services designed around community needs.

Practical Assistance and Impact

Public libraries also provide practical assistance with online government services. A 2022 study of Namibia’s community libraries surveyed staff at 64 of the country’s 65 community libraries and found that residents used library facilities to download and complete employment forms, access employment information and file tax returns. The study also identified limited workstations, unreliable internet connections and slow bandwidth as continuing challenges.

The libraries’ employment-related outcomes have also received independent evaluation. A Millennium Challenge Corporation study of Namibia’s regional libraries recorded nearly 250,000 patron visits in 2017, exceeding the program’s target for its third year. Among surveyed patrons, 39% of self-employed respondents and 16% of wage earners reported higher incomes, while 1% of sampled job seekers reported obtaining new employment.

These findings show that libraries can support economic opportunity while also highlighting the limits of their impact. The evaluation found that learners, business patrons and wage earners reported improvements in skills, job performance and career prospects, but libraries alone could not overcome wider barriers to employment.

Human Impact and Economic Mobility

The human impact of these services can be significant. In a study of public library users in Namibia, one woman explained that she “got my job because of the library,” describing how she typed and printed her curriculum vitae (CV) there and used the library’s internet to send an application that proved successful. The researchers found that many users visited libraries specifically to search for jobs, prepare their CV, access computers and use the internet for employment-related activities, showing how libraries can support economic mobility for low-income residents.

EIFL’s wider Public Library Innovation Programme demonstrates how libraries can provide practical tools for economic inclusion. The program has supported more than 400 public libraries in developing and transition economies, focusing on public access to information and communication technology, digital skills and services that can help people find jobs and improve their livelihoods.

Conclusion

Public libraries therefore offer a relatively low-cost way to connect low-income communities with information and digital opportunities. Namibia’s experience shows that these institutions can contribute to employment, entrepreneurship and digital inclusion, particularly when government agencies and development organizations provide the infrastructure and training needed to make those services effective.

Public libraries in Namibia are becoming important community hubs for economic inclusion. Although libraries cannot solve unemployment or poverty alone, their growing role in providing internet access, employment resources and digital skills gives residents additional tools to participate in the economy. As Namibia continues to address its high unemployment rate and persistent inequality, strengthening these community resources can help more people access opportunities that may otherwise remain out of reach.

– Archie Monton-Black

Archie is based in Bedford, UK and focuses on Business and Good News for The Borgen Project.

Photo: Flickr