Archive for category: Education

Information and stories on education.

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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

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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