Archive for category: Education

Information and stories on education.

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26 Letters School – A Lesson on Empowerment

26 Letters School
The economic collapse of Lebanon has severely impacted the country’s education system. These unprecedented challenges have affected the Lebanese children and refugee children present in the country. The World Food Programme (WFP) has stated that more than half of the Syrian refugee children in Lebanon are unable to access primary education as a result of economic hardships and other factors. 

A study by the Center for Lebanese Studies has indicated poor academic performance and depletion in psychological well-being due to the Lebanese crisis. Children no longer attend schools and face potential exposure to different forms of abuse and exploitation. Children from low-income households, those living in rural areas, migrants and refugees are the most impacted. Fortunately, 26 Letters School is making a difference by providing education to Lebanese children.

About 26 Letters School

26 Letters School is a nongovernmental organization (NGO) based in Beirut, Lebanon. The purpose of the school is to offer free quality education for all children and teenagers who live in Beirut. It recognizes that its pupils come from different economic, social and religious backgrounds. Keeping this in mind, the school emphasizes the importance of plurality and respect for all individuals. Here are 10 reasons why the 26 Letters School is a phenomenal initiative to change students’ lives beyond education and literacy. 

10 Ways 26 Letters School is Making a Difference

  1. Power of the Alphabet: In 2015, Janira, a 19-year-old Spanish exchange student, met Salah, a 13-year-old boy in Beirut, Lebanon. The harsh realities of war pushed Salah into child labor. Salah planted the seed for the 26 Letters School when he asked Janira for English Classes. These improvised English lessons led to the creation of a safe space for lifelong learning.
  2. A Safe Space: The 26 Letters School is no longer just about improvised English lessons. These English lessons became a safe and inviting space for many more children—a space free of discrimination on one’s background, identity, religion or orientation.
  3. Holistic Development: Lessons in Ethics, History, Geography and Math ensure holistic development by integrating critical thinking and creativity into the students’ educational framework. Most importantly, the 26 Letters School believes in free quality education for all.
  4. Representation and Inclusivity: The school carefully crafts its books to guarantee that students feel representation and inclusivity when learning from these books. Open conversations and workshops about conflict, racism, sexism and other issues help the students grow into well-rounded individuals. These conversations help to break the glass ceiling on these issues.
  5. Humanitarian Aid: It also recognizes the importance of humanitarian aid for the people of Lebanon. In Lebanon, more than 75% of its population lives below the poverty line. The increase in food prices by 400% in the past years and salaries having lost 80% of their value highlights the need for the people of Lebanon to have that additional support. The institute provides baby products, food, hygiene products and medicines to more than 450 families comprising 2,529 people.
  6. Physical and Mental Health: It conducts workshops to encourage physical health hygiene. The school provides financial medical care, medicines and accompaniments for doctor appointments. The school prioritizes mental health with equal importance. The impacts of daily discrimination, economic struggle, migration and war bring about the need to have psychological support. Therefore, the 26 Letters School has a psychologist who helps ensure students’ well-being. These psychological services are available to the parents and relatives.
  7. Women Empowerment: The 26 Letters School recognizes the need to empower both the students and members of its community. The school provides mothers of these students with access to practical and vocational education. Women have access to empowerment, health, hygiene and rights lessons. There are self-organized literacy classes. Mothers who can read teach the others who cannot do so.
  8. Big Sibling System: The 26 Letters School considers its students siblings. The educators undertake the position of being friends, role models and siblings. This creates an atmosphere of friendship, encouraging the students to partake in the lessons. An educator can have a maximum of four students assigned to them. This enables the educator to give systematic attention, care and energy to their team of students. The school inculcates the need for learning about plurality, respect and a supportive atmosphere.
  9. Target Group: This free quality education is accessible to every child or teenager in Beirut, Lebanon. Those who need educational, emotional or vocational support can access the school services. There is no discrimination based on economic, social or religious backgrounds.
  10. Democracy: In 2021, the 26 Letters School became a democratic school. The school’s main team comprises six teenagers. The students and parents are the ultimate decision-makers of the school. This ensures a platform to listen, shape and transform into what it is today.

Looking Ahead

The organization 26 Letters School is a unique educational initiative offering personalized learning experiences and a creative curriculum tailored to every individual student. 26 Letters School’s commitment to inclusive and creative educational practices and community involvement sets it apart as a forward-thinking institution.

– Caren Thomas

Caren Thomas is based in Dubai, United Arab Emirates and focuses on Good News, Technology and Solutions for The Borgen Project.

Photo: Flickr

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Vocational Education Training Centers in Bangladesh

Vocational Education Training Centers in BangladeshBangladesh, located in South Asia, is a vibrant and densely populated country, home to more than 170 million people, characterized by a rich cultural heritage and diverse traditions. Bangladesh is renowned for its colorful festivals, traditional music, dance and the warmth of its people. The country is home to monsoon seasons, humid summers and lush green landscapes. However, the country has faced challenges with poverty and the employment sector. Here is how vocational education training centers in Bangladesh could make a difference.

What is Vocational Educational Training?

Vocational education and training equips learners with specific skills that they can carry into the workplace. It teaches the knowledge behind specific trades or occupations. This usually occurs after secondary education. This training can come in many forms. It could occur during employment or apprenticeships or provided during formal education.  

The Importance of Vocational Education Training Centers

Vocational education training centers in Bangladesh provide opportunities and career advancement for the country’s youth. They act as a bridge between education and work life. These vocational education centers equip young people with the practical skills that are applicable in various industries such as tech, sciences, agriculture or construction. 

Not only does vocational education training centers support the youth of Bangladesh but they also support the economic growth of the country. As Bangladesh continues to industrialize, the demand for a skilled workforce grows. This is what the vocational education training centers aim to achieve a skilled workforce. 

With these centers producing a skilled workforce, some have argued that this is helping Bangladesh enhance its global competitiveness. With a number of Bangladesh’s workforce being employed overseas, particularly in the Middle East, there is a constant attempt reach these international standards. Therefore, the centers are constantly trying to better the training they are teaching.

TVET Initiatives

Over the years, there have been a number of vocational education training centers in order to provide people with vocational education in Bangladesh. In 2011, the National Skills Development Policy (NSDP) was put into action. This policy aimed to create a more cohesive development system, emphasizing in demand driven training.   

From 2009 to 2013, the Skills Development Project (SDP) occurred with funding from the Asian Development Bank and the Swiss Agency for Development and Cooperation. This project aimed to expand access to vocational education training centers, particularly for women and disadvantaged groups. It supported the establishment of new training institutions and provided scholarships to those who needed it. 

The Skills Training Enhancement Project (STEP) was rolled out based on the success of the SDP. From 2010 to 2014, STEP was more focused on improving the quality and relevance of these vocational education training centers. This enabled these centers to enhance their training programs and develop needed partnerships with industries. This made it easier for participants to walk into employment straightaway. 

After this, an additional funding phase was introduced to further expand vocational education training centers in Bangladesh up until 2019. Since then, plans for the Skills Development for Tomorrow (SDT) Program have been drawn up. This initiative aims to prepare the new workforce by focusing on emerging industries and technology.

Challenges Facing Vocational Education Centers in Bangladesh

Although the idea of vocational education sounds appealing in terms of helping the economic growth of the country it is facing several challenges. There is a lack of apprenticeships across the country. This means there is limited opportunity to receive not only the hands on training necessary for the workplace but apprenticeships also allow a taste for what the work place could be. 

Furthermore, there is a stigma around VET. While only 64% of children complete secondary schooling in Bangladesh only a 0.81% go on to use these centers for vocational training. This is due to social attitudes surrounding it. There is a preference for more ‘prestigious’ education. 

Conclusion

The development of these vocational education training centers is crucial for the country in addressing their socio-economic challenges and the need to align their workforce with the ever growing global economy. While the current TVET programs are showing improvements in terms of growth, they still face numerous challenges such as low public perception and insufficient infrastructure. 

– Ellisha Hicken

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

Photo: Flickr

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Poverty Reduction in Madagascar 

Poverty Reduction in Madagascar 
In 2022, 75.2% of Madagascar’s population was in poverty. There has been a steady decline in poverty within rural areas however, poverty within urban areas has ripened, seeing an increase of 31.5% over the past decade. This shocking growth in poverty within Madagascar’s urban areas is due to several factors with the COVID-19 pandemic and a large quantity of cyclones being the main causes. Fortunately, efforts for poverty reduction in Madagascar are underway and making a difference.

Food Insecurity

This level of poverty has led to a ripening level of food insecurity, seeing 204,000 of the Madagascan population in the highest level of severity (IPC phase 4) and 859,000 in the second highest level of severity (IPC phase 3) in 2020.

In response to this, the Madagascan government received $227 million credit in April 2023 from the World Bank and the French Development Agency to restructure rural infrastructure. This restructuring and development program aims to aid approximately 165,000 farmers and 150,000 homes by implementing training on forms of agriculture to cope with their climate. In addition to blockchain input vouchers and 30,000 hectares of watersheds, it aims to help reduce food insecurity and further develop the rural economy.

Roads and Transport

In addition to tackling food insecurity, the Madagascan government are also rehabilitating roads, with 40 KM of the RN44 already complete and with work on rural roads not yet finished. This may have a knock-on effect on the education sector. As the restructuring is halving the travel time, it is allowing more children to attend school, helping to increase the completion of primary school from 62% for girls and 57% for boys. This will likely allow these children to grasp more skills and attain a higher-level job later in life. It may also benefit trading, as markets would become more accessible to the public allowing more local trade to occur. UNESCO’s research proves this, which infers that world poverty could be reduced by half if all adults finished high school.

Energy Access

Another aspect of Madagascar’s poverty reduction plan is to increase accessibility to electricity as, currently more than 18 million people currently lack electricity. It is crucial to improve the accessibility to electricity to facilitate the growth of enterprises, which is necessary to provide a better job market. Atou Seck, the World Bank Country Manager for Madagascar, has addressed this issue as a crucial aspect to provide improvement as he states, “Addressing poverty in Madagascar requires bold pro-growth reform that will improve the business climate, promote competition as well as build human capital, invest in connectivity, access to energy and digital infrastructure.”

In terms of initiatives, the Madagascan government has been approved for a $400 million credit for the Digital and Energy Connectivity for Inclusion in the Madagascar Project (DECIM). This project will likely increase energy access in Madagascar from 33.7% to 67% and add 3.4 million internet users, helping further Madagascar’s connectivity as a nation and allowing businesses to develop and generate larger profits, thus aiding poverty reduction in Madagascar.

In conclusion, Madagascar is one of the most impoverished countries in the world. However, there are several initiatives helping develop and further Madagascar’s economy, while aiding poverty reduction in Madagascar.

– Max O’Shea

Max is based in Chester, UK and focuses on Business and Technology for The Borgen Project.

Photo: Flickr

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Transforming Education: School Feeding Programs in Malawi

Transforming Education in Malawi: School Feeding ProgramsSchool feeding programs in Malawi, implemented by the World Food Program (WFP) in partnership with the Government of Malawi, have played a transformative role in improving educational outcomes, particularly in the country’s most food-insecure districts. Since its inception in 1999, the program has been targeting approximately 600,000 children across seven districts: Chikwawa, Dedza, Mangochi, Phalombe, Nsanje, Salima and Zomba.

Boosting School Enrollment and Attendance

Feeding programs have a clear and immediate effect on increasing school enrollment and attendance rates. In an environment where many families face food insecurity, the guarantee of a meal when children attend school provides a strong incentive for parents to send their children to school. Data from the WFP reveals that attendance rates in schools with feeding programs have improved from 77% to 92%, which is a drastic increase. Additionally, these programs have led to a 5% decline in absenteeism and a 2.9% reduction in dropout rates. 

Promoting Gender Equality

In Malawi, as in many developing countries, girls are generally disadvantaged when it comes to accessing education. Negative cultural practices, early marriages and domestic chores often make it difficult for girls to attend school. However, school feeding programs have made significant progress in bridging the gender gap in education. The implementation of the United Nations Joint Program on Girls’ Education, which includes the provision of varied school meals, has led to a notable decrease in girls’ dropout rates, from 15.6% to 5.2%. These programs help alleviate some of the economic burdens on families by ensuring that girls receive at least one meal a day, encouraging parents to support their daughters’ education. 

Enhancing Academic Performance

The benefits of school feeding programs extend beyond simply getting children to school—they also play a crucial role in enhancing students’ ability to learn and perform academically. Malnutrition, which affects cognitive development, is a significant barrier to learning. By providing nutritious meals, these programs help ensure that children are better able to focus, participate in class and retain information. 

Overcoming Challenges and Ensuring Sustainability

Since 1999, Malawi’s school meals programs have continued to grow but have not been able to reach all students. The home-grown school feeding strategy has been important in promoting education and increasing economic welfare by providing nutritious food to 605,000 children while supporting 35,000 smallholder farmers. Supported by Norway, the European Union (EU) and Iceland, this investment reveals an impressive 20:1 return on every dollar, demonstrating progress in education, nutrition and local economies.

These achievements have not been without challenges. In developing countries like Malawi, reliance on international grants could create instability and unpredictability in operations. Many schools also face infrastructural issues, such as inadequate cooking facilities, lack of water supply and insufficient electricity for meal preparation and serving. The use of wood as fuel contributes to deforestation and other environmental problems. Despite the benefits of these programs, food insecurity remains a major barrier to both school enrollment and completion. Addressing these issues requires a multifaceted approach, including long-term funding, improved infrastructure and the adoption of less environmentally harmful fuel sources.

Looking Forward

School feeding programs in Malawi have significantly improved education, boosting enrollment, attendance and academic performance, particularly for girls. The home-grown initiative further benefits local economies by supporting smallholder farmers. However, challenges like funding instability, poor infrastructure and environmental concerns remain. Addressing these ongoing issues can potentially sustain and expand the program’s impact, ensuring a brighter future for Malawi’s children and communities.

– Aneela Agha

Aneela is based in Dubai, United Arab Emirates and focuses on Global Health for The Borgen Project.

Photo: Flickr

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How Start2FinishUTM is Making a Difference

Start2FinishUTMChild poverty is a pressing issue in Canada, with more than one million children living in conditions that put them at risk of lifelong adverse effects. In 2021, Canada ranked 19th out of 39 countries in terms of child well-being, with poverty rates worsening over the years. The consequences of this poverty are profound, affecting children’s physical health, mental well-being and academic success. For many, the lack of adequate resources, nutrition and educational support makes it incredibly challenging to break out of the cycle of poverty. Education, a key pathway to a better future, is often compromised for these children, leading to long-term disadvantages that can last a lifetime.

Start2Finish is a Canadian charity committed to breaking this cycle of child poverty by offering continuous educational support to at-risk children. Its mission is clear: to empower children from low-income families to succeed in school and life by nurturing their minds, bodies and social health. Through programs like the Running and Reading Clubs and Backpack Program, Start2Finish provides children with the tools they need to thrive academically and socially in their school environment.

The Start2Finish Journey

Start2Finish was founded in 2000 with a vision to eliminate the impact of child poverty in Canada. Since its inception, the organization has made a significant impact across the country, serving thousands of children each year. With a network of 700 volunteers in 70 communities, Start2Finish offers 120 sessions each week

The Running and Reading Clubs, one of Start2Finish’s flagship programs, are after-school initiatives that combine physical activity with literacy education. These clubs operate in more than 50 communities across Canada, providing children with a safe and supportive environment where they can improve their reading skills, build confidence and develop a love for physical activity.

The Backpack Program, another cornerstone of Start2Finish’s efforts, provides children in Canada with key school supplies at the beginning of the academic year. This initiative ensures that children from low-income families have the resources they need to start the school year on the right foot. Together, these programs are designed to address the multiple dimensions of poverty that affect children’s ability to succeed in school and life.

Between 2022 and 2023, Start2Finish distributed 12,000 books to children, worked alongside 37 organizations and accomplished much more. Start2Finish also provides several other initiatives, including the Brainworx program, the Junior Coach program and many more.

Start2FinishUTM: Expanding the Reach

In February 2024, a group of dedicated students at the University of Toronto Mississauga (UTM) recognized the importance of Start2Finish’s work and decided to bring its mission closer to home. Led by co-presidents Kathy Dang and Karl Aquino, Start2FinishUTM was established as a student group with the goal of expanding the reach and impact of Start2Finish through volunteer recruitment and community engagement.

The idea for Start2FinishUTM was born during UTM’s Alternative Reading Week, a program that connects students with community organizations for experiential learning opportunities. Dang and Aquino, both passionate about giving back to the community, were inspired by Start2Finish’s mission and saw a chance to make a difference. “We really love their work and we really appreciate what they do as a nonprofit organization. So we, Start2FinishUTM, we’re basically helping them expand their volunteer outreach initiatives to help the organization,” Aquino explained.

One of the challenges facing Start2Finish in recent years has been a decline in volunteer numbers, particularly after the COVID-19 pandemic. Many of the organization’s long-time volunteers did not return, creating a gap that needed to be filled. Start2FinishUTM aims to address this challenge by recruiting new volunteers from the UTM student body and the broader Mississauga community.

Building a Strong Volunteer Network

To achieve its goals, Start2FinishUTM has outlined a comprehensive plan for volunteer recruitment and community engagement. The group plans to host interactive workshops, information sessions and charity events throughout the academic year. “We’re planning on tabling in September at the Clubs Fair, where we can outreach to first-year and second-year students and also during Orientation Week,” Dang shared. These events will provide students with the opportunity to learn more about Start2Finish and how they can get involved.

In addition to these outreach efforts, Start2FinishUTM is also exploring fundraising initiatives to support Start2Finish’s programs directly. “We’re in the middle of brainstorming so many different ideas that we could do as fundraising events,” Aquino said. The group hopes that these efforts will not only provide financial support to Start2Finish but also raise awareness about the issue of child poverty in the community.

A Personal Motivation

For both Dang and Aquino, their involvement with Start2FinishUTM is deeply personal. Dang, who is studying Digital Enterprise Management and Linguistics and Aquino, who is pursuing a degree in Comparative Physiology and Biology for Health Science, both have a strong desire to give back to their community. “It’s very close to my heart because I love children,” Aquino said. Coming from an Asian family where academics is one of the biggest things, providing these services for children might be small, but for me, very important,” he added.

Dang echoed this sentiment, sharing her own connection to the cause. “Our mission is to break the cycle of child poverty by providing ongoing educational support to at-risk children. My main motivation was to assist in this cause, supporting and helping children that may be struggling just as I may have once experienced in my personal life as well. And that personal connection really hits straight home to my heart,” said Dang.

Looking Ahead

As Start2FinishUTM moves forward, the group is focused on building a strong community of volunteers and supporters who share its passion for education and social change. “We’re just starting and we’re a very fresh and new student group. Hopefully in the next few years, more students will know about it and our impact on the community will snowball from there,” Aquino said.

Start2Finish UTM is more than just a student group; it is a movement dedicated to breaking the cycle of child poverty through education and empowerment. By partnering with Start2Finish, the students at UTM are not only contributing to a vital cause but also building a legacy of service and social responsibility that will inspire future generations.

– Jennifer Lee

Jennifer is based in Toronto, ON, Canada and focuses on Good News for The Borgen Project.

Photo: Unsplash

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Investing in the Future: Education in Burundi

Education in BurundiThe landlocked African nation of Burundi is commonly known for its history of colonization and ethnic strife, which culminated in genocide against the Hutu majority by the powerful Tutsi minority in the ’90s. Since the resolution of its Civil War in 2005, Burundi has remained plagued by political corruption, specifically the bribing of low-level government officials. For example, 13% of citizens of Burundi reported their interactions in the education sector resulting in a bribe in 2014.

This corruption is especially harmful for the 42.2% population which is below the age of 15, as a lack of government funding and resources has contributed to a poor quality or complete lack of education. Fortunately, both government initiatives and external organizations have recognized this problem and sprung into action, bolstering programs in Burundi to forge an educated generation of citizens and develop the nation’s struggling economy.

Government Initiatives

Recognizing the vitality of an educated citizenry in promoting the development of a recently united nation, in 2005, Burundi’s government made primary education completely free. By 2022, this measure had the effect of a 118.5% gross primary enrollment rate, meaning 118.5% of the theoretical primary school population was actually enrolled in school. Already, immense benefits are visible in fields like mathematics and language; for students in second grade, for example, language proficiency jumped from 46% in 2014 to 79% in 2019.

Furthermore, the program has completely changed the old system, which favored the education of boys. By 2011, primary education enrollment was equal by gender. This change has huge implications for Burundian development. As women become more literate and have fewer children, they are more capable of taking on jobs and contributing to the economy rather than staying home to care for a large family.

While government efforts have been instrumental in increasing enrollment, more resources are still required to improve the quality of education in Burundi. Luckily, international organizations have recognized this need and stepped up to boost educational infrastructure:

Libraries Without Borders

Since 2014, Libraries Without Borders has offered digital learning to the youth in Burundi in the form of “Ideas Boxes” and “Ideas Cubes.” Ideas boxes present digital content with an Internet connection. At the same time, the cubes provide an offline library to students in rural areas. In just six months of operation, the first two ideas boxes in Burundi saw more than 24,000 visits from eager young students, specifically Congolese refugees and Burundians themselves from the village of Makamba. With funding from organizations like the Global Partnership for Education, we can expect to see the expansion of this program and improved multimedia forms of education in classrooms throughout the nation.

The United Nations Children’s Fund

To combat the poor quality of education, which has historically resulted in elevated dropout rates among Burundi’s schoolchildren, The United Nations Children’s Fund (UNICEF) has worked with the nation’s Ministry of Education to both train teachers and build inclusive schools for children with disabilities. Furthermore, a yearly UNICEF “Back to School” campaign has sourced World Bank funding to provide teaching and learning materials such as notebooks and chalk to schools across Burundi. In 2022, for example, the campaign targeted six less-developed areas with higher dropout rates, successfully instilling the value of a quality education in students who had never experienced it before.

Final Note

Although the work is not done, government efforts and international assistance have made strides in education in Burundi. With further investment in education as the nation’s future, we can hope to see these generations mature to form a robust economy and lead Burundi toward more prosperous development.

– Cole Zickwolff

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

Photo: Flickr

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Transforming Women’s Education in Sub-Saharan Africa

Sub-Saharan AfricaEducation is one of the most effective solutions to poverty. In many countries with high poverty rates, the education system is highly unsatisfactory, with women disproportionately affected. Around 34 million adolescent girls in sub-Saharan Africa drop out of secondary school. When women and girls in sub-Saharan Africa receive education, poverty reduction happens more quickly. Furthermore, each additional year a girl spends in school leads to a 20% increase in her earnings.

Recognizing this, many nongovernmental organizations (NGOs) focus on women’s education in Sub-Saharan Africa later in life and making schools more accessible for young girls. Zambia, Kenya and Ethiopia are among the countries where education systems have required additional support.

Women’s Education in Zambia

Zambia’s education system shows a clear gender disparity in school completion, from primary to college education. Many girls in rural areas face significant barriers to education, including long distances to schools, a lack of resources, early marriages and unintended pregnancies. Only 27% of girls in Zambia complete upper secondary school and among the most impoverished, just 3% do. Additionally, 29% of girls are married before turning 18, often before they have finished their education. However, NGOs have stepped in to make education more accessible for young women.

Bright Hope works with local churches in Bolivia, Kenya, Zambia, Uganda and Haiti to provide hope and aid to those living in extreme poverty. In Zambia, the organization has established a girls’ dormitory in a rural area, making education a safer and more accessible option for young women. Luke Peterson, the Director of Strategic Relationships and Ally Communications, told The Borgen Project, “These girls often traveled long distances to attend school, walking the long journey before and after dark and many of them were abused on their way to and from school.” This led to high dropout rates and trauma from the abuse.

Bright Hope created safe places for these young women to stay while pursuing their education. Peterson added, “This dorm was just completed and is one of the only buildings in the village with security, electricity and running water and the girls are very excited for the fall semester to start!” Bright Hope has helped make education more accessible for them.

Women’s Education in Kenya

Similar to Zambia, Kenya’s education system also suffers from a significant gender disparity. Contributing factors include long, unsafe distances to schools, early marriages and culturally defined gender-biased roles. Girls in Kenya are often expected to clean, cook, fetch water and sell firewood or charcoal daily. This leaves them with little time to study compared to boys. Only 18% of Kenyan women aged 25 and older have completed secondary education and just 27.8% of girls who finish primary school enroll in secondary education.

In response, Bright Hope has established a farm in Turkana, Kenya, where it has more than 225 farmers, all of whom are mostly women and they grow fruits and vegetables. Peterson spoke about the lead farmer, Elizabeth and said, “She has been growing her food for many years and with her profits from the farm, she can send her kids to university in Nairobi.” Bright Hope’s farming initiative has empowered women, providing them with opportunities for success in a country where they have traditionally been confined to specific roles.

Women’s Education in Ethiopia

In Ethiopia, women’s access to education is limited. Only 25% of girls attend secondary school, with even fewer in rural areas where schools are scarce. Those who do attend often face abuse, inadequate bathrooms and gender-biased lessons that discourage them from staying in school. Additionally, early marriage and economic hardship force many girls to drop out. However, with the help of NGOs like the Malala Fund, women’s education is seeing significant improvements.

The Malala Fund expanded its Education Champion Network to Ethiopia in March 2020. The champions—Martha Nemera Woyessa, Amsale Mulugeta and Getaalem Kassa—are working in the Amhara region, where 600,000 girls are out of school. They engage with local communities to improve school conditions. Furthermore, they advocate for policies that prevent child marriage and work to end gender-based violence. Their mission is to accelerate progress by challenging systems, policies and practices to ensure that all girls have access to 12 years of free, safe and quality education.

Final Note

Long distances to schools, abuse and gender-discriminative roles severely limit women’s education in sub-Saharan Africa. However, through the efforts of NGOs like Bright Hope and the Malala Fund, women and young girls are gaining hope for a brighter future.

– Ellie Buss

Ellie is based in Vancouver, WA, USA and focuses on Good News and Global Health for The Borgen Project.

Photo: Pexels

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Making Space for Menstruation: Key to Girls’ Participation in School

Girls’ Participation in SchoolFor many girls and women, their first period is often accompanied by feelings of embarrassment, fear and even shame—emotions that are vividly remembered. These feelings, however, don’t fade with time but instead, continue to shape their experience of menstruation. The advent of this first period then, a moment supposedly marking the onset of womanhood, quickly becomes a monthly obstacle to education for many girls and women globally who must navigate a context in which their periods are shamed. To increase girls’ participation in school, addressing menstruation and dismantling the taboo surrounding it has to become part of the educational system. This is the focus of the Paris School of Economics (PSE) research project in Madagascar. The research aims to create space for menstruation in education and foster an environment where it is no longer stigmatized.

Periods as an Obstacle to Education

In Bangladesh, 32% of girls were unaware of what menstruation was before they got their first period. One in five girls in rural Ethiopia has no access to materials to manage their menstruation. With 1.5 billion people lacking basic sanitation facilities, many women and girls do not have a private space to menstruate. As a result of the period taboo, period poverty and the lack of hygiene facilities, many girls see their periods not as “a natural and healthy process” but as a significant interruption to everyday life. This interruption is felt most fully in the context of school.

Take the mundane and everyday experience of leaking. Accidental leaking is made all the more likely for girls in developing countries as a result of reduced access to materials to manage menstruation and extended journeys to school. The lack of sanitation and clean water facilities limits girls’ ability to deal with leaking in privacy. Finally, often left without support from family or teachers, girls can be subjected to ridicule from peers. It is clear to see how periods may dissuade girls from attending school. One in 10 girls in Africa will miss school when menstruating: 3-5 days every month of lost schooling.

In Madagascar, menstruation has been aptly identified as a lead cause of absenteeism for girls. In some cases, menstruation is also a catalyst for them dropping out altogether. This not only limits their future economic opportunities, drawing them away from the productive labor market, but also increases their risks of child marriage and pregnancy.

Talking Periods: Peer-To-Peer Conversation

Funded by the Fund for Innovation in Development (FID), the PSE is pursuing a research project with periods in mind: the “Young Girls Leaders” program. Its research goal is to determine whether promoting healthy and productive discussions between girls to reduce the stigma around menstruation at the forefront can increase girls’ participation in school. The program is being run in three districts in Amoron’i Mania, Madagascar. Between three and six girls will be chosen and educated in menstrual management. The girls will be encouraged to converse with their female peers without the discomfort that often accompanies these exchanges.

To determine the benefits of the Young Girls Leaders program, 70 schools will receive both the U.N. Water, Sanitation and Hygiene (WASH) intervention and the Young Girls Leaders program. An additional 35 schools will only receive the WASH program. In comparison, another 35 schools will serve as a control group, receiving neither intervention. The research program predicts that healthy conversations surrounding periods will cause a “social norm shift.” Furthermore, when used with the WASH intervention, significantly increases the likelihood of girls staying in schools during their menstrual cycles.

Conclusion

The research conducted by the PSE is not focused on the direct implementation of long-term programs to address period poverty. Instead, it aims to produce evidence that can be used to develop broader, large-scale interventions globally, ensuring that girls remain in school while menstruating. By supporting this research, the FID highlights the importance of international funding in driving innovation with a development-centered outlook.

– Tilly Phillips

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

Photo: Flickr

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Tackling Poverty Through Education in the Middle East

Education in the Middle EastEducation is a key determinant of economic stability and growth. In the Middle East, where poverty levels are high, access to education can significantly affect an individual’s economic prospects. According to Maher Hamoud, a professor of political economy at the University of Leuven, Belgium, “People tend to be easily manipulated when the level of education is low.” However, the relationship between education and poverty is not merely about individual empowerment; it also affects broader sociopolitical dynamics.

Hamoud notes that “a serious educational development plan must be implemented for at least a generation” to see significant societal changes. Unfortunately, the political instability in many Middle Eastern countries often disrupts long-term developmental planning, leading to inconsistent progress. For example, the 1967 Six-Day War between Egypt and Israel severely interrupted Egypt’s educational programs, demonstrating how conflict can derail efforts to improve schooling and, by extension, economic stability.

Current Educational Programs

Several initiatives throughout the region aim to address disparities. The World Bank’s Arabic Initiative focuses on improving the quality of education in the Middle East. This program emphasizes curriculum development, teacher training and technology integration in the classroom to provide students with the skills needed to compete in a globalized economy.

Amideast is another crucial player in the region. It offers academic opportunities that promote cross-cultural understanding and scholarly achievement. By providing professional training, English language instruction and scholarships, Amideast helps students from underprivileged backgrounds access quality education and improve their economic prospects. The organization’s initiatives have benefitted more than 1,900 exchange and scholarship students and empowered 19,000 youths and women through special programs.

Save the Children, known for its work in crises, has also been instrumental in the Middle East. The organization runs programs that provide schooling to youth in conflict zones, ensuring that even in the most challenging circumstances, young people have the opportunity to learn. These initiatives are crucial in regions where conflict and displacement have disrupted traditional education systems.

New Possibilities to Bridge the Inequality Gap

While existing programs have made significant strides, much work still exists to ensure all youth have access to quality education in the Middle East. One promising approach is the implementation of cash transfer programs, which provide financial incentives for families to keep their children in school. Cash transfer programs give money to increase a household’s income, reduce poverty and improve well-being. They have been successful in other regions and could help reduce economic barriers in the Middle East.

Investments from governments and nongovernmental organizations (NGOs) are also essential. Hamoud highlights the importance of sustained efforts, noting that “governments tend to avoid seriously investing in education.” He points to examples like Singapore, Malaysia and Kuwait, where long-term investment in education has led to significant improvements. Similar commitments in the Middle East could yield substantial benefits, facilitating a more educated and economically stable population.

Digital solutions offer another route for expanding educational access. Online learning platforms, mobile teaching initiatives and cyber classrooms can reach students in remote areas or conflict zones. These technologies can also standardize education across the region, ensuring that all students have access to the same high-quality resources. Despite physical and logistical challenges, today’s technology offers avenues to bridge inequality.

Looking Forward

Access to education in the Middle East is critical in reducing poverty levels. While current programs have made significant contributions, there is still a need for innovative solutions and sustained investment. With new possibilities such as cash transfers, investments and digital solutions, the region can work toward a future where every child can receive a quality education, regardless of socioeconomic background. Hamoud pointed out, “A serious educational development plan must be implemented for at least a generation.” With the right strategies, the Middle East can make significant strides toward alleviating poverty and achieving long-term economic stability.

– Asiya Siddiqui

Asiya is based in Fremont, CA, USA and focuses on Technology and Global Health for The Borgen Project.

Photo: Flickr

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Tech Brand Helps Extend the Reach of Education in Nigeria

Tech Brand Helps Extend the Reach of Education in NigeriaNigeria is Africa’s most populous country, with an estimated population of 230 million people as of 2024, 60% under the age of 25 and 44% younger than 15. It has the fastest-growing population among the world’s 10 most populous countries. Despite its large demographic, Nigeria’s literacy rate stands at only 77.62% as of 2021. Additionally, the country’s poverty rate was estimated at 38.9% in 2023, making it home to the world’s second-largest population living in poverty, following India. These statistics underscore the critical need to enhance access to and the quality of education in Nigeria. Improving literacy rates is vital not only for reducing poverty but also for aligning with the United Nations (U.N.) Sustainable Development Goal 4, which focuses on quality education.

The NLP and Its Partnership with TECNO

In 2022, Nigeria launched its Learning Passport program to address low literacy rates and the educational disruptions caused by the COVID-19 pandemic and to support Sustainable Development Goal 4. The Nigeria Learning Passport (NLP) is an online e-learning platform that provides children with access to curriculum-aligned content in local languages. It is available anytime and anywhere, featuring content from Nigeria’s national curriculum along with global educational resources. The platform, which aligns with UNICEF’s global education strategy, offers both online and offline content to enhance accessibility for children, especially those in remote or underserved areas with limited internet access.

As of July 2024, the technology brand TECNO has partnered with UNICEF Nigeria to further develop the NLP. Currently, the NLP operates in 19 of Nigeria’s 36 states, ranking it second among countries participating in the U.N.’s broader “Learning Passport” program. This partnership with TECNO aims to expand both the availability and reach of online and offline content, making the program more accessible throughout the country and extending it to additional states.

Educational Opportunities as a Solution to Poverty

The importance and positive impact of TECNO’s partnership with UNICEF Nigeria and its support of the NLP can be highlighted by the inextricable relationship between education and poverty. Adequate education enhances literacy, cognitive and social skills, potentially providing qualifications that lead to better job opportunities, thus helping lift individuals out of poverty. Additionally, poverty itself can restrict access to consistent, quality education. For instance, those in poverty might lack the financial resources needed for full-time education, including transportation to schools or the ability to afford necessary equipment and resources. necessary equipment and resources.

Extreme poverty often forces individuals to prioritize earning an income over education just to survive. Research conducted by UNESCO underscores the significant role education plays in alleviating poverty. A study found that completing secondary school could more than halve global poverty and achieving basic literacy for all students could help nearly 171 million people escape extreme poverty. These findings highlight the profound and positive impact that improved education quality and access can have on reducing poverty both in Nigeria and worldwide.

Education as a Catalyst for Economic Growth

Quality education is a significant driver of economic growth, as research from Stanford and Ludwig Maximillian Universities reveals that from 1960 to 2000, 75% of global GDP growth was linked to improved math and science skills. Emphasizing education is a crucial strategy for combating poverty, as it enhances individuals’ prospects for securing stable economic futures when they enter the workforce. Jack Guo, General Manager of TECNO, supports this view, stating, “Investing in education is an effective strategy for breaking the inter-generational transmission of poverty and contributing to social and economic development.”

The Importance of the NLP and TECNO’s Partnership

This direct link between enhanced access to and quality of education underscores the significance of the NLP program and its beneficial impact on education in Nigeria, which will consequently help reduce poverty rates over time. Therefore, the anticipated growth of the program, stemming from TECNO’s partnership with UNICEF Nigeria, will further amplify the NLP program’s positive effects on education and poverty rates as beneficiaries mature and engage actively in the country’s economy.

TECNO’s partnership with UNICEF Nigeria and its support of the NLP bring Nigeria one step closer to making education accessible to all children, enhancing their prospects and breaking the cycle of inter-generational poverty. The ongoing support and development of the NLP exemplify Nigeria’s continuous efforts to tackle poverty within its borders.

Looking Ahead

The partnership between TECNO and UNICEF Nigeria aims to expand the reach of the NLP, enhancing educational access for millions of children across the country. By providing curriculum-aligned content both online and offline, this initiative directly addresses the educational challenges exacerbated by poverty. As the program grows, it is expected to play a vital role in improving literacy rates and reducing poverty, ultimately contributing to Nigeria’s economic and social development.

– Archie Day

Archie is based in St Andrews, Fife, Scotland and focuses on Technology and Global Health for The Borgen Project.

Photo: Flickr