Archive for category: Education

Information and stories on education.

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Learning Poverty Among the Bidoon in Kuwait

Bidoon in Kuwait
Kuwait is known as one of the world’s richest countries, though more than half of children over the age of 10 are not reading proficiently. This phenomenon called learning poverty is unfairly affecting the children of Kuwait, highlighting the gaps in education equity and quality. In particular, learning poverty is affecting Bidoon children, a marginalized group in Kuwait. Here is more information about learning poverty among the Bidoon in Kuwait.

Elements of Child Poverty in Kuwait

Child poverty and overall poverty levels in Kuwait are reportedly just above 0%, according to the Nations Encyclopedia. Though experiencing levels of economic abundance, that has proved inefficient when addressing education poverty. Learning poverty runs through Kuwait’s youth, especially hurting marginalized groups like the Bidoon. 

The Bidoon (short for “bidoon jinsiya”) in Kuwait are descendants of undocumented individuals who did not gain Iraqi citizenship at the state’s founding. Despite living in a wealthy region like Kuwait, they face high poverty rates and limited accessibility to resources as stateless individuals.

Kuwait ranks above average among the Middle East and North Africa (MNA) countries when measuring child learning poverty. The World Bank April 2024 Kuwait Learning Poverty Brief shows that 51% of late primary age children in Kuwait are not proficient in reading. Kuwait measures 2% less than the MNA average of children in learning poverty.

Although this is statistically above average, stable education is what children in Kuwait need to improve overall health and prosperity. Ensuring children are in school relates directly to social challenges facing Kuwait families such as early marriage, mental health and child nutrition, according to the World Bank’s “From Learning Recovery to Education Transformation” executive summary.

What is Learning Poverty?

Learning poverty is the inability to read and understand proficiently by the age of 10. The World Bank measures learning poverty through assessments and enrollment data, concluding that 53% of the MNA faces learning poverty.

Factors that also contribute to learning poverty are learning deprivation and school deprivation. Learning deprivation is the share of students reading below the minimum proficiency level, which exposes the inequality and disadvantage that the poor in Kuwait face. School deprivation represents children who are not enrolled in any schooling.

Learning and school deprivation pose a threat to achieving the Sustainable Development Goals (SDGs) which the United Nations set in place in 2015 to unite the globe in successfully attaining prosperity for all by 2030. The fourth goal is for inclusive and quality education for all.

In Kuwait’s case, learning deprivation for April 2024 was measured at 49% and school deprivation was 3%. In order to ensure education is a priority, each child needs the opportunity.

How are Bidoon Children Facing Disadvantages?

An article by Aisha Elgayar for Arij emphasized the difficult lifestyle of the Bidoon children, described as “living in the shadows” of a lavish country surrounding them. Inherited restrictions put on them keep them from receiving basic rights like education, general employment and birth/marriage certificates.

Along with restricted access to economic freedom and political rights, the Bidoon also face health concerns due to limited supply of fresh water and electricity. The lack of data regarding the Bidoon community also reflects in the lack of aid they receive.

One can see child poverty in Kuwait through the Bidoon population, which was between 83,000 and 120,000 as of August 2024. The continued negligence to these undocumented children indicate ill-equipped schools and unequal circumstances.

Solutions

UNICEF, UNESCO and the World Bank created the RAPID strategy in response to COVID-19 to solve learning issues at the source for each child. This framework represents mending the five parts of education reconstruction; Reach, Access, Prioritize, Increase and Develop. Before COVID-19, findings showed that learning at an accelerated rate was possible in the Middle East. The steps from this program ensure that each student is practicing foundational skills.

RAPID prioritizes reaching every child, assessing learning levels regularly, focusing on teaching the fundamentals, increasing efficiency of instruction and developing psychosocial health.

In regards to marginalized and stateless groups such as the Bidoon population, the RAPID strategy works to transform the way these children learn and breaks down barriers that hold them back from accessing education. The World Bank and UNICEF support a “reach-all” initiative, entailing multiple modes of learning and flexible learning programs. UNICEF’s RAPID’s 2024 findings show that the RAPID framework has been established in Kuwait.

After Kuwait shut the Bidoon out of public education in 1992, efforts have been made to advance their right to education. For example, in 2014, the Katateeb Al-Bidoon Initiative, which Yusuf al-Bishiq led, created an after-school program for Bidoon children for one short semester, but its lifespan provides insight into how a transformative future is possible. Katabeeb al-Bidoon embraces a practical system that could be successful if implemented in the future.

Looking Ahead

While statistically, Kuwait is one of the leading countries in the Middle East in wealth and income, learning poverty highly impacts Bidoon children. Hopefully, UNICEF’s RAPID strategy will eliminate learning poverty among the Bidoon in Kuwait moving forward.

– Rachael Wexler

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

Photo: Flickr

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Higher Education in North Korea

Higher Education in North KoreaWhen it comes to global poverty, it is upon that a focus on education is key for increased sustainability in developing countries. There are many initiatives in place across the globe from UNICEF and the United Nations that aim to promote access to higher education in many low- and middle-income countries. In fact, about $12.2 billion USD of global aid has been dispersed to education initiatives in developing nations in 2022-23. There are many cases for the importance of access to higher education, and it is an important focus for those who fight global poverty. One of the world’s most impoverished nations, The Democratic People’s Republic of Korea (DPRK), has some of the harshest educational restrictions. Higher education in North Korea is a spectacle but remains an underrated focus for the fight against extreme poverty.

There are many misconceptions about North Korea, and it can be difficult to remember that The Hermit Kingdom is one of the most mysterious places on Earth. While it is true that the Democratic People’s Republic of Korea is a dictatorship, it is important to remember that North Korean citizens are, in fact, people. Access to an equal education on the basis of merit remains a human right and when those rights are violated, it is the duty of wealthy nations to protect those rights.

Equal Opportunity Education

While North Korean literacy rates are at an astonishing 100%, education is not a right in North Korea. Higher education in North Korea is for only those at the top of the songbun, a caste system. The DPRK divides citizens into 51 social classes, with three primary castes known as Hostile Wavering and Core. Songbun status directly affects everything in North Korea and is based on qualifications such as familial ties to South Korea, physical appearance, disability, and, of course, loyalty to the Kim regime.

One North Korean defector, Ms. Kim Chong-kum, reflects on how her level in the songbun hurt her chance at higher education in North Korea in a 2001 interview. Allegedly, her grandfather fled to South Korea during the War, and she had known from a young age that she would never advance academically, no matter how hard she tried. She wanted to be a teacher and dreamed of attending the revered Kim Il Sung University, though she had given up by the time of her graduation. She went into construction.

Higher Songbun and Higher Education in North Korea

While less than a third of the country has access to higher education in North Korea, there is no promise that someone receive entrance. Privilege to apply does not mean right to acceptance. While only Core families (of which make up about 28% of the population) can apply for colleges in the DPRK, an application alone does not mean that a student will receive an acceptance. Students in Pyongyang, North Korea’s capital city and reserved only for those of the highest social standing, have all spoken of the high competition and low acceptance rates of colleges, especially Kim Il Sung University.

What Occurs in North Korean Universities?

Many call North Korea The Hermit Kingdom as it has restricted access to the internet, as well as limited and controlled domestic and foreign student interaction, which has led to a significant lack of information about what exactly goes on inside of higher education institutions in North Korea.

Documentarians, who sometimes receive special permissions, often experience heavy censoring and threats when recording footage. BBC’s Rupert Wingfield-Hayes learned he would not be able to leave campus unless he deleted footage that authorities deemed disrespectful or offensive. As outsiders, there is more information about what North Korean education lacks than includes, other than extensive history and knowledge of the Kim Regime, worshipping the family as Gods. Mi-ran, a defector who had gone through university and taught at schools, did not know how children were conceived at the age of 26, but had learned that being North Korean is a blessing and that the ruling family are religious figures.

Those who are loyal to the regime, garner exceptional grades and accolades, and have incredible songbun, receive the most privileges during their higher education in North Korea, including leaving the country. A man by the name of Hyunseung Lee went to Kim Il Sung University and served in the military, and he and his family received access to Beijing in 2014. One of the rarest opportunities, the regime fears defection or any external influence, as the citizens with the most access to North Korea’s inner workings are the most dangerous to run away. Hyunseung Lee’s family escaped during their stay in China, and soon later his uncle had been sent to a prison camp while his hostage family begged for him to return on state media. The year 2024 was the next time students had travel opportunities through an exchange program with Russia. 

Many North Koreans Cannot Access Higher Education

Not only does 70% of the DPRK lack the opportunity to apply to some form of higher education, but the patriarchal okwa, members of the Central Worker’s Party, recruit many middle and high school girls in the Core class to serve the Kim family, which includes sexual slavery. Education and poverty are increasingly gender biased in many patriarchal countries, and North Korea is not an exception to the harsh conditions girls and women face, including exclusion from education opportunity.

The Choson Exchange

Singapore-based North Korean rights group Choson Exchange is one of the few NGOs allowed through the borders of the DPRK. Aimed at those who are in schools in North Korea, Chosen Exchange works directly with the North Korean government to aid and uplift those who want to be entrepreneurs, as North Koreans themselves understand how education can promote economic growth. Working in country with webinars and lectures, North Korean students are even selected to leave the country, allowing them an actual look into the outside world. This includes a large number of female students in North Korea, as the organization originated when Yale student Geoffrey See visited Pyongyang during his studies and met a young woman who dreamed of owning a business.

Since 2007, more than 500 North Koreans in country have accessed foreign cultural exchanges and an important dialogue has begun regarding the Hermit Kingdom’s links to the outside world. It has been five years since the program stopped working in North Korea due to the closure of its borders in response to COVID-19. However, it pivoted to online education efforts and will likely resume operations in the country following the lift on COVID-19 travel restrictions.

Looking Ahead

It can be hard to feel hopeful when North Korea does not allow any humanitarian aid, but demands for increased access to education for North Koreans is an important step. Organizations like Choson Exchange are working tirelessly inside of the country to remind the citizens that there is hope, even when it is harder to notice.

– Isaiah Rice

Isaiah is based in Ottawa, ON, Canada and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr

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Tackling Illiteracy Rates in South Africa

illiteracy rates in South AfricaAlthough there has been a rise in literacy rates over the past fifty years, UNESCO data shows that there are 763 million adults worldwide who still cannot read or write. Sub-Saharan Africa has an illiteracy rate of 34% as it currently stands, with illiteracy rates in South Africa being 10.2%, roughly around 3.9 million adults. However, all is not lost and conscious efforts are being made by the people to improve the literacy rate. Multiple NGOs are working hard to fix the problem.

Root Cause of the Problem

During apartheid, the South African government implemented many policies that allowed for racial segregation and discrimination to take place, in the education system and other governmental systems alike. In 1953, the government announced the Bantu Education Act which replaced local schools with more schools under government control to decrease learning opportunities for black students.

According to a Stanford University article, 96% of teachers held education certificates in white schools compared to a measly 15% in black schools.

Unfortunately, the legacy continues today, with schools having inadequate infrastructure, overcrowded classrooms and a shortage of qualified teachers. Barriers such as hunger and malnutrition further exacerbate the problem of illiteracy in South Africa.

Empowerment Through Education

Many different charities are currently working hard to tackle the problem of the illiteracy rate in South Africa. MySchool MyVillage MyPlanet community program work continuously supports and raises funds for schools, charities and welfare organizations. Most recently it cooperated with different organisations to tackle the issue. The program collaborated with Builders and most recently created three Grade RR classrooms for a non-profit school in Cape Flats. Adri Marais, CEO of the school Christel House stated: “These top quality grade RR classrooms are putting an additional 60 students per year on a pathway out of poverty.”

Relate Bracelets and Shine Literacy are two non-profits that have also collaborated to help tackle illiteracy rates in South Africa. Relate Bracelets is an organization creating handmade bracelets whilst providing employment opportunities for underprivileged individuals, its focus is to create sustainable initiatives. Shine Literacy focuses on early intervention programs which support reading and writing skills for Grade 2 and Grade 3 students.

Although the program ended, the two organizations worked to raise funds and awareness for literacy initiatives. This collaboration aimed to encourage the culture of reading amongst children, and its main goal was to create a nation of lifelong readers and learners.

Nal’ibali

Nal’ibali, a national reading campaign in South Africa has been making strides to improve the literacy rate in the country. Nal’ibali aims to create and nurture a culture of reading in children and for all children to have positive experiences with stories and reading books.

In 2022, Nal’ibali reached more than 22 million people (37% of the target) through radio, television and by distributing material to read. The organization also reached more than 2 million children (75% of the target) through children read to on World Read Aloud Day, as well as various reading programmes and partnerships. It frequently collaborates with PRAESA to develop and implement literacy programs, and the partnerships help to make their initiatives more accessible for everyone.

Unified Efforts

South Africa has taken many legislative and policy measures to address the illiteracy rate and alleviate the problem. In September 2024, President Ramaphosa signed a law which made one year of pre-primary education compulsory. In 2024, the Basic Education Laws Amendment Act was also enacted to introduce compulsory education, regulated homeschooling and the abolition of corporal punishment backed by fines.

Despite these advancements, challenges still exist when it comes to tackling illiteracy rates in South Africa. A significant literacy gap remains and unified efforts are necessary to end the problem. The enactment of the Basic Education Laws Amendment alongside the combined efforts of the multiple organizations mentioned in this piece demonstrates a commitment to reducing the illiteracy rate and nurturing a culture of reading across the country in general.

– Ayat Aslam

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

Photo: Flickr

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Generational Poverty in Bangladesh: The Role of Education

generational poverty in bangladeshGenerational poverty persists within families across the world. This cycle of generational poverty is perpetuated by many factors, including inadequate health care, economic challenges and, most importantly, access to education and the quality of education. Moreover, the National Center for Children in Poverty (NCCP) states that individuals who grow up in low-income families are more likely to experience poverty in early adulthood, suggesting the grave impact of generational poverty.

However, research shows that education can and does break poverty cycles. UNESCO-led research has proven that 171 million people worldwide could escape extreme poverty by completing secondary education. Education is pivotal in transforming the cycle of generational poverty and hunger. Education is a crucial lever for economic improvement and social change. It provides individuals with skills and knowledge to secure a better livelihood for families combating poverty. Early childhood education is among the best options for tackling long-term and generational poverty. The impact of foundational learning has long-term success and breaks poverty from an early age. Bangladesh has made significant growth in terms of early childhood education and development.

Generational Poverty in Bangladesh

Although Bangladesh has made great strides in combating poverty, half of the population is “vulnerable to poverty.” Economic growth has contributed to poverty reduction but has slowed down; between 2010 and 2016, GDP growth rapidly increased while poverty reduction decreased. The change in economic sectoral composition further explains the progress in poverty reduction across Bangladesh.

In addition, urban areas saw minimal progress in reducing poverty, while other areas in Bangladesh were making significant progress. In urban areas across Western Bangladesh, there has been significantly faster progress in reducing family size and access to education. Rural and remote areas face school shortages, infrastructure and trained teachers. Children in these areas often lack access to quality education.

Many impoverished families cannot afford education costs, such as tuition, books and transportation. Therefore, child labor, especially amongst young boys, has remained a common practice. Families rely on income from their children’s labor to survive. According to a UNICEF report, 51% of women in Bangladesh were married before turning 18, and around 18% are under the age of 15. With young women in Bangladesh, there is a clear link between schooling and early marriage. The encouragement of girls to pursue motherhood rather than education is high; many cannot attend school because of pressure and financial incapability.

Government and NGO Initiatives

The government of Bangladesh provides free and compulsory primary education for all. This initiative has increased enrollment rates significantly from 80% in 2000 to 98% in 2015. The government also financially supports families who are in extreme poverty. UNICEF states that “more girls are going to school and staying in school than ever before.”

BRAC offers free non-formal education for students. This initiative focuses on providing children with schooling, those specifically not in government education or private schools. The organization supports “about 23,000 schools across all 64 districts and has 700,000 students enrolled in Bangladesh.”

Moreover, the Employment Generation Program for the Poorest, a government-led initiative supported by the World Bank, significantly reduced poverty and improved household resilience in Bangladesh. It also provided vital short-term employment for people during critical periods, particularly focusing on helping vulnerable rural populations.

Conclusion

Education is a powerful tool for breaking the cycle of generational poverty in Bangladesh. Through government’s and NGOs’ efforts to improve socio-economic conditions, education can transform individuals and entire communities. However, to fully solve the issue of generational poverty, challenges must be addressed on a deeper scale, through sustained investments and policies.

– Gufran Elhrari

Gufran is based in London, UK and focuses on Politics for The Borgen Project.

Photo: Unsplash

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Tackling Learning Poverty in Lesotho

Tackling Learning Poverty in Lesotho In Lesotho, 97% of children struggle with learning poverty, which the World Bank defines as the inability to read and understand simple texts by age 10. Despite efforts to increase access to basic education, the learning poverty rate remains alarmingly high, driven by systemic challenges in education and socio-economic disparities.

Causes of Learning Poverty

While primary education (grades 1-7) is free in Lesotho, many students fail to complete their studies and even fewer transition to secondary education (grades 8-10). There are two leading causes of large declines in students:

  1. Poverty. Many families often cannot afford indirect school costs such as transportation and uniforms. Many children leave school to work and support their families or drop out due to teenage pregnancy—both of which have a high correlation with poverty.
  2. Orphanhood. Lesotho has a high prevalence of HIV/AIDS and in 2021 alone, 110,000 children were orphaned due to the disease. This loss of parental support forces many children out of school to care for siblings or find work.

Few primary schools in Lesotho offer pre-primary education, limiting access. Students in pre-primary education face the same challenges as older students, such as being unable to afford books or transportation. The shortage of schools across all grade levels caused significant overcrowding, a problem that began in 2009 after free primary education was implemented. The government failed to allocate enough funding to prepare school infrastructure for the influx of students. Overcrowding has also caused a shortage of qualified teachers. While many teachers work in schools, they are not enough to adequately educate all students. Additionally, many teachers lack the literacy and mathematical skills necessary for effective instruction, compromising the quality of education. The lack of training opportunities worsens the issue, leaving many educators without proper qualifications.

Initiatives Tackling Learning Poverty

  • Basic Education Strengthening Project. This initiative focuses on improving student retention and teaching quality in junior secondary schools across Lesotho. It also supports the introduction of a new curriculum in Early Childhood Care and Development (ECCD) to strengthen early education delivery. Funded by a $7.1 million grant from the Global Partnership for Education (GPE), the project aims to address foundational issues in the education system. While the GPE’s funding concludes in February 2025, ongoing efforts will be supported by the Lesotho Education Improvement Project.
  • Lesotho Education Improvement Project. Approved in July 2024, this project builds on previous initiatives led by the Ministry of Education and Training. It seeks to improve the quality of education and enhance learning conditions for high-priority students. The project intends to support the construction of infrastructure that will be able to support a growing student population. Construction will consist of 189 classrooms, 1,140 restrooms, 48 laboratories and 10 workshops. These facilities are expected to benefit more than 100,000 students in primary and secondary schools across the country. The project is primarily financed by $20 million from the World Bank Group’s International Development Association (IDA). 

The Ministry of Education and Training also provides the Orphans and Vulnerable Children Education Grant, which covers costs for uniforms, books, transportation and secondary education fees for children in need. This program ensures that financial barriers do not prevent access to education for the most disadvantaged students.

Moving Forward

Efforts to combat learning poverty in Lesotho extend beyond education, incorporating proposals to address the health and well-being of children. By combining infrastructure projects, curriculum reform and targeted support for vulnerable students, Lesotho aims to tackle learning poverty at its roots. These initiatives reflect the country’s commitment to providing a brighter future for its children.

– Nivea Walker

Nivea is based in Elon, NC, USA and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr

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Solving the Illiteracy Crisis in Brazil

Illiteracy in BrazilIn a study conducted by Anísio Teixeira National Institute for Educational Studies and Research (INEP), the results from 2021’s National Learning Assessment showed that about 56% of Brazilian students were not literate. Illiteracy in Brazil has become a concerning issue as literacy is a key skill that can facilitate higher education, higher-paying jobs and, in general, an escape from poverty. Nevertheless, there are areas of deprivation in Brazil where education is not as comprehensive as it could be. 

Furthermore, because of the pandemic, which started in 2020, schools in Brazil have been struggling to help their students get up to speed after some years of intermittent attendance. Brazilian schools sometimes suffer from resource scarcity, creating educational inequality. Pupils of schools that benefit from more wealth and allocation of funds generally receive better results than schools with fewer resources, often situated in more deprived areas. 

Though this is typically the case, educators also make do with what they have. All schools have the opportunity to get good results. However, inequality poses a challenge to achieving total literacy in Brazil. 

Adult Illiteracy in Brazil

One issue that is globally prevalent is functional illiteracy. This differs from “absolute” illiteracy in that, while someone may be able to read, they struggle to interpret the information or to read between the lines. The Brazilian Geographical and Statistics Institute (IBGE) states that not finishing 4th grade schooling is one of Brazil’s most significant indicators of adult functional illiteracy.

This means that those who complete at least the 4th grade or equivalent have a much better chance of being functionally literate, a key to being a productive citizen who can contribute even more to the greater society. Nevertheless, in one study, 8% of Brazilians aged 15-64 were not able to read or write, making them absolutely illiterate. Absolute illiteracy in Brazil is a significant factor that contributes to social exclusion and generally worse outcomes in life. Thus, this needs to be addressed urgently. 

The Brazilian Government’s Promise to Reduce Illiteracy

The Brazilian Ministry of Education (MEC) has begun to support the ongoing effort to increase children’s literacy using various approaches. These approaches range from funding scholarship programs to providing educators nationwide with additional resources to capacitate students to read and write entirely. The promise intends to get all children to be literate upon completing 2nd grade. 

The MEC can achieve its goal by working with a wide variety of professionals working in the educational sphere, from teachers to experts in universities and municipal representatives.

Lemann Foundation

Supporting the work done by the government to eradicate illiteracy in Brazil, the Lemann Foundation is a charity based in Brazil that aims to reduce the vast inequality by making sure all children can read by the 3rd grade. Its work includes supporting initiatives with partnerships in the third sector that strive for equality, especially for those with illiteracy in Brazil. 

According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), there are 754 million illiterate adults worldwide, nearly 10% of the population. Despite this, reading is an essential skill in almost all the most desirable jobs. Literacy opens doors to better education, career and critical thinking. Therefore, it is equally vital that illiteracy is eradicated so that poverty can also be eliminated. With that said, illiteracy in Brazil is part of a worldwide cause for concern about literacy inequality.

– Callum Bennett

Callum is based in Colchester, Essex, UK and focuses on Global Health and Politics for The Borgen Project.

Photo: Flickr

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Education Programs Fighting Period Poverty in Cuba

Period Poverty in CubaEstimates indicate that around 500 million women and girls suffer from period poverty globally. This has been acutely apparent in Latin America; a quarter of school-aged girls did not attend classes in Brazil during their periods due to a lack of sanitary products. Similarly, a study conducted in 2021 revealed that about 20% of “girls in rural Dominican Republic missed two to three school days each month during menstruation due to lack of access to sanitary pads.”

However, many Latin American states have made significant progress, with value-added tax (VAT) and “pink taxes” being eliminated in countries like Mexico and Colombia. Further, governments in Uruguay and Brazil are distributing menstrual kits and free sanitary products to those in need.

Period Poverty in Cuba

Cuba has no menstrual taxes. However, this does not mean female hygiene products are widely accessible. Period pads or “intimates” as they are called in Cuba, are included in the state rationing program. A monthly allocation of 10 sanitary towels is given to females ages between 10 and 55. This is often insufficient. Period pads tend to be the preferred period product for Cuban women; thus, low national production rates and high import prices on the black-market spell trouble for people who menstruate.

Additionally, access to water, sanitation and hygiene (WASH) facilities in Cuba contributes to this period of poverty. Oftentimes, women and people who menstruate are not able to maintain good levels of personal hygiene during their periods and do not have enough sanitary products. Water shortages and scarcity are common in Cuba, with outdated sanitation systems and corroded pipes causing water losses of 60% of supply. Around 27% of households “only receive water less than four days a week,” while 40% “receive it between four and six days.” Most Cubans do not have access to a reliable water supply in their homes.

In the wake of this acute lack of access and worsening period poverty in Cuba, as well as government silence over the issue, many education programs fighting period poverty have been launched. The focus of this has been on giving participants the skills and advice they need to overcome the barriers they face during their periods and end the shame surrounding menstruation.

Copas Para Cuba Initiative

Copas Para Cuba or Cups for Cuba was set up by La Mina and Tercer Paraíso as part of an international project to promote sustainable development initiatives. This scheme organized menstrual health workshops to combat shame around periods and the lack of knowledge surrounding the use of menstrual cups, highlighting the benefits of using them over more traditional sanitary products. There is also a great emphasis on emotional, physical and reproductive health, with these workshops providing an inclusive and safe environment for women to come together and have an open dialogue.

Free menstrual cups are distributed during these sessions, which help widen access to these costly products in Cuba. Since the launch of Copas Para Cuba in 2021, 37 women have become ambassadors for the initiative, “70 gatherings have been organized and roughly 1,300 cups have been delivered to women and girls.” This will have a significant impact on improving period poverty on the island, with thousands of women now having access to a period product that is reliable, safe and hygienic.

This initiative will also help reduce low school attendance among menstruating girls, as many will now feel secure attending school during their periods. This is an excellent example of an education program addressing period poverty in Cuba. It combines educational workshops, the distribution of period products and female empowerment to create a successful, multifaceted approach to a complex social issue.

Cuba Positive Periods Program

The Cuba Positive Periods Program or Iniciativa Duenas was organized by the Steve Sinnott Foundation and led by Norma Guillard, Naima Guillard and Rosaida Ochoa Soto. This scheme aims to train Cuban women to make their own reusable, long-lasting and sustainable period pads. This initiative was conducted online and women from various political and interest groups participated. It “facilitated a space for conversations about how to make their reusable period pads and menstrual health for young people.”

The project also emphasized the benefits of these products for older adults, especially those recovering from surgery or with bladder issues. Much of this learning took place through WhatsApp, harnessing the power of technology to reach a wider audience. Given the restricted access and fluctuating availability of disposable sanitary towels in Cuba, arming those who menstruate with the skills to be able to make their own is another novel strategy to reduce the impacts of period poverty.

Care International Workshops

Similarly, Care International organizes workshops to answer questions and queries about using menstrual cups, hoping the participants would share this information with thousands of other women after the meetings. It encourages using sustainable, reusable female hygiene products, menstrual cups, period underwear and reusable pads. Great emphasis is placed on respect for women, how all bodies are different and how this influences the suitability of certain period products for some people.

Recently, 100 women leaders and activists met in one of CARE International’s workshops in Matanzas and Pinar del Río provinces. By emphasizing the importance of grassroots organizations, “CARE is helping to increase women’s participation in different social spaces and promote respect for the rights of women and minorities.”

Conclusion

Education programs fighting period poverty are a very effective tool in Cuba, where period products are scarce, rationed and very expensive on the black market. Novel approaches are necessary so that people who menstruate can continue to live as usual while maintaining good personal hygiene. Movements and initiatives like Copas Para Cuba, Iniciativa Duenas and Care International workshops have opened Cubans’ minds to alternative approaches and made more sustainable and reliable products like menstrual cups more accessible.

They have effectively attempted to tape over the gaping holes left by the public health service’s refusal to address the issue of period poverty. However, there is still much left to do. Government-level support could significantly address this issue at a structural level. Such aid could prevent poor school attendance among girls during their periods and improve personal hygiene, especially during water shortages.

– Ciara Howard

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

Photo: Flickr

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Addressing Challenges in Higher Education in Nepal

Higher Education in Nepal
Higher education is crucial for the overall development of Nepal as it cultivates human resources essential for managing the country’s remaining resources. Yet, Nepalese educational institutions face several significant challenges that drive students to seek opportunities abroad rather than studying at local universities. The university education system in Nepal is engendering deep distrust in academics and thus prompting a critical examination of its effectiveness. This essay is going to introduce five critical issues that hinder the effectiveness of higher education in Nepal.

Over Rapid Expansion of Enrolment

The rapid increase in student enrollment has outpaced the capacity of educational institutions, leading to overcrowded classrooms and strained resources. Many Nepalese educational institutions suffer from inadequate physical and educational facilities, including a lack of well-equipped libraries, classrooms and even basic amenities like toilets.

This exacerbates the challenges that educators face, as high student-to-teacher ratios make it difficult for teachers to tailor their methods to meet individual student needs. As a result, insufficient resources limit students’ opportunities to engage in cutting-edge research and apply their knowledge practically.

Under-Funding and Outdated Courses

Financial constraints significantly impact the quality of higher education in Nepal. Nepal spends only about 3.5% of its GDP on education, with a mere fraction allocated to higher education in Nepal. The majority of funding goes to a single institution, Tribhuvan University, leaving many other institutions under-resourced and unable to provide quality education.

This chronic underfunding affects the availability of modern teaching materials, research facilities and even the maintenance of existing infrastructure. As a result, students often find themselves in environments that do not support their academic and professional development, prompting them to seek education abroad where funding and resources are more robust.

The educational landscape often features outdated courses that do not align with the global job market’s demands. A lack of specialized programs, particularly in the field of technology and science, hampers students’ specific career aspirations. Additionally, administrative challenges lead to delays in conducting examinations and publishing results, further complicating the educational experience. These inefficiencies create an environment of uncertainty for students, who may find it difficult to plan their academic and career paths. The need for effective management and timely administrative processes is critical in ensuring that students receive the education they deserve.

Irrational Structure of the System

The design of courses and curricula often lacks coherence and modern relevance. Higher education in Nepal exhibits a notable emphasis on theoretical instruction at the expense of practical knowledge. Graduates may find themselves lacking hands-on experience and practical skills that are crucial in the professional realm. This disconnection between education and the job market likely further exacerbates the challenges that the graduates may have when they are seeking employment.

Quality Erosion

The expansion of educational institutions following the restoration of democracy has not been matched by a corresponding increase in quality. This decline in standards leads to a lack of trust in the academic system. Many prospective students are now questioning the value of a local degree, prompting them to explore educational opportunities abroad. The erosion of quality in higher education in Nepal not only affects individual students but also has broader implications for the country’s development, as it undermines the very foundation of human resource cultivation.

Impact of Poverty on Access of Higher Education

Low income remains a significant barrier to accessing higher education in Nepal. Many families cannot afford tuition fees, textbooks and other educational expenses, and this forces the students to abandon their academic dreams. The financial strain often compels students from low-income backgrounds to prioritize immediate employment over education and thus perpetuating a cycle of poverty.

Additionally, rural students face even greater challenges, including the costs associated with travel and accommodation in urban centers where most universities are located.

The government of Nepal with the assistance from the International Development Association (IDA)/World Bank, initiated the Second Higher Education Project (SHEP) in 2015 to tackle these challenges:

  • Increase Funding: the government could allocate a larger percentage of its GDP to education, ensuring more equitable distribution of resources across institutions.
  • Scholarship Programs: establishing scholarship programs aimed at low-income students could help alleviate some financial burdens, enabling more individuals, especially the under-privileged ones, to pursue higher education.
  • Curriculum Reforms: updating curricula to meet current job market meds and emphasizing practical skills can enhance employability for graduates.
  • Managerial Training: providing training for education administrators can improve the efficiency of processes within the institutions and enhance the overall management effectiveness.

Transformative Government Initiatives to Elevate Education Quality

The Nepalese government has actively tackled the challenges in its education system by launching several targeted initiatives. These don’t all relate to higher education in Nepal specifically but improvements on Nepal’s overall education system may be a good starting point for Nepal to improve its higher education system as well.

  • Community School Programs: The Community School Program is a fundamental aspect of the strategy of the Nepal government to provide free education to disadvantaged students. The Community School Program is a fundamental aspect of the strategy of the Nepal government to provide free education to disadvantaged students. It has enrolled more than 50,000 students from underprivileged backgrounds. This program offers free education alongside essential resources such as textbooks, uniforms, and meals, to the students in rural areas. Therefore, this program has successfully raised enrolment an reduced dropout rates.
  • Digital Classrooms: To modernize education and close the digital divide, the government has introduced digital classroom initiatives in select schools, primarily in urban locations. These classrooms are equipped with interactive whiteboards, projectors, and e-learning tools.  These advances allow teachers to enhance their lesson delivery and reduce administrative tasks. While this initiative shows promise, broader implementation in rural areas is necessary for a nationwide impact.
  • Teacher Training Programs: Many rural schools struggle with a shortage of qualified teachers, resulting in poor quality education and elevated dropout rates. Therefore, the Nepalese government has launched several training programs for teachers aimed at enhancing the teaching quality. These programs emphasize pedagogical skills, curriculum delivery and the utilization of digital resources. Also, incentives are offered to motivate teachers to work in remote and underserved areas.
  • The Bank’s Program for Results (PforR): The reforms supported by the PforR have been integrated into the Nepalese higher education program. Measures include targeted scholarships for the poor, examination standardization, curriculum reforms, a single subject certification policy, strengthened assessment systems and encouragement for teachers to dedicate more time to teaching. In March 2023, the World Bank endorsed the School Sector Transformation Program Operation to assist the Government’s School Education Sector Plan (2023-27). The program’s successful implementation and its reforms highlight the importance and effectiveness of collaboration and co-financing between the World Bank and its partner organizations.

Looking Ahead

Addressing these challenges is crucial for enhancing the quality and competitiveness of Nepalese higher education. By investing in infrastructure, updating curricula, and ensuring quality faculty, Nepal may be able to create an educational ecosystem that retains local talent. Furthermore, there is the potential to attract international students, ultimately contributing to the nation’s growth and development.

– Hoi Ieng Chao

Hoi is based in Macau and focuses on Technology and Global Health for The Borgen Project.

Photo: Flickr

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Bridge International Academies: Education and the Poverty Cycle

Bridge International AcademiesAccess to quality education can transform lives, offering children in low-income communities a way out of poverty. Studies reveal that individuals with higher levels of education earn more, live healthier lives and contribute to their communities. However, educational inequality still hinders millions of children from accessing quality schooling, making it challenging to break the poverty cycle. The following explores the success stories of organizations like Bridge International Academies, where education has changed communities and highlights the obstacles that still prevent it from reaching all who need it. 

Transforming Lives in Low-Income Communities

The link between education and poverty alleviation is well-documented. Children who receive quality education acquire skills to secure better jobs, earn higher incomes and lift themselves out of poverty. In countries such as Bangladesh and Kenya, organizations have invested in educating children from impoverished backgrounds to create generational change.

For example, the nonprofit organization Bridge International Academies in Kenya provides affordable, high-quality education in underserved communities. With more than 500 schools across Kenya, Uganda and Nigeria, Bridge International has helped students achieve scores significantly above national averages, creating a pathway out of poverty for thousands of students. Through affordable tuition, comprehensive teacher training and tech-integrated classrooms, Bridge International exemplifies how education can change the trajectory of low-income communities.

In Bangladesh, BRAC operates one of the largest education programs in the world. BRAC’s education model empowers young girls in rural villages to attend primary and secondary school. BRAC has proven that education dramatically reduces poverty and gender inequality: its alumni reveal a 30% increase in household income compared to nonparticipants, effectively breaking the poverty cycle within these communities. By prioritizing girls’ education, BRAC addresses poverty and promotes gender equity. 

Challenges

Despite these successes, significant obstacles remain in delivering quality education to all children in poverty. In many developing countries, children face barriers, including inadequate school infrastructure, a shortage of qualified teachers and insufficient government funding.

  • Inadequate Funding for Education Programs. Underfunded schools lack necessary resources like textbooks, desks and classroom materials, limiting students’ learning experiences. In Sub-Saharan Africa, about 20% of primary school-age children are out of school, largely due to underfunded education systems. Low-income communities often depend on external aid, which can be inconsistent or insufficient to meet UNICEF’s demand.
  • Teacher Shortages and Training Gaps. In many impoverished regions, schools face severe teacher shortages and available teachers may lack proper training. A well-trained teacher improves student outcomes, but in places like rural India and Sub-Saharan Africa, underqualified teachers remain a common challenge. In response, organizations such as Teach For All recruit and train local educators to improve teaching quality in low-income communities.
  • Gender Inequality in Education Access. Girls in low-income regions face additional hurdles, such as early marriage, household responsibilities and cultural biases that prioritize boys’ education over girls’. According to UNESCO, girls make up 48% of the global out-of-school population. Programs like BRAC’s girls’ education initiatives work to reverse these ongoing trends by ensuring girls receive equal access to education, empowering them to contribute economically and socially to their communities.
  • Impact of Conflict on Education. Conflict-affected regions suffer severe setbacks in education access, as schools may be destroyed, occupied or unsafe for children. For instance, in countries like Syria and Yemen, millions of children cannot attend school due to ongoing violence. Organizations like UNICEF provide emergency education resources in these areas, but the instability makes it challenging to establish consistent educational progress.

Moving Forward

Ending poverty through education requires global cooperation and sustained investment in educational access and quality. Governments, NGOs and private organizations must work together to fund schools, train teachers and ensure equitable access to education. Programs that prioritize marginalized groups, improve teaching quality and address barriers like gender inequality and conflict could create the most substantial impact.

Countries that prioritize education see the rewards in their workforce, economy and social development. Bridge International Academies, BRAC and Teach For All demonstrate that breaking the poverty cycle through education is possible. While significant challenges remain, these success stories underscore the transformative power of education in reducing poverty globally.

– Olivia Barker

Olivia is based in the UK and focuses on Good News for The Borgen Project.

Photo: Flickr

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Digital Skills Training in Cameroon: Employment and Poverty

Digital Skills Training in CameroonUnemployment is a root cause of poverty worldwide, stripping individuals and families of the financial means to secure necessities. Unemployment perpetuates a cycle of poverty, where a lack of income limits opportunities for education, health care and economic mobility. For women, especially in developing countries like Cameroon, these challenges are compounded by systemic inequalities, including overrepresentation in informal jobs lacking protections like sick leave and safety nets against global economic shocks.

Unemployment, Women and Poverty in Cameroon

Globally, the COVID-19 pandemic exacerbated unemployment, with women disproportionately affected due to caregiving responsibilities and job losses in sectors with high female participation. In 2020, the equivalent of 255 million full-time jobs were lost. This has particularly affected women, those in informal employment and those in developing nations. In Cameroon, women’s labor force participation has declined over the decades and they face a higher unemployment rate of 6.1% compared to 3.8% for men.

More than 80.5% of employed women are in vulnerable positions compared to 64% of men, meaning their work lacks the protections to shield them from economic shocks. Such systematic disparities heighten the risk of poverty for women in Cameroon. Limited access to education and societal biases further compound their challenges, narrowing their pathways to stable, high-quality employment.

Digital Skills Training in Cameroon: The Benefits

The digital economy offers a transformative opportunity to address unemployment and poverty among women in Cameroon. New pathways open up for secure employment in growing sectors like digital marketing, web development, content creation and data analysis by equipping women with digital skills. Unlike informal jobs, digital professions often provide flexible conditions, opportunities for self-employment and higher income security.

These jobs empower women economically and contribute to broader economic growth by tapping into an underutilized segment of the workforce. In Cameroon, the digital economy has steadily grown, contributing 3.5% to the gross domestic product (GDP) in 2016, with even more tremendous potential for the future. However, women currently represent only 20% of digital workers, highlighting the need for targeted initiatives to bridge this gap.

Data Girl Technologies: Driving Change

Organizations like Data Girl Technologies are pivotal in this transformation. Dedicated to empowering women through digital skills training in Cameroon, Data Girl Technologies provides education and mentorship tailored to young African women. Through hands-on workshops and practical training, participants gain job-ready skills in programming, website design and digital marketing.

Data Girl Technologies creates pathways to overcome unemployment and vulnerable work by equipping women with these skills. These efforts enable women to achieve financial independence, pursue entrepreneurial ventures and contribute meaningfully to Cameroon’s economic growth.

Digital Training: A Catalyst for Poverty Reduction

Addressing unemployment among women through digital skills training in Cameroon has a cascading effect on poverty reduction. Digital professions reduce women’s vulnerability to economic shocks by providing access to secure, high-quality jobs. At the same time, the inclusion of women in the digital workforce fuels broader economic development, creating a virtuous cycle that benefits communities and the nation as a whole.

As policymakers and organizations like Data Girl Technologies continue to invest in women’s digital education, they are addressing immediate employment challenges and laying the groundwork for long-term poverty eradication. By closing the gender gap in digital professions, Cameroon can unlock the full potential of its workforce, ensuring a more inclusive and prosperous future.

– Sarah Maunsell

Sarah is based in Bristol, UK and focuses on Good News for The Borgen Project.

Photo: Flickr