Archive for category: Education

Information and stories on education.

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Education Reform in Malaysia

Education Reform in MalaysiaLocated in Southeast Asia, Malaysia is a country home to more than 35 million people. Since its independence from British colonial rule in 1957, Malaysia has worked to strengthen its education system; starting in 1980, Malaysia’s GDP percentage spent on education reform has been the highest in East Asia. In fact, the government has spent 3.8% of its GDP on education reform, which is higher than the Organisation for Economic Co-operation and Development (OECD) average of 3.4% and equal to or higher than the percentages spent by the highest-performing education systems, including Singapore, Japan and South Korea. 

Problems in the Education System

In Malaysia, the problem of inequity remains. Students in states with a high rural population perform less than states with high urban populations. Additionally, girls perform better than boys, with women comprising 70% of university-level cohorts.

The most prevalent gap remains between socio-economic origins, which can be defined using three points: the parents’ highest education level, the state’s average income per household and the number of students receiving financial aid. Of good schools in Malaysia, only 7% have more than two-thirds of their population receiving financial assistance, versus 52% of underperforming schools. In an effort to further bolster equity through education reform in Malaysia, the Ministry of Education has implemented the Malaysian Education Blueprint 2013-2025.

Shifts to Transform the System

To minimize gaps between students, the Malaysian Education Blueprint 2013-2025 consists of 11 shifts to implement: (1) equal access to quality education; (2) guarantee language proficiency in Bahasa Malaysia and English; (3) inspire a value-driven lifestyle; (4) improve teaching; (5) establish strong leaders in schools; (6) promote school improvement (infrastructure, performance); (7) utilize technology in the classroom; (8) empower state and district education departments; (9) collaborate with parents and community; (10) get best educational results for every ringgit spent and (11) increase transparency in education system.

Malaysia has implemented the 11 shifts through three waves. The plan is to track education reform in Malaysia after each wave (2015, 2020, 2025) to review progress.

Impacts of the Education Blueprint

Currently, Malaysia is in the third wave of its plan as it approaches its final review in 2025. Though some experts have observed that Malaysia has failed to completely implement its shifts, the plan has introduced major improvements in Malaysia’s education system. Within the first two years of the plan’s implementation, Malaysia saw a 31% decrease in the gap between urban and rural states. Additionally, English literacy increased from 63% to 94% in primary school students. Further, Malaysia has exited the bottom third in the ranking of education systems.

Looking Ahead

It appears there is still much work to do if Malaysia is to achieve its initial goals. Challenges remain in three main areas: weak progression in student achievement, dropouts—particularly among minority ethnic groups—and the remaining urban and rural disparity. Though it seems unlikely that Malaysia will be able to fully accomplish everything stated in the Education Blueprint by 2025, an extension of a few years may be enough for it to reach its aspiration of entering the top third in the education system rankings. Malaysia has made measurable progress since 2013 and an extended timeline may help the country meet its education goals.

– Ariana Wang

Ariana is based in Dallas, TX, USA and focuses on Technology and Solutions for The Borgen Project.

Photo: Flickr

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FIAFED: Uplifting Women and Communities in the DRC

FIAFED: Uplifting Women and Communities in the DRCFilles d’aujourd’hui, Femmes de demain (Girls of today, women of tomorrow), or FIAFED  – a simple message and name, but one that carries a great deal of importance in the modern-day Congo. FIAFED was founded in 2000 by Iréne Masanagu Kayembe and is based out of the former Katanga Province – now the provinces of Tanganiyka, Haut-Lomami, Lualaba and Haut-Katanga. The organization has worked tirelessly to provide direct medical aid, schooling and vocational training to communities that require these services most.

Health Care Initiatives

In 2008, FIAFED opened Centre De Santé Moïse K. to serve the rural village of Bungu Bungu and neighboring communities. The Centre has treated thousands of individuals for malaria, malnutrition, cholera and a number of other conditions and diseases which would have otherwise ravaged local populations. Around two years later, the organization decided to open a maternity clinic in the area as well, the Maternité Robert Levi, which has recorded hundreds of deliveries and provided further relief to Bungu Bungu and many adjacent communities. 

FIAFED additionally acted as an “initiator and mobilizer of funds” for the construction and operation of Centre De Santé Prince Pascal K., a medical facility which provides clinical care similar to the organization’s first-built health center. It also expanded its services to include maternal care. Speaking on FIAFED’s mission after the construction of the clinic, Mrs. Kayembe let Radio Okapi know that, “In Djino, there was no clinic. We thought of Djino, Ndea and Katutu. Because there are many cases of malaria and typhoid fever, poorly treated or never treated at all.”

Though not involved directly, the organization is also a major benefactor of Centre De Santé Uchungu Wa Muzazi, which provides clinical and maternal care for the commune city of Katuba, located within Lubumbashi – The DRC’s ‘second city.’ Such efforts suggest that FIAFED works not only to support rural communities but also urban ones, which face their own unique struggles when attempting to access medical care. 

Expanding Access to Education

Beyond providing direct medical aid to underserved communities, FIAFED also works to provide stable education to children who lack proper access to schooling, opening two primary schools and acting as a pillar of support for a distinguished local girls’ boarding school. C.S. Les Huit Colombes – also located in Bungu Bungu – was the organization’s first ever construction project and brought schooling to a region which was in dire need of it. Of the region’s 5,000 inhabitants at the time of construction, 80% of children were unable to access proper schooling and most had to walk more than 10 kilometers a day to get to class.  

In 2010, FIAFED opened E.P. Princesse Onda Onda Numbi in the Kabalo Territory, located within the Taganiyka Province. Here the work has centered around the education of girls in the region, with the organization’s website stating that, “The objective of the establishment of the [school] is to encourage girls to study more and thus fight against early marriage … and other kinds of evils which discourage girls from pursuing their studies.” FIAFED has also long been a dedicated patron of Lycée Lubusha, one of the most renowned girls’ boarding schools in the DRC, located within a mining town roughly 80 km from Lubumbashi. Despite the school’s status, it has been in danger of demolition and disruption for quite some time due to surrounding mining efforts.

Vocational Training and Social Support

Beyond schooling, FIAFED also understands the importance of training and caring for acutely disadvantaged individuals who may not have the ability or time to pursue proper schooling. In 2006, it opened the Coupe Et Couture Centre De Formation, to care for and provide vocational training to “Single mothers, orphans, widows and other disadvantaged women.” The training center has provided cutting and sewing training to hundreds of women and orphans in Kinshasa, the capital of the DRC. 

This was followed up four years later with the opening of the Foyer Social Elizabeth Kayembe, a social home and training center in the Kabalo Territory for disadvantaged women, especially those who have experienced sexual violence. The home gives these women a place to rehabilitate their confidence, often torn apart by the world around them. It also provides a litany of vocational and general life training, in an effort to prepare women as they work to re-enter their communities. 

Lasting Impact in the DRC

Working tirelessly for more than 20 years, FIAFED has managed to teach thousands of pupils in their schools, deliver thousands of children at their maternity clinics, treat tens of thousands of patients at their health clinics and assist hundreds of orphans and disadvantaged women at their social care centers. An impact that has yet to gain international attention.

– Alex Degterev

Alex is based in Boston, MA, USA and focuses on Global Health for The Borgen Project.

Photo: Flickr

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Midwife Training Reduces Maternal Mortality in South Sudan

Maternal Mortality in South SudanSouth Sudan has the highest maternal mortality rate in the world. Today, approximately 1,200 mothers die per 100,000 births, according to the World Health Organization (WHO). Lack of obstetric training, low rates of hospital deliveries and premature pregnancies are driving factors in this outcome.

A 2017 estimate claimed that health care professionals are only present in one of five childbirths in South Sudan. The majority of South Sudanese mothers give birth in unsanitary and isolated conditions. Forced marriage and adolescent pregnancies are common. A girl in South Sudan is more likely to die of childbirth than finish secondary school. However, maternal health improvement has occurred in the recent decade.

While mortality rates are still high, recent years have shown a decrease: from 2,054 maternal deaths per 100,000 births in 2010 to 1,223 deaths per 100,000 births in 2020. A massive reason for the past decade’s reduction of maternal mortality in South Sudan is an increase in trained midwives.

Hope for South Sudanese Mothers: A Midwife Training Institute

In 2010, the Sudan Relief Fund partnered with Solidarity for South Sudan to support establishing the Catholic Health Training Institute (CHTI). This institute trains young South Sudanese to become certified midwives and nurses in Wau, South Sudan. Its goal is to provide necessary health care to women in need, ultimately reducing the startling rate of maternal mortality in South Sudan.

The institute began with 18 inaugural students but has five times the enrollment today. Notably, one-third of the institute’s students are women. This is a remarkable statistic considering the educational gender gap in South Sudan. The institute serves as a temporary home for its students, providing them with dormitory housing and land to cultivate for the institute’s collective food service. Attending students come from various regions and tribal groups with a shared goal of reducing maternal mortality in South Sudan.

Education

Midwife certification requires a rigorous, 3-year education at Wau’s CHTI. National and foreign medical personnel work together to operate CHTI education. After passing an entrance exam, students are taken through thorough academic study. Students attend lectures and classroom lessons for the entire first year of their program.

Second-year students are taken to hospital facilities to practice hands-on skills such as maternal examinations, IV and immunization insertion and emergency skills like infant rehabilitation. In their third year of study, students are provided internships at Wau Teaching Hospital. Midwifery students will spend time focusing on antenatal care (ANC), learning to care for mothers throughout pregnancy and delivery.

First aid training and disease prevention education are also services provided to CHTI students. Meticulous training prepares CHTI students to impact maternal mortality in South Sudan positively.

Certification

As a result of its excellent education, CHTI renders certified and passionate health care professionals. Since its founding in 2010, the program has educated students to earn their Diploma in Nursing (RN). In 2012, a second certification was added, allowing students to receive a Diploma in Midwifery (RM). CHTI was labeled as the top-performing school of nursing and midwifery in the 2024 National Examination by the South Sudan Ministry of Health. CHTI graduates are among the nation’s first certified midwives, a massive step toward the reduction of maternal mortality in South Sudan. 

Hope for Maternal Health Improvement in South Sudan

Prior to the CHTI’s establishment, the nation only had 10 obstetricians and four pediatricians in total, according to the 2010 issue of the South Sudan Medical Journal. A decade of midwife training has produced more than 350 CHTI graduates. About 85% of the institute’s graduates are currently employed in local hospitals and NGOs.

With a certification in nursing and midwifery, CHTI graduates utilize their skills to aid mothers in safe pregnancy and delivery. Additionally, women are increasing in the institute’s enrollment, a factor further improving health outcomes for female patients. At the program’s graduation, students are ceremonially labeled as “beacons of hope” for their communities.

With organizations like the Sudan Relief Fund and Solidarity with Sudan’s support, CHTI is able to run amid conflict and crisis, encouraging mass reduction of maternal mortality in South Sudan.

– Helen Cusick

Helen is based in Minneapolis, MN, USA and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr

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Everything You Need to Know About Poverty in Mozambique

Poverty in MozambiqueMozambique, situated in southeastern Africa, is endowed with a wealth of natural resources including extensive mineral deposits, fertile land and a coastline rich in fisheries. Despite this, the nation faces a multifaceted crisis of poverty that affects nearly three-quarters of its population. This troubling statistic underscores the dissonance between the country’s economic potential and the persistent structural and social barriers impeding progress. Mozambique’s development paradox presents a crucial case study in post-colonial economic transformation and resilience.

Historical Foundations of Poverty

Understanding poverty in Mozambique requires a historical lens. Portuguese colonialism, which lasted until 1975, focused primarily on extractive industries and left behind an economy devoid of inclusive infrastructure and educational foundations. After achieving independence, Mozambique plunged into a 15-year civil war, from 1977 to 1992, that devastated the nation’s institutional and economic frameworks. The conflict displaced millions, destroyed public services, and halted the creation of a cohesive national economy. The state emerged from the war with limited governance capacity, inadequate administrative reach and minimal investment in human development. These foundational deficits continue to shape the country’s developmental trajectory today.

Healthcare Access and Challenges

In the post-conflict era, Mozambique has struggled to establish a robust social support system capable of addressing widespread deprivation. The healthcare system remains deeply under-resourced, with vast rural regions experiencing severe shortages of personnel, medications and infrastructure. Fewer than half of all Mozambicans have access to consistent medical care, a situation that contributes to high rates of preventable diseases such as malaria, HIV/AIDS and tuberculosis. These conditions are especially severe in remote areas, where logistical challenges and resource constraints hamper public health initiatives. Urban centers, while marginally better equipped, still face frequent shortages and systemic inefficiencies that degrade care quality.

Barriers to Education

Parallel to the healthcare crisis is a deeply flawed education sector. Only a fraction of children complete primary school, and even fewer proceed to secondary or higher education. Schools often lack basic amenities, textbooks and qualified educators. The cost of uniforms, supplies and transportation further alienates impoverished families from educational opportunities. Moreover, the absence of targeted programs for girls and vulnerable populations exacerbates existing inequalities, creating cyclical disadvantages that span generations. Education is not merely a tool for individual advancement; in Mozambique, it remains a cornerstone yet to be fully constructed.

Environmental Instability and Agricultural Disruption

Environmental instability compounds Mozambique’s challenges. The country is acutely vulnerable to changing weather patters and experiences frequent natural disasters. In 2019, Cyclones Idai and Kenneth devastated the central and northern regions, resulting in widespread infrastructural collapse, agricultural ruin and humanitarian emergencies. These disasters displaced more than 2 million people and caused billions in economic losses. Annual floods and prolonged droughts further disrupt subsistence farming, upon which the majority of the population relies. The volatility of weather patterns presents a constant threat to food security and economic stability, particularly in rural communities with limited coping mechanisms.

Development Efforts and International Support

Nonetheless, there are glimmers of progress driven by collaborative development efforts. The World Bank’s Integrated Agriculture and Landscape Management Project, launched in 2017, has trained more than 100,000 smallholder farmers in climate-resilient practices, improving yields and ecological sustainability. By incorporating market linkages and conservation strategies, the program addresses both economic and environmental vulnerabilities. UNICEF has also made strides in improving educational and sanitation infrastructure. Its programs have facilitated access to clean water, distributed school supplies and implemented teacher training modules that aim to elevate education standards nationwide.

Strategies for Sustainable Growth

To achieve sustained poverty reduction, Mozambique must deepen institutional reform and expand access to essential services. In agriculture, this means scaling up irrigation networks, investing in value-added processing industries and improving transportation infrastructure to connect rural producers to urban markets. In health, comprehensive strategies including mobile clinics, expanded vaccination programs and rural hospital construction are critical. For education, policy must prioritize tuition-free schooling, inclusive curriculum design, and incentives for teachers to serve in under-resourced areas. Multidisciplinary approaches that integrate gender equity and digital inclusion are especially vital in fostering long-term resilience.

The Role of International Cooperation

Furthermore, Mozambique’s development hinges on regional cooperation and foreign investment rooted in equity and sustainability. Engagement with international partners must prioritize capacity building and local ownership of development initiatives. The country also stands to benefit from South-South Cooperation models that allow for knowledge transfer among similarly situated nations. Donor alignment, transparency in governance and civic engagement are essential pillars for ensuring that aid translates into transformative impact.

Looking Ahead

Ultimately, poverty in Mozambique is not a static condition but a dynamic challenge that history, policy, environment and global economics influence. With continued commitment to inclusive development, the nation has the opportunity to reimagine its socioeconomic trajectory. If Mozambique’s public and private sectors work in concert with international allies, the country could significantly reduce poverty, advance equity and build a more resilient future within a generation.

– Joseph Hasty

Joseph is based in Winter Park, FL, USA and focuses on Global Health for The Borgen Project.

Photo: Flickr

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AI in Higher Education in Yemen

AI in Higher Education in YemenSince March 2015, the civil war between the Yemeni government and the Houthis has worsened life conditions for innocent civilians in Yemen. About 14% of the population is estimated to be internally displaced and more than 18.2 million require humanitarian aid. Millions of Yemeni children lack necessities like shelter and food, making access to education, often seen as a secondary need in crisis, increasingly out of reach.

Education in Yemen

Seven years into the conflict, 2,916 schools were destroyed, partially damaged or used for noneducational purposes and around 172,000 teachers were irregularly paid or sought better income sources. Two million children were out of school before COVID-19 and the pandemic hindered access to education furthermore.

With forced displacements, bombings and lack of female teachers making schooling a challenge, the frail access to education endangers these children’s futures; in some cases, early marriage for girls and armed group recruitment for boys is the only path forward. Amid this disruption and displacement, digital technology offers new ways to keep learning alive, even in the most challenging conditions.

In recent years, AI has revolutionized the modern world in various fields, including education. Since the COVID-19 pandemic, education worldwide has quickly shifted to online platforms and technological tools. In November 2022, OpenAI introduced ChatGPT to the world; students commonly use this chatbot as it is known to enhance education by providing personalized and interactive learning and ongoing feedback.

These emerging tools do not exclude war-torn countries. AI in higher education in Yemen is relatively common; despite the crisis, students utilize AI tools to facilitate learning and aid them in attaining their academic goals.

AI Usage in Yemeni Universities

A study at the University of Science and Technology in Aden found that 95.8% of respondents use AI tools for educational purposes. Usage frequency varied: 21.1% reported daily use, 30.5% used AI a few times a week, 28.4% used it once a week and 20% used it rarely. Only 4.1% of respondents had never used educational AI tools.

Though the educational AI tools are various, this university’s students primarily lean toward ChatGPT; the study reported that they use ChatGPT at 78.9%, as opposed to 8.4% for Gemini, 1.1% for Claude and 11.6% for other AI tools. Another study on EFL Yemeni students showed that a third of the respondents use AI tools daily. Their tool of choice for English learning is ChatGPT at 42%, which exceeds tools specifically designed for language learning like Duolingo at 24%.

Perceived Benefits and Drawbacks

AI in higher education in Yemen has proven very effective in helping students grow throughout their curriculum. The EFL students noted that AI facilitated their understanding by providing interactive and faster learning, flexibility, convenience and immediate feedback. These students believe that AI tools enhance their practical and technical skills, improve their critical thinking abilities and increase their motivation to learn.

However, several drawbacks to using AI tools for education show that full integration into Yemeni universities is still out of reach. Financial constraints limit access to AI. Engineering students specifically reported a lack of funding, insufficient technological resources and poor training on effectively using AI tools for personalized learning.

Skepticism about AI’s accuracy is another major drawback; many students have expressed that ChatGPT, the most used AI tool, can provide unreliable information, false references, gradually weaker answers and logical errors and contradictions.

Conclusion

AI in higher education in Yemen is widely used across various fields of study. ChatGPT has much positive feedback for facilitating learning and providing remote, personalized education. Many aspects regarding the inaccurate nature of the chatbot, as well as the financial limitations and threatened internet access, diminish the potential benefits of the tool. Nevertheless, continuous technological improvements and increased international support to Yemeni educational establishments and students can help break the barriers to education in Yemen.

– Yasmine Belabed

Yasmine is based in Boumerdes, Algeria and focuses on Technology and Global Health for The Borgen Project.

Photo: Flickr

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Vocational Education Training Centers in Singapore 

Vocational Education Training Centers in SingaporeSingapore, a country that claimed independence from its colonial origins in 1965, is a budding country that has an extraordinary amount of economic and educational opportunities. Just decades after its independence, the country has begun its rapid development, topping the charts as one of the world’s highest GDP growth in recent times. From face value, it seems that Singapore’s growth was almost magical. However, many scholars and experts attribute vocational education training centers in Singapore with its growth, and this article takes a closer look at these institutions.

History of Singapore

Singapore’s growth does not come without issues. Before its independence, the British ruled Singapore, who saw the country as a trading center and did not have any interest in improving the region itself. During independence, Singapore’s citizens had an average income of $500. More than 70% of the citizens lived in poor conditions, and Singapore faced double digit rates of unemployment. During this time, Singapore wanted to design a formalized form of education in order to begin its industrialization and growth. Vocational education, which is a form of education that teaches individuals practical skills for the workforce, was an opportunity to swiftly equip Singapore’s population with the skills necessary for economic growth, and vocational training centers in Singapore were perfect for this task.

A New Future

In 2015, Singapore launched the SkillsFuture Initiative, a national movement that emphasized the need for skills relevance and paved the way for more vocational education. From there, vocational education training centers in Singapore began to form in all regions of Singapore in order to serve all demographics.

Singapore’s most major vocational education center is the Institute for Technical Education. This institution reformed curricula, created new initiatives and created a closer tie with the workforce and education. These institutions, alongside others, are responsible for the massive growth that Singapore’s economy has been going through because it teaches its citizens technical skills that can help benefit themselves and the country.

The Impact

The impact of Singapore’s vocational education training centers has been profound. Once vocational education began to improve with the newly elected government, benefits began to appear. Indeed, by 2005, graduates of vocational education centers had an employment rate of 90%, marking it one of the highest in the world.

The impact goes beyond individuals. By creating an educated population that understands the workforce and economy, Singapore has effectively created a workforce that wants to improve its own country. Technological innovation, medicine breakthroughs and manufacturing booms were the result of a workforce that is quickly growing in quantity and quality. 

The Next Steps

The impact of vocational education training centers in Singapore has only just begun. Indeed, considering the short history of Singapore, experts project that the economy will only improve. Furthermore, as it is looking more towards expanding into the global market through its highly qualified workforce, more and more major companies are considering doing business in this small yet mighty country.

This will result in more economic growth and opportunities for the people of Singapore, and it is through that, the lives of the people in Singapore will continue to improve at impressive rates. What was once a region mistreated by its colonial owner has transformed into a hub of technological growth and global leadership. On top of topping the charts for impressive GDP growth, Singapore is a country that has improved each of its citizens’ lives through a transformed economy. 

Due to a national movement that involved teaching Singaporeans technical skills, the vocational education centers have effectively transformed the area into the bustling region it is today.

– Kallen Zhou

Kallen is based in Hattiesburg, MS, USA and focuses on Business and Technology for The Borgen Project.

Photo: Wikimedia Commons

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Higher Education in Venezuela

Higher Education in VenezuelaThe pursuit of a college degree in Venezuela has become a powerful testament to the resilience of its students. Amid a complex humanitarian crisis, these students bravely confront power outages, food shortages, unreliable transport and the breakdown of public institutions. Here is information about higher education in Venezuela and efforts to improve it.

Higher Education in Venezuela Under Pressure

Public universities operate with minimal budgets. Autonomous institutions struggle to maintain operations. Most professors earn $8 a month, making them the lowest-paid in Latin America.

These challenging conditions have led to a brain drain, delayed graduation timelines and a decline in academic quality. Yet, many universities continue to function, fueled by the unwavering commitment and resilience of students and professors.

Endurance

In interviews with The Borgen Project, students shared how endurance, not just academic effort, has helped them carry on.

Take Víctor Solórzano, for instance, who recently earned a degree in social communication from Universidad Católica Andrés Bello (UCAB). His college years were a mix of trauma, fun and enrichment. Balancing part-time jobs and scholarships, he navigated frequent blackouts and inflation. His motivation was the thought of his mother’s pride on his graduation day.

Meanwhile, Jeremy Mata, a computer science student at Universidad Nacional Experimental de Guayana (UNEG), is completing his thesis despite a shortage of faculty and materials. “Many professors left because their salaries couldn’t support them,” he said. He credited study groups with helping him stay focused. “For me, finishing this thesis proves I didn’t give up.”

Poverty, Inflation and Brain Drain

In Venezuela, university costs reflect the hardship students endure rather than traditional tuition rates. Hyperinflation has a severe impact on daily life and the education sector, with the government allocating only 2.6% of its budget to universities in 2024.

Electricity, water and internet access are far from reliable. According to the Venezuelan Universities Observatory (OBU), 95% of universities lack stable internet, and more than 80% experience frequent power and water outages. These issues interrupt classes regularly and limit access to digital learning tools.

On top of this, most professors earn under $10 per month, nowhere near enough to cover basic expenses. In 2024, a single household needed more than $530 a month to afford a basic food basket.

This situation is why more than 40% of professors have left their positions in the last three years. Those who stay often juggle multiple classes, skip meals or rely on outside jobs to make ends meet.

Professor Lilia (a pseudonym), who teaches at UNEG in the southern part of the country, said some of her students arrive at class without eating or miss lectures due to transportation issues. “Sometimes they don’t choose a career based on interest, but based on what’s available nearby or what they can afford,” she said. To keep classes going during outages, they often use WhatsApp voice notes or meet in person when possible.

According to the NGO Aula Abierta, between 40% and 70% of students have dropped out of their studies since 2023, mainly due to migration or a lack of financial means to continue.

Ramón Rivera Verde, a former university professor, witnessed this collapse up close. “My salary didn’t cover the basics. I resisted as long as I could,” he said. He now lives abroad but still follows the state of education in his country. “The resilience of the institutions that continue to serve students under impossible circumstances.”

Innovation as a Lifeline

Despite adversity, local organizations and universities have developed creative ways to support students. Fundación Andrés Bello, which is affiliated with the Universidad Católica Andrés Bello, offers scholarships, school supplies and community support to low-income students.

Meanwhile, the now-closed Alimenta la Solidaridad operated more than 300 community kitchens across Venezuela, providing daily meals to families and students. It ended activities in May 2025 due to a lack of government protection.

Cáritas de Venezuela is an organization that addresses malnutrition by distributing food and monitoring the health of children. Its work improves cognitive performance and helps students stay in school.

To respond to new challenges, UCAB launched shorter, job-oriented programs, such as associate degrees (TSU) in software design and occupational safety and insurance.

Students can also pursue technical certifications in areas such as cooking and pastry arts at CIAP-UCAB. These programs offer quick paths to employment. The UCAB Fashion Academy links design skills with income opportunities.

Looking Ahead

The higher education system in Venezuela faces significant challenges, but students and educators are addressing these issues through grassroots initiatives. Education becomes a form of resistance, providing hope for a brighter future.

– Su Ying Lee Yang

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

Photo: Unsplash

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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