Archive for category: Education

Information and stories on education.

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Generational Poverty in Bangladesh: The Role of Education

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

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

Generational Poverty in Bangladesh

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

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

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

Government and NGO Initiatives

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

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

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

Conclusion

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

– Gufran Elhrari

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

Photo: Unsplash

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Tackling Learning Poverty in Lesotho

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

Causes of Learning Poverty

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

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

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

Initiatives Tackling Learning Poverty

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

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

Moving Forward

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

– Nivea Walker

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

Photo: Flickr

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Solving the Illiteracy Crisis in Brazil

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

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

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

Adult Illiteracy in Brazil

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

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

The Brazilian Government’s Promise to Reduce Illiteracy

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

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

Lemann Foundation

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

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

– Callum Bennett

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

Photo: Flickr

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Education Programs Fighting Period Poverty in Cuba

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

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

Period Poverty in Cuba

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

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

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

Copas Para Cuba Initiative

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

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

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

Cuba Positive Periods Program

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

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

Care International Workshops

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

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

Conclusion

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

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

– Ciara Howard

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

Photo: Flickr

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Addressing Challenges in Higher Education in Nepal

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

Over Rapid Expansion of Enrolment

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

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

Under-Funding and Outdated Courses

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

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

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

Irrational Structure of the System

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

Quality Erosion

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

Impact of Poverty on Access of Higher Education

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

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

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

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

Transformative Government Initiatives to Elevate Education Quality

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

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

Looking Ahead

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

– Hoi Ieng Chao

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

Photo: Flickr

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Bridge International Academies: Education and the Poverty Cycle

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

Transforming Lives in Low-Income Communities

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

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

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

Challenges

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

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

Moving Forward

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

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

– Olivia Barker

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

Photo: Flickr

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Digital Skills Training in Cameroon: Employment and Poverty

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

Unemployment, Women and Poverty in Cameroon

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

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

Digital Skills Training in Cameroon: The Benefits

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

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

Data Girl Technologies: Driving Change

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

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

Digital Training: A Catalyst for Poverty Reduction

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

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

– Sarah Maunsell

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

Photo: Flickr

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Education in the Cook Islands

education in the cook islandsThe Cook Islands, a self-governing island state in free association with New Zealand, offers a unique example of how a small nation can effectively balance the preservation of cultural traditions with the integration of modern education. This island nation, which spans approximately 3,000 football fields in size, boasts not only stunning natural beauty but also a thriving culture and a population deeply committed to education.

During a visit to the Cook Islands in 2017, this author had the opportunity to witness firsthand the vibrant educational system of the country. The visit, which took place during the author’s junior year of high school, was a formative experience that left a lasting impression. One of the most memorable aspects of the trip was interacting with the students at a local school. The children were enthusiastic, welcoming and curious, often offering gifts such as candies, toys, and food during recess. They seamlessly switched between Māori and English, showcasing their bilingual proficiency—a testament to the effectiveness of the country’s education system, which fosters both linguistic and cultural fluency.

Statistics For Diverse Representation of Students

Another intriguing aspect of the Cook Islands education is their value of gender equality through education. According to the Education Statistics Report, in 2021, the total number of students in the Cook Islands reported that there were 209 girls and 228 boys enrolled. While this may not be an even amount, it is close. This statistic shows a bit of a plummet in enrollment overall, with a “Gross Enrollment Rate” at around 85% compared to prior years at around 90% listed on page 8. Yet, on page 19, the 2020 statistics show that girls are more literate in English and Māori than boys overall.

As they continue to develop ways for girls and boys to be equally taught in their school systems, the Cook Islands has also created accessibility for disabled students there as well. In the 1990s, handicapped children had undergone discrimination for education in the Cook Islands, but now they have built a welcome change to this. Now, students with disabilities have legal rights enacted by the Cook Islands government which helps them be protected from educational discrimination.

Free Education in the Cook Islands

Another uplifting aspect of education in the Cook Islands is that it is free. According to the Education Statistics Report, the government emphasizes that education is its highest priority to bolster student enrollment. Its efforts show a hopeful angle for future generations of Cook Islanders.

– Madeline Star Heintz

Madeline is based in Los Angeles, CA, USA and focuses on Business and Politics for The Borgen Project.

Photo: Wikimedia Commons

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Luminus Education Model in Jordan

Luminus: New Education Model Emerges in JordanThe Middle East and North Africa have some of the highest youth unemployment rates in the world; 24% of individuals aged 15 to 24 are unemployed, which is double the global average. In Jordan, the rate reached 40.8% among 15 to 24-year-olds in 2023, with women in that age group experiencing an even higher rate of more than 47%. Traditionally, young Jordanians have pursued university education, while vocational training has been considered a secondary option. However, the university route has resulted in 25% of graduates remaining unemployed, lacking the skills the job market demands.

Bridging the Skills Gap Through Vocational Training

To address this issue, the Jordanian social enterprise Luminus offers high-quality vocational education tailored to meet labor demands and bridge the skills gap for young people. Focused on supporting low-to-middle-income households, refugees and women, Luminus provides financial assistance to underrepresented groups in the labor market. Remarkably, 40% of its students are refugees or from underserved communities. With more than 40,000 graduates, Luminus has achieved significant success; 80% of its students secure employment upon completing their courses.

Transforming Education and Cultivating Entrepreneurship

Since Ibrahim Safidi took over Al-Quds College from his father in 1999, his primary mission has been to improve the lives and incomes of Jordanian youth. He identified a significant gap between the skills of Jordanian youth and the demands of the job market and he responded by emphasizing vocational training tailored to those needs. Under his leadership, Luminus Education set three main goals: job security, social stability and economic growth. In 2017, Al-Quds College transformed into Luminus Technological University College and expanded its offerings to include 10 specialized schools. These schools focus on disciplines such as civil, construction, mechanical and electrical engineering, computing, medical sciences, automotive technology, beauty, media, tourism and hospitality. Additionally, the university introduced an entrepreneurship pathway that has incubated more than 120 startups.

Empowering Vulnerable Communities

Luminus Education’s employment hub model uniquely combines building strong relationships with employers, analyzing private sector demands and providing thorough career and interview training for students. This approach is successfully countering the cultural norm that values theoretical education as the only desirable path for school-leavers. In 2018, half of its students had the qualifications for university but opted for Luminus’ vocational pathways instead. The system is holistic and caters to both students and employers by maintaining connections with hundreds of employers across Jordan, monitoring workforce demands and skills and incorporating these into its vocational training programs. Additionally, Luminus offers English language and soft skills training alongside career counseling services, which are essential for enhancing student employability.

Accessibility for the Vulnerable

Luminus Education initially provided Syrian refugees, who make up 10% of Jordan’s population, with scholarships covering 50% of tuition fees but soon realized this was insufficient. Consequently, the institution secured $37 million in grants through international partnerships to support refugee education further. Additionally, its new campus in Irbid, ShamalStart, enhances access to education for the northern population, particularly the significant refugee community there. This initiative has led to refugees comprising 25% of the student body, with 40% of all students receiving full scholarships. Luminus Education also plays a crucial role in upskilling vulnerable youth and young adults. In collaboration with Jordan’s Ministry of Labour, which funds vocational training for these groups, Luminus ensures students secure employment upon completing their courses.

Advocacy and Expansion

In 2023, female unemployment in Jordan ranked as the 10th highest globally, reaching an alarming 47%. In contrast, in 2018, 44% of Luminus Education’s student body were women. Luminus actively seeks to shift perceptions of women in the workforce and address family concerns through initiatives like “bring your father to work days” and one-to-one counseling with parents. The institution collaborates with employers across Jordan to adapt workplaces to be more inclusive for women, including advocating for hospitality sector employers to permit women to wear the hijab at work.

Looking Forward

Local enterprise Luminus Education addresses Jordan’s need to upskill its youth through international partnerships, including the International Finance Corporation, Agence Française de Développement and the European Union (EU), providing crucial education grants. With a campus already established in Iraq, Luminus Education Group plans to expand its tailored programs to new campuses in Jordan and throughout the Middle East, including Lebanon and Egypt, in the coming years.

– Miriam Hulley

Miriam is based in Cheltenham, Gloucestershire, UK and focuses on Business and Good News for The Borgen Project.

Photo: Flickr

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Strengthening Education in Brazil

Strengthening the Education System in BrazilBrazil, South America’s largest country with a population of 216.4 million, shows mixed results in education. Student performance declined in the latest Programme for International Student Assessment (PISA), conducted by the Organization for Economic Cooperation and Development (OECD). Despite this, illiteracy rates dropped from 6.1% in 2019 to 5.6% in 2022, indicating some improvement in basic education. The country is experiencing increased outbound student mobility, driven by rising tertiary enrollments. Projections suggest Brazil will rank among the top five nations globally for total tertiary enrollments by 2035 despite an aging population. To address these ongoing challenges, the OECD and other organizations are collaborating to enhance Brazil’s education system.

Brazil’s Education System and Socioeconomic Progress

Education in Brazil is a guaranteed social right under the Federal Constitution, providing free public access at all levels. The education system is divided into basic and higher education. Basic education encompasses early childhood, primary and lower secondary and upper secondary education. Compulsory education begins at age 4 with pre-school and continues for 14 years through the end of upper secondary education. Historically, Brazil’s economic growth has benefited from favorable demographics and robust commodity prices. This growth, coupled with specific policies, has significantly improved living standards. Between 2003 and 2014, these efforts lifted more than 29 million people out of poverty, reduced child mortality by 73% from 1990 to 2011 and broadened access to basic education.

OECD’s 5 Steps to Strengthen Brazil’s Education System

  1. Impact of COVID-19 on Brazil’s Educational Funding. COVID-19 significantly affected Brazil’s economy, resulting in reduced education spending. The OECD criticizes the rigidity of this funding, which merely satisfies spending requirements without addressing effectiveness. The organization recommends a more flexible, outcome-focused approach to funding. According to the OECD, increased investment in education would substantially improve the quality of education that students receive.
  2. Enhancing the Teaching Profession in Brazil. To enhance Brazil’s education system, the OECD recommends upgrading the teaching profession. This upgrade should include better salaries, career progression and working conditions for teachers. The organization also suggests that new teachers pass a licensing test and receive induction support during their early years to ensure they have adequate training.
  3. Improving Teacher Effectiveness and Student Outcomes. Boosting student outcomes involves enhancing teachers’ effectiveness in the classroom. This could include proper teacher training and skill improvements in areas such as classroom management. Providing incentives, such as promotions and performance-based payments, can also motivate teachers.
  4. Creating a Positive School Environment. There is a need for improvement in handling bullying and harassment on school grounds, with appropriate punishments for offenders. Schools should strive to create a positive environment for both students and teachers to improve well-being and learning outcomes, reducing the risk of dropouts.
  5. Supporting Disadvantaged Students and Preventing Dropouts. Disadvantaged students should receive continuous support from early childhood education until they complete their education. To address dropouts, teachers should focus on supporting the weakest and least motivated students, possibly through individual teaching and tutoring. Students at risk should also receive additional funding and support to remain in education.

Looking Ahead

Brazil’s commitment to advancing its education system reflects the country’s efforts to prepare for future socioeconomic challenges. Prioritizing innovation, equity and effective resource allocation can potentially address long-standing disparities in education. By fostering collaborative partnerships and emphasizing strategic improvements in education, Brazil aims to create opportunities for all students, supporting both national development and individual growth.

– Indira Smith

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

Photo: Flickr