Archive for category: Education

Information and stories on education.

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Community Efforts To Break Child Poverty in South Sudan

Child Poverty in South Sudan
Child poverty in South Sudan is prevalent with many facing malnutrition, lacking education and having limited health care access. Sida’s multidimensional poverty analysis (MDPA) reports that one in 10 South Sudanese children starve to death by the time they are five years old and 73% of adults are illiterate.

Despite these harrowing challenges, community-led initiatives are emerging as efforts to break child poverty in South Sudan. From providing essential supplies to advocating for systemic change, these efforts are creating tangible paths toward hope and resilience.

Donate School Supplies

Decades of conflict have had disastrous effects on South Sudan’s educational system. Parents struggle to give their children the critical textbooks, uniforms and writing tools they need, which discourages many students from attending school.

These tools may seem small, but they are essential items to donate to disaster relief efforts aimed at bridging educational gaps. Families relieved of these material burdens can focus on ensuring their children attend classes and thrive academically.

Provide Personal Hygiene Kits

Hygiene-related health issues plague rural South Sudan, further straining children’s ability to stay in school. Many children miss crucial days due to preventable infections as a result of inadequate hygiene or a lack of menstrual supplies.

Simple hygiene kits—including soap, a toothbrush, toothpaste or sanitary items—enhance well-being and could improve school attendance significantly. Hygiene kit drives, organized through schools, workplaces or community groups, can distribute these essential resources to children in need. For example, Pads For Peace is a project organized through Global Giving, which helps to gather funding for sending menstrual hygiene supplies for women in Sudan. 

Support First Aid Donations and Community Training

Surrounded by scarce health care infrastructure, children in South Sudan often rely on bandages and antiseptics for minor injuries due to the lack of clinics and medications. These seemingly small items can prevent infections and save lives when medical care is unavailable.

Beyond supplies, consider petitioning to secure funding for community health volunteer programs in South Sudan. Medical professionals can administer care and share basic medical knowledge. This empowerment strengthens the foundations of health at a local level. For example, Medicial Team International has already completed more than 641,426 medical screenings for people in South Sudan between 2020 and 2024. 

Explore Other Ways To Help

The opportunities to contribute are endless. Hosting fundraising events can support food collection programs or provide critical funding for NGOs on the ground. Meanwhile, sponsoring a child’s education directly guarantees long-lasting change in an individual’s life.

Advocate for Systemic Change

Widespread governmental corruption worsens resource allocation and denies children access to basic needs. Reaching out to policymakers and signing petitions amplifies the urgency for transparency and global funding.

Advocacy efforts pushing for international human rights interventions keep South Sudan’s plight in focus, you can urge world leaders to prioritize child poverty in the region. If a person uses their voice to hold governments accountable, they can help uproot harmful systems that perpetuate inequality. 

Making a Difference

The road to eliminating child poverty in South Sudan may seem insurmountable, but it begins with small, purposeful actions. From donating supplies to advocating for policy change, everyone can play a role in efforts to break child poverty in South Sudan.

– Kelly Schoessling
Photo: Flickr

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Addressing Learning Poverty and Expanding Education in Chad

Education in ChadChad is committed to enhancing primary, secondary and tertiary education. However, 44.8% of its 20 million citizens live in poverty and 94% experience learning poverty. According to the UNESCO Institute for Statistics, learning poverty—the inability to read age-appropriate text by age 10—contributes to low educational attainment. This widespread issue hinders individual progress, exacerbates the country’s human capital deficits and limits efforts to reduce poverty.

Education System in Chad

Chad’s education system consists of primary education (ages 6–11), lower secondary (ages 12–15), upper secondary (ages 16–18) and tertiary education, which includes trade schools, colleges and vocational schools. However, only about 3% of students complete the full program and just as few have access to tertiary education opportunities.

To address these challenges, Chad is committed to achieving Sustainable Development Goal 4 (SDG 4) to ensure inclusive and equitable quality education for primary and secondary students by 2030. With the support of local and international advocates, the country plans to increase government funding for education, improve teacher training, build more schools, prioritize education for girls and foster global partnerships to access additional resources and expertise.

Expanding Education Access in Chad

A standard vocational education program provides training for young adults who have completed formal education. Chad’s education system stands to benefit from such programs, but significant barriers remain. Nearly 49% of primary-aged children are out of school, with gender and socioeconomic status playing a major role in access to education. Additionally, Chad faced a deep educational crisis even before the COVID-19 pandemic and its current high rate of learning poverty requires immediate intervention rather than waiting for students to reach vocational training.

Chad is incorporating non-traditional programs into the education system to address these challenges. With support from various partners, Chad has developed initiatives that provide basic education to children and adults outside the formal system. These programs aim to close skill gaps, offer hands-on learning and accelerate job placement, helping to create more opportunities for those who might otherwise be left behind.

Nonformal Education Centers

The National Education and Civic Promotion program provides nonformal education to support socioeconomic integration across Chad. These centers offer out-of-school youth training in literacy, numeracy and vocational skills in their native languages, equipping them with essential competencies for better opportunities. Remarkably, more than 700 out-of-school children have been “reintegrated into the formal education sector” through nonformal education programs.

Additionally, more than 10,000 out-of-school women have received vocational training, improving their financial stability. Furthermore, more than 42,000 individuals aged 15 and older without formal education have completed literacy programs, underscoring Chad’s commitment to reducing illiteracy and expanding educational opportunities.

This effort aligns with the Global Partnership for Education (GPE) initiative, which awarded Chad a $50 million grant from 2018 to 2023 to address the country’s low literacy rates—where 60% of the population could not read. The grant aimed to expand educational access for both youth and adults while promoting social and gender equality. As a result, the Ministry of National Education and Civic Promotion introduced training programs that included nonformal basic education for adolescents aged 9 to 14, further strengthening Chad’s educational framework.

Other Projects Supporting Chad’s Education System

  1. Project Development Objective (PDOs): The PDOs initiative, established in Chad in 2019 by the World Bank and the International Development Association (IDA), further reinforces Chad’s educational efforts. Its mission is to enhance the skills of Chadian children and young adults, equipping them with the knowledge and competencies needed to contribute meaningfully to their communities. The initiative has provided employment support and improved entrepreneurship opportunities for youth, with more than 10,000 young people enrolled in various programs. Additionally, the project has placed 3,000 youth, 44% of whom are girls, in jobs in N’Djamena and 20 other provinces.
  2. The Center of Professional and Technical Training (CFPT): The CFPT is crucial in bridging the gap between education and employment. CFPT aims to expand opportunities for young people by offering professional and technical training. Its initiatives focus on upgrading existing colleges, providing first-work experiences and facilitating apprenticeships and internships—all designed to improve the transition from school to the workforce. The project has trained more than 1,000 students, equipping them with the essential skills and knowledge needed to succeed in the workforce.
  3. Chad Improving Learning Outcomes Project: In 2022, the IDA awarded Chad a $150 million grant to improve learning outcomes in its basic education programs. This initiative aims to provide students equitable access to quality learning environments. It provides learning opportunities to both in-school and out-of-school students by creating expanded learning spaces, addressing overcrowded classrooms and ensuring more inclusive educational opportunities.

Reflecting on Chad’s Educational Mission

The UNESCO Institute for Statistics emphasizes that schooling does not necessarily equate to learning, highlighting the need for improved education quality. According to UNESCO, poor schooling can lead to higher dropout rates, reinforcing the urgency for reform. In response, Chad’s educational programs focus on enhancing teacher instruction and offering basic skill training to address these challenges in nonformal settings. By refining the Chadian education plan, there is hope that the country’s high rate of learning poverty will gradually decline, creating better opportunities for future generations.

– Pamela A. Fenton

Pamela is based in Wall Township, NJ, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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The Education Divide: Why Millions of Children Lack Education

The Education Divide: Why Millions of Children Lack EducationMillions of children worldwide remain out of school due to poverty, gender inequality, conflict and lack of resources, limiting their future opportunities and economic mobility. According to UNESCO, 244 million children globally do not have access to formal education, with sub-Saharan Africa and South Asia experiencing the highest rates of out-of-school children. Education serves as one of the most powerful tools for breaking the cycle of poverty, as research indicates that each additional year of schooling can increase a person’s income by up to 10%. Despite international efforts to promote universal education, many barriers persist. Addressing this crisis requires targeted policy action, increased education funding and community-driven solutions to ensure that all children have access to learning opportunities.

Economic Struggles and the Cost of Education

Education offers a proven pathway out of poverty, but for families living on less than $2 a day, school costs remain out of reach. In many low-income countries, even when tuition is free, the costs of uniforms, books and transportation prevent children from attending school. According to the World Bank, students from the wealthiest households are four times as likely to complete secondary school as students from the poorest households. Without financial assistance, children from disadvantaged backgrounds are forced to drop out and work to support their families.

In Nigeria, for example, an estimated 10.5 million children are out of school, with many forced into child labor to help their families survive. The economic divide continues to limit educational access, perpetuating cycles of hardship. Governments play a key role in expanding access to education by implementing free school meals, scholarships and subsidized learning materials to remove financial barriers and increase enrollment.

Gender Inequality and Cultural Barriers

Girls in many parts of the world face unique challenges in accessing education. Deep-rooted cultural beliefs, early marriage and safety concerns often prevent girls from continuing their education. The Malala Fund reports that 120 million girls worldwide remain out of school, with South Asia and sub-Saharan Africa experiencing the highest gender disparities.

In Afghanistan, the Taliban’s 2021 takeover led to a nationwide ban on secondary education for girls, forcing 1.4 million girls out of classrooms. Similarly, in rural India, families often prioritize their sons’ education over their daughters’, limiting girls’ opportunities for personal and economic growth. However, solutions exist. In countries like Malawi and Bangladesh, organizations have launched cash transfer programs that incentivize families to keep girls in school, significantly reducing dropout rates. Expanding such female-centered initiatives could help close the education gap for girls globally.

Lack of Infrastructure and Trained Teachers

Beyond financial challenges, many children cannot attend school simply because there are no schools nearby. In sub-Saharan Africa, more than 30% of children live more than five kilometers from the nearest school. For those who do attend, many classrooms suffer from overcrowding, a shortage of teachers and inadequate facilities.

A BBC photo essay documented the experience of Sylvia, an eight-year-old girl from Tanzania, who walks more than one and a half hours each morning to reach her classroom. While her determination is inspiring, no child should have to endure such hardships to receive an education.

Additionally, UNICEF reports that nearly 50% of schools in sub-Saharan Africa lack basic sanitation facilities, making learning especially difficult for girls once they reach puberty. Investing in infrastructure, teacher training and mobile classrooms could help bring education to underserved regions.

Conflict and Displacement: The War on Education

In war-torn areas, conflict disrupts schooling by destroying infrastructure, displacing families and creating unsafe environments for students. Schools often become targets of violence or are repurposed for military use, preventing millions of children from learning. Refugee children face even greater obstacles. According to the UNHCR, more than 15 million refugee children globally are out of school, with less than half of displaced children completing primary education. In Syria, South Sudan and Afghanistan, entire generations of children risk growing up without literacy or formal skills due to prolonged conflict. Governments and organizations could play a critical role in integrating refugee children into local school systems, establishing temporary learning centers and maintaining education continuity during emergencies.

Solutions: Bridging Education Gaps

  • Increasing Education Funding and Policy Reforms. Many governments allocate less than 4% of their GDP to education, which is far below recommended levels. Increased investment in school construction, teacher salaries and learning resources can significantly boost enrollment and learning outcomes. Additionally, policy reforms—such as removing school fees, subsidizing transportation and implementing cash transfer programs—can ensure that the poorest families have access to education.
  • Expanding Community-Based Learning Programs. NGOs play a crucial role in bridging education gaps in underserved regions. Organizations like Room to Read, UNICEF and Save the Children have developed mobile classrooms, after-school tutoring and community-run learning centers to reach children who would otherwise remain out of school. These programs provide literacy and vocational training, ensuring that even children in remote or conflict-affected areas receive some form of education.
  • Leveraging Technology for Remote Education. Technology can revolutionize education access. In countries with limited school infrastructure, digital learning programs and radio-based education initiatives have proven successful in keeping children engaged. For example, Kenya’s Tusome Initiative uses tablets and interactive software to improve literacy rates, while Bangladesh’s “TV Schools” provided distance learning during the COVID-19 pandemic.
  • Strengthening Protections for Refugee and Conflict-Affected Children. Allocating emergency funds for temporary classrooms, teacher training and psychological support can help displaced children continue their education despite crises. Expanding programs that integrate refugee children into local schools—as seen in Jordan and Lebanon’s education reforms for Syrian refugees—can also provide long-term solutions for displaced learners.

Looking Ahead

Bridging the global education gap requires sustained investment in resources, targeted policy reforms and innovative learning solutions. Efforts to improve school accessibility, enhance teacher training and integrate technology have already expanded opportunities for many children. Addressing the needs of students in conflict zones and underserved communities could be essential for breaking cycles of poverty and ensuring long-term development.

– Bailie Cross

Bailie is based in Pensacola, FL, USA and focuses on Global Health and Politics for The Borgen Project.

Photo: Flickr

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Education and Child Poverty in Eswatini

Child Poverty in EswatiniEswatini is a country located in Africa between South Africa and Mozambique. Poverty is an ongoing crisis in Eswatini, child poverty in particular. Children comprise 42.8% of the population, with 70% living in impoverished conditions. Poverty greatly impacts the education of young children. Here is information about learning and child poverty in Eswatini. 

Education and Unemployment

Unemployment is on the rise in Eswatini due to a lack of jobs and quality jobs. The majority of the employed population participates in low-quality jobs, including agriculture. Unemployment in Eswatini stems from a troubled education system. Students lack the basic skills needed to enter the workforce.

Vulnerable Children

The term vulnerable children refers to those who do not have living parents, live in a group home or grew up in a poor family. About 51% of these children do not continue to secondary school after finishing primary.

Eswatini is facing learning poverty, which refers to children aged 10 and younger who cannot read or comprehend texts appropriate for their age group. 

Vulnerable children and those living in poverty often face traumas, which makes attending school difficult. Children who have to take on responsibilities at a young age have trouble doing well in school.

Current Education

Children begin public school at six and receive free education up to the seventh grade and free materials. Most children do not continue to go to school after grade 7. Since schooling does not begin until age 6, less than half of children under that age receive any sort of education. 

The lack of English is a huge factor in students’ success in Eswatini. Statistically, students who speak better English do well in other subjects. Students who speak English more frequently score better on exams and perform higher in science and mathematics. As little as 10% of students in grade 6 speak English often. It has also been proven that students who attend school in urban areas of the country perform better than students in rural areas. This is partially credited to the fact that poverty is higher in rural areas. 

There also remains an insufficient amount of qualified teachers, especially in fields such as science and mathematics. It is even harder to attract teachers to rural areas due to the lack of incentives. Therefore, many teachers are unqualified, with 30% of secondary teachers having no teaching skills or qualifications. 

Dropping Out of School

Cost is the number one reason students drop out after finishing primary education. A major reason that young girls and teenagers drop out of school is pregnancy. Pregnancy is common among young girls in Eswatini due to poverty. Poverty often influences girls to participate in sexual actions for money, leading to undesired pregnancies. About 18% of girls that drop out of primary school are due to pregnancies, and 35% in secondary school. A leading cause for boys dropping out of school is not performing well enough. Growing up impoverished, lacking a father figure, and drug abuse are all factors that can lead to an inferior feeling in boys, often causing them to give up on their education.

Solutions

Eswatini has introduced a Multi-Year Action plan for the education system for the years of 2022/23-2024/25. This plan will implement the Education Sector Strategic Plan (ESSP), which has six goals: 

  1. Educational quality and student learning improved at all levels
  2. Students retained in school until completion
  3. Entry and exit points of the education system strengthened 
  4. Teacher development and management enhanced
  5. Access further improved
  6. System resilience strengthened (after COVID-19) and system prepared for future crisis prevention

Each goal has a set of key activities and sub activities in order to better the education system. In this plan, Eswatini plans to promote learning for younger children (grade 0), provide food to schools with grade 0 children, advance national assessment tests, train teachers with proper framework (including English), reassess and distribute the budget in schools, incorporate children with disabilities and much more. This plan includes detailed figures and tables of the financials, each broken up into budgeted categories. The reform of the education system is not a quick fix because it requires a great quantity of money and resources over the span of years. Yet, Eswatini is already making strides towards its goal. 

Hopefully, these steps can help combat child poverty in Eswatini and provide those in need with proper resources and access to education. 

– Ella Burke

Ella is based in Lawrence, KS, USA and focuses on Good News and Celebs for The Borgen Project.

Photo: Flickr

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Everything You Need to Know About Poverty in Chile 

Poverty in ChileChile is located on the west side of South America and is an area rich in natural resources and minerals, like copper. These resources make up a large part of the Chilean economy, making the country a relatively wealthy one – however, the wealth is not equally distributed, leaving many people living in poverty. ‘Poverty’ equates to different things in different countries; poverty in Chile includes people who struggle to afford enough food for survival and people who have to spend the majority of their income on food.

Economic Inequality and Poverty in Chile

Of all the world’s most industrialized countries, Chile has one of the highest levels of economic inequality. The wealth inequality has often been so extreme that in 2006, for example, the richest 20% of the population was earning 10 times more than the poorest 20%, leaving a large divide between people living comfortably and people living in poverty.

As so much of the country’s wealth comes from the copper industry, the economic growth does not benefit everyone, as people in rural or marginalized areas lack access to high-paying mining jobs or industrial resources. Without these roles, many citizens end up struggling to deal with the rising cost of living, and cannot easily break out of the poverty cycle.

Inequalities in Education and Work

Children face the impacts of gender and economic inequality as soon as they start school. People in different education systems have noticed that teachers in Chile often encourage boys to focus on math and science, while girls do not often access these topics. This leads to the underrepresentation of Chilean women in STEM subjects and professional roles.

The quality of a child’s education also depends on whether their family can afford a private education, creating another economic divide. This means children from richer families are much more likely to get a better education, better grades and a better job in the future than their peers with a lower socioeconomic status. Additionally, children in rural areas without internet access miss out on a lot of key learning – this was a big issue during COVID-19 lockdowns when all learning occurred online, leaving a lot of children unable to access the lessons they needed.

Student-led peaceful protests are a huge factor in changing the education systems in Chile: in 2019, high school students convinced the government to give discounts on public transport to school, and university students achieved free tuition for almost half the country. Many teachers and other workers in the education sector are also battling to give students better opportunities and more equality in their learning.

Infrastructure

Poor infrastructure in rural areas is a major issue in reducing poverty in Chile. While most urban areas are well equipped, there are many rural areas that struggle to access clean water, reliable electricity, internet connection and good health care. These areas are therefore separated from the modern economy, and the citizens have to travel longer distances and pay more money for any kind of medical help. This disproportionately affects poorer families who are struggling with the cost of living and a lack of resources.

 Improved transport infrastructure could have a big impact, by removing geographic barriers to economic activities. When travel is easier, businesses grow and more resources become available to people all over the country. As it stands, a lot of rural areas have challenges accessing these resources and end up in a poverty cycle. 

Progress Addressing Poverty in Chile

Over recent years, wages have been increasing and poverty has been decreasing, with GDP growth at 2.5% in 2024. The economic conditions of Chile are steadily improving, with help from organizations like the World Bank Group (WBG), which has supported the country’s development for more than 75 years with loans, insurance and technology. For example, the WBG is currently working on a project providing universal health care to Chileans, improving the efficiency of reliable medical care for the whole country. Families in rural areas often struggle to access hospitals and have to travel long distances only to receive very basic support. This project aims to relieve this issue and help more than half of Chile’s population by 2027.

However, poverty in Chile is still prevalent. The Chilean President, Gabriel Boric, stated, “We have reduced income poverty and multidimensional poverty to historic levels…but there are still so many people living in poverty. This is good news, but it is not news to celebrate, because the poor have to come first.” The government, as well as other global organizations, are still constantly and actively fighting to improve conditions for everyone suffering from poverty in Chile and begin to close the gap between the richest and poorest parts of the country.

– Maisy Brown

Maisy is based in Leeds, UK and focuses on Technology and Celebs for The Borgen Project.

Photo: Flickr

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Senior Taliban Official Backs Afghan Women’s Right to Education

Afghan Women’s Right to EducationThe political deputy of the Taliban’s Foreign Ministry has condemned the education bans imposed on Afghan women and girls. Since the Taliban regained control of Afghanistan in August 2021, Afghan women’s and girls’ right to education, among other human rights, has been under attack. In a speech delivered on Jan. 18, 2025, the senior official Sher Abbas Stanikzai referred to the education ban as “an injustice against” half of Afghanistan’s population and pressed for the de facto government to “open the doors of education.” This is the second time Stanikzai has publicly advocated for gender equality in education.

What Is Life Like for Women and Girls in Afghanistan?

The United Nations Assistance Mission in Afghanistan (UNAMA) released a statement on the International Day of Education, Jan. 24, 2025, noting that it has been four years since Afghanistan became “the only country in the world that explicitly bars women and girls [above the age of 12] from all levels of education.” It is not only Afghan women’s and girls’ right to education that is being violated. A series of other gender discrimination laws have been passed targeting women’s rights. The laws include the right to work, appear on TV, recite poetry or sing in public, go to the park and travel without a male relative.

The situation worsened when the Ministry of Economy shared a letter on the social media platform X on Dec. 29, 2024, threatening to shut down the activities of all nongovernmental organizations (NGOs) with women employees. Data collected by UNAMA revealed that 64% of Afghan women surveyed felt unsafe going out alone. This anxiety largely stems from “targeted harassment, threats and violence” from the Taliban and the wider community.

Men have also expressed feeling safer going out alone than with a female relative in public. Accompanying a woman draws more attention from the authorities. UNAMA notes that this has led to increased conservatism and control within families as men risk being targeted for violating the limitations placed on women and girls. Many Afghan women and girls protested the Taliban’s rise to power in 2021.

However, the Taliban responded with violence, killings and arbitrary arrests. UNAMA’s report further highlights the barriers Afghan women face when communicating with local authorities. This disconnect further removes women’s voices from public life. It increases their reliance on men in their family and community to advocate for them.

Who Are the Taliban and Stanikzai?

The Taliban is a Sunni Islamist group founded in 1994 which previously ruled Afghanistan between 1996 and 2001, implementing similar gender discrimination laws as are enforced by its regime today. Many of its members are former Afghan Mujahideen – armed Islamist groups involved in the First Afghan Civil War (1989-1992).

The first Taliban government fell after the U.S. invasion of Afghanistan in 2001, but the group regained control in 2021 after U.S troops withdrew. With the rights of women and girls deteriorating rapidly, in 2022, the deputy foreign minister condemned the closure of schools for girls. During a gathering of Taliban officials in Kabul, the country’s capital, Stanikzai urged the regime that “Women must get an education; there is no Islamic prohibition for girls’ education.”

This time around, Stanikzai directly asked the Taliban leader to reconsider the regime’s policies. He argued that there was no reason to deny education to women and girls, “just as there was no justification for it in the past and there shouldn’t be one at all.” The Guardian reported that Stanikzai is allegedly facing arrest for his comments and has fled to Dubai, though the minister has said he left for “health reasons.”

The Past

Restrictions on women’s rights have not always been the norm. The country has experienced fluctuating periods of equality and gender disparities in the past century.

For example, women’s suffrage in Afghanistan was achieved in 1919, a year before women in the U.S. were granted the right to vote. During this same period, the Queen Consort of Afghanistan, Soraya Tarzi, advocated for Afghan women’s and girls’ right to education and facilitated the opening of the country’s first school for girls in 1921. Since then, various regimes have advanced or rolled back on women’s rights.

How Has the International Community Been Responding?

Despite having been the de facto authorities for four years, the Taliban has yet to receive international recognition. The growing exclusion of women and girls from the public space has led to the U.N. labeling the Taliban’s policies as “gender apartheid.” Similarly, the International Criminal Court (ICC) issued applications for arrest warrants against two Taliban officials: the leader of the Taliban, Haibatullah Akhundzada and the Chief of Justice, Abdul Hakim Haqqani. They are charged “for the crime against humanity of persecution on gender grounds.” The ICC prosecutor, Karim Khan, also announced that other senior Taliban officials will soon face similar consequences.

With the clampdown on NGOs in the country, courses for action on the ground are becoming increasingly limited. UNAMA has been collaborating with the United Nations Entity for Women and Gender Equality (U.N. Women) and the International Organization for Migration (IOM) since August 2022 to reach out to Afghan women nationwide and gather insights about their living conditions. Their latest report revealed that 45% of women and 41% of men consulted in April 2024 believe the international community should facilitate communication between Afghan women and the Taliban. They believe centering women’s voices is crucial to advancing their rights.

– Nesreen Yousfi

Nesreen is based in Watford, Hertfordshire, UK and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr

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Pashtun Poverty in Central Asia

Pashtun Poverty in Central AsiaThe Pashtun people are a nomadic ethnic group whose woes continue to escape global conversation. The group of around 60-70 million people continues to face impoverished conditions across Pakistan and Afghanistan, respectively. With a life expectancy of 46 years, these people’s problems cannot be ignored. Ethnic conflicts and the lack of stability in Afghanistan throughout the last decade have drastically reduced the quality of life for Pashtuns.

FATA

Pashtun poverty is directly tied to destabilization and ethnic violence in Central Asia. Previously called “the most dangerous place in the world,” the Federally Administered Tribal Area (FATA) of Pakistan was home to 20% of the world’s Pashtuns. Although absorbed in 2018, FATA was home to blatant and widespread poverty, with 60% of people living below the poverty line.

This area was described as a “legal vacuum” because no neighboring country would assume administrative control. This led to a 33% literacy rate and plagued the area with intense ethnic and religious violence. In 2018, Pakistan merged the areas into Khyber Pakhtunkhwa in the hopes of improving conditions. Most terror attacks occurred in Pashtun areas in 2022, which points to continuing destabilization and a failure to address the conditions.

Drug Trafficking in Afghanistan

Over the border in Afghanistan, the Pashtuns have additionally dealt with decades of conflict and now Taliban rule. Although Pashtun’s relationship with the Taliban is complicated, the Taliban’s ban on narcotic production has disrupted a significant source of income for Pashtun communities. The U.N. estimated that it had affected the lives of nearly 7 million people who relied on growing opium for income.

Farmers were believed to have lost $1.3 billion in 2023 due to the halt in production, while landowners sold their stockpiles at a hiked price. While the production of narcotics is a complex issue, it is an industry upon which millions depend for their livelihoods. Its cessation has likely pushed many into poverty. Many farmers have continued to defy the ban as it’s their only way to avoid hunger and provide for their families.

Education in Pakistan

Although the situation for Pashtuns seems quite dire, great strides have been made for the education of the next generation. The village of Khanozai, in Balochistan, has a successful education scheme with an estimated 98% literacy rate. Although many Pashtun families must face the dilemma between having their children work or attend school, this village has insisted on the education of the next generation.

The Pakistani education activist Malala Yousafzai is actually Pashtun. In 2012, she spoke out against the Taliban in favor of education for girls. This led to an attack on her life. She survived and has become a global face of the movement for the right for a girl to learn. She is the only Pashtun and youngest ever person to win a Nobel Prize laureate.

The Pashtun Trust

The Pashtun Trust is an England-based charity that works to support both the local community and those in Central Asia. The nonprofit’s Khyber Pukhtunkhwa Projects work to alleviate poverty and provide education to people in Pakistan and Afghanistan. In 2019, the Trust managed to build 50 water wells throughout the region to tackle dehydration.

Pashtun poverty in Central Asia is an ongoing issue. However, nonprofit organizations like the Pashtun Trust are committed to improving the conditions of Pashtuns.

– Charley Dennis

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

Photo: Flickr

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Bridging Gaps: Education In Kenya

Education Initiatives Bridging Gaps in KenyaKenya has one of the youngest populations in the world, with nearly 40% of its citizens under the age of 15. This youthful demographic presents both opportunities and challenges, particularly in education. While the country boasts an 83% literacy rate, rural and marginalized communities face significant barriers to accessing quality education. However, organizations like Just Be a Child, the Teso Education Fund (TEF) and CHinK are working to bridge this gap, transforming Kenya’s educational landscape through community-driven initiatives.

Just Be a Child: Libraries and Learning Centers

Since its founding in 2013, Just Be a Child (JBAC) has re-homed nearly 500,000 books from the United Kingdom (U.K.), giving more than 2 million children the opportunity to read. The organization has constructed eight shipping container libraries, which serve as community-led learning centers. These libraries, operated by volunteers, provide free access to books and foster peer-to-peer learning through programs like arts and crafts sessions and Yong Writer Competitions. The impact has been transformative. Children using these libraries have shown significant improvements in school performance, better retention rates and an increased likelihood of qualifying for university. JBAC has also empowered more than 300 volunteers, with 10 starting their businesses, demonstrating how education initiatives in Kenya can spark economic development.

CHinK: Holistic Support for Marginalized Children

Founded in 2007, Children in Kenya (CHinK) provides comprehensive support for 206 children at its CHinK Academy. For £20 a month, sponsors help provide children with essentials such as two meals a day, school supplies, uniforms and medical care. The organization also emphasizes extracurricular activities, such as field trips and graduation ceremonies, to create a well-rounded educational experience. This nurturing environment has helped children from extremely poor backgrounds stay in school and achieve academic success, breaking cycles of poverty in their families.

The Teso Education Fund: A Beacon of Hope

The Teso Education Fund (TEF) focuses on empowering underprivileged children in Kenya’s Teso region. By providing scholarships, school supplies and mentorship programs, TEF helps students from low-income families stay in school and access quality education. Beyond financial aid, the fund’s mentorship programs instill confidence and leadership skills, inspiring students to dream big and contribute to their communities. This initiative has a ripple effect, uplifting not just individual students but entire families and fostering long-term development in the region.

A Brighter Future Through Education

These organizations—JBAC, CHinK and the TEF demonstrate how community-driven education initiatives in Kenya can tackle systemic barriers to education. Indeed, by combining accessible resources, mentorship and holistic care, they are not only improving literacy rates but also creating pathways for personal and community development. Kenya’s youth represent a vast reservoir of potential. With continued support from these organizations, young Kenyans can potentially grow into the leaders and innovators their country needs. Expanding access to education is not just an investment in individuals—it’s a step toward a more equitable and prosperous future for Kenya.

– Mmanoko Faith Molobetsi

Mmanoko is based in Pretoria, South Africa and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr

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Education in Cambodia: Addresses Inequalities

Education in CambodiaCambodia’s education system has undergone significant changes over the years. Education in Cambodia initially centered around Buddhist teachings, taught to boys by local monks. In the mid-1860s, a second system emerged, introducing subjects like math, science and history, taught by trained teachers. However, during the mid to late 1970s, the education system collapsed. While Cambodia’s education system has since recovered and continues to improve, challenges persist. Vulnerable populations face significant barriers to accessing and attending school, perpetuating cycles of poverty. Deep-rooted cultural beliefs and attitudes regarding education for marginalized groups worsen these challenges.

Types of Inequality in Education

  • Gender Inequality. Chbab Srey and Chbab Proh, ancient Cambodian texts, outline gender roles and emphasize subservience for women. Chbab Proh positions men as breadwinners and decision-makers, while Chbab Srey dictates that women maintain the household, speak softly and obey their husbands. These traditional ideologies remain deeply ingrained in Cambodian culture. As a result, many families remove girls from school to prioritize household duties. This limited access to education significantly impacts their opportunities, perpetuating poverty for women and their families.
  • Child Inequality. Children in Cambodia face numerous forms of exploitation, preventing them from receiving education. Forced labor, human trafficking and other abuses disrupt their ability to attend school. According to the Bureau of International Labor Affairs (ILAB), Cambodia leads in child labor violations, with many children used as debt payments or forced into labor. High rates of institutionalization further exacerbate these issues, as children placed in residential care become more vulnerable to abuse and neglect. The lack of education for children under these conditions deepens inequality.
  • Inequality for Persons with Disabilities. A joint assessment by the Cambodia Development Resource Institute and UNESCO found that 24% of Cambodia’s population lives with a disability. UNICEF reports that children with disabilities face three times the risk of missing school compared to those without disabilities. Cultural stigma against disabilities isolates individuals and prevents their participation in social and educational activities. This exclusion increases the likelihood of poverty among people with disabilities, further entrenching inequality.

Educational Programs Tackling Inequality

Cambodia has initiated several programs to address inequality through education:

  • Inclusive Education Action Plan (2024–2028). This plan, a partnership between UNICEF and Cambodia’s Ministry of Education, Youth and Sport (MoEYS), aims to improve access to education for students with disabilities. It identifies necessary technologies and services while addressing societal stigma.
  • Education Strategic Plan (ESP) 2024–2028. A collaboration between the Royal Government of Cambodia, the NGO Education Partnership and MoEYS, this initiative focuses on ensuring high-quality, inclusive education for all students.
  • National Social Protection Policy Framework (2016–2025). Jointly developed by UNICEF and the Ministry of Social Affairs, this framework addresses violence against children and promotes child well-being. It also seeks to reduce reliance on residential care facilities and improve child protection services.
  • USAID Collaboration. USAID has worked with MoEYS to improve child protection services and prevent family separation. By promoting alternative care and strengthening child welfare systems, this collaboration ensures that children remain with their families whenever possible.
  • U.N.-CEDAW Initiative. The United Nations Committee on the Elimination of Discrimination Against Women (CEDAW) urged Cambodia to remove Chbab Srey from schools. Although the text remains part of literature and social studies courses, this reform reduces the reinforcement of outdated gender norms.

Moving Forward

Cambodia’s efforts to address inequality through education reflect a commitment to improving the lives of its citizens. With women representing more than 51% of the population, adolescents and children making up 35% and 20% of the population living on just over $2 a day, addressing these disparities remains critical. Programs like the Inclusive Education Action Plan and the Education Strategic Plan demonstrate Cambodia’s determination to tackle inequality. Collaborative efforts between the Cambodian government, NGOs and international organizations continue to drive progress. By investing in education and addressing systemic inequalities, Cambodia builds a stronger foundation for future generations.

– Kelly Chalupnik

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

Photo: Flickr

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A Short Guide to Higher Education in Bosnia and Herzegovina

Higher Education in Bosnia and Herzegovina
Bosnia and Herzegovina (BIH), also referred to as the ‘Heart Shaped Country,’ is known for its natural beauty, diverse culture and kind-hearted people. However, its higher education system continues to face challenges due to the country’s complex political and economic history.

As of 2023, 45% of students who complete secondary education in Bosnia and Herzegovina enroll into tertiary education institutions. However, a decrease in enrollment has been a consistent trend over the past decade, with the current number of students being about 35,000 fewer than 10 years ago. This decrease is primarily due to young people leaving the country in order to seek out a better future, correlating with the fact that BIH had the second largest diaspora in 2020 as well as other issues that will be explored within this article. Here is information about the current issues with higher education in Bosnia and Herzegovina.

Fragmented Education System

Following the war in the 1900s, the Federation of Bosnia and Herzegovina (fBIH), Republika Srpska (RS) and the Brčko District divided BIH into separate regions. There are also 10 cantons within fBIH, each with its own Ministry of Education, that independently implements its own curriculum. Because of this, there is a very decentralized higher education system in Bosnia and Herzegovina, including languages like Cyrillic and Latin, and history like Serbian history in RS and and Bosniak-Croat history in fBIH.

Foreign Countries Not Recognizing Diplomas

European nations often do not recognize degrees in BIH, which makes it difficult for students to secure jobs or continue postgraduate studies worldwide. One of the reasons for this is that many universities in BIH include the word ‘international’ in their names, but they lack international accreditation, hence students are urged to conduct research before embarking upon higher educational journeys in BIH. The problem of the fragmented education system undermines Bosnian diplomas because it raises doubts whether they meet uniform quality standards. 

There are also weak quality assurance mechanisms. According to Eurydice, the accreditation process begins when Higher Education Institutions (HEI) prepare a self-evaluation report and submit it to the relevant authority. Then, an expert panel visits the site and conducts an assessment. The authority grants accreditation based on the panel’s recommendation and lists the HEI in the National Registry, which the Agency for Development of Higher Education and Quality Assurance manages. Unfortunately, due to the fragmented system, corrupt political involvement and capacity issues, these guidelines are not fully met, therefore raising questions about the validity of Bosnian diplomas. 

Limited Funding

Higher education institutions receive financing through different budgets depending on the region. In RS, the entity budget, which the Ministry of Education and Culture RS manages, funds higher education. Meanwhile, in fBIH, there are cantonal budgets that cantonal ministries of culture manage which fund higher education. There is no state- level funding for higher education, resulting in 13 separate budgets across the country. Furthermore, there is a lack of strategic planning of how to spend the budget, alongside no accountability – funds therefore do not need to be allocated effectively and higher education institutions are not legally required to justify their spending.

Another issue with higher education in Bosnia and Herzegovina along the lines of finance is the effect that poverty has on those who wish to pursue university studies. According to Study Abroad Aide, tuition fees in BIH can range from as little as 440 BAM (approx. £200 or $250) to 18,400 BAM (approx. £9,200 or $11,360). While this is significantly cheaper than tuition fees in the U.K. or the U.S., for citizens living there, this can unfortunately be an unrealistic amount. For example, almost a third of children between the ages of 5 and 15 in BIH are at risk of poverty due to the inadequate implementation of the 2015-2018 Action Plan for Children.

Furthermore, the COVID- 19 crisis had a detrimental impact on poverty levels in BIH. It was estimated that poverty would rise from 11.8% to as high as 14.6% from 2019 to 2020. These factors affect higher education in Bosnia and Herzegovina in that students may simply not be able to afford tuition fees, preventing them from following the path of university and higher education. Here are some progressions that higher education in Bosnia and Herzegovina has made.

Financial Support

While most students are required to attend university on a self financed basis, The Ministry of Education and Culture in RS and the cantonal ministries of education in FBiH provide scholarships for those who meet the qualifications. This does not take into account students’ background or social status, allowing anyone to qualify, given that they pass the entry exam. Furthermore, BIH also offers fully-funded scholarships to international students to excellent universities, such as the University of Banja Luka and the University of Sarajevo, if students are able to demonstrate excellent academic achievement and financial needs.

Not only does this open up opportunities for students to explore the rich history and indulge in the flavorful culture of, but it also tackles the issue of ‘brain drain.’ ‘Brain drain’ describes young talent leaving BIH due to the futile future they will have if they remain. Welcoming more international students allows talented young people to find opportunities within Bosnia, hence tackling the problem of brain drain.

The Bologna Process

The Bologna Process is a European higher education reform initiative aimed at creating a cohesive and compatible system of higher education across Europe, which BIH has been a member of since 2003. Because the Bologna Process aims to create an education system within Europe that everyone adheres to, this means that it will increase the validity that Bosnian degrees have across Europe. It has specifically introduced the three-cycle degree structure and established quality assurance mechanisms, but any positive outcomes of the Bologna Project have been overshadowed by how the students affected feel about it.

A study conducted with 81 students from the English Literature and Language departments in the universities of Tuzla and Banja Luka claimed that the students did not perceive it that way. About 40% of students claimed that they believed the Bologna Process was “forcing them to study constantly” with 62% of students saying they felt it was incomplete or misapplied. This can unfortunately be deemed as true due to the underfunding of higher education. The simplest things, such as old classrooms and outdated technology, can prevent higher education in Bosnia and Herzegovina and the Bologna Project from reaching their full potential. 

Recommended Changes

While there has been no news of significant changes that the Bosnian government is bringing about to higher education, the Swiss Agency for Development and Cooperation has presented recommended action. These include:

  • Ensuring a fully functional system for the accreditation of higher education institutions throughout the country, which lies with the responsibilities of education authorities and academia. This should be an immediate priority.
  • Ensuring justified funding for education, including establishing a needs-based coefficient for pupils with disabilities. This should be a medium-term priority.
  • Reforming initial teacher education needs, in line with developed qualification and occupational standards and developing a Vocational Education and Training Strategy that addresses the needs of the labor market. This should be a long term priority, which lies with the responsibilities of APOSO and the education authorities, national education specialists and NGOs and teachers and parents’ organizations.

To summarize, decentralized education, limited funding and unrecognized diplomas are the main causes of the pitfalls in higher education in Bosnia and Herzegovina. However, there has been progress with the implementation of scholarships and elements of the Bologna Project, although there is still a way to go to further improve access to higher education in Bosnia and Herzegovina. 

– Emina Bolic

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

Photo: Flickr