Archive for category: Education

Information and stories on education.

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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

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Youth Activism in India: Education and Economic Opportunity

Youth Activism in IndiaFor millions of Indian students, education can shape future employment and economic opportunity. This is especially true for students taking the National Eligibility-cum-Entrance Test (NEET-UG), the national entrance examination for undergraduate medical education in India. In 2026, concerns surrounding a NEET paper leak became part of a wider movement of youth activism in India, as young people called for greater accountability in an examination system that can influence access to professional careers.

From Satire to Civic Action

One of the most visible figures in this movement is Abhijeet Dipke, a 30-year-old political communications strategist from Maharashtra. Dipke, who studied journalism in Pune and later public relations in the United States, created the Cockroach Janta Party (CJP), a satirical political movement that grew into a platform for young Indians frustrated by unemployment, examination controversies and other concerns.

The CJP began after Dipke responded on May 16 to remarks by Chief Justice of India Surya Kant that referred to unemployed young people and social-media activists as “cockroaches.” Dipke adopted the term for his satirical party, turning an insult into an online identity. As the movement gained followers, its discussions expanded to issues including unemployment, education and government accountability.

What began online eventually moved into public demonstrations. CJP supporters gathered in New Delhi and called for changes to the examination system and greater government accountability. The movement illustrates how social media can become an entry point into civic participation for young people who may not be involved in established political organizations. This form of youth activism in India also brought economic concerns into the conversation, including the connection between education, employment and opportunity.

Why NEET Matters for Poverty

The importance of NEET extends beyond admission to medical school. Students from lower-income households can face financial barriers throughout the preparation process, including the costs of coaching, books, practice materials, transportation and repeated attempts. When an examination is disrupted, those costs can create additional pressure for families that have fewer resources to absorb unexpected expenses.

Poverty can also limit educational opportunities in less visible ways. UNICEF describes poverty as involving not only income, but also deprivation in areas such as education, health, housing and other basic needs. In India, 248 million people were estimated to have moved out of multidimensional poverty between 2013-14 and 2022-23, demonstrating progress while also highlighting the importance of continuing investments that reduce barriers to opportunity.

Education can play an important role in that process. The World Bank describes education as a foundation for skills, employment and earnings and identifies it as an important pathway toward poverty reduction. For students from economically disadvantaged families, access to reliable education and fair examinations can therefore affect more than academic results; it can influence their ability to pursue careers that provide greater economic stability.

Young People Demand Accountability

As concerns over NEET grew, CJP demonstrations focused increasingly on accountability within the education system. Protesters called for the resignation of Union Education Minister Dharmendra Pradhan, while activist and educator Sonam Wangchuk also joined demonstrations, bringing additional national attention to the movement. The protests continued as youth representatives and government officials held discussions about the concerns surrounding the examination.

On July 25th, Pradhan resigned as Union Education Minister amid continuing protests, opposition criticism and political pressure surrounding the examination controversy. CJP supporters viewed the resignation as a significant development, although the political pressure surrounding the government came from multiple sources. The movement nevertheless demonstrated the ability of young organizers to bring education and economic concerns into national public debate.

Current Efforts Toward Greater Opportunity

Reforming examination security is one part of addressing the problem, but reducing financial barriers to education is another. India’s government operates scholarship programs intended to support students from economically weaker families. The Central Sector Scheme of Scholarship for College and University Students, for example, provides financial assistance to meritorious students from poorer families to help with educational and living expenses.

Meanwhile, examination reform remains under consideration. The Centre has told the Supreme Court that it is considering shifting NEET-UG from its current paper-based format to computer-based testing, potentially using a model similar to the Joint Entrance Examination. The Supreme Court is scheduled to hear the matter on August 19, 2026. A change in format could address some vulnerabilities associated with physical question papers, although secure technology, testing infrastructure and accessibility would also need to be considered.

Looking Ahead

For India’s young people, youth activism in India has become a way to raise questions about how education systems affect their futures. The NEET controversy has shown that examination security and affordability are connected to a larger issue: whether students from different economic backgrounds have a fair chance to pursue education and improve their circumstances. As India continues reducing poverty and expanding educational opportunity, reforms that make examinations more secure while supporting students who face financial barriers could help ensure that academic potential is not limited by economic circumstances.

– Anvitha Nakka

Anvitha is based in Frederick, MD, USA and focuses on Politics for The Borgen Project.

Photo: Unsplash

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Bilingual Education in South Africa Reducing Systemic Poverty

Bilingual Education in South AfricaIn July 2026, a group of teachers gathered to discuss ways to improve education in South Africa. They addressed issues such as textbooks, artificial intelligence (AI), race and bilingual learning. Two PhD candidates, Samkelo Matutu and Ignacious Leeuw, led an exercise during the gathering. They asked each teacher to pretend they had just arrived in Japan and gave them a math lesson entirely in Japanese. When asked about their feelings afterward, the teachers expressed frustration, confusion and fear of failure due to an inability to grasp complex concepts over a language barrier. Matutu and Leeuw then explained that South African students, who must transition entirely to English learning by grade four, experience similar frustrations. For these students, the consequence of failure impacts their actual lives. The candidates proposed alleviating these concerns by advocating for bilingual education in South Africa.

Poverty and Inequality in South Africa

In 1994, South Africa officially became a democracy. After centuries of white minority rule rooted in colonialism, every South African citizen received the right to vote. Apartheid laws, designed to maintain economic inequality based on race, were lifted, and the nation entered a new era. However, despite the promise of democracy, systemic inequalities from years of oppression remained, making South Africa one of the most unequal countries in the world. As of 2023, 37.9% of South Africans lived below the national poverty line, down from 46.7% in 2015. Of those in poverty, the majority live in regions that suffered the most from Apartheid regulations or ancestral homelands, and most of them are Black.

Access to education is a key metric for determining poverty due to its pivotal role in shaping futures. Higher levels of education increase the likelihood of achieving better-paying jobs and living above the poverty line. In South Africa, the quality of education mirrors the pattern of poverty. Schools in former Apartheid regions are underfunded, lack resources and pose dangerous environments for students due to improper infrastructure. Education is partially determined by lineage, with Black students receiving fewer opportunities and resources than their white counterparts, perpetuating inequality and poverty in ancestral South African regions.

Bilingual Education in South Africa

Colonialism has significantly impacted South Africa’s education system. In poor regions such as Limpopo, 91% of students cannot read for meaning, while 85% cannot in the Eastern Cape. Of 100 students who start school, only 14 go on to university. These low success rates make escaping poverty nearly impossible without serious, systemic reform.

The implementation of bilingual education offers a powerful solution. After completing Grade R and the first three grades, South African students are expected to study entirely in English. Studies suggest successful study in a secondary language requires six to eight years of preparation, yet grade four students must make the jump to English. As a result, South Africa’s learning gap emerges in grade four, where 81% of learners struggle to read for meaning. Using this evidence, the South African government initiated bilingual education through the Basic Education Laws Amendment (BELA) and Mother Tongue-Based Bilingual Education (MTbBE) Acts, implemented in 2025.

BELA and MTbBE

Under the BELA act, several educational reforms are listed. The act seeks to promote inclusive learning by regulating and empowering educators and students. Policies require Grade R to create a more equal foundation for all students, the government to control educator appointments, language-based discrimination to be banned, and schools to revise their language policy every three years. The MTbBE act, while covering less ground, is one of the most essential educational reforms in South African history. It requires instructors to use multiple languages during instruction to prevent comprehension issues beginning in grade four. Additionally, it calls for increased training for instructors to better prepare them for bilingual instruction.

These acts together make bilingual education a regulated and influential resource to increase opportunities and educational quality for all students. They aim to make education more equal by allowing all South African students to learn in a language comfortable to them, rather than just the white minority.

Expanding Equality with Bilingual Education

Bilingual education in South Africa has proven its capacity to improve learning outcomes. Students who learn in multiple languages are more likely to retain comprehension of both languages, have increased vocabulary levels and perform better on standardized assessments. The opportunity to learn bilingually reveals the oppressive history of English-centered education and its role in maintaining economic inequality. Including instruction in students’ native languages offers a way to fight this inequity. Bilingual education is not only a way to combat systemic poverty but also the lasting impacts of colonialism. It improves learning and future outcomes among impoverished South Africans and offers potential to break the cycle of poverty rooted in colonial rule and Apartheid-era policy. Bilingual education is a key part of building a more equal future.

– Aubrey Wallen

Aubrey is based in Alexandria, VA, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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Vocational Education Training Centers in Pakistan

Vocational Education Training in PakistanAccording to historical developments and the current situation of technical and vocational education in Pakistan, there has been a significant increase in vocational education training centers in Pakistan over the last few decades, while they previously existed only on paper. The public technical and vocational education and training sector has focused on providing informal education to the “two to three million” youth entering the job market without any prior education.

The program not only accommodates youth who have not received formal education but also serves as a bridge between classrooms and the real world. It ensures an efficient transition into the job market by equipping one with the necessary skills. The official government site states that as of now, the country has 322 vocational centers and 41 technical colleges to go along with it.

Further Development of the Ideology

The vocational institutes offer options in multiple fields like computer applications, web design and professional cooking alongside many others. Online registrations and portals have led to an increase in enrollment up to 14,000 as statistics on the official government site showed.

The TVET sector receives additional funding from the European Union, and the United Nations Educational, Scientific and Cultural Organization (UNESCO) has created a separate website for TVET to store its documents and research. Pakistan has a large capability for development due to its very young population, mostly under 30, which allows for an excellent opportunity to create a skilled labor force.

Relation and Connection of the Overseas Departments

The vocational education training centers in Pakistan also correspond with the Overseas Employment Corporation to provide maximum benefit to the country’s population. Their motive is “To be Pakistan’s most trusted gateway for safe and dignified overseas employment” alongside offering vocational opportunities, allowing for an interesting blend of skills and output, letting Pakistanis earn a living globally.

The Overseas Pakistan Foundation has also been actively working on launching vocational training programs since 1980 in several locations throughout the country. It has managed to train 60,000 students in multiple technical fields. However, the program closed until 2013, when it reopened it with a newfound purpose. It then offered training in two skills: Electricity and Refrigeration & Air-Conditioning.

Opportunities for Women

Vocational education training centers in Pakistan also serve as a route for underprivileged women to take when formal education is not available. Grow Foundation offers free courses for women while providing state-of-the-art facilities and tools. Multiple fields ranging from traditional handicraft making to computer training form the basis of the courses. This offers women a fair chance to learn skills which will allow them to earn high salaries like their male counterparts.

The Women Development Department Punjab oversaw a project to create more chances for women to learn skills through vocational centers and aimed to develop diverse skills in aspects of housekeeping so that they could earn their own keep and uplift themselves. It also placed a special emphasis on the rights and on raising the socio-economic importance of women in society.

Effect on Poverty

Vocational education has allowed many people to grow out of poverty by ending the repetitive cycle of education and then economic inactivity by providing valuable skills which lead directly to higher economic stability. These informal centers also act as a release from poverty for many due to their higher accessibility and flexible hours. Pakistan Children Relief mentions the uprising of vocational education training centers in the most remote province of Pakistan where education is mostly scarce.

As SOS Children’s Villages Pakistan states that Pakistani youth require these institutes to provide a guided platform and mentorship to steer them away from falling down the path of poverty. It also aids them in their outlook by providing highly sought after certifications in the technical sector. These programs also allow them to create important connections allowing for a helping hand out of poverty.

Future Outlook

Although Pakistan still largely faces unemployment and a lack of opportunities, these centers can be the future of the nation to provide accessibility to skills without formal education, which may be difficult to afford for many. Through future investment plans and the implementation of technology in these institutes, these institutes may achieve a new phase of development.

– Eshal Fatima

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

Photo: Wikimedia Commons

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Renewable Energy in Trinidad and Tobago

Renewable Energy in Trinidad and TobagoRenewable energy in Trinidad and Tobago is beginning to reshape how the country produces electricity and supports local communities. From national solar projects to rooftop systems in rural schools these efforts show how renewable energy can support economic diversification, local employment and ultimately reduce poverty within a country.

An Economy Built on Oil and Natural Gas

The twin island nation of Trinidad and Tobago historically relied heavily on oil revenue to support its economy. The country developed the Caribbean’s largest hydrocarbon industry, initially through crude oil production and later through natural gas, liquefied natural gas and petrochemicals. According to the International Monetary Fund (IMF), the energy sector accounted for nearly 20% of gross domestic product, approximately 80% of goods exports and about 35% of central government revenue in 2025.

A Gradual Shift Toward Renewable Energy

Despite its long dependence on oil and natural gas, Trinidad and Tobago has begun building a more diversified energy system. The country aims to generate 30% of its electricity from renewable sources by 2030. It also seeks to reduce greenhouse gas emissions from the power generation, transportation and industrial sectors by 15% compared with projected levels.

With support from the United Nations Development Programme (UNDP), the government drafted a renewable-energy policy and a tariff plan that could eventually allow residents and organizations to supply renewable electricity to the national grid.

Several projects have already brought renewable energy in Trinidad and Tobago into schools and communities. Through the European Union-funded Global Climate Change Alliance Plus initiative, UNDP installed rooftop solar systems at 12 locations, including Brasso Venado Primary School, Speyside High School, the Trinidad and Tobago Red Cross Society and Nature Seekers.

By July 2024, the initiative had installed 108 kilowatts of solar capacity, trained 92 people to operate and maintain the systems and introduced more than 10,000 people in both rural and urban communities to renewable energy.

Renewable-energy projects can also create local economic opportunities. They create paid work, build usable technical skills and improve access to reliable electricity. Solar farms employed approximately 300 skilled and unskilled workers many from rural communities providing income and experience in a rapidly growing industry. Separately, solar systems employed at schools and community organizations improve educational outcomes by introducing electricity necessary for technological educational tools. These projects address important drives of poverty by expanding employment opportunities and strengthening workforce skills along with supporting reliable community services.

These developments show how the country’s energy transition is expanding from small community installations to national electricity production. Smaller projects, however, offer the clearest view of how renewable energy can affect daily life.

Solar Power at Brasso Venado Primary School

At the Brasso Venado Government Primary School, renewable energy in Trinidad and Tobago is supporting a rural community where unreliable electricity has created challenges for teaching and communication.

Located near the center of Trinidad, the school serves children from Brasso Venado, Los Atajos and Tabaquite. An EU project profile reported that frequent power outages and the absence of wired telephone service complicated internet-based learning and communication with parents.

Despite these limitations, the school arranged private internet access and helped parents develop the technical skills needed to support their children’s education. At the time of the profile, the school enrolled 42 students between ages 5 and 13 and employed nine staff members.

Through the EU-funded Global Climate Change Alliance Plus initiative, the school received a 10-kilowatt rooftop solar system designed to generate an estimated 16,780 kilowatt-hours of electricity each year.

The project aimed to provide more reliable power for technology-based teaching, school programs and communication with families. The installation also gave students and residents a visible example of how solar energy can support education and community development.

A Model for Wider Change

For students at the Brasso Venado Primary School, the solar panels represent more than a new source of electricity. They demonstrate how renewable energy can support education, improve access to technology and strengthen essential community services.

Across developing nations, similar projects can bring more reliable power to schools and other institutions that face limited infrastructure or frequent outages. Brasso Venado offers a hopeful example of how a relatively small renewable-energy investment can create lasting opportunities for children, families and communities.

– Dimitri Moschochoritis

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

Photo: Wikimedia Commons

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How Modernization Promotes Higher Education in Turkmenistan

Higher Education in TurkmenistanIn the 2025-2026 cycle, 13 universities in Turkmenistan as opposed to the zero from the prior year reported data to the Times Higher Education World Rankings. While none of the mentioned universities achieved rankings, the choice to report data signals increased dedication towards developing higher education in Turkmenistan, a development that prompts intrigue due to Turkmenistan’s long history of government funded and controlled nationalistic education. This stronger emphasis on higher education in Turkmenistan will lead to better learning outcomes, a learning system that better fulfills global standards and creates graduates who will go on to better paying jobs. These benefits of promoting higher education in Turkmenistan also pose a potential solution to widespread poverty in Turkmenistan. 

The Relationship Between Poverty and Education

Government censorship makes knowing the exact statistics on poverty in Turkmenistan difficult but experts at the World Food Bank predict that 35.08% of the population lives on less than $3 a day. Additionally, the International Labor Organization (ILO) predicts that 47% of Turkmen live in poverty. Education, however, can help alleviate some of these numbers. People who receive substantial education are more likely to find high paying jobs and to escape poverty. Thus, the prioritization of education is essential to ending global poverty, particularly in a nation where 20% of the population is ages 15-24. However, the call for education in the face of poverty becomes complicated in the complex political climate of Turkmenistan, making an examination of the nation’s history essential to understanding poverty and education in combination.

Niyazou and Education’s De-funding

Inequality, censorship and state control have profoundly impacted the development of higher education in Turkmenistan. Following Turkmenistan’s emancipation from the Soviet Union in 1991, the first president, Saparmurat Niyazou instated an authoritarian cult of personality. To maintain this cult, Niyazou implemented strict controls on education, going so far as to impose his semi-autobiographical novel, “Ruhnama” as a cornerstone of the curriculum. Additionally, Niyazou cut funding to many institutions in retaliation against his opponents and the lingering influence of the Soviet Union, leaving the younger generations poorly uneducated, with high illiteracy, and torn between two languages. As a result, higher education in Turkmenistan became a privilege for wealthy individuals who supported the authoritarian regime. The wealthy achieved entrance to institutions of higher education with the assistance of private tutors, and the impoverished were cut off from educational opportunities, trapping them in the cycle of poverty.

The Expansion of Education

However, despite these historical hurdles to achieving higher education in Turkmenistan, the nation now reports a 99% literacy rate. In 2006, Gurbanguly Berdymukhammedov won the presidency and began implementing large policy changes from his successor. While Berdymukhammedov was also an authoritarian dictator and had maintained a cult of personality, he also believed in education, if only for his pride. The president strove to modernize Turkmenistan for global recognition, and improving the state of education was essential to this plan. In 2009, his successor, Serdar Berdimuhamedow continued this trend in pursuit of global recognition by reinstating funding to primary and secondary education. This emphasis on education by the new regime offered more citizens the opportunities to attend institutions of higher education in Turkmenistan and has influenced the development of new universities.

Now, Turkmenistan has 19 publicly recognized higher education institutions. They offer programs in engineering, oil and gas, agriculture, humanities, economics and information technologies. Of these, three received international recognition last year. These three include the Oguz Han Engineering and Technology University of Turkmenistan, the State Energy Institute of Turkmenistan and Yagshygeldi Kakayev International University of Oil and Gas. Considering that prior to 1991 only nine universities existed in Turkmenistan, the introduction of at least ten new higher educational institutions demonstrates the steady improvement of the state of higher education in Turkmenistan.

A Commitment to Modernization

While modernization in Turkmenistan began as an ego project for two autocrats, the nation now has higher freedom to develop their higher education, global connections and technologies. For example, in recent years Turkmenistan has attended the 2026 Educational World Forum where AI potential was widely discussed in addition to being appointed to the United Nations Commission on Science and Technology in 2017. The nation has a long history of authoritarian regimes and policies to combat, but the turn to modernization, which centers on education, offers hope that higher education in Turkmenistan will continue to develop and the nation’s citizens will continue making more connections with the global world. These changes will bolster the economy and help more Turkmen to live on reasonable wages.

A combination of the government and outside funding are funding these changes. While the government has reinstated substantial funding to education, aid from international governments and organizations is essential to maintaining the development of higher education in Turkmenistan. For example, the U.S. contributes $600,000 USD toward youth development and $450,000 USD toward higher education. Additionally, Turkmenistan cooperates and receives aid from United Nations humanitarian organizations for the expansion of educational and scientific centers.

Looking Ahead

In brief, the combination of aid programs dedicated to improving education in Turkmenistan and government efforts to promote higher education and modernization, should the data be believed, has drastically lowered the entry barriers to higher education. This develops a future for the nation built on progress and which utilizes its people and resources to improve the general quality of life and which develops future industrial and professional success. These contributions to improving education prove a potentially pivotal tool in decreasing poverty and hardship amongst the citizens of Turkmenistan by offering future generations more opportunities to achieve higher salaries and escape poverty. 

– Aubrey Wallen

Aubrey is based in Alexandria, VA, USA and focuses on Good News for The Borgen Project.

Photo: Flickr