Archive for category: Education

Information and stories on education.

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Child Poverty in Antigua and Barbuda

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

Child Poverty

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

Education

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

Employment and Unemployment

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

Strengthening Education

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

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

Government Actions

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

– Indira Smith

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

Photo: Pixabay

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Solar Power in Uganda Supports Educational Goals

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

Good Actors and Initiatives

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

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

Impacts of Solar Initiatives

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

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

Final Note

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

– Karina Dunn

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

Photo: Flickr

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Vocational Education Centers in South Korea

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

Vocational High School

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

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

Colleges and Private Training Centers

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

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

Lifelong Education

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

Stigma and Sacrifice

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

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

Conclusion

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

– Minji L. Kim

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

Photo: Pixabay

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How School Meal Programs Keep Girls in School

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

School Meal Programs

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

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

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

Further Benefits

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

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

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

Progress

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

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

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

Looking Forward

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

– Rebecca Aziz

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

Photo: Flickr

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Gender-Inclusive Pathways for Poverty Reduction in Nigeria

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

PIC’s 2024 Summit

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

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

Equitable Access to Health Care

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

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

Educational Equity

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

Advancing Gender Equity in Water, Sanitation and Hygiene

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

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

Creating Secure Livelihoods and Decent Jobs for All

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

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

Final Remark

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

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

– Alissa Naydenova

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

Photo: Pexels

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Higher Education in Costa Rica

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

Free Education

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

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

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

Higher Education Improvement Project

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

Inequality

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

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

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

The Future

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

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

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

– Colin Claffey

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

Photo: Wikimedia Commons

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Educate! Alleviating Poverty Through Skill-Based Teaching in Africa

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

Educate!

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

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

Educate! Successes

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

Looking Ahead

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

– Disheta Anand

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

Photo: Pixabay

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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