Archive for category: Education

Information and stories on education.

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US Support for Global Education 

Global EducationEducation remains one of the most powerful tools in the fight against global poverty. When children receive access to quality education, they are better equipped to secure well-paying jobs, improve their livelihoods, and contribute positively to their communities. However, more than 244 million children and youth around the world are currently out of school, according to the United Nations Educational, Scientific and Cultural Organization (UNESCO). Most of these children live in the poorest and most fragile regions on the planet. The importance of U.S. support for global education becomes especially evident when considering these staggering figures.

Legislative Efforts To Expand Access

Recognizing the critical role education plays in global development, U.S. lawmakers have introduced key legislative measures aimed at expanding educational opportunities in developing countries. Among these is the READ Act Reauthorization Act of 2023, which builds upon the foundation established by the Reinforcing Education Accountability in Development (READ) Act of 2017. This legislation reaffirms the United States’ commitment to improving educational systems abroad and is a cornerstone of U.S. support for global education.

A Bipartisan Push for Global Literacy

The READ Act Reauthorization Act of 2023 is a bipartisan initiative sponsored by Senators Dick Durbin (D-IL) and Marco Rubio (R-FL). The legislation prioritizes U.S. foreign assistance for educational programs in low-income countries. It aims to enhance foundational literacy, improve teacher training, ensure access to safe learning environments and extend educational opportunities for girls. This bipartisan support underscores the shared belief in the importance of education as a means to foster stability and prosperity worldwide.

Impact Since the READ Act Became Law

Since becoming law in 2017, the READ Act has served as a blueprint for U.S. efforts to expand access to quality education around the world. Backed by USAID, American-funded programs have focused on building foundational literacy skills, training teachers and creating safe, inclusive classrooms — especially in regions affected by conflict and poverty.

The impact has been far-reaching. In 2022 alone, USAID-supported basic education programs reached more than 33 million students and more than half a million educators across more than 50 countries, according to the agency’s Education Progress Report. These efforts are helping transform the lives of learners in some of the world’s most underserved communities.

With the READ Act’s reauthorization in 2024, the U.S. renewed its global education strategy through 2029 — this time with a sharper focus on accountability and equity. The updated bill prioritizes support for girls, displaced youth and children with disabilities, ensuring that American leadership continues to break down barriers to learning and create lasting opportunities for future generations.

Partnerships and Holistic Support Systems

The READ Act also encourages collaboration with local and community-based organizations to tailor educational interventions. For example, the Global Partnership for Education (GPE) works with 90 partner countries to support holistic approaches — including school meals, health programs and teacher training — that help children stay in school and succeed. By addressing barriers such as malnutrition and illness, these efforts create enabling environments for effective learning.

Empowering Girls Through Education

Girls in particular benefit significantly from these initiatives. In many parts of the world, girls are often the first to leave school due to crises, household responsibilities or systemic barriers. U.S.-backed global education efforts seek to address challenges such as the lack of sanitary facilities, child marriage and gender-based violence. Research shows that when girls stay in school longer, they are less likely to marry early, face health risks or live in poverty — and their future families are more likely to thrive.

A Strategic Foreign Policy Priority

For lawmakers like Senator Dick Durbin, global education is not just a humanitarian issue, it is a foreign policy priority. In a statement following the Senate’s passage of the READ Act Reauthorization, Durbin underscored the strategic value of investing in education worldwide:

“Doing so will ensure U.S. development programs continue to focus on providing basic education around a sound, long‑term strategy — one that includes making sure girls have access to schooling.”

The reauthorization came at a time of growing concern over pandemic-related learning loss and its long-term global impact. Durbin and his co-sponsor, Senator Marco Rubio, framed the legislation not only as a step toward educational equity but also as a strategic investment in global stability and U.S. national security.

A Broader Congressional Commitment

The READ Act Reauthorization is just one part of a broader bipartisan push in Congress to make global education a centerpiece of U.S. foreign policy. Lawmakers on both sides of the aisle are increasingly recognizing that supporting girls’ education and leadership is not just a moral imperative, it is a strategic one.

  1. Girls LEAD Act (S.634): Introduced in the 117th Congress, this bipartisan bill directs the U.S. Department of State and USAID to develop and implement a strategy to enhance the civic and political participation of adolescent girls worldwide. The act emphasizes increasing girls’ leadership skills, addressing barriers to their participation and ensuring their meaningful engagement in democratic processes. It also mandates annual reporting to Congress on progress made.
  2. Keeping Girls in School Act (S.3535): Introduced in the 118th Congress, this bipartisan legislation focuses on increasing access to quality secondary education for adolescent girls in developing countries. It requires USAID to identify and address barriers that prevent girls from attending school, such as child marriage, gender-based violence and lack of sanitation facilities. The act also calls for the development of a comprehensive strategy to empower adolescent girls through education and mandates regular reporting on the implementation of this strategy.

The Cost of Inaction

Failing to invest in global education risks deepening cycles of poverty and instability in vulnerable regions. Without adequate educational opportunities, communities are more likely to suffer from conflict, poor health outcomes and economic stagnation. Continued U.S. support for global education is not just a humanitarian necessity — it is a wise and forward-looking investment in global peace and prosperity.

– Polina Makarova

Polina is based in New York, NY, USA and focuses on Politics for The Borgen Project.

Photo: Unsplash

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Millie Bobby Brown Champions Girls’ Rights and Education in Brazil

Millie Bobby Brown Champions Girls' Rights and Education in Brazil Actress Millie Bobby Brown met with young adolescent girls in one of São Paulo’s most under-resourced districts, according to the United Nations Children’s Fund (UNICEF), to address key issues in girls’ rights and education in Brazil. 

From Screen Star to Global Advocate

Brown rose to international fame as the lead in Netflix’s “Stranger Things,” but off-screen, she has become an influential voice. According to UNICEF, she became UNICEF’s youngest-ever Goodwill Ambassador at age 14 in 2018. As a UNICEF Goodwill Ambassador, Brown has used her global platform to speak out on issues ranging from child poverty and online bullying to girls’ education and mental health.

According to UNICEF, Brown visited the Cidade Tiradentes district in March 2025 to listen to problems associated with girls’ rights and education in Brazil. Some of these include girls’ experiences with gender-based violence, school dropout, period poverty and limited access to job opportunities. 

“We talked about the importance of supporting each other through our respective challenges and I wanted them to feel empowered to make decisions about their future,” Bobby said in an interview with UNICEF.

Her experiences with public scrutiny and online harassment have helped shape a more empathetic approach to her advocacy. According to UNICEF, Brown has previously spoken out about her bullying experiences in school.

Issues Facing Girls’ Rights and Education in Brazil

According to UNICEF, there are limitations when it comes to adolescent girls’ rights and education in Brazil. Period poverty, which is a lack of access to feminine supplies and information about menstrual cycles, decreases school participation and affects more than 10 million girls in Brazil.

Violence continues to be a major concern in Brazil, with a report of sexual violence occurring every eight minutes against a girl in 2028. Additionally, in 2020, 14% of all births in the country were to adolescent mothers. This frequently results in disruptions to their education and long-term economic challenges, per UNICEF reports.

Between January and September of 2024, approximately 3,060 girls lost their lives to violence in Brazil, according to Human Rights Watch (HRW). Only about one-third of these cases were officially classified by police as femicides. Brazilian law defines femicides as “killings on account of being persons of the female sex.”

Human Rights Watch reports that some groups have exploited the digital rights of girls. Between November 2023 and April 2024, more than 80 girls reported seeing their manipulated photos on social media. These photos were “sexually explicit deepfakes of them.”

Brown’s On-the-Ground Engagement

Brown visited a school, painted a mural with students and also played capoeira, a traditional Brazilian game, during a physical education class. Brown also met with staff to learn about UNICEF’s Active School Search project. This project can assist in locating children who are not attending school. It can also provide them with the proper resources and guidance needed to help re-enroll them to continue their education.

Among the girls Brown spoke to was 14-year-old Kizzy. Kizzy told UNICEF that school is very important for anyone living in a marginalized area. “Having the school as a source of support for students is essential and always putting the students first is very important,” Kizzy told UNICEF.

According to Microsoft Network (MSN), Brown also engaged in meaningful discussions with the teacher to stress the need for supporting children living in vulnerable conditions. She focused on encouraging a cooperative effort to tackle both educational and social issues affecting the Brazilian community.

Recognizing the perspective of the students, she reassured them that their desire for knowledge about their bodies deserves immediate attention. “We are the change that the school needs and the community needs,” Brown said. 

UNICEF Brazil Representative Youssouf Abdel-Jelil described Brown as an “inspiration to girls in Brazil and around the world.” Brown’s work left a lasting impact on those she encountered, according to MSN, strengthening UNICEF’s commitment to advancing children’s rights and instilling a sense of hope and resilience in the next generation.

– Clarissa Dean

Clarissa is based in Bowling Green, KY, USA and focuses on Good News and Celebs for The Borgen Project.

Photo: Flickr

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Progressing Education in Albania

Progressing Education in Albania Albania’s education sector has faced increased strain following the COVID-19 pandemic and a major earthquake in 2019. Issues of underfunding, limited infrastructure and unequal access to resources have disproportionately affected vulnerable student populations. However, with support from local organizations and international partners, efforts are underway to strengthen the system and ensure quality education for all children in Albania.

Education Investment and Teacher Conditions

Albania has not yet met the global recommendation of allocating 6% of its gross domestic product (GDP) to education. As a result, public schools face challenges including under-resourced classrooms, limited infrastructure and a lack of inclusive tools to support diverse learners. Teachers are especially affected by these gaps, receiving low wages while working in overcrowded environments with limited professional support. According to Education International, these conditions have long-term implications for teacher retention and system performance. In response, local education unions have begun mobilizing to advocate for increased public funding and fair treatment for educators.

Barriers for Roma Children and Students With Disabilities

While Albania maintains a high enrollment rate overall, the quality and accessibility of education remain unequal. Roma children, Europe’s largest ethnic minority, face additional obstacles including poverty, discrimination and language barriers. These factors increase the risk of dropout and limit long-term academic success. Children with disabilities also encounter barriers, particularly due to limited teacher training and a lack of specialized educational strategies. According to Broken Chalk, very few teachers are equipped to support inclusive learning and those who are trained are not widely distributed across schools. As a result, many children with disabilities are unable to receive consistent, high-quality education.

UNICEF and Local Efforts to Expand Access

In partnership with the Ministry of Education and civil society, UNICEF has launched programs to identify out-of-school children and bring them back into the education system. These efforts aim to address the specific needs of marginalized groups and provide technical guidance to local and national governments. UNICEF’s involvement includes improving data systems, promoting inclusive learning environments and enhancing coordination between central and local authorities. These collaborations are designed to ensure long-term reform and more equitable educational access across Albania.

Community-Based Support Through Nehemiah Gateway

GlobalGiving has partnered with Nehemiah Gateway, a nonprofit that supports an educational program helping around 200 individuals each year in southern Albania. The program is inclusive of all students—especially Roma youth—and provides a strong academic foundation for future employment and personal growth. Nehemia Schools offer small class sizes for students in kindergarten through 12th grade, allowing staff to provide individualized attention. Every year, students from kindergarten to ninth grade receive free hot meals and social support, helping create a stable learning environment for those at risk of falling behind.

Advocacy Campaigns Push for Systemic Reform

To address structural challenges in Albania’s education system, Education International launched the Go Public! Fund Education campaign. This global movement has taken root locally, mobilizing teachers, civil society groups and policymakers to push for increased investment in education and improved working conditions. In February 2025, Albania hosted its first Community Forum on Education, which brought together educators, families and government officials. Forum participants called for stronger infrastructure, increased teacher salaries and greater transparency in school funding. A subsequent Policy Analysis Workshop focused on evaluating national education budgets and drafting reform proposals.

Looking Ahead

Ongoing advocacy from international and local stakeholders continues to spotlight education as a critical pillar of Albania’s development. While challenges persist, collaborative initiatives—such as those led by UNICEF, Nehemiah Gateway and Education International—are helping to bridge access gaps and build a more inclusive system. Progress could require sustained investment, teacher support and targeted reforms to reach underserved communities. With continued coordination and policy engagement, Albania could take further steps toward ensuring equitable, high-quality education for all students.

– Sarina Francis

Sarina is based in Tallahassee, FL, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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Access to Higher Education in Tajikistan

education tajikistanAs of 2023, Tajikistan remains one of the poorest countries among the former Soviet republics. Only 22% of Tajiks have received any education beyond high school, and children born today could complete less than one year of tertiary education. This limited access to higher education in Tajikistan happens due to several factors, including poverty, traditional gender roles, and the lingering effects of the post-Soviet transition.

Poverty

From 2000 to 2020, poverty in Tajikistan dropped significantly, from 83% to 26%. Despite this remarkable progress, the country still struggles to promote higher education. As in many parts of the world, families facing financial hardship often find it difficult to afford university or college, making higher education in Tajikistan an inaccessible goal for much of the population.

In Tajikistan, 73.6% of the population lives and works in rural areas, and nearly half of them remain below the poverty line. These economic constraints make it especially difficult for rural families to support higher education, both financially and logistically. In many cases, families rely on their children to contribute to the household income, making school a lower priority. Child labor laws in Tajikistan are relatively lenient, allowing this practice to continue with limited regulation or enforcement.

The Tajik government officially condemns child labor but has yet to implement effective policies to regulate or eliminate its use. In practice, society often views child labor as a necessary means to an end for families facing severe poverty, especially in rural areas where economic opportunities are limited and survival takes precedence over schooling.

Tradition

In many societies, a woman’s role is traditionally seen as that of a homemaker, and Tajikistan is no exception. Deeply rooted gender norms continue to shape expectations for women, limiting their access to higher education. In 2012, only 23% of college students in Tajikistan were female, compared to a global average of 51%, highlighting a significant gender gap. While female enrollment has steadily increased over time, now averaging 58 female students for every 100 male students, representation remains uneven. Among those who do attend college, only about 7% of women pursue scientific or technical disciplines, reflecting continued gender segregation in academic and professional fields.

In Tajikistan, work sectors dominated by women tend to pay far less than those dominated by men. For many women trying to support themselves or their families, this means earning just 60% of what a man in the same country might make. The struggle often starts early, as girls are more likely to drop out of school before finishing primary or secondary education. Whether due to financial strain, family expectations, or lack of opportunity, many young girls have to put their futures on hold long before they ever reach a classroom door in a university.

Efforts to Enable Prospective Students

The National Strategy for the Education Development of the Republic of Tajikistan (NSED) outlines key goals and initiatives aimed at making education more accessible, while also promoting meaningful changes to the country’s social and cultural framework. Despite significant growth in Tajikistan’s Gross Domestic Product, official employment among citizens remains low and has shown little progress. To address this gap, the NSEDRT calls for a stronger alignment between the education system and the domestic labor market.

In 2018, the President of Tajikistan emphasized that improving education is essential to enhancing the quality of life for all citizens, a statement that helped catalyze the development of the NSED, which spans from 2021 to 2030. By 2030, the strategy aims to ensure that education is free, equitable and of high quality. It also seeks to guarantee that the skills taught are both relevant and practical, while prioritizing improvements in literacy, student safety, and teacher qualifications.

Tajikistan’s path toward educational equity remains challenging, shaped by poverty, tradition, and limited resources. Yet with continued reform, growing awareness, and the resilience of its youth, there is hope that access to higher education in Tajikistan will become not a privilege, but a possibility for all.

– Abegail Buchan

Abegail is based in Johnstown, PA, USA and focuses on Business and Good News for The Borgen Project.

Photo: Flickr

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How Intercultural Education in Bolivia Can Help Alleviate Poverty

intercultural Education in BoliviaThere are 36 officially recognized Indigenous peoples in Bolivia, and according to a 2021 national survey, 41% of Bolivians over the age of 15 identify as Indigenous. Despite Bolivia establishing relative economic stability since the COVID-19 pandemic, native rural communities are still disproportionately affected by deprivation, with a poverty rate 20% higher than that of urban areas, as well as struggles with underrepresentation and exclusion from services. Cycles of poverty within Indigenous communities can often happen due to educational inequalities since there is not enough access to native language instruction.

Intercultural education recognizes cultural and linguistic diversity, as well as ensures all learners have the right to communicate in their native language. Thanks to various strategies, legal reforms and programs, the implementation of intercultural education in Bolivia helped improve outcomes, preserve identities and promote inclusion among rural communities.

Bolivia: A Plurinational Nation

Bolivia’s 2009 constitution declared the country a plurinational state and officially recognized 36 Indigenous languages. This signalled a step forward in the decolonization of Bolivia, as the document also guaranteed rights to “autonomy, self-government, their culture and recognition of their institutions” for Indigenous populations. The constitution also emphasises education in Bolivia as universal, intercultural and free in Article 17.

Following the 2009 constitution and its emphasis on education, the government introduced Law 070 in 2010 to promote multilingual, intracultural and intercultural education in Bolivia. This meant that a multilingual model replaced the bilingual model, so English, Spanish and an Indigenous language became part of the national curriculum.

However, the implementation of complete intercultural education in Bolivia poses a network of challenges. Some of these challenges include insufficient time allocated to native languages, a lack of native-speaking teachers and an inadequate understanding of socio-cultural and regional contexts.

Improving Educational Outcomes

In addition to constitutional and legal reforms, various organizations are working to improve opportunities for Indigenous peoples through multilingual and intercultural education in Bolivia. The Programa Amazónico de Educación Intercultural Bilingüe (PAEIB) has been promoting an intercultural bilingual approach to education in the Amazon and lowland region since 2006. PAEIB provides scholarships and supplies materials to primary schools across Indigenous regions, including dictionaries, learning units, songbooks and teaching guides. Not only does this supply of materials ensure that schools have the necessary equipment to teach native languages, but it also adapts and complements the curriculum towards Indigenous cultures.

Similarly, Fe y Alegría Bolivia promotes quality education for excluded populations. Fe y Alegría manages 398 educational centres across Bolivia (including specialised services for children with learning and hearing disabilities), benefiting 173,518 students and employing 9,384 teachers and administrators. The education centres focus on relevant and contextualised learning by adopting a learning model based on the knowledge and practices of rural Indigenous communities, meaning that the curriculum responds to the socio-cultural contexts of its students and helps to preserve their cultural identities.

Preserving Cultural Identities

With around 30 indigenous languages in danger of extinction, Bilingual Nests is preserving the identities of marginalized groups by revitalizing native languages nationwide. The program has been working since 2014 to prevent language extinction and impacted 2,314 children in 2021.

Bilingual Nests targets children under the age of four to maximise acquisition and adapt their approach depending on whether or not a child’s relatives or caregivers are native speakers. If they are, daily communication and instructions using the native language are encouraged, as well as family and community meetups, in order for the child to naturally build a linguistic foundation. If neither a primary caregiver nor a grandparent can oversee language transition, childcare facilities primarily use Indigenous languages during instructions and activities.

During the COVID-19 Pandemic, Bilingual Nests recognized inequalities regarding internet access and remote learning across Indigenous communities in Bolivia and subsequently developed both print and digital materials to continue running the program in rural communities. With the help of funding from UNICEF, Bilingual Nests hopes to continue expanding its strategies into more rural areas where native languages are at risk of extinction.

Funding and prioritization of native languages in the national curriculum are crucial in order for the 2009 Constitution’s promises of intercultural education in Bolivia to materialize.

– Clodagh Dowson

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

Photo: Flickr

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How UNICEF’s initiative is expanding education for Rohingya Girls

education for Rohingya GirlsWith more than half of the Rohingya refugees being children, the issue of education becomes an important matter, especially for girls. The widespread cultural and religious norms that prioritize domestic responsibilities for girls over education and the perception that sharing classrooms with boys is inappropriate, contribute to many girls dropping out as they grow older. The Rohingya Refugee Response reports that 24% of teenage girls are not in school due to family restrictions, while 12% are not in school due to early marriages.

UNICEF’s Education Initiative

To address these challenges, UNICEF’s education initiative, in collaboration with 45 partner organizations, has played a successful role in expanding education for Rohingya girls. With support from NGOs such as the Global Partnership for Education, which contributed $11 million just in 2023, the initiative established more than 3,500 learning centres. Today, 80% of children aged 6-11 are part of learning centres with a high attendance rate of 83% and a similar proportion between boys and girls.

Still, enrollment rates decline as girls grow older. As a response, UNICEF began implementing girls-only classrooms in 2022 and increased the number of female volunteers from 71 to 305. These changes were made in recognition of cultural sensitivities, where many families believe girls should not study alongside boys or the fear that girls may be harassed outside the home. As a result, more female teachers, volunteers, and girls-only classrooms helped reassure and encourage parents to keep their daughters in school, increasing the number of girls in secondary education from 17% to 24% over the past two years.

Despite progress, the initiative has recently been facing challenges due to a funding crisis. Some learning centres had to close while others struggled with limited learning materials and a lack of qualified teachers, especially at the secondary level. The 50,000 estimated new arrivals in the camp and another 50,000 refugees waiting for registration further exacerbate this issue, according to the Rohingya Refugee Response.

The 2025-26 Joint Response Plan

To mitigate such challenges, the 2025-26 Joint Response plan, launched on March 24, calls for $71.5 million. Part of this will come from the 2025 Complementary Development Fund to maintain and establish learning facilities.

Another key component of the plan is its aim for a more inclusive education for children aged 3-18. This includes the launch of Early Childhood Development, Accelerated Learning Programmes for over-aged learners, and flexible learning arrangements for disabled children. It also reiterates efforts to continue to encourage girls’ enrollment and attendance by establishing more female-only classes and increasing the recruitment of female teachers.

Notably, the plan states that the education will continue to follow the Myanmar curriculum delivered in Burmese, the Myanmar language. This not only helps preserve cultural identity but also prepares children for eventual repatriation to Myanmar in the future.

The Future

Education for Rohingya girls is a right, a shield against child marriage and labour, and a step toward financial stability. Thanks to the help of volunteers, UNICEF’s education initiative and the support from its partner, thousands of Rohingya girls have gained access to education which opened doors to bigger opportunities. However, as funding falls short, international support is essential more than ever. Only through continued investment can we ensure that these girls will have the chance to learn, grow, and lead.

– Lucy Cho

Lucy is based in Edinburgh, Scotland and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr

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How National Vocational Training in Egypt is Empowering Youth

Vocational Training in EgyptAs the most populous nation and strongest economy in the North Africa region, Egypt presents a striking dichotomy: stable economic growth alongside a persistent national poverty crisis. To fight the structural imbalance that has allowed 30% of the population to live below the global poverty line, the Egyptian government, alongside international partners, has turned skills-based vocational learning into a beacon of opportunity. With more than 2 million students enrolled in technical education (TVET) programs, vocational training in Egypt aims to combat poverty, reduce youth unemployment, and promote inclusive growth in hopes of stimulating sustainable development.

Reforming Education to Meet Labor Market Demands

Egypt’s strategic investment in TVET reflects a commitment to building a more resilient and inclusive economy. The Technical Education Reform Strategy is reshaping how young people prepare for the job market, a group that currently sits at 20% unemployment compared to Egypt’s overall 7%, one of the highest in the MENA region. These conditions highlight the urgency of the nation’s tactical use of a competency and skills based curriculum, ensuring new workers can survive the competitive and rapidly evolving labor market each year. 

International development partners like the European Training Foundation, the German Development Corporation and the USAID-funded “Workforce Egypt” project have supported this nationwide reform. Together, these efforts have led to the creation of more than 2,900 institutions that blend academic learning with hands-on experience in fields such as agribusiness, hospitality and clean energy.

Partnerships that Power Progress

A central pillar driving reforms in the country’s education policy is the Egypt Impact Lab (EIL), a government-embedded initiative led by J-PAL Middle East and North Africa. It works alongside the Ministry of Education and Technical Education to evaluate and design policies. The EIL provides evidence and projections to ensure that vocational education policies continue to produce workers who support Egypt’s evolving economy.

In addition, the EIL acts as an interconnected space that brings together policymakers, donors and international experts to align priorities and shape reforms. These partnerships are instrumental in converting ambitious ideas into effective, scalable programs that can reach the students who need them most.

Reaching the Marginalized: Refugees and Informal Workers

While Egypt’s education reforms benefit millions of youth, they are particularly crucial for vulnerable communities. Egypt hosts more than 900,000 registered refugees, along with 1.5 million Sudanese migrants fleeing the current crisis. Refugees face high barriers to employment and education, which vocational training in Egypt aims to address. Programs like Caritas Egypt’s “For a Better Future” offer training and entrepreneurship skills to Egyptian and Syrian youth. Participants receive certifications from the Ministry of Social Affairs, gaining a foothold in Egypt’s competitive labor market. Training topics range from plumbing and tailoring to sustainable practices like plastic waste management and water conservation.

The World Food Programme (WFP) also plays a vital role, especially through its skills development program for refugees and marginalized groups. The WFP focuses on building skills in high-demand sectors, while also providing micro-loans to women entrepreneurs and promoting inclusive training opportunities. These policies directly impact participants’ economic well-being, with household incomes of women in the WFP’s She Can program increasing by up to 50%.

A Path Forward

Vocational training in Egypt has developed into a tool of long-term socio-economic growth, laying long term groundwork to equip young people and marginalized groups with the skills to not only sustain the country’s developing economy, but also transform their own lives. 

The initiatives and partnerships created by Egypt’s TVET system build futures for millions, holding the potential to reduce the inequality and deprivation that the many Egyptians below the poverty line face every day. Furthermore, as Amr Bosila of the Ministry of Education and Technical Education noted, “By aligning education with labour market needs…Egypt charts a course towards a future of inclusive growth and opportunity.”

– Tom Finighan

Tom is based in London, UK and focuses on Business and New Markets for The Borgen Project.

Photo: Flickr

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Internet Access in Peru: Bridging the Digital Divide

Internet Access in PeruPeru, home to 33 million people, faces a significant digital divide. About 80% of citizens lack consistent internet access and 74% have no access at all. Among those older than six, 53% do not use the internet, placing Peru among the lowest internet traffic rates in South America.

Barriers in Rural Areas

Rural communities, especially those in the Andes Mountains and around Cusco, face the greatest access challenges. Harsh terrain prevents signal transmission and complicates infrastructure development. Many residents also lack the financial means to afford laptops or data plans. As most internet infrastructure concentrates in urban centers, the rural-urban divide continues to widen. As of 2023, 38% of Peruvians lived below the poverty line, with an additional 5.7% at risk of falling into extreme poverty. Amid these economic challenges, internet access remains a privilege rather than a basic utility. However, several organizations are working to change that reality by expanding digital access nationwide.

Improving Access Through Education

art=”1580″ data-end=”2164″>Jangala, an NGO focused on digital access for underserved communities, partners with local organizations to bring internet connectivity to Peru. In Cusco—where 20% of children never finish primary school and 38% never complete secondary education due to financial hardship—Jangala teamed up with the Latin American Foundation of the Future (LAFF). Together, they provided laptops to students and introduced the Jangala Big Box to schools. This technology delivers instant internet access, enabling students to complete homework, collaborate with peers and access new learning tools.

Students in Cusco say that access to online resources through Jangala’s Big Box helps them complete their homework and stay enrolled despite financial challenges. This step forward has created new learning opportunities for students who might otherwise have been forced to drop out, reducing long-term risks of poverty.

A Broader Effort: Internet Para Todos

Beyond Cusco, the initiative Internet Para Todos (Internet for All) works to expand connectivity across Peru. This partnership—formed by Telefónica and Meta (formerly Facebook)—focuses on cost-effective solutions that target remote, rural areas. Since 2016, the group has connected 2.8 million Peruvians and established 1,900 4G sites in more than 15,000 towns. Rather than relying on heavy capital investment, the project uses shared infrastructure and open-access models. This strategy significantly lowers costs and extends services to hard-to-reach populations.

Building Digital Skills

To ensure people can fully benefit from connectivity, Peru launched the Digital Basic Basket program. This initiative supports digital literacy and aims to equip individuals with the skills needed to navigate education, health care and job markets online. The program focuses on rural areas and supplies tablets to students, along with digital training for public sector workers such as teachers and police officers. These ongoing efforts coincide with Peru’s growing digital economy. In 2021, the country’s e-commerce sector reached $9.3 billion—a 35% jump from the previous year. Forecasts predict that by 2030, the market will grow to $15.3 billion.

Looking Ahead

Peru’s journey toward digital inclusion reveals that expanding access requires more than infrastructure—it also depends on digital skills, education and local engagement. Organizations like Jangala and Internet Para Todos play a key role in bridging this divide. By continuing to improve internet access in Peru by building low-cost networks, training communities and supporting long-term solutions, Peru could reduce poverty and unlock greater opportunity for all citizens.

– Felix Hughes

Felix is based in the UK and focuses on Technology and Solutions for The Borgen Project.

Photo: Flickr

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Disability and Poverty in Cabo Verde

Disability and Poverty in Cabo VerdeAs is the trend around the world, there is a correlation between disability and poverty in Cabo Verde, with those with disabilities being more likely than their able counterparts to live under the poverty line. However, the International Labour Organization (ILO) commends the island nation for establishing a social protection floor for some of its most vulnerable communities, including those with disabilities, the elderly and children. It is one of the first African countries to do so.

According to the latest studies, an estimated 6% of the population of Cabo Verde is living with some form of disability. However, these figures were published in 2010 and are considerably low in comparison to the rest of the global population, highlighting that they are both out of date and likely to be an underestimate. Given the limited data on disability and poverty in Cabo Verde, it can therefore be difficult to form a complete understanding of what life is really like for those living with disabilities.

Pre-Pandemic

In the years leading up to the COVID-19 pandemic, Cabo Verde saw a considerable reduction in its national poverty rate, from 35.2% in 2015 to 27.7% in 2019. This decline was in part due to the active steps the government made to improve social inclusion for its disabled population. 

For example, in 2017, in partnership with Handicap International, the National Human Rights and Citizenship Commission produced and disseminated an informative document on disability rights. Titled ‘Un Mundu Pa Nos Tudu’ (‘A World for Us All’), the document details common challenges faced by people with disabilities and debunks myths surrounding the disabled community, helping to improve levels of inclusion.

During the Pandemic

However, the pandemic pushed an estimated additional 88 million people worldwide into poverty, and the situation in Cabo Verde was no different. By 2020, almost a third (31.3%) of its population was living in poverty, reversing previous progress.

In a report published in 2021, the International Disability Alliance found that the pandemic revealed several key areas where support for the disabled population falls short. These include limited participation of people with disabilities in health policy decision-making, insufficient prenatal care for mothers with disabilities and a mental health care network which excludes the disabled community. 

Post-Pandemic

Despite this, the government has implemented policies in the aftermath of the pandemic to continue the positive advancements they made before the outbreak, both with respect to poverty levels and social protection for people with disabilities. In 2022, the poverty rate began to fall again and people with disabilities started to see visible improvements to their standard of living.

Established in 2016, the Rede Nacional de Campanha da Educação para Todos, Cabo Verde (otherwise known as the National Network of The Education for All Campaign, Cabo Verde) was able to resume its efforts to improve the lives of disabled people across the country. Led by Dr Marciano Monteiro, who lives with visual impairment, the coalition advocates for increased funding for inclusive education.

In line with the government’s aim of promoting equal opportunities for all, the Ministry of Education, in partnership with the coalition, published a comprehensive report detailing a new set of regulations for schools across the country. These rules guarantee the inclusion of all children with special educational needs, as well as fee-free education, from basic to tertiary, for all children with disabilities.

These changes have already resulted in visible developments within the education system and the situation regarding disability and poverty in Cabo Verde. The quality of teaching, especially with respect to how teachers can support those with diverse educational needs, has greatly improved, leading to an increase in the number of disabled people who stay in school for longer.

Looking Ahead

In making considerable practical adjustments to education and healthcare, the government in Cabo Verde has enabled the disabled population to receive the support they require. This in turn is helping the country break the cycle of poverty.

– Elsa Tarring

Elsa is based in London, UK and focuses on Good News and Global Health for The Borgen Project.

Photo: Wikipedia Commons

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3 Facts About Higher Education in Tunisia

Higher Education in TunisiaTunisia is a small North African country with a population of approximately 12 million people. The nation achieved independence from France in 1965 and has suffered a revolution since. It is a developing nation and, therefore, subject to certain idiosyncratic issues, one of which is the cultivation of higher education in Tunisia. Compared to other polities in a similar predicament and geographic region, Tunisia has a robust system and continues to develop research and pedagogical institutions through a myriad of methods.

Public higher education is free in Tunisia, and this opportunity allows for the population to develop the necessary skills for economic growth. In 2023, 261,000 students were enrolled in public institutions, and 45,000 were matriculated in private ones. Specialized programs are offered for certain degrees, and the remainder of academic disciplines abide by the typical bachelor-masters-doctorate system. Further, these degrees are recognized nationally and are held with respect in other nations elsewhere. Historically, the education system was reminiscent of the colonial French one; however, in recent years, they have begun the process of Arabization to separate themselves from western dependence and establish themselves as fiscally independent with a unique cultural identity.

The Tunisian poverty rate is 17.1% and the unemployment rate, as of this most recent fiscal quarter, is 16.2%. Recent graduates constitute a significant portion of the unemployment rate, which is often thought to be the result of skill mismatches between universities and companies. Individuals who resign to enlist in informal sectors of employment are frequently subject to suboptimal wages and limited mobility. The issue for Tunisian higher education is not one of aggregate matriculation, but one of skill optimization that is rectifying errors in the current apparatus by aligning the demand of the market with the production of the education system, or introducing foreign competitors into the domestic market. 

3 Facts About Higher Education in Tunisia

  1. Huawei’s Partnership With the Al-Khawarizmi Institute of Computer Science: Through a collaboration with the Chinese employee-owned technology company Huawei and the Tunisian Al-Khawarizmi Institute of Computer Science, 14 universities received the ability for AI and data computation. This partnership is prudential in the manner that it will allow for thousands of students to utilize advanced technology for research purposes. Under the auspices of the 2025 Digital Economy Development Plan, this partnership, amongst others, will seek to modernize the nation by establishing a digital platform to benefit both educators and students. With technological innovation, Tunisia can compete with Western markets and participate in the international service economy.
  2. Collaboration With Other Universities: Recently, Tunisian universities have been partnering with nations across the globe to facilitate cross-cultural communication and exchange of ideas. In the United States, for example, the University of Wyoming signed Memoranda of Understanding with four Tunisian universities. These universities can work together in favor of common interests, most exigently, since they both focus on agrarian studies, water management and animal husbandry. Further, the Italian University of Bologna and the Tunisian University of Carthage devised three strategic partnerships with the intent of generating new opportunities in the field of sustainable energy and innovation. Fostering scientific collaboration is a necessary condition for the development of cutting-edge technology and, therefore, the production of new capital. Yielding classes of well-traveled students may create new opportunities for domestic businesses by establishing prosperous relationships.
  3. The Tertiary Education for Employability Project: To ease the difficulty for graduates finding a job, the Tunisian government has endeavored to implement the Tertiary Education for Employability Project. It is an all-encompassing education reform that prepares students for employment by prioritizing attributes beneficial to the labor market. Matching market demands through cooperation with prominent industries and intensive internships offered throughout four-year programs, students find themselves with ample experience by the end of their tenure. More than 22,000 students have received help throughout the program’s history by participating in internships and receiving certificates. The World Bank funded the program and it served the interests of the nation for 8 years. The program was able to successfully expedite the process of job searching and cultivate a generation of students capable of aiding industries immediately.

Concluding Thoughts

The culmination of these programs helps create a promising future for higher education in Tunisia. Education is integral for the success of a country, and higher education allows for specialized acumen in potentially lucrative fields. Programs, such as the aforementioned ones, allow for developing nations to actualize their potency by creating a strong domestic market, which will, in turn, attract foreign investors. The process of creating a strong education system inevitably invites innovation and capital, allowing for the production of a service economy, one predicated on independent structures of wealth accumulation. Poverty is highest in rural areas, and a galvanization of the Tunisian higher education system will allow for a greater base of students to enroll, creating opportunity for those who were previously unable to infiltrate the developed sectors.

The rate of poverty is in tandem with the unemployment rate, and the rectification of the university system solves both issues by diminishing the unemployment rate, which therein reinstitutes the flow of capital. In the past, the nation has suffered from a mismatch between the skills that graduates acquired and the expertise necessary for the prosperity of the market, but slowly, these issues are being rectified. Tunisia is continuing to develop and finds itself with a bright, luminescent future.

– Jackson Hufman

Jackson is based in Glenwood, MD, USA and focuses on Business and Good News for The Borgen Project.

Photo: Wikipedia Commons