Archive for category: Education

Information and stories on education.

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How Conflict Is Affecting Education in Sudan

Education in SudanFor many children, education in Sudan has become another casualty of the country’s ongoing conflict. Since fighting erupted in April 2023, millions of children have lost access to classrooms as schools have been damaged, closed or used for other purposes. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), Sudan is home to about 17 million school-age children. By August 2025, only about three million had returned to school, and fewer than one-third of schools had reopened. As the conflict continues, restoring access to education is essential not only for children’s learning but also for Sudan’s long-term recovery.

Education Challenges Before the Conflict

Even before the current conflict, education in Sudan faced significant challenges. UNESCO estimates that approximately 6.9 million children were already out of school before fighting began in April 2023, highlighting long-standing barriers to accessing education. Since then, the conflict has deepened these existing challenges by further disrupting schools and limiting learning opportunities for millions of children. What was already a struggling education system has become one of Sudan’s most urgent humanitarian concerns.

The consequences of the conflict continue to affect children across the country. According to the United Nations Children’s Fund (UNICEF), at least eight million children are currently out of school, while nearly half of Sudan’s school buildings are no longer functioning due to the ongoing violence. In regions such as Darfur and Kordofan, insecurity has made it increasingly difficult for children to access safe and consistent learning environments. As a result, many young people remain without the education and stability that schools can provide during times of crisis.

Emergency Education Support

While the challenges facing education in Sudan remain severe, international organizations are working to help children continue their education. Education Cannot Wait (ECW) supports emergency education programs that provide conflict-affected children with access to safe learning spaces, trained teachers and psychosocial support. Working alongside humanitarian partners, ECW aims to ensure that children who have been displaced or affected by violence can continue learning even throughout the ongoing crisis. These efforts help provide not only access to education but also a sense of stability and hope for children whose lives have been disrupted by conflict.

Alongside broader recovery efforts, targeted programs are helping children return to education. According to UNICEF, the Building Resilience to Improve Development and Growth in Education in Sudan (BRIDGES) program will support more than 328,000 conflict-affected children by restoring access to learning in some of Sudan’s hardest-hit communities. Launched in May 2026 by UNICEF and Save the Children, with support from the Global Partnership for Education, the initiative will also help reopen about 850 schools, support approximately 9,000 teachers and establish nearly 1,800 temporary learning spaces. The program aims to strengthen Sudan’s education system while ensuring that more children can safely continue their education.

Looking Ahead

Although rebuilding education in Sudan will take time, efforts are already underway to help children return to learning and strengthen the country’s education system. UNESCO’s Transitional Education Plan 2025–2027 provides a roadmap for reopening schools, supporting teachers and improving access to safe learning environments, but achieving these goals will require an estimated $580 million in funding and continued international cooperation. As Sudan works toward recovery, continued investment in education will be essential to ensure that millions of children have the opportunity to learn, rebuild their futures and contribute to the country’s long-term development.

– Aniya Akram

Aniya is based in Bradford, UK and focuses on Global Health and Politics for The Borgen Project.

Photo: Flickr

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How Vocational Training Centers in Portugal Address Poverty

Vocational Training Centers in PortugalVocational training centers in Portugal help workers gain practical skills that lead to employment in industries ranging from agriculture to advanced manufacturing. Portugal continues to reduce poverty and diversify its economy beyond tourism, which accounts for roughly one-fifth of Portugal’s GDP. Heavy dependence on tourism leaves workers vulnerable to seasonal employment and extremely sensitive to global disruptions. During the first half of 2020, the COVID-19 pandemic caused a cumulative GDP drop of 17%. These training centers play an important role in preparing workers for stable careers. Although nearly 1.9 million Portuguese citizens remain at risk of poverty, vocational education has expanded opportunities in sectors such as Port wine production, olive oil processing and automotive manufacturing. 

Unemployment continues to affect many workers, particularly young adults, who face an unemployment rate of 19.7%. Vocational training centers address this challenge by allowing graduates to transition into stable employment quickly. Portugal continues to expand sectors with long-term growth potential, particularly automotive manufacturing by adopting public-private partnerships through its National Qualifications system. This allows employers to shape curricula, provide apprenticeships and create employment pathways for graduates.

Industries Benefiting From Vocational Training Centers in Portugal

  1. Port Wine: Portugal’s Port wine industry employs more than 150,000 workers, from vineyard workers to logistics specialists and export managers. Vocational training centers, such as Academia Douro and Porto, and School of Port, prepare workers for careers in viticulture, fermentation technology, food safety, quality control and international marketing. These programs support both the wine industry and wine-driven tourism. As demand for Portuguese wine continues to grow, vocational education helps businesses remain competitive and creates careers that increase stability.
  2. Olive Oil: Portugal is Europe’s sixth-largest producer of olive oil, producing about 160,000 tons yearly. Vocational training programs, such as AgroB and UTAD’s Technology of Olive Oil programs, prepare workers for careers in food processing, agricultural technology, supply chain management, quality assurance and export management. As workers gain specialized skills, businesses increase productivity and create stable jobs.

Automotive Manufacturing

Portugal is investing in the expansion of sectors with long-term growth potential, such as its automotive components industry. Portugal produces parts for four major automakers: Volkswagen, Stellantis, Mitsubishi Fuso and Toyota, as well as partners with more than 220 automotive suppliers. The automotive sector currently accounts for about 5% of the nation’s GDP and employs 8% of the workforce. Portugal manufactures wiring systems, molds, electronics and precision parts. As electric vehicle popularity grows in Europe, demand for technicians, robotics specialists and industrial maintenance professionals also grows.

Government funding and partnerships with private employers finance modern training centers that focus on advanced manufacturing, agricultural technology and industrial automation. Portugal operates a National Qualifications System, with programs that focus on robotics, IT and polytechnic training. The European Union subsidizes these programs. This gives graduates the opportunity to be set up for a career path that shows long-term growth and low volatility, combating the 19% young adult unemployment rate. 

Looking Ahead

Vocational training centers in Portugal continue to strengthen the country’s workforce by preparing students for careers in Port wine production, olive oil processing and automotive technology. These programs reduce unemployment, increase incomes and diversify Portugal’s economy beyond tourism. As more workers gain technical skills and access to secure employment opportunities, vocational education will remain an important tool for reducing poverty.

– Julia M Kozin

Julia is based in Livermore, CA, USA and focuses on Technology and Politics for The Borgen Project.

Photo: Unsplash

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Fighting Poverty: Effects of Higher Education in Seychelles

Higher Education in SeychellesYouth in Seychelles can now gain their bachelor’s and master’s degrees without leaving their home countries. This is one way higher education in Seychelles is contributing to the fight against global poverty.

Seychelles is a small nation in the Indian Ocean, off the east coast of Africa, composed of more than 115 islands. One of the most significant changes in the country is the establishment of the University of Seychelles. This advancement in higher education in Seychelles is pushing poverty rates downwards.

Statistics

In 2019, the Oxford Poverty and Human Development Initiative (OPHI) found that 11.8% of Seychellois (around 10,731 to 14,319 people) were living in multidimensional poverty. The poverty index (MPI) was highest for the youth age group (15 to 24 years) at 16.46%. These youth were “particularly affected by ‘Overcrowding’, ‘Substance use/abuse’, ‘School attendance’ and ‘Youth NEET’” (Not in Employment, Education or Training).

Seychellois youth had little to work towards after their high school education—likely causing the country-wide difficulty with school attendance. Without sufficient ways to access higher education in Seychelles, it was also more difficult for residents to attain higher-paying, professional jobs.

Seychelles have been home to six post-secondary schools since the 1980s, all located on the largest island, Mahé. There was no public or private university. Not only would youths have to leave their home islands to get an education beyond high school, but the nearest public universities were all miles away in different countries. The lack of opportunity in the country was keeping Seychellois youth from moving out of poverty.

Brain Drain

Additionally, the lack of university lab facilities and jobs has caused brain drain in Seychelles. Brain drain is the loss of tertiary-educated citizens to jobs abroad—the country is losing its brightest minds. According to the World Bank’s data and IMF labor statistics, “Mauritius and Seychelles have documented the highest brain drain rates globally—both losing over half their tertiary-educated workforce to migration.”

Seychelles had to continuously fund the migration of foreign professionals into the country. Due to the continuing lack of resources, “foreign professionals typically serve [one to three] year contracts before advancing to better opportunities, creating perpetual recruitment cycles that prevent institutional development.” This is a cycle that keeps Seychellois citizens under-educated and in poverty.

University of Seychelles

In 2009, the government of Seychelles opened the University of Seychelles (UniSey) as a counter to brain drain. As the first institution of higher education in Seychelles, they originally worked with the University of London to develop curricula and train faculty, UniSey has begun developing its own programs and relationships with other academic institutions. UniSey offers 13 bachelor’s degrees, four master’s programs and two PhD programs in the business field. As of 2026, it plans to further develop its campus by 2035 with improved research facilities and sustainable infrastructure.

The Good News

UniSey is one of the most promising public universities in Africa, and it’s already having a positive effect on Seychelles. Increasing access to education is known to improve poverty rates on the national scale. The World Bank’s funds access to higher education on the basis that it “can make an important contribution to building a stronger society, ending extreme poverty and boosting shared prosperity. It can serve the community by contributing knowledge and advanced skills as well as basic competencies and research. Knowledge plays a growing role in the global economy, driving economic growth and productivity.”

The OPHDI found that the education level of the head of household directly correlated to severity of poverty in Seychelles: “those with no schooling, [have] the highest MPI (0.115), and the MPI decreases as the education level increases.” Allowing residents to access higher education in Seychelles will pull more people out of poverty.

In Seychelles, multidimensional poverty has dropped from 11.8% of the population to 0.9%. That’s a 92% decrease in only six years.

The Cost

A bachelor’s degree at UniSey can cost 65,000 to 165,000 Seychellois rupees per year ($4,860.12 to $12,337.22), and postgraduate degrees can range from 72,000 to 100,000 ($5383.51 to $7477.10). While these tuition costs are low compared to the United States, cost can still prevent impoverished people from accessing higher education in Seychelles.

UniSey offers several scholarships to students on its website, and dozens of scholarships are available on the Seychelles Ministry of Education website. Most of the fully funded scholarships focus on computer technology and machine learning, fields that are expected to continue growing in the near future. If potential students would prefer to pursue the humanities, there are also scholarships funded by foreign governments in international politics, law and business that include a job offer upon completion of the degree. 

If an impoverished student cannot get a scholarship, their other option is to take out loans. The Seychellois Ministry of Finance, Economic Planning, Trade and Investment has begun offering its own loan scheme as of 2023. The principles underpinning this choice are “the Government recognizes education as a key sector for the socio-economic transformation of our country” and “investment in our people’s education represent an investment for the future of our country.” The choice to offer a government loan for higher education in Seychelles in fields that directly benefit the Seychellois economy is a direct push against poverty.

Looking Ahead

Seychelles is continuously fighting poverty in its country, but the fight is not over. One of their biggest factors in multidimensional poverty is still schooling, and the University of Seychelles can only take small cohorts of students, usually around 300 to 400. As UniSey and the Seychellois economy continue to expand, there’s hope that more families will be able to access higher education in Seychelles and escape poverty.

– Isabella Law

Isabella is based in Pilesgrove, NJ, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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Vocational Education Training Centers in Barbados

Vocational Educational Training Centers in BarbadosBarbados is a small country with a high population density that, on average, welcomes more than twice its permanent population in visitors yearly. Tourism is Barbados’ biggest employer, and yet it has often been reported that skills gaps exist that require more investment in vocational education. Here is more information about vocational education training centers in Barbados.

Barbados’ History

After Spanish colonizers forced the native population of Barbados to flee in the 16th century, the British were the first of the European explorers to reside in Barbados permanently in 1625. During the 1600s, the Royal African Company shipped African men, women and children to work as slaves on sugar plantations. It was a rare commodity at the time, and was the predominant export crop in Barbados for centuries.

After independence, the narrow resource base that the colonial administration left meant that the economy was vulnerable to external shocks. During the 1970s, a drop in sugar output helped to cause a downturn in Barbados’ economy.

The government thus shifted to seek growth from other sectors. A 1995 White Paper on Education Reform advocated for a shift from agrarian and manufacturing work to service and tech. It coincided with an entry to CARICOM’s Caribbean Single Market and Economy, a system where Barbadians and Caribbean islanders alike could move and trade freely. Thirty years later, tourism and its related industries are now the biggest employers and swallow up 25% of the workforce: a huge transformation over 60 years.

Education Reform

Education reform has followed a similar track in Barbados. The dominance of the sugar industry was a system suited to its colonizers and raises incredible similarities to the education system at independence that suited white British settlers. The availability and quality of education varied hugely across the island based on public or private status. There was limited access to secondary education, especially for the emancipated population, whereas white settlers would often send children back to the U.K.

Only after independence in 1966 did the government abolish school fees, pilot school meals and expand education so that access to secondary education was increased. It allowed for the University of West Indies to open its first campus on Barbados in 1963 and a plethora of Community Colleges and secondary schools followed suit.

Like the transition from agriculture to tourism, Barbados shifted its approach. Today, the successes of this post-independence academic education drive are evident. The literacy rate ranks highly at 99.6%.

Arguably, an overlooked factor has been the availability of skills training. A crucial misstep in the Ministry of Education occurred in the 1970s. It made student loans available for academic-oriented programs, but crucially left vocational and educational training centers out. Though it has now changed, the separation of vocational and academic education still continues.

Vocational Education Training Centers in Barbados Today

Today, vocational training qualifications are administered by the Technical and Vocational Education and Training Council (TVET). It offers more than 250 training programs at more than 60 centers in person with courses also available online. A number of these are catered toward tourism: individuals could receive training in barbering, bar service and community tourism. In a bid to make vocational training programs more popular, pre-vocational training programs were first piloted in six schools in the year 2000.

This has proved difficult. As the International Labour Organisation (ILO) made clear in 2014, “there is insufficient integration of the mainstream education and technical training.” The result is clear. “This arrangement impacts both on the ability to provide effective cross-sectoral education and training and on students, prolonging their period of movement through the system.” The organization directly linked youth training levels to employment levels.

Funding Cuts

Now, the government has cut funding to education. From 2000 to 2025, the proportion of total government spending on essential education services decreased from 22.2% to 14.2%. This may have a bigger impact on skills training than academia, which has historically received more funding than vocational educational training.

The result of funding cuts in the education sector may be seen in unemployment statistics for the country. Although the job creation rate is strongest in sectors like tourism, construction, manufacturing and retail, the highest unemployment rates are in the same industries, sitting at a 3% unemployment rate compared to 1% to 1.5% for other industries.

Underemployment is also highest for these sectors. This might indicate a skills mismatch in the tourism and tourism-related industries as employees do not have the skills to attain jobs in tourism. The reported failures by the Ministry of Education in providing vocational educational training might explain this as employers require skills that job-seekers do not have. 

An opposition senator iterated this point in a recent joint select committee about a new citizenship and immigration bill. Senator Walters identified that employers are instead seeking foreign workers for basic roles related to tourism like “warehouse assistant, sales associate, and a shop supervisor.” He stated that training institutions were failing Barbadians, “if we cannot fill those jobs, something is wrong with our education system.” His criticism fired shots at the Ministry of Education.

Vocational Training Around the World

Across the world, governments have developed vocational education programs to improve the employment rate and increase economic growth. Last year, the British government announced a new vocational qualification called V-levels to simplify vocational qualifications. In the U.S., recent survey data showed a rise in nondegree paths, especially those that offer vocational training. However, where other governments around the world have increased funding for vocational educational training, the Barbadian government has contravened this trend by decreasing essential education funding. 

Looking Ahead

Barbados is uniquely placed to capitalize upon the global trend of improving vocational qualifications. In a country which is densely populated with 86.3% of the population in urban hubs, it seems that agricultural dominance will no longer be the primary way to improve economic growth. Prioritizing academic improvement post-independence has been a successful part of the shift to prioritizing the service sector. However, funding cuts for essential education services pose a question about the impact this will have on vocational educational training centers and the employment of young Barbadians. The tourism sector is the biggest employer on the island, and vocational qualifications are purpose-built for this field. Prioritizing funding for vocational training may be the solution.

– Luke Buckland

Luke is based in London, UK and focuses on Business and Politics for The Borgen Project.

Photo: Unsplash

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Refugee Access to Higher Education in Canada

Refugee Access to Higher EducationInvesting in refugee access to higher education in colleges and universities is one of Canada’s most powerful, underused tools for helping displaced people move from basic survival to stable, dignified lives and for advancing global poverty reduction from within Canada’s borders. Refugees are disproportionately affected by poverty, both before resettlement and after arrival, and many families struggle to afford housing, food and education in host countries. In this context, refugee access to higher education in Canada is emerging as a crucial pathway from emergency support to long-term inclusion, reducing poverty risk for newcomers and strengthening their ability to support relatives living in crisis situations abroad.

From Survival to Stability Through Education

Across Canada, about 20% of refugees of working age enroll in a college or university program within their first year in the country, far below the participation of other immigrant groups. Refugees who access Canadian post-secondary education witness drastic gains in employment and income. A longitudinal study showed that 84% of government-assisted refugees and 89% of privately sponsored refugees who pursued post-secondary studies were employed within eight years of their arrival, compared to 57% and 66% who did not.

These outcomes highlight how access to higher education can significantly improve employment prospects and earnings over time for refugees. These labor outcomes can directly translate into reduced poverty risk for refugee households and better financial support sent to relatives who are living in crisis situations abroad. Globally, remittances from migrants and refugees to low- and middle-income countries have become one of the largest sources of external finance, often exceeding official development assistance in many countries (p. 4). This illustrates how better jobs in Canada can contribute to poverty reduction worldwide. As refugees gradually move from precarious, low-wage jobs into stable higher-wage positions, they obtain the income, networks and confidence to contribute to the development of their country of origin through remittances, business links and advocacy. In this way, Canada’s higher education system functions as an engine of global development policy that works through students rather than through large aid programs, with this pathway serving as a particularly high-impact lever for poverty reduction.

Barriers to Post-Secondary Access

Despite this potential, many refugees face hard barriers on the road to college or university. Research indicates a cluster of obstacles: limited academic English or French, difficulties getting foreign high school or university credentials recognized, and high tuition and living costs. For young adult refugees balancing survival jobs, family responsibilities and trauma-related mental health needs, lengthy language upgrading or prerequisite courses can make higher education feel out of reach and can limit access.

Structural walls compose these personal challenges. Complex application systems, lack of tailored guidance counseling and uncertainty about immigration status or financial aid can delay or derail study plans. Even when refugees qualify for admission, they may be excluded from provincial student aid or charged international-student fees, effectively pricing them out of classrooms that could transform their futures and further constraining their access to higher education. These barriers keep many refugees trapped in low-income work and increase their vulnerability to long-term poverty in Canada and globally, since they have fewer resources to support family members who remain in conflict-affected settings.

Bridging Programs, Scholarships and Mentoring

Those walls are gradually beginning to be torn down with promising initiatives to close this gap (p. 15). Bridge-training programs through post-secondary education help internationally trained newcomers upgrade their qualifications, improve language skills and meet licensing requirements in regulated professions. These programs combine coursework, mentoring and networking with employers, giving refugee learners a clearer pathway into fields like health, engineering and education and opening doors to better-paid, more secure jobs that reduce poverty risk over the long term.

Targeted scholarships and sponsorship schemes are also expanding refugee access to Canadian campuses. The Student Refugee Program, coordinated by World University Service of Canada (WUSC), resettles more than 150 refugee youth to Canada each year and provides them with a full year of financial and social support as they begin university or college studies. Local WUSC committees, which are often led by students, offer day-to-day mentoring, help with housing and language practice, and a built-in community that reduces isolation to improve retention. Early evaluations show that graduates of such programs transition into stable employment and leadership roles at higher rates, multiplying the impact of each sponsored student over a lifetime and demonstrating how targeted initiatives can widen access to higher education. As these graduates move into professional careers, their ability to support relatives in low-income and crisis-affected countries grows, creating a direct link between refugee education in Canada and global poverty reduction.

Why Refugee Education Is Smart Poverty Policy

The facts are overwhelming: refugees who are able to study in Canada are much more likely to find decent work and to avoid poverty in the long term. Compared to other immigrant groups, the employment and earnings premium for refugees with a Canadian post-secondary degree is significantly higher, which means that every additional seat a refugee student occupies in a post-secondary program will yield disproportionately large benefits.

The investment in refugee access to colleges and universities is not just a humanitarian imperative but a high-leverage poverty reduction strategy that transcends Canada’s borders for a country that is dedicated to the Sustainable Development Goals. Canada can use its campuses to launch the next generation of refugee nurses, engineers, teachers and advocates through scaling up bridging programs, scholarships and community-based mentoring. This establishes a ripple effect of people who will help families and communities rise out of poverty, both in their new home and in their countries of origin, and it reinforces the notion that refugee access to higher education in Canada is one of the country’s most effective, underutilized poverty reduction tools.

– Charles Bakar

Charles is based in Montréal, Canada and focuses on Good News and Politics for The Borgen Project.

Photo: Pexels

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Child Welfare Initiatives in East Africa

child welfare initiatives in East AfricaChildren in East Africa face numerous challenges, including poverty, separation from families and limited access to education. According to the United Nations Children’s Fund (UNICEF), two out of three children in the region are affected by poverty, which can have lifelong consequences. Children who grow up in deprivation are more likely to experience poor educational outcomes and limited opportunities, creating a vicious cycle of poverty across generations. To combat this cycle, governments and organizations across East Africa are implementing a range of child welfare initiatives, which include deinstitutionalization efforts that reduce reliance on orphanages, community-based child protection programs and education support for vulnerable children.

Deinstitutionalization Efforts

The number of children growing up in institutional care remains a problem across East Africa. In Kenya alone, it is estimated that 30 to 45% of orphans end up in institutions, leaving them vulnerable, especially as child abuse in care homes is six times higher than in a normal family environment. In Kenya, children account for 50% of the country’s population.

Growing up in care can impact children psychologically and socially. They have a higher risk of being homeless and a lack of educational and employment opportunities, creating a cycle of poverty. To address these challenges, Transform Alliance Africa works with governments in East Africa to improve child welfare systems across the region. In Kenya, they have assisted in creating guidelines for Alternative Family Care, meaning children are raised in a safe and nurturing home. In Rwanda, the organization trained 75 professionals, including social workers and psychologists who can help orphaned children.

Community-Based Child Protection Programs

Community-based child protection programs are most effective when local communities identify risks and actively support vulnerable families. In Uganda, reports show that around 700 child abuse cases are reported every three months and 56% of children are living in poverty. Addressing this issue, Save the Children Uganda has trained 13 social welfare officers and over 700 para-social workers to support vulnerable children within the country. These trained community workers help identify children at risk and intervene before situations escalate into abuse or neglect. In 2024, the organization helped over 78,000 children in Uganda, demonstrating how child welfare initiatives in East Africa are helping to create safer environments for vulnerable children.

Education for Vulnerable Children

Access to education remains a challenge for many children across East Africa, particularly in Ethiopia, where UNICEF reports that 90% of 10-year-olds cannot read or write. This poses many challenges to the children as they grow older, as limited access to education can reduce employment opportunities and increase the risk of poverty in adulthood. With the help of the Ministry of Education, UNICEF is strengthening the school curriculum, which, in turn, will help over 26 million children. Along with this, a World Bank program called AIM4LEARNING is aiming to introduce technology to enhance education and fund basic education across East Africa. The program will be implemented over 10 years and the first phase will focus on Ethiopia and Comoros. Together, these programs highlight how child welfare initiatives in East Africa are giving young people access to opportunities that can break the cycle of poverty, improving long-term outcomes for vulnerable children.

Looking Ahead

Although children in East Africa continue to face challenges such as poverty, separation from family and limited access to education, organizations are working to improve outcomes through various programs in the region. From promoting deinstitutionalization, strengthening community programs and improving the education systems, these efforts are helping vulnerable children build a future. As these child welfare initiatives in East Africa continue to grow, they have the potential to break poverty cycles and create lasting changes.

– 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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Promoting Women’s Education in Ghana

Women's Education in GhanaThe Republic of Ghana is a coastal country in West Africa with a population of more than 35 million. Currently, Ghana’s adult literacy rate is 76% and the literacy rate in adult women is even lower at 65%. This percentage is stark compared to countries such as Norway, which boasts a 100% adult literacy rate. While Ghana has seen immense progress in education over the past decades, the literacy rate for women is still much lower than in other parts of the world. Ghana also struggles with 21.9% of its population living in poverty, with 38% of that demographic having little to no education.

Women’s Education in Ghana

Women’s education in Ghana is a powerful tool for reducing poverty, improving family health and driving national economic growth. Key benefits include economic empowerment, better community health and greater social equality. Melaniece Nicole Bardley explains barriers to women’s education in Ghana, noting that despite females outnumbering males in the country, fewer girls than boys are enrolled in school, and those who are enrolled tend to perform at a lower standard. Bardley points to poverty, traditional and cultural beliefs, and gender roles as key factors that have “stood in the way of Ghanaian females’ access to education.” High levels of poverty and cultural expectations block many girls from accessing the same educational opportunities as boys. Promoting women’s education in Ghana would secure better jobs and earn higher incomes, which directly help lift their families out of poverty. When women participate in the formal workforce and start businesses, they strengthen the national economy.

Women in STEM Ghana Girls’ Camp

Launched in 2018, Women in STEM (WiSTEM) Ghana Girls’ Camp aims to create equal opportunities for all girls and boost their interest in STEM education. This camp provides opportunities for young girls to experience hands-on learning and participate in career development, critical thinking and other important mentorships to boost their skills. These education changes can also promote health outcomes for entire households. Literate mothers in Ghana understand nutrition, disease prevention and the importance of medical care for their children. This can lower child mortality and help women make informed decisions for themselves and their future families.

Progress and Challenges

Ghana has made good progress in primary school enrollment, but gaps remain at high school and university levels, especially in rural areas and northern regions. Poverty, long travel distances to schools and traditional social norms still block some girls from finishing their studies. Programs run by the government and groups like WiSTEM work to fix school infrastructure, supply menstrual hygiene support and keep girls in classrooms.

– Sadie Lopez

Sadie is based in Seattle, WA, USA and focuses on Technology and Global Health for The Borgen Project.

Photo: Wikimedia Upload

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Iranian Women’s Fight for Education

Women in a classroom holding books, symbolizing Iranian women's fight for education.More Iranian women and girls are now pursuing education than boys. Around 48% more female students are currently enrolling in schools in Iran compared to male students. Women also constitute about 60% of the national teaching workforce in Iran. This is significantly higher than in 2007, when the number of women enrolling in schools was only 32%. This has also helped elevate the country’s scientific status and has allowed women to participate in social, economic and cultural spheres.

History of Iranian Women in Education (Pre-Islamic Revolution)

Iranian women’s fight for education became more challenging after the Iranian Revolution in 1979 as the government put in place more restrictions for women. For example, the government prohibited “promiscuous gatherings” in public places such as educational institutions, which made it harder for women and girls to go to school and university. However, women continued their studies and academic success despite these obstacles.

Western missionaries opened schools for girls in Iran, such as the Fisk Seminary in 1838. However, the authorities did not allow Muslim students to enroll for a long time after it was founded. The Iran Bethel School, founded by the American Presbyterian missionary organization in 1874, initially only enrolled European and Iranian Christian students, before allowing Muslim girls to enroll in 1888.

Iran continued to expand the education of women in the early 20th century as well. In 1935, the government introduced secularization in Iran’s education system, which meant the nation needed professionally trained students. Therefore, the education system encouraged more women to attend schools. Education became a norm for Iranian women.

After the Islamic Revolution

In this period, the government retracted previously passed laws to reform women’s status in the home and uphold their patriarchal ideologies. Immediately after the revolution, the new government shut down many schools and universities, keeping them shut for another three years. Many women lost their jobs, including those who held positions of authority in the government. The government imposed severe workplace segregation restrictions for men and women, but when they did work close to each other, cases of harassment did appear, with women often as the victims. Furthermore, they made the hijab mandatory in employment even for non-Muslim women.

Also, during this time, Ayatollah Ruhollah Khomeini, the leader of the Iranian government, barred women from studying subjects such as veterinary science and geology due to the government’s policies, which aimed to segregate the sexes and force boys and girls to fulfill different roles in society. This made Iranian women’s fight for education more challenging than before the revolution.

The Effects of Poverty on Education

Poverty can worsen any person’s experience of education, but this is especially prominent in Iran, as in 2025 the government’s average spending per student was around $300. This is substantially lower compared to the global average, which is $9,000. Therefore, Iranian families must purchase the materials their children need for school by themselves. Impoverished families cannot afford to purchase these materials, which then prevents their kids from attending school.

Poor Iranian girls also face other challenges such as early marriage. The minimum age for marriage is 13 in Iran and UNICEF reported that 17% of women between the ages of 20 and 24 were married before they were 18. The government criminalizes abortion and contraceptives under the Youthful Population and Protection of the Family law, which means women will most likely have children after getting married and abandon education to take care of them.

Girls who live in rural areas also tend to abandon education due to the absence of schools for girls in rural provinces. High-performing schools also charge high fees, which girls who live in poverty cannot afford, so they must endure the “under-resourced” and “overcrowded” public schools.

Iranian Women’s Achievements

Iranian women’s fight for education continues despite the barriers that the government imposes on them. The gross percentage of girls and women enrolling in schools has increased substantially in the last decade. It went from 55% in 2021 to 59% in 2022, and women’s literacy rate went to 85.1% in 2023. Also, the Iranian female students achieved first place in astronomy and astrophysics, and fourth place in biology and physics at the International Olympiads 2024.

Ultimately, the Iranian government continues to impose restrictions on women, which can negatively impact their level of education. Women living in poverty may also miss out on educational opportunities due to lack of academic resources and nearby schools. However, Iranian women’s fight for education has allowed some to not fall behind the women in the Western world and attain globally recognized achievements through their hard work. The Women’s Organization of Iran has been helping Iranian women to advance their “social, cultural and legal status.”

– Bianca Burdulea

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

Photo: Flickr

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3 Organizations Working to End Poverty in Malaysia

Poverty in MalaysiaPoverty in Malaysia is a prevalent issue, with nearly 1.3 million people living in poverty and close to 300,000 homeowners affected. According to the Straits Times, Malaysia’s population is estimated at 34.3 million. Currently, 15 regions in Malaysia face poverty. Here are three organizations working to end poverty in Malaysia.

Hopes Worldwide Malaysia

Hopes Worldwide Malaysia is a nonprofit NGO working to end poverty among disadvantaged households and minoritized populations in Malaysia. Formed in 2000, its mission is to bring meaning, opportunity and confidence to Malaysian communities. The organization focuses on five areas: health, food, education, volunteering, and corporate partnerships. Health involves providing no-cost essential services and emotional health education to underrepresented populations. The food program offers 30-day food assistance and produce from its community garden to poverty-stricken households. Education initiatives provide school help, English reading and writing services, STEAM robotics, and academic investments for children and adolescents. Volunteering rallies individuals, families and companies to engage in community involvement. Lastly, its corporate partnerships focus on collaborating with enterprises for partnerships that benefit both populations and corporations.

My Kasih Foundation

My Kasih Foundation is a nonprofit that uses technology to supply food assistance and financial education to impoverished households. Its digital payment system ensures clarity and efficiency. The foundation also supports students through its MyKasih “Love My School” program. Founded in 2009 by Tan Sri Dr. Ngau Boon Keat and Puan Sri Jean Ngau, the foundation allows poverty-stricken households to buy food through a digital payment service using their MyKad. In 2012, Love My School partnered with classrooms, giving children the opportunity to participate in everyday academics with a sense of autonomy. The same technology provides children with food they can purchase in cafeterias and school supplies from school bookstores. Other improvement methods include technological learning, athletic development, and STEM education. Since 2012, the foundation has collaborated with government bodies, zakat organizations, private groups, and NGOs to expand its work beyond digital assistance to include wellness examinations and educational and athletic instruction in more than 100 schools. The foundation continues to implement its food assistance and academic services across Malaysia, uplifting people from all walks of life. As the welfare landscape evolves, the foundation remains guided by the belief that when people are treated with care and respect, communities blossom and thrive.

Mohd Khairi Foundation

Mohd Khairi Foundation is a nonprofit established in 2016, driven by the founders’ concerns for Malaysia. The organization aims to help students affected by poverty, as well as support households, schools, and educational institutes. It also assists supervision establishments for the elderly and disabled, temporary homes for unmarried mothers, and other NGOs aiding survivors of natural disasters and community events in Malaysia.

– Leo Hardy

Leo is based in Muncie, IN, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Education in the Urban Slums of Pakistan

Education in the urban slums of PakistanIn the extensive informal settlements on the borders of Islamabad, Rawalpindi and Taxila, children wake up not to go to school but to work. They gather recyclable materials such as plastic, glass and metal from waste sites to sell to local recyclers. They sell snacks and flowers on the roadside corner. Some of them beg, and some take care of their siblings while their parents are at work. For these children, education is a privilege rather than a right.

The Borgen Project spoke with Anoosha Malik, a social activist who works with these communities, about the barriers and challenges to education in the urban slums of Pakistan. Malik frequently visits these communities to teach the children and shared deep insights.

A Crisis by the Numbers

Pakistan is ranked second-highest in the number of out-of-school children in the world. Approximately 25.1 million children, ages 5 to 16, are out of school. In 2023, the Pakistan Bureau of Statistics census revealed the figure of 25.37 million. Among these out-of-school children, 53% are girls. Seventy-nine percent of these children never enroll in any educational institution or school.

Mostly, children do not attend school due to poverty. Pakistan’s urban slums, also known as Katchi Abadis, are considered among the poorest communities. In the urban slums of Pakistan, this problem is more concentrated. The Ministry of Human Rights report highlighted that 70% of slum children in Islamabad are out of school, totaling 2,174.

The View from the Ground

Malik, as a social activist who regularly visits the slums of Islamabad, Rawalpindi and Taxila to teach the students, witnesses the human reality behind the data. Families in these Katchi Abadis are caught in a loop; parents who never attended school find it challenging to navigate the enrollment process for their children. Many do not have birth certificates for their kids, which public schools demand at the time of admissions.

Malik said that most households in the Katchi Abadis live in chronic poverty. Families are forced to choose between food and education. The problem is not only poverty. These settlements lack trust in the government and other institutions; they have a rigid mindset that accepts they will never be included in society. Some parents even said that their children will never get a job, even if they learn. However, the consistent efforts of grassroots non-governmental organizations (NGOs) are working to change this picture.

The Citizens Foundation

The Citizens Foundation (TCF) was established in 1995. Its founders identified a lack of education as a cause of poverty. TCF started by establishing five schools in Karachi’s slums. Currently, TCF runs 2,261 school units nationwide, serving 320,000 students.

TCF has a unique faculty model, staffed entirely by women. Some 16,500 female teachers and principals make up TCF’s workforce, and TCF is one of the largest employers of women in Pakistan in this sector. This was an innovative approach and a strategic response to particular cultural barriers.

In the conservative communities of Pakistan, the concept of purdah prevails, which forbids women from associating or interacting with men to whom they are not related. Families often refuse to send their daughters to schools staffed by male teachers. TCF’s all-female faculty eliminates this objection. According to Malik, community members show trust in TCF schools because of the female-only staff.

The results of using these models show success, as TCF maintains around 50% female enrollment (p. 4). In Pakistan, only 60% of students pass the secondary threshold, compared with 96% of TCF students (p. 6). Around 70% of TCF graduates continue on to college studies (p. 6).

TCF charges a $1 fee for primary school and $1.25 for secondary school, and some students receive a fully funded scholarship. It also provides books and school uniforms. TCF students have outperformed peers in several provincial-level assessments and competitions, reflecting a structure built specifically to address the barriers to education in Pakistan’s urban slums.

Pehli Kiran Schools

Pehli Kiran Schools is dedicated to providing quality education to out-of-school children across Pakistan. It was founded in 1995 on a very small scale, with one teacher and 10 students. Development professional Sabira Qureshi started the initiative by teaching young snack sellers in the slums of Islamabad. The name of the organization, which means “the first ray of light,” reflects its aim and vision.

Pehli Kiran Schools are not conventional schools. They can move along with the residents of the slums they serve. Most Pehli Kiran Schools use mobile infrastructure that can be easily disassembled, transported and reassembled at a new site. As the organization puts it, “if children cannot come to school, the school must go to them.”

The academic model is also flexible, using a Montessori-based approach, since many of the children have never attended school before. For children who are far behind grade level, accelerated learning programs bring students to a grade 5 level within 24 months. Evening and morning shifts are both available to accommodate more children.

Currently, the organization serves roughly 3,000 students and operates eight schools. Fees range from $1 to $1.75 per month, with waivers provided to families who cannot afford them. Pehli Kiran Schools are yielding results by helping overcome barriers to education in Pakistan’s urban slums.

Looking Ahead

TCF and Pehli Kiran are effective in overcoming the challenges to education in the urban slums of Pakistan. Both organizations are innovative and address distinct dimensions of the same crisis. TCF, with its all-female teaching faculty, addresses the cultural and social barriers that prevent girls from accessing education. Its fee structure is also designed to encourage marginalized communities living in the slums to send their children to school.

Pehli Kiran Schools serve communities that are unreachable through permanent institutions. Its mobile infrastructure ensures that a child’s education continues even if the community moves. Its Montessori-based syllabus and accelerated learning programs make it more effective.

Both organizations work at different scales but share the same commitment. As Malik highlighted, grassroots NGOs treat these communities as potential partners, while other institutions treat them as problem zones. Local NGOs are successfully combating challenges to education in the urban slums of Pakistan.

– Noor Ul Ain Ameer

Noor is based in Islamabad, Pakistan and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr