Archive for category: Education

Information and stories on education.

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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

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Youth Empowerment in Nigeria: A Pathway to Stability and Growth

Youth Empowerment in NigeriaNigeria is a nation on the brink. With a population exceeding 227 million, more than 70% are under the age of 30. By 2050, Nigeria will likely have the third highest population in the world, surpassing the United States. Yet, the country faces a brewing demographic crisis: chronic youth unemployment, political disenfranchisement and rising insecurity threaten to ignite widespread unrest. Youth empowerment in Nigeria is no longer a development goal—it is a critical tool for national stability and economic growth.

Nationwide Youth Disillusionment

As of 2020, Nigeria’s youth unemployment rate hovered around 33.3% in 2020. This economic stagnation, paired with urban overcrowding and growing distrust in government institutions, has contributed to the rise of protests like #EndSARS and the spread of armed insurgency in northern regions.

The International Crisis Group has warned that Nigeria’s fragile social contract is under pressure, and that failure to provide meaningful opportunities for youth could destabilize West Africa’s largest democracy.

Investing in Peace Through Empowerment

Programs aimed at youth empowerment in Nigeria are increasingly viewed not only as developmental tools but as instruments of peacebuilding. One such effort is the Nigeria Jubilee Fellows Programme (NJFP), a government and UNDP initiative launched in 2021. The program offers year-long fellowships in private and public sector organizations for recent graduates, helping reduce the gap between education and employment. One measurable outcome of NJFP is that more than 20,000 fellows have been matched with host organizations across various sectors in Nigeria as of 2024.

Education Access and Human Development

Nigeria ranks 164h out of 191 countries on the United Nations Human Development Index (HDI) as of the 2023 report, placing it in the “low human development” category. The HDI measures key indicators such as life expectancy, education levels and gross national income per capita.

A closer look reveals that youth empowerment in Nigeria—or the lack thereof—is central to the country’s persistent development challenges. Youth represent the engine of national progress, yet many lack access to quality education, skills training or meaningful work. According to UNICEF Nigeria, around 10.5 million Nigerian children remain out of school, with many dropping out before completing a national secondary school education.

An initiative working to combat this is the Universal Basic Education Commission (UBEC), which partners with both federal and state governments to increase school enrollment through conditional cash transfers, free textbooks and girl-child education programs.

By investing in youth, Nigeria can significantly boost its HDI over time. Improvements in educational attainment, employment rates and health outcomes among young people directly translate to gains in national productivity, income growth and life expectancy. Empowering youth is not just social policy—it is a development strategy.

Long-Term Barriers to Empowerment

Despite promising initiatives, significant barriers remain. Many rural areas lack reliable electricity and internet connectivity—both of which are essential for participation in today’s digital economy. According to the International Telecommunication Union, only 12% of Nigerians have adequate access to the internet as of May 2022. 

Moreover, institutional bottlenecks and corruption continue to undermine youth-focused programs. Transparency International ranked Nigeria 145th out of 180 countries in its 2023 Corruption Perceptions Index.

Organizations like Tech4Dev and Andela are helping by building scalable programs that combine tech education with job placement services, particularly targeting underserved regions. These programs close the digital skills gap through scalable programs that merge education with employment opportunities, particularly for underserved communities.

Tech4Dev’s Digital for All Initiative

Tech4Dev’s Digital for All initiative emerged in partnership with Microsoft and Nigeria’s Federal Ministry of Communications and Digital Economy. It has provided basic to intermediate digital literacy training to more than 400,000 Nigerians with a strong focus on rural youth and women. The program includes job readiness tracks in areas such as cybersecurity, productivity tools and software development, with localized delivery to improve accessibility across all six geopolitical zones in Nigeria.

Andela’s Learning Community

With support from Google and Facebook, Andela’s Learning Community (ALC) offers intensive technical training in software engineering, product design and cloud computing. Since its inception, ALC has trained more than 100,000 young Africans with many participants securing freelance and full-time roles with global tech firms. The community-driven model allows learners to access mentorship, peer support and employment pipelines from entry-level to senior roles.

These initiatives not only equip youth with relevant, future-proof skills but also serve as bridges to employment, helping to reduce inequality and support Nigeria’s transition toward a knowledge-based economy.

Conclusion: Youth or Chaos

Nigeria stands at a major crossroad. Ignoring its burgeoning youth population invites instability. Empowering its young population—through targeted investments in education, jobs and leadership—can not only lift millions out of poverty but also prevent the next generation from resorting to violence. With the right support, Nigeria’s youth can become its greatest asset—not its greatest risk.

– Kenneth Oko-Oboh

Kenneth is based in Toronto, Ontario, Canada and focuses on Technology and Solutions for The Borgen Project.

Photo: Flickr

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UNICEF and Education in Syria

Education in SyriaSince 2011, the Syrian Civil War has been one of the worst humanitarian crises in the world, with more than 16 million displaced civilians in dire need of assistance. Violent conflict demolished local infrastructure, further exacerbating the struggles of the Syrian population. While all livelihoods have been dismantled, one group has suffered more than the rest: children. However, this article will dive into the UNICEF education program and how it is helping to slowly rebuild the lives of youth in Syria.

Tragedy Strikes

As noted above, the war in Syria has displaced millions, with almost half being under the age of 18. On the run, without a stable home and constantly fearing for their lives, education is the last priority for these children. To put it bluntly, the conflict has stripped them of a basic human right.

There is soon to be an entire generation of children who never went to school in Syria. Roughly one-third of those who are enrolled do not make it to the end of primary school and more than 7,000 schools have been damaged or destroyed.

More than 2 million children are out of school and of the few classrooms that exist, all are overcrowded and lack basic materials. Teachers are inadequately trained and cannot overcome language barriers and most children face a certain degree of trauma

Modern-day Syria, with its everlasting conflict, has made it nearly impossible for children to receive a quality education, let alone even be enrolled in school. This could have drastic impacts on their cognitive development and future lives, making it nearly impossible to do anything substantial. The children who should have been following their dreams to become doctors, scientists and educators instead had to flee their homes in hopes of survival. However, a glimmer of hope has presented itself in recent years: UNICEF’s Emergency Education Program.

UNICEF Work in Syria

UNICEF established the “Self Learning Program” in Syria to support children who previously had little access to formal education, implementing Curriculum B, a similar program that looks to help students catch up to their peers, creating new classrooms across the country and training a host of new educators

The mission has been successful thus far, as more than 350,000 “out-of-school children have enrolled in Self-Learning Program or Curriculum B activities across Syria, 97% of the four-year program goal.”

UNICEF’s program has supported thousands of children in Syria, and even more across the world.

– Josh Weinstein

Josh is based in Chester Springs, PA, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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Child Sponsorships in Malaysia

child sponsorships malaysiaMalaysia, known for its bewitching terrain of rainforest, beaches and mountains, also struggles with its overwhelmingly increasing poverty. Since 2020, COVID-19 has worsened conditions for children living in extreme poverty. Around 72,000 children under 15 live in disheartening conditions that do not meet their basic needs, such as access to education, abuse, sexual exploitation and much more. Due to the virus, absolute poverty has increased by 8.4%, compared to a 5.6% increase in 2019. However, the insurmountable hardships children face in the nation can be reduced through powerful child sponsorships.

Child sponsorship is a charitable practice that allows individuals to provide financial support to a child, often in a developing country. Programs like these can lead to improvements in health and opportunities. The children get basic needs that they usually do not have; this breaks them out of a cycle of poverty and offers a flourishing future ahead. They foster so much support from their sponsor family by gaining clean water, nutritious food, and access to a proper education. For a child living in poverty in Malaysia, these organizations can greatly improve the quality of their lives with long-term support. These are the top child sponsorships in Malaysia.

Dignity For Children

Dignity for Children Foundation is an NGO that targets undereducated, poor children in Kuala Lumpur, Malaysia. The initiative began in 1998, and its learning center now has more than 2,000 students ranging from 4-19 years old and began with only 20.

Its numerous support programs, varying from lessons in agriculture to creating businesses for underprivileged kids, lay the foundation for a participant’s successful future. Sponsoring a child is how the organization runs, providing them with its abundant amenities. Since the beginning of Dignity for Children, the organization has helped change 12,000 lives by setting up a future that was seemingly impossible for these children.

World Vision Malaysia

World Vision Malaysia has granted 80,000 people clean water and improved literacy among 15,000 children. The impacts of sponsoring a child are interwoven into the program, revealing how a sponsored 8-year-old girl made it to university and how a little boy living through the aftermath of the Korean War became a sponsor after being sponsored. Indeed, these compelling efforts deservedly placed World Vision as one of the top child sponsorships in Malaysia.

BRCR Malaysia

The BRDB Rotary Children’s Residence (BRCR) in Seri Kembangan, Selangor, is a long-term care facility dedicated to supporting underprivileged and at-risk children in Malaysia. Established through a collaboration between the Rotary Club of Kuala Lumpur Diraja and BRDB, BRCR provides a safe, multiracial, and multicultural home for children, emphasizing character development, education, and life skills. The residence currently cares for 65 children and relies entirely on public donations to sustain its operations.

The BRCR’s Sponsor A Child (SAC) program, launched in 2020, supports the most vulnerable children by providing them with full-time child protection, counselling and nutritious meals. The organization focuses on nurturing children until they reach employment. Contribution to the program gives a child a second chance in life.

Child Sponsorships in Malaysia

Individually, each of the top child sponsorships in Malaysia provides essentials for underprivileged children that might have never received them if it were not for these programs. World Vision Malaysia, Dignity for Children and BRCR all empower children intellectually through improved access to healthcare and education. They gain external support that they weren’t born with, and create an unbreakable bond between the sponsor and child.

– Kassandra Ticas

Kassandra is based in Gardner, MA, USA and focuses on Business and Good News for The Borgen Project.

Photo: Flickr