Archive for category: Education

Information and stories on education.

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The Impact of the Girls’ Education Challenge in Ghana

Girls’ Education Challenge in GhanaIn Ghana, digital literacy has become essential for students aiming to thrive in the modern workforce. However, girls in rural areas face particular challenges in accessing digital tools, often due to economic barriers and traditional gender roles. Recognizing this gap, the U.K.’s Foreign, Commonwealth and Development Office (FCDO), through the Girls’ Education Challenge (GEC), has partnered with local nongovernmental organizations (NGOs) to empower girls in rural Ghana. Programs like the Discovery Project, implemented by Impact(Ed) International, alongside Worldreader, equip young girls with digital literacy skills to help them succeed in school and beyond.​

The Digital Divide in Rural Ghana

In rural Ghana, the digital divide poses a significant barrier to girls’ education, limiting their future career opportunities. Girls often have less access to technology than boys due to household responsibilities and cultural expectations. This gap restricts their learning opportunities and potential to gain the digital skills essential for today’s job market. Targeted interventions focused on girls’ digital literacy are crucial to breaking this cycle and empowering girls to overcome these barriers.

How GEC Is Bridging the Gap

The GEC, managed by FCDO, supports education initiatives specifically designed to improve access and outcomes for girls in rural areas. The GEC provides digital resources such as tablets, e-books and online learning platforms through projects like the Discovery Project. By focusing on girls’ education, the project seeks to close the digital divide, equipping young girls with the tools and confidence to participate fully in a technology-driven economy.

Partnerships With Local and International NGOs

U.K. Aid collaborates with organizations like Impact(Ed) International and Worldreader to bring digital literacy tools to rural Ghanaian schools. Impact(Ed) International, formerly Discovery Learning Alliance, provides digital educational content and teacher training to improve digital literacy in rural Ghana. Through the Discovery Project, supported by U.K. Aid, the nonprofit empowers girls with literacy, numeracy and life skills while providing access to digital learning resources. It focuses on gender-inclusive education, reaching thousands of girls across rural Ghana​.

Similarly, Worldreader’s partnership with FCDO has expanded access to reading materials for girls through e-readers loaded with educational content in local languages. These digital libraries are especially impactful in rural regions with limited access to books​.

Transforming Lives Through Digital Literacy

The Discovery Project in northern Ghana has successfully empowered girls with digital literacy skills. Since its inception, the project has reached more than 104,000 girls and established 448 Girls’ Clubs across 800 schools in 11 districts. These Girls’ Clubs provide a safe environment for girls to develop literacy, numeracy and life skills while building their confidence and ambition. Through engaging content like the “My Better World” video series, which features relatable role models, the project encourages girls to envision a future beyond traditional roles.

Evaluations of the program revealed a 3.7-point increase in self-efficacy among participating girls, who reported greater confidence, better classroom participation and stronger peer relationships. Digital literacy is more than just an educational tool—it’s a pathway out of poverty. By equipping young girls in rural Ghana with digital skills, U.K. Aid programs prepare a generation for modern careers. This empowerment not only benefits individual girls but also strengthens their communities. Girls who achieve digital literacy are more likely to secure higher-paying jobs, contribute to household income and drive local economic growth.

Conclusion

U.K. Aid is closing the digital literacy gap for girls in rural Ghana through the Girls’ Education Challenge and partnerships with Impact(Ed) International and Worldreader. These initiatives improve educational outcomes and equip girls with the skills needed to participate fully in the digital economy, contributing to long-term poverty reduction and gender equality. By providing digital resources and fostering girls’ empowerment, U.K. Aid is helping to shape a brighter future for Ghana’s next generation of women leaders.

– Safa Musa

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

Photo: Flickr

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Education Initiatives in Namibia

education initiatives in namibiaIn the southwestern African nation of Namibia, education is of vital importance. Compared to its neighbors, Namibia invests around 10% more of total government expenditures on education, at roughly 25%. Furthermore, literacy rates are 92% overall and 95% for youth. This emphasis on the nation’s youth is critical for development in Namibia because an educated population base can raise employment and boost the nation’s economy. Despite these current successes, unequal access to education and poverty remain in the country, with 17.2% of the population living on less than $2.15 per day. In response, both the government and international organizations have developed plans for education initiatives in Namibia that tackle these issues and grow an educated workforce.

Government Work

Education is mandatory for Namibians between 6 and 16 years old and is free for both primary and secondary school since 2013 and 2016, respectively. In 2023, the country announced the Safeguarding Intangible Cultural Heritage in Basic Education in Namibia and Zimbabwe program, which trains teachers in both nations and establishes a community-based style of learning which emphasizes living heritage and culture.

With this initiative, Namibia moves closer to achieving SDG 4 – access to quality education for all. In addition, Namibia has recently undertaken efforts to digitize its education system, launching “The Digital Schools” as a test project to improve “digital learning environments and enhance teachers’ digital skills.”

USAID

Despite the efforts of the Namibian government, inequalities and deficiencies in education persist. Thankfully, international organizations have stepped up to spur development through their education initiatives in Namibia. USAID has been active since the nation’s birth through its Basic Education Systems Project, helping children in densely populated and underserved regions access primary education before it was free to do so.

USAID’s Ambassador Scholarship Program finances education for orphans and vulnerable children and keeps them in school, helping them receive an equal education to more advantaged students. Finally, a Youth Development program instills in students life skills and vocational training to keep them enrolled in education.

Roger Federer and MCC

Since 2018, the Roger Federer Foundation has encouraged a smooth transition for students entering primary school through its School Readiness Initiative. It assists Namibia’s youth with enrolling and staying in school and promotes equal access between girls and boys. Furthermore, its Early Learning Kiosk offers stimulating digital learning to students at a low cost in the form of a tablet.

The Millennium Challenge Corporation (MCC), another U.S.-based development effort, spent $145 million instituting education initiatives in Namibia through its Namibia Compact. The program trained new teachers and offered new textbooks to students. While test scores and education improved somewhat, the MCC founds new facilities to often not meet the needs of Namibian communities.

UNICEF

UNICEF focuses on education at a young age, using its Integrated Early Childhood Development approach to improve nutrition, stimulation and learning opportunities for pre-primary Namibian children, especially the disabled. Furthermore, the program trains parents in skills to ensure their children’s sustained learning on the path to enrollment in primary education.

Namibia is already far ahead of most African nations in terms of education. However, inequalities exist between vulnerable and disabled populations and the rest of the youth population. With both the government of Namibia and outside organizations recognizing this issue and taking action, vast improvements in education—and development as a whole in Namibia—are sure to follow.

– Cole Zickwolff

Cole is based in Los Angeles, CA, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Refugee Education in Germany

Refugee Education in GermanyIn 2015, conflict in Syria, Afghanistan, Iraq, Libya and other places forced millions of people to leave their homes and become refugees. The flow of migrants entering Europe increased from 153,000 in 2008 to more than a million in 2015.

Education Opportunities for Refugees

During what is known as the “refugee crisis” of 2015, Germany quickly developed a culture of openness, with an emphasis on refugee education. Angela Merkel, then the country’s chancellor, introduced the phrase “Wir schaffen das” (“We can do this”) as a rallying call for the more skeptical citizens of Germany. There were many Germans at the time who doubted the capacity of the welfare state to accommodate such high numbers of new arrivals on top of the demands of the native population. However, the story of Germany’s refugee policy is considered to be one of success today. By 2018, 72% of the asylum seekers had been granted protection and the right to work in Germany. By 2020, half of the asylum seekers who had entered Germany in 2015 had found a job.

One of the central strategies Germany has adopted for accommodating and integrating its migrant population is an investment in education opportunities for refugees. According to the World Bank, there are 15 million displaced school-aged children, more than half of whom are not enrolled in education. If these children were in school, they would be less vulnerable to rights abuses like child labor, forced marriage and violence. Additionally, the consistency of attending school every day in a safe and supportive environment can restore a sense of stability and safety to children who have experienced severe trauma and life disruption.

Barriers to Integration in Germany’s Education System

Although it has been widely recognized that “access to education and language courses are … key to the success of social and labor market integration”, the German schooling system was not designed with this intention in mind. Studies have shown that the German schooling system tends to reproduce and cement already existing social and class distinctions. It can be difficult, therefore, for refugee children to move beyond the social class of their parents, even with a German education. One report cites the fact that frequent relocations in accommodations and being enrolled in a preparatory class separate from native German speakers correlated with a lower chance of gaining further qualifications after completion of the mandatory nine years.

The German Expert Council on Migration and Integration released a report in 2018 suggesting that a barrier to social integration and educational advancement of refugee children is the segregated school system. Some schools implement a parallel schooling system, in which refugee children are taught separately from their German counterparts, sometimes without any native speaker in the classroom. When it came to higher education, refugees again faced considerable barriers. Without institutional provisions like scholarships or waived costs, it was largely the work of volunteers and people working within academia that turned Germany into an example of inclusion when it comes to refugee education. There was a large consensus across academic disciplines that federal funding should be opened up for asylum seekers in Germany.

Looking Forward

Humanitarian organizations filled the gaps where federal policy failed to account for refugee education. An important example of this humanitarianism is the charity Kiron. The charity began its work in 2015, ensuring that forcibly displaced people can continue to access education online. Kiron has now provided remote education for more than 100,000 students since its founding. In 2023, it launched the free program THRIVE, aimed at upskilling displaced women in preparation for the job market.

Additionally, the United Nations High Commissioner for Refugees (UNHCR) has committed to enrolling 15% of refugees in higher education by 2030. Achieving this goal will require efforts from not only humanitarian workers but also governments to ensure inclusive education.

– Io Oswald

Io is based in Paris, France and focuses on Politics for The Borgen Project.

Photo: Flickr

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Child Poverty in Antigua and Barbuda

Child Poverty in Antigua and BarbudaAntigua and Barbuda is a country in the Caribbean with an estimated population of 103,600 people. Antigua is mainly known for its beaches and as a popular tourist destination. Tourism is the main driver of Antigua and Barbuda’s economy after sugarcane production became insignificant. In 2016, 18% of the population lived in poverty and 5% were considered indigent. However, the poverty rate in Antigua and Barbuda is lower than the average of 23% for the Eastern Caribbean.

Child Poverty

According to the United Nations Children’s Fund (UNICEF), child poverty in Antigua and Barbuda is largely affected by COVID-19, education and unemployment. In 2016, 24% of children ages 0-17 and 25% of adolescents ages 10-19 were living in poverty. UNICEF’s studies show that adolescents ages 10-19 in female-headed households were twice as likely to be poor compared to those in male-headed households. However, during the COVID-19 pandemic, child poverty rates were projected to rise to 29%.

Education

Secondary school students in Antigua and Barbuda take the Caribbean Secondary Education Certificate (CSEC) exams, which help them gain admission to colleges and universities. In 2018-2019, 27% of students passed five or more CSEC subjects, including English and mathematics. The average pass rate among Organization of Eastern Caribbean States (OECS) member countries is 28%. During the same period, the proportion of trained teachers was 48% at the primary level and 50% at the secondary level, significantly lower than the OECS averages of 72% and 60%, respectively.

Employment and Unemployment

According to UNICEF, youth ages 15 to 19 in Antigua and Barbuda were more likely to be unemployed, as there was little evidence of child labor. Instead, these youths focused on education and exploring future opportunities rather than entering the workforce. In 2016, 36% of youth in Antigua and Barbuda were employed, while 26% were unemployed. In comparison, 87% of adults were employed and 6% were unemployed. Young adults ages 20 to 24 (82%) were four times more likely to be employed than those ages 15 to 19. Additionally, 18% of youth ages 15 to 24 are classified as Not in Employment, Education or Training (NEET), with young NEETs being twice as likely to be ages 20-24 and more likely to be female.

Strengthening Education

UNICEF is focused on strengthening the education system in Antigua and Barbuda. This includes improving teaching quality, enhancing learning materials and integrating more communication technology. Post-COVID-19, UNICEF also aims to address multidimensional child poverty by working toward its eradication. It also wants to boost employability, which often relies on the tourism sector, to support continued economic growth. Additionally, in 2013, the World Bank Board of Directors approved a $10 million loan to Antigua and Barbuda to improve services for the population. Initiatives were aimed at boosting income and employability through temporary employment and training programs.

In Antigua and Barbuda’s 2021 Voluntary National Review (VNR), the government outlined several development goals under the theme “Leaving No One Behind.” These goals included no poverty, good health and well-being, quality education, gender equality and decent work and economic growth. For each goal, the VNR provided examples of the country’s commitment to achieving them. To address poverty among women and children, the government introduced the Social Protection Act of 2020 and a social security scheme aimed at reducing the 24% child poverty rate in Antigua and Barbuda.

Government Actions

In an effort to improve the quality of education, the government ensures universal access to primary and secondary education. It launched the One-Stop Education Center (OSEC) and the Financial Inclusion and Empowerment Center. These initiatives aim to reduce youth unemployment and lower the teenage pregnancy rate (27.7 per 1,000 among ages 15-19). The Social Protection Act of 2020 and the Antigua and Barbuda Labor Code promoted gender equality and improved employability for women and girls. To reduce unemployment rates (8.7% overall), the Financial Inclusion and Empowerment Centre provided opportunities for unemployed women and young women. The government also introduced new training programs to boost youth employment. In “Leaving No One Behind,” the government aims to monitor progress until 2030. This initiative seeks to promote social protection, end extreme poverty, reduce inequalities and address discriminatory behaviors in communities.

– Indira Smith

Indira is based in Manchester, UK and focuses on Global Health for The Borgen Project.

Photo: Pixabay

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Solar Power in Uganda Supports Educational Goals

Solar power in UgandaRefugees often seek resettlement services after natural disasters and war-related events. Individuals and families use these resettlement services to relaunch their lives and to find stability after disaster events. However, most resettlement encampments need a reliable connection to a power supply and internet services to serve refugee populations. Without these resources, staff may struggle to onboard new members and refugees may struggle to reconnect with society.

Good Actors and Initiatives

Jon Paul Ojok developed a mobile solar power box to supply electricity to students in West Nile region in Uganda. Drawing on his experience as a developer at the United Nations High Commissioner for Refugees (UNHCR), Ojok created a device that can be easily moved through neighborhoods and communities to provide affordable internet and electricity to remote villages and camps. Ojok’s solar power box allows students to access course materials and complete assignments. The long-term success of these students will contribute to the goal of upward mobility and the growth of local communities. The solar power box also provides stable electricity and internet to UNHCR staff, enabling them to connect with and retain more refugees for resettlement services.

The Mobile Solar Computer Classroom (MSCC) is a similar initiative serving Ugandan students. For this project, solar panels are attached to an all-terrain vehicle equipped with computers and a router. The project has improved digital literacy and academic performance in local schools. Since 2008, MSCC has trained more than 37,000 students, 200 teachers and 2,000 out-of-school youths in more than 80 schools and 20 libraries. Approximately 70% of the schools MSCC has worked with have seen improved academic performance at the national level.

Impacts of Solar Initiatives

According to the World Bank, about 41.3% of Ugandans lack access to electricity. Uganda’s power grid, though operational, is not always stable, with professionals and students most likely to experience service interruptions. As more people enter the country, innovations in solar power will help reduce stress on the grid and improve the ability of both native Ugandans and refugees to work toward a middle-class life.

According to Uganda’s Energy Transition Plan, educational and industrial advancements made possible by solar power will improve living standards. Enhancing the country’s grid infrastructure will increase the reliability of clean energy connections in the next 10 to 30 years. This will enable Uganda to better support transitioning its youth and students into a self-sustaining, independent workforce.

Final Note

Solar power in Uganda will lead to more equitable access to essential resources such as electricity and internet services. As access improves, students across all regions will receive a stronger foundational education, promoting the resilience of future generations. Expanding solar power to more remote locations ensures no person or family is left behind, increasing the region’s chances of securing a just, peaceful and equitable future.

– Karina Dunn

Karina is based in Mesquite, TX, USA and focuses on Technology and Solutions for The Borgen Project.

Photo: Flickr

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Vocational Education Centers in South Korea

Education Centers in South KoreaIn South Korea, three types of vocational education training centers correspond to three life course stages. First, in the youth stage, it’s a vocational high school. Second, during the adult years, one can enroll in a public or private vocational training center. Lastly, in the later years of life, there are lifelong education centers. Started through a top-down government-led policy, vocational education training centers in South Korea are structurally well organized. However, social stigma toward those who choose the vocational path over higher education prevails. This continues in the job field, with significant wage differences and inequalities between white-collar and blue-collar jobs. Severe industrial incidences of apprentices have also risen as a social issue to be solved.

Vocational High School

Vocational high schools provide specialized education specialized to youths, typically aged 15-18, following middle school general education. The making of vocational high schools was driven by the surging need for workers during South Korea’s industrialization period in the ’60s-’80s. To supply the labor force to industries, the government used a centralized national strategy, the “Five-Year Economic Development Plan,” to establish and support vocational high schools.

Nowadays, vocational high schools come in two forms: specialized high schools and Meister high schools. There are 464 specialized high schools which account for 80% of vocational education. The schools teach topics of agriculture, industry, information and business. Furthermore, 12% are general high schools that provide vocational education. Finally, 8% are Meister high schools driven to provide specific industrial needs by training technical experts in fields of AI and digital technology.

Colleges and Private Training Centers

For colleges, there is the Junior college under the Ministry of Education. Polytechnic college falls under the Ministry of Employment and Labor. While both provide vocational education, Junior colleges run on the basis of acquiring a certain number of credits to graduate with courses lasting 2-4 years. This is a form of higher education. On the other hand, the Polytechnic college education is between 6 months and 2 years, with less strict conditions to meet. It provides not only an opportunity to earn a bachelor’s degree in a certain industry but also prepares students to get the National Technical Qualification.

Their subject fields include machinery, design, architecture, electronic engineering, information and communication, media and biology. Private institutions and academies also provide a wide range of vocational education. Without the burden of following a set curriculum and acquiring credits, private institutes give a variety of options and freedom to match the student’s needs. While some courses can be covered through government subsidies, for some, it could be not very easy to afford private education.

Lifelong Education

Lifelong education came to being with the critique of traditional academic learning and the rise of topics of social change and life course theory. Korea acknowledged the importance of lifelong education in the ’70s and has included it in the constitution as a basic right for everyone to seek education at any stage of life. It has also been made the country’s duty to provide educational opportunities to the people. The government, therefore, established the National Institute For Lifelong Education (NILE). NILE offers programs such as adult literacy, online lifelong learning and an academic credit bank system, which lowers the barrier to acquiring a degree.

Stigma and Sacrifice

While South Korea managed to establish a strong social system of vocational education training centers for every stage of life through nation-led policymaking, problems prevail on a pragmatic level. These include labor exploitation, industrial incidents and more. Numerous tragic incidents happened to vocational high school students undergoing apprenticeships. In between being a student and an adult, these apprentices were thrown into labor without safeguards. Due to the high stigma and indifference toward vocational education and apprentice students, these problems only started to get acknowledged in 2016 after a tragic incident.

A 19-year-old apprentice was repairing safety screen doors at Guui subway station between the railway and the platform when the train came in and hit the young worker. The safety manual was set for two workers to be in teams to prevent safety hazards, but at that time, the 19-year-old was working alone. After this news was reported in the media, the topic of vocationally educated students and unsafe, exploitative labor of the apprenticeship gained attention from the public.

Conclusion

Vocational education challenges in South Korea are significant, rooted in social stigma and pressure on institutions to demonstrate their value. However, there is hope for change. As awareness of the importance of skilled trades and their vital role in the economy grows, attitudes are shifting. By fostering a greater appreciation for vocational education and the experienced workers it produces, South Korea could create a more inclusive society that values all forms of education and work. Embracing this change can lead to a brighter future for individuals and the economy.

– Minji L. Kim

Minji based in Seoul, South Korea and focuses on Politics for The Borgen Project.

Photo: Pixabay

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How School Meal Programs Keep Girls in School

School Meal ProgramsAccording to the United Nations Children’s Fund (UNICEF), an estimated 122 million girls of primary and secondary school age are not enrolled in school worldwide. Many are pulled out to take on domestic roles or are married off as young as 14 to alleviate financial pressures on their families, such as food. Girls are particularly disadvantaged in impoverished countries and regions affected by fragility, conflict and violence (FCV), where they are 2.5 times more likely than boys to be out of school.

School Meal Programs

School meal programs in countries where girls face disproportionate barriers provide a strong incentive for families to send their daughters to school and keep them enrolled. This will, in turn, delay marriage and pregnancy as well as empower young women. A study conducted by the Frontiers of Public Health proved this, finding that completing ninth grade considerably increases the chances of girls delaying marriage until 18 and pregnancy until 20.

The strong correlation between education and child marriage stresses the urgency of prioritizing female education and enrollment in low- and middle-income countries. Implementing school meal programs is a sustainable and effective way to do so. It has been shown to cause a significant increase in female enrollment and school completion. Addressing the issue of child pregnancy is imperative, as the leading cause of death among adolescent girls is maternal mortality.

In developing countries where women and girls are often last to eat, many experience malnourishment, which is exacerbated by the intense physical and nutritional demands of breastfeeding and pregnancy. This malnutrition, combined with the fact that their bodies are not fully developed to endure the stress of pregnancy, puts pregnant adolescents at a higher risk of having low-birthweight babies and facing maternal mortality. However, this cycle can be broken by keeping girls in school and improving their nutrition through school meal programs.

Further Benefits

Moreover, students better focus in class when getting the nutrition they need; thus, eating at school boosts their academic performance and motivates them to go to school and participate. With the improvement of children’s physical health through school meal programs, they are less likely to miss school due to illness. A study in South Africa found that among the many positive spillover effects of school meal programs, families of students benefiting from them recorded less health spending than of the latter. In addition, the study found that the programs had a more pronounced impact on girls and rural communities.

School meal programs also stimulate local economies by creating business opportunities for smallholder farmers who source the meals and by creating jobs for those organizing and distributing them. They also reduce the financial stress on vulnerable families, allowing them to save about 10% of their income. In fact, according to an analysis done by the World Food Programme (WFP), communities saw a $9 economic return for every $1 allocated to school meals. Similarly, it found that 1,400 jobs were created with every 100,000 children fed, which translates to around four million jobs spanning 85 countries.

Solely through school meals, we can not only encourage families to prioritize education for their children, especially daughters but indirectly strengthen local economies and contribute to the fight against global poverty.

Progress

Figures from the WFP have shown that globally, school meal programs can boost enrollment rates by an average of 9%, with a 12% increase specifically for girls. These programs have also been linked to an 8% improvement in attendance. Notably, in Pakistan, before school meal programs were implemented, 48% of households did not send any girls to school. Five years after the program started, the WFP found that all households educated at least one daughter.

Currently, there are school meal programs in 161 countries and daily meals are provided to more than 418 million children worldwide. The WFP allocates $48 billion annually to support these programs and hopes to transition the ownership of such programs to national governments. To date, 50 countries have made this transition. More than 80% of all programs have been encompassed into national policies in some way and others are expected to follow.

With school meal programs operating in almost every country, the scale of impact varies by region. For instance, India has immense coverage, feeding 130 million children daily. Similarly, Brazil feeds 50 million. Even in impoverished countries with smaller budgets, these programs are making a meaningful difference by prioritizing children from the most vulnerable families.

Looking Forward

With 73 million children in 60 different countries still left vulnerable and with no access to school meals, there is still work to be done. The WFP continues to work with governments globally, especially in regions where girls are more vulnerable, to support school meal programs and reaffirm its commitments as per the School Meals Coalition. Its goal is for “every child to have access to a daily, healthy meal in school by 2030.”

– Rebecca Aziz

Rebecca is based in Middleton, WI, USA and focuses on Business and Global Health for The Borgen Project.

Photo: Flickr

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Gender-Inclusive Pathways for Poverty Reduction in Nigeria

Gender-Inclusive PathwaysAccording to the World Bank, by the end of 2024, 40.7% of Nigerians are expected to live below the international poverty line of $2.15 per day. In October 2021, the Policy Innovation Center (PIC) was created to promote better policy-making in Nigeria. PIC is Africa’s first national initiative aimed at helping governments and organizations make better decisions through behavioral insights and evidence-based solutions. Each year, it hosts the Gender and Inclusion Summit to promote gender equality and inclusive governance in Africa.

PIC’s 2024 Summit

The 2024 summit (GS-24) took place on September 4 and 5 under the theme, “Reimagining Gender-Inclusive Pathways and Partnerships for Poverty Reduction.” The event focused on poverty reduction through gender-inclusive strategies, bringing together policymakers, stakeholders and organizations to influence national policy reforms and address issues like health, education and living standards.

The summit highlighted how gender equality is essential for economic growth, improved health and community well-being, emphasizing gender inclusion as a foundation for broader development goals. Its nine primary objectives, the Summit Tracks, provide a framework for gender-inclusive policies contributing to poverty reduction. They also align with the United Nations’ 2030 Agenda for Sustainable Development through its Sustainable Development Goals (SDGs) for global peace and prosperity. Here are the four main summit tracks focused on poverty reduction in Nigeria.

Equitable Access to Health Care

According to the BMC Health Services Research, women in Nigeria have significant barriers to health care access. In 2021, 60% of providers believed women could not choose family planning methods without a male partner’s presence, while 23.2% thought unmarried clients should not use these services. With harmful practices occurring in 59.6% of deliveries, “Equitable Access to Health Care” is crucial.

The goal is to ensure gender-sensitive health care systems that improve community well-being. By focusing on this issue, PIC is working on inclusive policies that will enhance health care delivery and reduce health disparities – fighting “heath-related” poverty and aligning its work with SDG 3, “Good Health and Well-Being,” SDG 10, “Reduced Inequalities” and SDG 17, “Partnerships for the Goals.”

Educational Equity

Gender inequalities heavily affect the Nigerian population, with one in seven needy individuals – 19.1 million – living in households where a man has completed primary school, but no woman has. In 2022, more than 50% of girls were out of school at the elementary level, showcasing the importance of this second pillar’s emphasis on equal access to quality education. Indeed, the vision of education as a key driver of poverty reduction aligns with SDG 4, “Quality Education,” SDG 5, “Gender Equality,” and SDG 17, “Partnerships for the Goals.”

Advancing Gender Equity in Water, Sanitation and Hygiene

Nigeria is improving its Water, Sanitation and Hygiene (WASH) access, with 70% of people having drinking water, according to the Nigeria Multidimensional Poverty Index 2022. However, the amount and quality of water remain below the standard. Each person gets an average of nine liters daily when the recommended minimum is 12 to 16 liters.

Thus, to advance poverty reduction in Nigeria working on strategies to stop gender inequality in WASH services in needed. While women mainly handle household water, sanitation and hygiene in Nigeria, when these services are lacking, they often face extra burdens, including health risks, safety concerns and emotional stress and are without control over household decision-making. Work on this Summit track matches SDG 5, “Gender Equality,” SDG 6, “Clean Water and Sanitation” and SDG 17, “Partnerships for the Goals.”

Creating Secure Livelihoods and Decent Jobs for All

In 2022, 84.9% of women in Nigeria were in vulnerable employment and the labor force participation rate among females was 52.2% compared to 65.9% for men in 2023. Workers in vulnerable jobs lack formal contracts and social protection, making them more likely to fall into poverty. Furthermore, the labor force participation rate among females is 52.2% and among males is 65.9% for 2023.

The last point focuses on developing stable and secure employment opportunities while enhancing female economic empowerment. This point is linked with SDG 5, “Gender Equality,” SDG 8, “Decent Work and Economic Growth” and SDG 10, “Reduced Inequalities.”

Final Remark

The 2024 Gender and Inclusion Summit on “Reimagining Gender-Inclusive Pathways and Partnerships for Poverty Reduction” was centered on tackling gender inequality and poverty in Nigeria. By addressing health care, education, WASH access and secure jobs through its Summit Tracks, the event highlighted various ways to create a more inclusive society.

PIC’s efforts align with important Sustainable Development Goals and aim to drive policy changes that address the root causes of poverty. Indeed, as Nigeria faces considerable challenges with poverty and inequality, these gender-inclusive strategies are crucial for building a fairer and more prosperous future for all.

– Alissa Naydenova

Alissa is based in Colchester, Essex, UK and focuses on Good News and Politics for The Borgen Project.

Photo: Pexels

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Higher Education in Costa Rica

Higher Education in Costa RicaCosta Rica stands out as a leader in higher education in Central America, thanks to a rich cultural emphasis on learning and a series of forward-thinking policies established in the decades leading up to the 21st century. Costa Rica sends many of its students abroad to study and the country has an exceptionally high literacy rate. Higher education in Costa Rica is far above many other countries in Central America and is a benchmark for its neighbors.

Free Education

Compared to other South and Central American countries, Costa Rica has a relatively stable history. Costa Rica’s success with education dates back to the 19th century, when the newly formed government allowed children to go to school for free, regardless of sex, according to ReVista. This has led to more peaceful times in the country, giving the young generations more opportunities to pursue higher education and make positive contributions to society. 

Costa Rica has been setting the standard for higher education in Central America. The government of Costa Rica has the largest budget for education in the region, with 8% of its GDP being invested in education. The result is many students who are well versed in a wide variety of subjects, and a population with a 98% literacy rate. Many students from top private schools and places of higher education in Costa Rica end up studying abroad, giving young people many education opportunities, no matter their socio-economic background. Higher education in Costa Rica is a priority, as there are currently five public universities in the country.

This was virtually unheard of back then and had a positive effect on the population that has rippled into the 21st century. Later on, in 1949, Costa Rica became the first country to abolish its military. After this, the government directed funds from the military budget to health care and education, ReVista reports.

Higher Education Improvement Project

In the 2010s, Costa Rica wanted to further strengthen its higher education department by launching the Costa Rica Higher Education Improvement Project. The government distributed money equally to the four established public universities. The aim was to create more facilities, bring in better teachers, enhance the technology the students worked with and create an overall better life for the students. As a result, between 2014 and 2019, the total enrollment of undergraduate and postgraduate students increased by 22%. As well as this, exam scores went up and the universities built more facilities for their students to study in. 

Inequality

Despite this, Costa Rica still has issues with its education system. In rural areas, many classrooms have only one teacher for large classes, and many schools have to combine kids of different age groups, leading to bad results, according to ReVista. In rural areas, kids have fewer opportunities and cannot access the same amount of resources that urban students enjoy. As of 2023, 42% of adolescents did not have access to a laptop, and 13% did not have access to the internet.

The inequality in Costa Rica has worsened because of the pandemic. Poorer students could not attend school and this cost them years of education which, unfortunately, they will not be able to make up. The worsening economy caused many schools to either shut down or lose resources such as laptops, books or even running water, UNICEF Reports. In Costa Rica, a stagnant economy has caused schools to lower their standards.

Furthermore, the pandemic has seen a negative effect on students who graduate from high school and even primary school, and many of the students who fall out fail to come back to school. Another issue Costa Rica has seen from the pandemic is a decrease in funding for educational institutions. In 2017, the funding was at 8%, however, in February 2024, the funding was at just 5.2%, ReVista reports. The pandemic also resulted in the reduction of health care, social security and welfare programs. As a result, inequality and unemployment have risen in Costa Rica in the past four years since the COVID-19 pandemic.

The Future

In 2023, UNESCO, UNICEF and UNFPA aimed to launch the SDG fund programme aimed at increasing public spending in the education sector, according to UNICEF Country Office Annual Report 2023. The SDG fund helped to design an integrated national financing framework. So far, the SDG program helped build 4,500 education centers for children under 12 years old, while also providing free transportation to 172,792 students. Currently, there are 209 educational centers which implement STEM learning for children under 18.

UNICEF also launched programs to help train teachers in multimedia programs to enhance learning in the classrooms. These programs have continued in 2024, and UNICEF has been working closely with the Ministry of Education in Costa Rica, according to Country Office Annual Report 2023.

In Costa Rica, the effects of the pandemic and the wounded economy still affect young children and their educational development. However, programs launched by the United Nations are slowly helping Costa Rica improve its educational centers for the youth. The government of Costa Rica must continue working with the UN and other NGOs (non-governmental organizations) to fulfill the needs of its children.

– Colin Claffey

Colin is based in Chicago, IL, USA and focuses on Good News and Politics for The Borgen Project.

Photo: Wikimedia Commons

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Educate! Alleviating Poverty Through Skill-Based Teaching in Africa

Educate! Alleviating Poverty Through Skill-Based Teaching in AfricaRwanda, Kenya and Uganda are neighboring African nations known for their rich history, abundant natural resources and welcoming people. Despite these advantages, many citizens in these countries still lack a quality lifestyle. As of 2024, 9.2 million Ugandans are illiterate. Rwanda’s literacy rate stands at 83.1%, with goals to increase it to 84.5% by year-end, while Kenya maintains an 83% literacy rate. It is crucial that individuals in each country have equal access to education. The Educate! initiative has played a significant role in improving literacy rates in these nations, offering many citizens a chance to enhance their lives.

Educate!

Educate!, founded in 2009, aims to develop young leaders and entrepreneurs in Africa by designing impactful solutions for youth across the continent each year. The organization enhances vocational training in secondary schools across several countries, responding to research from the International Labour Organisation (ILO), which projects that about 90% of African youth will enter the informal economy as they age. This focus is critical given that 60% of Africa’s population is under 25, underscoring the need to fully develop this young talent to foster continental growth.

Educate! implements a standardized, core learning experience in secondary schools which encompasses the most essential skills youth need to transition to the working world. This involves combining tangible skills, training, expert mentorship and practical experience to teach hard skills, such as budgeting, planning, saving and market research. The program also ensures the inclusion of soft skills, such as communication, collaboration, critical thinking and creativity to ensure these budding secondary students can succeed going forward. In addition, it works outside of schools, by delivering live boot camps for youth who do not have access to an education, to ensure they get the same opportunity for future career expansion. This also has a segment focused particularly on young girls and marginalized communities.

Educate! Successes

Educate! reinforces its commitment to affecting genuine change by subjecting itself and its operations to randomized controlled trials and rigorous periodic performance evaluations. These evaluations have yielded the following results: Four years after participating in the program, participants can expect a 25% increase in university enrollment for women, 21% less likelihood of having a child (thus deriving more opportunities to focus on self-growth) and an 18% decrease in inter-partner violence for women. Toward the end of the four-year Educate! program, graduates can earn up to twice the income of their peers who have not participated in Educate! This is the first program in Africa that causally links soft skills to life improvements related to gender and living standards, making it one of the most effective firms for poverty alleviation.

Looking Ahead

Educate! has significantly impacted youth in Rwanda, Kenya and Uganda by providing essential vocational training and skills development. The program’s participants have experienced measurable improvements, including increased university enrollment rates and higher income levels compared to nonparticipants. Educate! also addresses gender-related issues, contributing to a decrease in inter-partner violence and reduced early pregnancies. These outcomes highlight the program’s role in enhancing educational and economic opportunities for young people in these countries.

– Disheta Anand

Disheta is based in Dubai, United Arab Emirates and focuses on Politics for The Borgen Project.

Photo: Pixabay