Archive for category: Education

Information and stories on education.

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Refugee Education: A Catalyst for Development

Refugee Education: A Catalyst for Development In a world marked by record levels of displacement, refugee education has emerged not only as a moral imperative but as a cornerstone of sustainable development and global stability. More than 114 million people have been forcibly displaced worldwide, including 14.8 million school-aged refugees, half of whom are out of school. The question is no longer whether to educate these children, but how and with what resources. While primary education often garners the spotlight in humanitarian efforts, post-primary education unlocks leadership potential, vocational skills and long-term empowerment. Yet access to secondary and tertiary education remains tragically limited for refugees.

According to the UNHCR 2024 Education Report, just 42% of refugee children make it to secondary school, compared to a global average of 77%. This number decreases even more dramatically in tertiary education, falling to 7% compared with a 42% global average. This disparity reflects a broader failure to provide refugee youth with the tools to rebuild their lives and contribute meaningfully to society. However, it also presents a transformative opportunity: to reposition refugee education as a catalyst, not a cost, for development.

Secondary Education: A Critical Gap

Primary school enrollment for refugees has made modest gains in recent years. About 65% of refugee children attend primary school, according to the UNHCR’s 2024 Education Report. However, the transition to secondary school remains a significant challenge. Several key barriers block access:

  • Financial constraints, including tuition and ancillary costs.
  • Legal and documentation issues.
  • Language and curriculum barriers.
  • Gender-based obstacles, such as early marriage or caregiving roles.
  • Discrimination within host communities.

Financial challenges are particularly stark. Educating a refugee secondary student costs about 30% more than educating a national student. In low-income countries, the annual cost for a national student averages $181, compared to $244 for a refugee. Despite the higher costs, international funding models rarely account for this disparity. Refugee education remains tied to short-term humanitarian frameworks, often leaving adolescents stranded between basic literacy and real opportunity.

Higher Education: Breaking New Ground

If secondary education is the missing middle, higher education is the next frontier for refugee inclusion. In a webinar hosted by the University of Winchester, Daniel Mutanda, an academic and advocate for sanctuary initiatives, emphasized that access to higher education often depends on circumstances beyond refugees’ control. “in many places, too many places, restrictive regulations and limited resources prevent individuals from pursuing their educational aspirations, making access to higher education a matter of geographic luck rather than a guaranteed right,” Mutanda said.

Barriers include being categorized as international students, which makes tuition unaffordable and excludes them from public financial aid. Legal status also determines access to education and future stability.

Mutanda introduced the concept of the “higher education border,” a powerful framework that highlights how multiple layers of exclusion operate: from lack of recognized qualifications and language proficiency to bureaucratic barriers and systemic discrimination.

“for those seeking sanctuary, what would be a or what could be a smooth transition in their journey is riddled with complex barriers. So often, the experience people have is hope and ambition quickly turning into feelings of helplessness and despair,” he said, describing the experience of refugee youth denied access. “So common advice that we’ve heard, I’ve heard is just to wait until your immigration status changes, which effectively puts people’s lives on hold.”

Refugee-led advocacy movements are now shaping the future of higher education. Former Sanctuary Scholars are leading initiatives like the Universities of Sanctuary network and organizations such as the Tertiary Refugee Student Network, pushing for systemic reform on local, national and global stages. Their leadership aims to meet a bold target: achieving 15% enrollment of refugee youth in higher education by 2030.

Case Study: UNICEF’s Let Us Learn

Programs like UNICEF’s Let Us Learn offer successful models for scaling refugee education. Operating in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal, the program addresses barriers across early childhood, primary, secondary and vocational education. Accelerated education programs in Bangladesh achieved gains of up to 59 percentage points in core subject tests. In Nepal, more than 89% of girls enrolled in accelerated programs transitioned into formal secondary schools. The program emphasizes access, quality and retention, integrating community engagement, vocational skills training and flexible schooling models to support marginalized adolescents, particularly girls.

Toward a New Paradigm

To unlock the potential of refugees, the current education model must evolve. Key changes include:

  • Shift from short-term humanitarian funding to long-term development investment
  • Expand support beyond primary education, addressing secondary and tertiary levels
  • Institutionalize access rights, not just scholarships, for refugees
  • Center refugee voices in designing and evaluating education programs
  • Tailor solutions to national and community contexts

Moving Forward

Expanding access to education for displaced youth contributes to long-term resilience, workforce development and social inclusion. Supporting educational pathways, especially beyond the primary level, could enable individuals to participate meaningfully in rebuilding their communities and economies. As Daniel Mutanda said, “[Higher education] really provides an opportunity for them to flourish, whatever discipline they pursue, whatever sort of choice they make in terms of the subject area, it really gives them an opportunity to flourish.”

– Linnéa Matlack

Linnéa is based in Boston, MA, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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5 Things To Know About Higher Education in the Bahamas

Higher Education in the BahamasThe Bahamas, a nation known for its stunning beaches and vibrant culture, faces unique challenges and opportunities in its higher education system. While poverty poses significant barriers, ongoing efforts and systemic strengths offer hope for a brighter future. 

Low Graduation Rates Pose Challenges

The Bahamas struggles with worryingly low graduation rates at the university level due to socioeconomic factors, academic challenges and other circumstances. Additionally, only 7% of students at the University of The Bahamas are studying science and technology-related courses. This lack of focus on key fields limits the country’s ability to diversify its economy, leaving the tourism sector the dominant growth driver.

Poverty as a Barrier to Access

Approximately 25% of households in The Bahamas experience poverty, especially those led by individuals with no formal education. Many families cannot afford the costs associated with university or college attendance, including fees, books and living expenses. 

Limited scholarship opportunities and financial aid programs mean students from disadvantaged backgrounds often do not pursue higher education entirely. Ultimately, this deepens social inequality and prevents talented individuals from underserved communities from reaching their full potential.

A Structured Education System With Potential

The Bahamian education system, modeled after the British framework, provides a structured pathway to higher education. Students complete The Bahamas General Certificate of Secondary Education (BGCSE) before pursuing advanced studies at institutions like the University of The Bahamas.

However, The Bahamas has only one public university, making it highly competitive for students, especially those from low-income households, who cannot afford to study in private institutions or abroad.

Growing Educational Attainment Offers Hope

Despite challenges, the higher education system in the Bahamas is progressing. The percentage of Bahamians aged 25 and older with at least a bachelor’s degree has risen steadily, reaching 15% in 2010 from 0.3% in 2000.

While still low compared to global standards, this upward trend reflects increasing access to higher education and a growing recognition of its value. 

Future Opportunities Through Innovation and Investment

The future of higher education in The Bahamas is promising, with opportunities to overcome poverty-related barriers through innovation and investment. The government and private sector are exploring partnerships to fund scholarships, improve infrastructure and integrate technology into classrooms. 

These efforts aim to equip students with the skills needed for a more diversified economy beyond tourism.

A Path Forward

Higher education in The Bahamas faces significant hurdles, particularly for students experiencing poverty. Yet, the nation’s structured system, rising attainment rates and commitment to innovation provide a foundation for hope. 

– Sydney Carr

Sydney is in San Diego, CA, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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Higher Education in Honduras 

Higher Education in HondurasHonduras is a developing nation that has faced numerous challenges to developing higher education, including government corruption, a considerable lack of infrastructure and consistent political instability. Honduras is also one of the poorest countries in Latin America and ranks in the bottom third of human development scores internationally. A 2023 UNICEF report found that more than 60% of the population lives below the poverty line.

Honduran students experience significant challenges at the primary and secondary education levels that make it difficult to access higher education in Honduras, as many publicly funded schools do not have electricity, running water or qualified teachers.

Honduran students experience significant challenges at the primary and secondary education levels that make it difficult to access higher education, as many publicly funded schools do not have electricity, running water or qualified teachers.

Poor economic conditions in Honduras severely limit government spending on education. Dr. Dario Cruz, vice-rector of the Francisco Morazan University in Honduras stated, “what is left for investment, education and training or infrastructure of educational centers is scarce.” As of 2020, less than 7% of the eligible student population attended higher education institutions.

Current State of Higher Education in Honduras

Located in the capital of Tegucigalpa, the Universidad Nacional Autónoma de Honduras (UNAH) is the flagship public university of Honduras. Founded in 1847, UNAH is the oldest and largest higher education institution in the country, and its student body accounts for more than 40% of all enrolled university students in Honduras.

There are 13 higher education institutions in Honduras, all of which fall under the authority of UNAH. UNAH is both a large public university and the body responsible for overseeing higher education in Honduras. Private institutions must submit their curriculum and policies to UNAH’s administrative branch, the Dirección de Educación Superior (DES), for approval.

Higher education institutions in Honduras offer both academic and vocational degrees. The Instituto Nacional de Formación Profesional (INFOP) is a decentralized institution that connects prospective students with vocational training programs and has taught nearly 3,000 courses.

Honduras’ National Congress established INFOP in 1972 as the governing institution for vocational training policies and non-formal educational services.  INFOP offers a diverse range of vocational courses, including interpersonal relations, residential electrical installation and call center operation. INFOP has five regional training centers and offers more than 80 virtual courses. The institute’s principal goal is to “link the offer of technical and vocational training to the needs of the labor market and national sectoral policies.”

There is growing recognition of the need to align higher education programs with the Honduran economy, particularly in sectors such as manufacturing and agriculture. In 2024, North Carolina State University launched a partnership with UNITEC — a private technological university in Honduras — to boost economic development in the textile sector.

Hilando Oportunidades

The program called Hilando Oportunidades offers training and certification in textile manufacturing jobs for young adults in the northern region of Cortes. North Carolina State University expects more than 1,500 Honduran to take advantage of the program, which is free and open to anyone between the ages of 18 and 29. 

“This initiative serves to shine light on the importance of technical education for the sustainability and development of the textile industry in our region,” said Rosalpina Rodriguez, president and director of UNITEC, following the launch of the program.

Barriers To Higher Education

There are several factors that contribute to low levels of higher education enrollment, though the primary barrier to higher education in Honduras is extreme poverty. An estimated 3.2 million children had humanitarian needs as a result of extreme poverty in 2023.

More than a third of school age children in Honduras are not enrolled in primary or secondary school, and a formidable gang presence in the country has led to child homicide rates that are among the highest in the world. Gang violence routinely prevents Honduran students from accessing the classroom. A recent United Nations assessment reported that upwards of 200,000 children stopped going to school from 2014 to 2017 due to insecurity, as parents keep students home for their safety. According to estimates from the National Directorate of Criminal Investigation (DNIC), up to one in 10 Honduran students could be members of a gang.

One can associate low enrollment rates with students dropping out of school in exchange for employment to support their families. Despite the compulsory nature of primary and lower-secondary education, students in Honduras average 10 years of schooling. High absenteeism rates and a shortage of qualified teachers severely limit students’ opportunities to pursue higher education. 

According to a report from the Global Partnership for Education (GPE), “The main challenges are low access to preschool and secondary education as well as weak learning outcomes across the education system, low number of trained teachers and insufficient learning materials.”

Another major challenge is physical access to institutions. Roughly half of Honduras’ population lives in rural areas, while most universities are located in urban centers such as Tegucigalpa, San Pedro Sula and La Ceiba. Rural regions also experience significantly higher poverty rates. In fact, there are three areas in Honduras with no higher education institutions at all.

Hope for the Future

Following the destruction caused by Hurricane Mitch in 1998, Honduras began the process of reforming and modernizing its education system. In the decades that followed, the country enacted a series of initiatives aimed at strengthening higher education.

In 2010, the DES established the Honduran Higher Education Quality Accreditation System (SHACES) as the entity responsible for overseeing quality assessment and accreditation processes for higher education institutions and academic programs. 

Organizational Structure

A 2015 USAID project, the Advance program, originated to enhance technical training at the university level in Honduras. Five years later, the program resulted in new, modernized technical degree programs that better respond to the hiring needs of the private sector and give young people the skills to enter the Honduran economy.

Honduras also launched a specialized scholarship program in 2017 — the Presidential Scholarship Program Honduras 2020 — a financial aid initiative designed to support students’ professional development in key economic sectors such as tourism and manufacturing. The program also helps connect Honduran students with U.S. higher education institutions. 

Established in 2022, the National Secretariat of Science, Technology, and Innovation (SENACIT) and the Honduran Institute of Science, Technology and Innovation (IHCIETI) work to strengthen technological innovation and academic research at the higher education level. SENACIT partners with universities across the country to stage academic conventions,  promote technological research and develop relationships with the global academic community. 

Moving Forward

Despite declining poverty rates and an improving economy in recent years, Honduras remains a developing nation with limited resources for its higher education system. However, the Honduran government has recognized the critical role higher education plays in improving social and financial conditions, and significant progress has been made in both the public and private sectors to improve access, strengthen the curriculum and modernize the administration of higher education in Honduras.

– Willem Quigley

Willem is based in Tacoma, WA, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Accessible Education for Disabled Children in Botswana

Disabled Children in BotswanaMost people know Botswana as an extension of South Africa with its lush grasslands and exotic animals. It is classified as an upper-middle class country with high reliance on the diamond mining industry. While Botswana’s wealth has increased, the distribution of it has not been exactly fair and disabled children in Botswana suffer its consequences the most. Some of these consequences are difficulty accessing education. Although great steps have moved this country forward, poverty still exists and systematic change is necessary.

Disability and Poverty in Botswana

It has been reported that an estimated 15% of African children account for the majority of disabled peoples around the world. The United Nations Development Programme (UNDP) states that approximately 4.5% of Botswana’s population live with a disability and identifies the multidimensional poverty index at 20.84%.

Medical researchers, Jill Hanass-Hancock and Bradley Carpenter find that the current disabilities prevalent in Botswana are mental and sexually transmitted disorders ranging from around 13.7% as well as musculoskeletal, neurological and sense organ diseases that range 6-10%. Further, the UNDP underlines that extensive research has proven the great challenges that the disabled community faces socio-economically due to the increased poverty and lack of access to education, transportation and facilities.

Researchers Ermien van Pletzen, Bryson Kabaso and Theresa Lorenzo that “to alleviate poverty [it is important to increase] the levels of social, educational, economic and political inclusion of people with disabilities” as well as educate and advocate for the basic human rights of these rural families.

Authors Khaufelo Raymond Lekobane and Thabile Anita Samboma have stressed that a child-centered approach to the Botswana poverty crisis is the best response to solving these critical issues. An example is the The Leave No One Behind (LNOB) principle of the 2030 Agenda.

Justice for the Disabled

According to findings from UNICEF, few disabled children in Botswana are enrolled in school, with barriers including poor infrastructure and no teacher training in special education. Another strong issue regarding improvised areas versus developed areas is the large gap of disabled student (only 2%) accessibility to higher education. Initiatives to close the educational gap with disabled Botswanans have included inclusion education policy-making, increasing special education needs for marginalized groups who experience anything from behavioral issues and unfortunate circumstances or language barriers. In 2015, the government passed a new National Policy on Gender and Development improving education equality with more resources and training while protecting women from any form of prejudice. 

Policy and Action

One can trace the first policy of equal opportunity education back to 1977 with the Education for Kgahisano policy. This policy aims “to ensure that all citizens of Botswana including those with special needs have equality of educational opportunities…to prepare children with special educational needs for social integration by integrating them as far as possible with their peers in ordinary schools…to ensure a comprehensive assessment that is based on the child’s learning needs, and not on group norms, and which is followed by individualized instruction.” This policy was a huge stride for inclusivity within the disabled community.

Botswana children deserve to have all their needs met and their education customized to their learning modes. The personalization of learning is key for all children. All teaching methods should incorporate and consider diverse modes of learning. This policy enacted the assurance of equal opportunity education and assessment for all disabled and impoverished children.

Structural Improvements

The physical and sanitary needs of disabled people in Botswana, which include “blindness and inability to use legs account for the greater bulk of disability,” should inspire more access to clean water and bathrooms, ramps and easy access to facilities. In response, the Building Control Regulations implemented infrastructure improvements such as wheelchair accessible ramps, high-visibility strips and picture signage. When students can better adapt to their environment, the learning process becomes enormously easier.

Quality Education

The government’s Vision 2036: Achieving Prosperity For All plan addresses that fundamental resources for human development are essential, further stating, “education and skills are fundamental to human resource development.” Although this statement means well, only around 43% of children between the ages of 4 and 5 attend accessible learning programs with the budgets lending more to tertiary education programs. Even with 98% enrollment, primary school children are failing at a high rate of 33%. Out of this number, children with disabilities encounter structural barriers, rural concerns and no specialized teacher training leading to lower enrollment in primary and secondary schools. Looking at higher education, around 2% of students are disabled, magnifying the alarming lack of concern around disabled aid.

Functional policies are essential to provide full-access to early childhood development, more teacher support, enhanced learning environments and monitoring. Luckily, the Ministry of Child Welfare and Basic Education and UNICEF have partnered to push these efforts forward. In another vein, UNICEF’s Child-Friendly Schools Initiative and Botswana have made it a priority to place more formative methods of education, rather than summative.

The Botswana Ministry of Education and Skills Development acquired the IEP (2011), placing “an inclusive education system which provides children [and] young people …with access to relevant and high quality education which enables them to learn effectively, whatever their … life circumstances, health, disability, stage of development, capacity to learn or socio-economic circumstances.”

The Results

In early 2025, the Ministry of Child Welfare and Basic Education in Botswana produced a Temporary Teacher solution, allocating budgets to temporarily relieve the staff shortage. Yet, with recent staff protests, it appears that the hopes for better pay and working conditions continue to be a cause worth fighting for.

Socioeconomics will always have a connection to the quality of education the children of Botswana receive. Indeed, Vision 2036 has noted education’s importance in the country’s future wealth and positive efforts have occurred. 

– Melody Aminian

Melody is based in Irvine, CA, USA and focuses on Global Health for The Borgen Project.

Photo: Pexels

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Programs Helping to Reduce Child Poverty in Guatemala

Programs Helping the Impoverished Children of Guatemala Guatemala faces extreme educational difficulties, which heavily impact the future of its youth and contribute to ongoing poverty issues. The problem stems from a lack of access to resources such as books and computers, while many teachers lack proper training. Rural and indigenous communities face the most significant challenges. Only four out of every 10 children in Guatemala advance to middle school and only two of those 10 graduate from high school. This lack of quality education makes it difficult for children to escape poverty in Guatemala. Without education or relevant skills, they struggle to secure higher-paying jobs. However, several programs aim to address this issue by providing materials and improving education, offering a better future for these affected communities.

The Rotary Pathways Guatemala Literacy Project

The Rotary Pathways Guatemala Literacy Project (GLP), established in 1997, has worked to reach underprivileged communities and students through sustainable programs. This project has brought education to 295,000 children and emphasizes four complementary programs: Spark, Textbooks, Technology and Rise Youth Development. Furthermore, these programs help impoverished children in Guatemala by promoting literacy and developing technological skills.

  • Spark Program. The Spark Program aims to train teachers specifically in children’s literature and reading-focused lessons to help raise the literacy rates, which at the moment are almost 85% for most of Guatemala but reaching only about 33% for rural and indigenous communities. Through the Spark Program, 49% of first-graders scored better than the national average.
  • Textbook Program. The Textbook Program provides students with textbooks in various subjects and trains teachers to incorporate these materials into their lessons effectively. In rural Guatemala, 90% of schools lack access to textbooks. The Textbook Program helps lower this percentage by providing affordable textbooks for students and improving access to quality educational materials.
  • Technology Program. The Technology Program provides students access to computers, which enhances their technological literacy. Furthermore, this approach helps teach them necessary tech skills that are beneficial for future jobs. In Guatemala, 60% of entry-level jobs require tech skills. The program closes the digital divide and reduces unemployment by equipping students with the tools necessary to succeed.
  • Rise Youth Development Program. The Rise Youth Development Program provides scholarships to students in need, especially Mayan children in rural communities. The program alleviates economic stress on families by covering school costs, allowing students to focus on their education. It also offers peer mentoring, home visits to engage families and academic and social support. Since its inception, the Rise Youth Development Program has increased high school graduation rates for impoverished children from 10% to 80%.

The GLP’s Impact on Children’s Lives

The GLP has extended hope through the power of education and has continuously shown the benefits of technological literacy through the success of its students. As of 2025, the project plans to help another 6,200 children between January and October. Through its various programs, the GLP has helped hundreds of thousands of children obtain quality education and improve their chances of securing better jobs, ultimately breaking the cycle of poverty.

Looking Ahead

The Guatemala Literacy Project has made significant progress in addressing educational inequalities and poverty in Guatemala. By enhancing literacy, expanding access to learning materials, bridging the digital divide and supporting vulnerable students through scholarships, these programs offer a comprehensive solution to poverty. Continued support and expansion of these initiatives could sustain these achievements, empowering even more children to escape poverty and secure brighter futures.

– Cheyenne Weller

Cheyenne is based in Boston, MA, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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Women’s Education and the Work of JAAGO in Bangladesh

JAAGO in BangladeshAccelerating Action is this year’s International Women’s Day theme, calling for urgent efforts to advance gender equality matters. The 2024 Global Gender Gap report shows that although significant progress has been made and several economies reached higher gender parity scores this year, others are far from ideal results.

Southern Asia ranks last in Economic Participation and Opportunity and shows low rates of women employed in the workforce, with Bangladesh declining by -3.3 points in the global ranking. Bangladesh (31.1%), Sudan (33.7%), Iran (34.3%), Pakistan (36%), India (39.8%) and Morocco (40.6%) are the economies with the lowest economic parity.

Gender parity in projected earned income is less than 30% in these economies. Furthermore, all the economies on the list have labor force participation rates below 50%.

Education as a Pathway to Economic Freedom

Global studies have long shown that education is one of the most effective ways to combat poverty and reach gender equality. According to the World Bank gender data, women with secondary education earn nearly 20% more than those without and those with tertiary education earn up to 323.4% more. Educated women are also less likely to marry before 18, reducing risks associated with early pregnancy and improving overall family health.

Bangladesh excels in educational attainment, with a 94% achievement rate that reflects gender parity in secondary enrolment, 93% in literacy and 84.1% in university enrolment. Generally, Southern Asia has also made the most remarkable progress since 2006, improving educational gender parity by +13.4 percentage points – more than twice the leap made by the Middle East, Northern Africa and sub-Saharan Africa regions during the same period.

The World Economic Forum’s 2024 Global Gender Gap Report also notes that 91.3% of girls and 74.8% of boys have completed lower secondary school in Bangladesh as of 2022. Hence, the female literacy rate rose to 84% in 2023.

The Work of JAAGO in Bangladesh

JAAGO is a leading foundation in Bangladesh dedicated to promoting gender equality and ensuring women have continued access to education. Its journey began in 2007 in a single room with only 17 children in the Rayer Bazar Slum of Dhaka. It aims to break the poverty cycle and ensure a bright future for children from underprivileged communities. JAAGO currently has 11 schools in 10 districts in Bangladesh, educating 5,000 children.

Through various programs, JAAGO has successfully implemented solutions to keep girls in school while fostering skill development. In many rural areas, schools are either too expensive or poor quality. To address this, JAAGO schools offer free education with highly qualified teachers. It provides online programs through the digital school initiative, ensuring access to quality education for all.

The Digital School Program of JAAGO in Bangladesh

JAAGO Foundation’s Digital School Program provides quality education to underprivileged children in remote areas of Bangladesh using online learning. It bridges educational gaps by offering interactive lessons, trained teachers and digital resources. The program focuses on accessibility, inclusivity and skill development, ensuring children receive a standardized education regardless of location. This initiative empowers students with knowledge and opportunities for a brighter future.

The program also focuses on delivering quality education and opportunities at every step, including counseling parents to encourage them to keep their daughters in school. Additionally, the programs provide medical and mental health sessions to ensure girls can continue their education without barriers.

ODOMMO

The ODOMMO project, launched by the JAAGO Foundation with the Malala Fund, promotes girls’ education in Bangladesh by tackling poverty, gender discrimination and societal barriers. It focuses on improving school enrollment, retention and learning environments. The initiative further includes teacher training, life-skills programs and school expansions, empowering girls to become future leaders and advocates for change.

The ODOMMO project has positively impacted 1,584 girls in Bangladesh’s flood-prone areas by reducing school dropout rates, increasing awareness about child marriage and encouraging greater participation in STEM. Additionally, the project conducted community-driven awareness initiatives, including courtyard meetings and discussions with school authorities, government officials and local leaders to advocate for girls’ education in the region.

Bandarban School Bus

Many impoverished families in Bangladesh struggle to afford schooling and recurrent flooding worsens job losses, making education even less accessible. In many cases, girls are sent to work or married off instead of continuing their studies, as families believe marriage offers them a more secure future.

Geographical challenges further limit access to education, especially in rural areas, where long and unsafe commutes discourage attendance. Without secure transportation or infrastructure, many girls cannot reach school safely.

The JAAGO Foundation launched the School Bus Initiative to tackle this issue, providing students with reliable transportation. This simple yet impactful solution has significantly increased attendance, ensuring more children, especially girls, stay in school. By removing safety concerns and commuting barriers, the initiative has helped reduce dropout rates, allowing students to focus on their education.

Volunteering and a Call to Action

Ensuring access to education requires a collective effort; governments, parents, corporations and communities all drive meaningful change. Raising awareness through social media campaigns, expert advocacy and corporate engagement can further mobilize resources and support.

Individuals and businesses can contribute by sponsoring a child’s education, covering school fees, meals, supplies, health check-ups and mentorship. Sponsors also receive monthly reports and can connect with the school or child via online calls or in-person visits.

Beyond financial support, volunteers play a key role in driving local change. During recent floods in Bangladesh, volunteers stepped up by raising funds, rescuing people, setting up medical camps and rebuilding homes, demonstrating how collective action can make a lasting impact.

– Arianna Distefano

Arianna Distefano is based in London and focuses on Good News, Politics for The Borgen Project.

Photo: Flickr

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Educational Disparities Among Ethnic Minority Groups in Vietnam

Ethnic Minority Groups in VietnamOver the past 20 years, Vietnam has prioritized education, with economic growth boosting funding from the government, international donors and parental tuition payments. These efforts are paying off, with the nation having a more than 95% literacy rate. However, education disparities still exist, especially among ethnic minority groups living in Vietnam.

Childhood Education Disparities

In Vietnam, primary schooling, covering grades one through five, is government-mandated. Secondary education consists of two levels: lower secondary (grades six through nine) and upper secondary (grades 10–12), neither of which is mandatory. In 2022, the United Nations Children’s Fund (UNICEF) and its partners reported that nearly 98% of children in Vietnam completed primary education.

However, completion rates dropped to 87% at the secondary level, with ethnic minority groups having the lowest rates (between 55%-60%). Although ethnic minorities only make up approximately 15% of Vietnam’s population, they represent the largest group of people with the lowest education, largely due to socioeconomic barriers.

Limited School Infrastructure and Language Barriers

About 86% of ethnic minorities in Vietnam live in rural and mountainous areas, where limited school infrastructure poses a significant challenge. Hazardous terrain and a lack of transportation further hinder access to education. As a result, 91% of urban children attend lower secondary school, compared to 85% in rural areas.

Vietnam is home to more than 50 ethnic minority groups, each with its own language. Many ethnic minority children struggle in lower secondary school because educational materials, including textbooks, are written in Vietnamese, a language they may not understand. As a result, more than three million ethnic minorities in Vietnam could not read or write in 2023.

Positive Changes to Address Education Disparities

Vietnam’s Politburo has announced a policy to waive tuition fees for all students from preschool to high school in the public school system nationwide, effective from the 2025-2026 academic year, starting in September 2025. This initiative aims to expand access to education and reduce financial burdens on families. Under this policy, private and nonpublic school students will receive tuition subsidies equivalent to those in public schools, with families covering any difference in fees. This move reflects the government’s commitment to ensuring equitable access to education and is expected to enhance the quality of education nationwide significantly.

Furthermore, Vietnam has collaborated with international organizations like the United Nations (U.N.) to enhance educational infrastructure and accessibility, particularly in mountainous and rural areas. The U.N. and other nonprofit organizations in Vietnam work closely with national partners to improve access to inclusive education. This collaboration leverages global partnerships, including the Global Partnership for Education (GPE), to support national initiatives to transform the education sector.

To address language barriers faced by ethnic minority children, a significant initiative was launched in March 2024. The Nippon Foundation and GPE announced a joint contribution of $5.2 million to support education for children from ethnic minorities across Vietnam. This program, implemented by Save the Children in collaboration with Vietnam’s Ministry of Education and Training, aims to provide high-quality, inclusive education by developing bilingual educational materials and training teachers to deliver instruction in native languages and Vietnamese.

These collaborative efforts underscore Vietnam’s commitment to providing equitable educational opportunities and addressing the unique challenges faced by ethnic minority children in accessing quality education.

– Kelly Chalupnik

Kelly is based in Kirkland, WA, USA and focuses on Global Health for The Borgen Project.

Photo: Flickr

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Little Lions: Reducing Poverty Through Education in Kibera

Little Lions: Reducing Poverty Through Education in KiberaKibera, one of the world’s largest slums, is home to more than 230,000 men, women and children on the outskirts of Nairobi, Kenya. Many households survive on less than $2 a day, struggling with a lack of infrastructure, waste management, plumbing and water access. The high cost of refrigeration prevents residents from safely storing food, contributing to malnutrition and health risks. Waste accumulates in the streets and waterways, placing additional strain on the community.

The Barriers to Education in Kibera

Extreme poverty limits access to education, leaving 60% of children without formal schooling. The few available classrooms are overcrowded, with student-teacher ratios reaching 100-to-1 due to insufficient infrastructure, staff and resources. Without intervention, many children miss out on opportunities to build a better future.

Providing a Safe and Nurturing Environment

Little Lions opened its first school on the outskirts of Kibera in 2019. Through generous contributions, the team created a safe learning space for 167 students and counting. The school provides more than just education—students participate in art classes, dance competitions and soccer tournaments, building confidence and teamwork. Technology is another crucial element of the curriculum. Donated computers and online tutoring tools help students develop digital literacy, an essential skill for future opportunities. Before focusing on academics, however, the school prioritizes basic needs. Children receive two hot meals daily, sometimes the only food they will have, as well as plumbed bathrooms with running water—a rare necessity in Kibera.

Little Lions: Breaking Barriers Through Education

Little Lions is working to change this reality by providing structured, high-quality education in Kibera. The program ensures that young residents gain knowledge, skills and resources to build prosperous futures. The initiative focuses on nutrition, modern learning methods, personalized care and emotional support to address the deeper challenges of poverty.

Tuju Otieno, Little Lions Project Director, leads a team of educators who understand the hardships of growing up in informal settlements. Many teachers and staff were once orphaned or raised in slums, giving them a deep connection to the students. Little Lions offers a holistic approach to learning, combining the British and Kenyan curriculums while integrating counseling, music and art therapy to help children process the realities of their environment.

Beyond the Classroom: Supporting the Community

Little Lions’ impact extends beyond the students. The school employs about 20 staff members, including kitchen workers, teachers and sanitation crews, reducing high unemployment rates in the area. Through a partnership with Penda Health, the school provides health screenings for students and their families, ensuring their overall well-being. Parents are also included in the initiative through financial literacy, entrepreneurship and positive parenting workshops. Strengthening families allows students to thrive both at school and at home, reinforcing their ability to succeed.

A Ripple Effect in Kibera

Since its launch, Little Lions has transformed the lives of many Kiberans. Students have gained confidence, curiosity and academic skills and many have gone on to pursue secondary education. As education access expands, economic opportunities increase, helping to break the cycle of poverty in the community. By investing in education, holistic care and community development, Little Lions aims to prove that sustainable change is possible, even in the most challenging environments.

– Sarah Lang

Sarah is based in Pittsburgh, PA, USA and focuses on Technology and Politics for The Borgen Project.

Photo: Flickr

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Education in Afghanistan: Barriers and Economic Impact

Education Access in Afghanistan: Barriers and Economic ImpactAfghanistan continues to struggle with the challenges of rebuilding after decades of conflict and political instability. From the Soviet invasion of the 1980s to civil war, famine and 20 years of United States (U.S.) occupation, the Taliban now governs a nation in crisis following the withdrawal of American forces and the overthrow of the Afghan government in 2021.

Poverty is widespread and natural disasters have compounded economic hardships. Afghanistan’s GDP declined by 24.3% between 2021 and 2022, leaving millions in financial distress. An estimated 96% of Afghan households fell below the poverty line in 2020 and farmers faced one of the worst droughts in recent history. In October 2023, several 6.3-magnitude earthquakes struck Herat province, further devastating livelihoods and worsening economic conditions.

Women’s Education Under Taliban Rule

Since regaining power, the Taliban has imposed strict regulations on women’s education, barring them from attending school past the sixth grade. These restrictions have affected an estimated 1.4 million girls, cutting off their access to formal learning. Women also face limitations on movement and employment, restricting opportunities for financial independence.

The Economic Impact of Education Restrictions

The exclusion of women from education has long-term economic consequences. Before 2021, women made up 22% of Afghanistan’s workforce, working in sectors such as health care, education and business. Restricting women from pursuing education reduces economic productivity and slows national recovery. Foreign aid previously accounted for 40% of the country’s GDP and with limited external support and half of the workforce excluded, the country’s economic outlook continues to decline.

Foreign Aid and Education Funding in Afghanistan

During the war, Afghanistan’s education system was a global priority. Between 2001 and 2024, the U.S. invested $1.4 billion in Afghan education, helping to establish schools and train teachers. However, since 2021, foreign aid has significantly declined, leaving many schools underfunded and understaffed. The country’s literacy rate remains one of the lowest in the world, at 34% overall and only 18% among women.

Efforts to Sustain Education Access in Afghanistan

Despite these ongoing challenges, organizations such as the Afghan Institute of Learning (AIL) continue to provide education for women and children in Afghanistan. AIL operates 44 learning centers across 11 provinces and has helped 500,830 students while training nearly 30,000 teachers over the past 25 years. These programs aim to equip students with literacy skills and critical thinking tools, offering hope for the country’s next generation. Community-based education initiatives have also emerged, allowing some girls to study in private homes or local centers. However, these informal programs do not offer official certification, which limits long-term opportunities for employment and higher education.

Looking Ahead

In Afghanistan, education could promote long-term stability and recovery. Ensuring access to learning opportunities for all Afghans—especially women—remains critical. Until broader reforms are implemented, organizations like AIL continue to bridge the gap by providing educational opportunities to those who need them most. The country’s future potentially depends on creating an inclusive education system that empowers all citizens to contribute to the country’s recovery and economic growth.

– Burke Bunyard

Burke is based in Austin, TX, USA and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr

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Spotlight: The Peace Center

The Peace CenterThe Peace Center is a Ugandan-based organization that aims to provide shelter, education and safety for some of the country’s neediest and most vulnerable orphaned children. Since its inception in 2015, The Peace Center has helped dozens of children by providing them with a safe home, an education and, above all, a family.

Empowering Bukinda’s Children Through Education

The Peace Center is situated in Bukinda, a town in southwest Uganda, where limited access to education is one of the most pressing challenges residents face. Without proper schooling, many children struggle to escape the cycle of poverty that has affected their families for generations.

According to the CIA World Factbook, the actual fertility rate in the country at large is more than twice the desired rate, suggesting unmet contraceptive needs. This, in turn, contributes to ongoing poverty and educational barriers. The Peace Center’s core mission is to educate children in need, helping break this cycle.

The PEACE Program

To accommodate the children’s varying needs in its program, the organization has implemented two distinct programs. The PEACE (Providing Education and Community Empowerment) program focuses on orphaned children who may have relatives to live with but do not have the resources to provide for the children’s schooling.

The PEACE program provides these children with school attendance fees and a uniform to help them gain an education. In return, these children must maintain a minimum attendance record and grade score each semester.

1-To-1 Sponsorship

For children without immediate family who require full-time support and care, The Peace Center offers a 1-to-1 sponsorship program. The nonprofit provides children in this program with “housing, schooling, three meals a day, school uniform as well as basic health and sanitary care.”

Through this program, the organization encourages families in other countries to provide both financial and emotional support to the child. This sponsorship fosters a connection between the child and the sponsor’s family through letters, photos and other forms of correspondence.

Impact

In the past 10 years, The Peace Center has worked tirelessly to provide the neediest children in Uganda with stability, safety and a place to call home. Indeed, several current and former program students have provided testimonies, expressing their gratitude to the organization.

Some children have attributed their college success to The Peace Center, sharing how the organization helped them with leadership, communication and other essential life skills. Furthermore, The Peace Center provides these children with a lifelong sense of belonging, with many students saying they have kept in touch with the staff and other students years after leaving the program.

Summary

Since its founding, The Peace Center has offered holistic care to those in greatest need, supporting orphaned children in Uganda with nowhere else to turn. It has two programs oriented toward empowering children to break generational cycles of poverty and gaining education and emotional support throughout their lives.

The Peace Center is always looking for more opportunities to help children in need and is looking toward the future and more chances to provide this much-needed support.

– Lizzie Mazzola

Lizzie is based in Raleigh, NC, USA and focuses on Good News for The Borgen Project.

Photo: Flickr