Archive for category: Education

Information and stories on education.

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Thailand’s Zero Dropout Initiative Tackling Poverty

Children sitting attentively at desks in a classroom, part of Thailand's Zero Dropout Initiative.Educational inequality remains an urgent issue in Thailand. In 2023, as many as 1 million children between the ages of 3 and 18 were excluded from education, according to the Equitable Education Fund. The number of students achieving basic proficiency is also declining at an alarming rate. Many children are not able to develop to their full potential both academically and professionally, reports United Nations Children’s Fund (UNICEF). While school dropout rates are high in rural and mountainous areas, the issue is also present in urban settings around Bangkok.

Northern Regions

In the northern regions, including Chiang Mai, Chiang Rai, Mae Hong Son, Tak and Kanchanaburi, 169,047 children are not enrolled in the education system, with the majority of dropouts occurring at the primary level. This number makes up 16.5% of the nationwide school dropout rate, according to the Equitable Education Fund. Poverty and limited access to school continue to act as barriers, along with limited funding and a shortage of teaching staff. Many northern provinces are also among those with the highest poverty rates. In 2024, the National Economic and Social Development Council (NESDC) identified 10 provinces with the highest poverty rates, including Mae Hong Son at 25.69%, Chiang Rai at 13.69% and Tak at 13.37%.

Regions Surrounding Bangkok

In the regions surrounding Bangkok, children who are not in the education system are between the ages of 3 and 5. One reason for this is inadequate access to early childhood education. There are only 292 early childhood development centers in Bangkok and surrounding provinces, which is not enough to accommodate the high population density. An estimated 245,045 children are out of the education system, making up 23.9% of the nationwide school dropout rate, according to the Equitable Education Fund.

Impact of Education

Education continues to be an important factor in approaching social equality. Earnings increase by at least 10% when an individual finishes secondary school, reports UNICEF. Inequality continues to be overlooked, especially regarding past education reforms. Schools in rural regions continue to receive inadequate funding, while schools in more affluent areas receive resources to upgrade their spaces. The traditional education system has also failed to prepare children for the fast-changing economy. Many children leave school and are not given the opportunity to break the poverty cycle.

Zero Dropout Initiative

To address this issue, Thailand’s Zero Dropout Initiative was introduced in 2024 with the goal to “leave no child behind in the education system.” The initiative employs a multidimensional approach to ensure children stay in school and have a better chance at a successful academic journey.

The initiative introduced a concept called One School, Three Models, which offers an alternative to the traditional classroom model and provides a more flexible mode of education. Under this model, learning can take the form of a traditional formal education, a nonformal education or it can take place informally. In collaboration with other nongovernmental organizations (NGOs), the Zero Dropout Initiative helps children by:

  • Providing financial support in the form of scholarships or assistance and essential supplies to underprivileged children in impoverished areas.
  • Making learning more accessible by offering online learning with self-paced curricula designed to meet the specific needs of children in different regions and socioeconomic settings.
  • Providing emotional support to families, which can significantly help address intergenerational trauma often associated with living in poverty.
  • Working with businesses nationally to provide work opportunities for children so they can gain experience and earn an income while studying. This early exposure to the work environment can significantly help children succeed later and eventually break the poverty cycle.

This flexible education model is designed to allow students to see the relevance and value of education within their unique life circumstances by considering the child’s interests and aspirations as well as their socioeconomic and geographical circumstances.

The centralized database introduced has proven helpful in tracking progress and ensuring no one falls behind. Local teams rely on this database to track and find children who have been excluded as well as those at risk of dropping out. The initiative was implemented two years ago, and since then, 20% to 30% of children who had left school have returned to education, according to the Bangkok Post.

Looking Ahead

By recognizing each child’s potential and focusing on improving the system to allow every child to shine, Thailand’s Zero Dropout Initiative offers a promising future where each child can learn and thrive in their own time and break away from the cycle of poverty.

– Marine Baume

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

Photo: Unsplash

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How Ghana’s School Feeding Program Helps Reduce Poverty

Children eating meals at a school in Ghana, part of the School Feeding Program.Across Ghana, where approximately 25.9% of the population lives in poverty, one free meal a day is pulling children out of poverty — one school day at a time. The Ghana School Feeding Program (GSFP) does more than address hunger. It drives poverty reduction, improves food security and keeps children in school across some of the country’s most deprived communities.

School Lunches Opening Doors

Launched in 2005 with just 1,900 pupils across one school per district, the Ghana School Feeding Program has grown to serve more than 2.6 million children in public primary schools and kindergartens nationwide. Each school day, children in deprived communities receive one hot meal made from locally grown food. The program aligns with the United Nations (U.N.) Millennium Development Goals on hunger, poverty and malnutrition and contributes to Sustainable Development Goals 1, 2 and 4 — ending poverty, ending hunger and ensuring quality education. This initiative has become one of Ghana’s most impactful social protection programs, reaching all 261 districts across the country.

Education Outcomes

For families living in poverty, hunger is one of the most common barriers to school attendance. When a meal is available at school, attendance rates rise and the decision to attend is easier for both the child and the family. Globally, school meal programs increase enrollment by an average of 9% while simultaneously reducing dropout rates, according to the World Food Programme (WFP).

Ghana reflects this trend directly. A primary school in Gbare, Upper West Region, recorded a 34% increase in learners between October 2023 and October 2024 — attributed directly to the daily hot meal. Beyond attendance, nutrition shapes a child’s ability to concentrate and retain information. A fed child can focus, participate and learn. The GSFP sits at the intersection of educational outcomes and food security, ensuring that no child has to choose between hunger and learning.

Local Economic Impact

The GSFP creates a ripple effect that extends beyond the classroom. By sourcing ingredients from smallholder farmers and local producers, the program channels government spending directly into rural agricultural communities. Farmers gain a reliable and consistent market for their crops, supporting household incomes and reducing vulnerability to market fluctuations.

The jobs created through school feeding extend further along the value chain. Globally, the WFP estimates that approximately 1,377 jobs are created per 100,000 children fed. In Ghana, the program had employed around 24,000 caterers by the end of the 2016-2017 academic year, the majority of them women. These are not incidental benefits — they are structural ones. The economic gains of the GSFP reach far beyond school gates, strengthening the communities that need it most.

A Tool Against Poverty

The cumulative impact of better nutrition, higher school attendance and stronger local economies contributes to a measurable reduction in poverty. Ghana’s poverty rate fell from 26.4% in 2023 to 25.9% in 2024, according to the International Monetary Fund (IMF) — a shift linked in part to sustained investment in social protection programs, including the GSFP.

Education is one of the most reliable pathways out of poverty. Children who stay in school longer earn more as adults, are healthier and are better positioned to support their own families.

Looking Ahead

Ghana’s School Feeding Program invests in a future of mobility with every meal served, demonstrating that reducing poverty does not always require sweeping reform. As the program continues to expand across Ghana’s 261 districts, sustained investment in school feeding offers one of the most practical and cost-effective tools available for breaking the cycle of poverty — one meal at a time.

– Anna Morin

Anna is based in Fairfield, CT, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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Poverty Reduction in Mongolia Through Social Protection Programs

Poverty Reduction in MongoliaMongolia has made significant progress in reducing poverty and inequality through its social protection programs. In 2022, the country’s tax and social assistance system reduced the national poverty rate by 1.8 percentage points and lowered income inequality by nine Gini points.

However, challenges remain, with 27.8% of the population living below the poverty line. The government continues to implement policies to support vulnerable households and improve financial security.

The Child Money Program

One of Mongolia’s most impactful social assistance programs is the Child Money Program (CMP), which provides financial support to households with children. Under the program, children receive a monthly payment of MNT 100,000 (approximately $30), deposited into an account registered in their name.

The benefit helps families cover everyday expenses and provides additional financial support for children’s needs. Today, the CMP remains one of Mongolia’s most significant social protection measures. According to a 2025 World Bank Commitment to Equity assessment, direct transfers reduce Mongolia’s poverty rate by 14.1 percentage points, with the CMP accounting for more than half of that impact, highlighting its important role in supporting vulnerable households.

The Food Support Program

Another important part of Mongolia’s social protection system is the Food Support Program (FSP), which assists low-income households. The program is particularly effective at reaching the country’s poorest populations. Although the FSP operates on a smaller scale and provides more limited benefits than some other social assistance programs, it plays an important role in ensuring support reaches those most in need.

In 2020, food stamps benefited 240,500 Mongolians, including more than 118,000 children. Women and girls made up 53% of recipients.

After revisions in 2025, the program more specifically targets those with the most urgent needs, and monthly support for low-income households, especially those with children, has increased. By targeting vulnerable households, the program helps strengthen financial security and the country’s overall efforts for poverty reduction in Mongolia.

Current Poverty Reduction Efforts

In March 2026, Mongolia launched the National Initiative to Support Household Employment and Reduce Poverty, a program designed to help low-income households achieve financial stability by addressing issues such as limited access to education, low labor force participation and poor health and living conditions. This will be done through microloans, support for agricultural production, new contributors to social insurance and other targeted services. The government is working with the Asian Development Bank (ADB) to reach 5,000 low-income households in 2026.

By increasing employment opportunities and providing targeted assistance to vulnerable populations, the initiative seeks to improve household incomes and independence. These efforts reflect Mongolia’s commitment to strengthening financial security and reducing poverty across the country.

Looking Ahead

While poverty remains a challenge, Mongolia’s social protection programs continue to provide essential support to vulnerable households. Through initiatives that strengthen financial security and opportunity, these efforts are helping to advance poverty reduction in Mongolia and build greater economic resilience for families across the country

– Michelle Kurniali

Michelle is based in Dallas, TX, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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Higher Education in Kazakhstan and its Transitioning Economy

Higher Education in KazakhstanHigher education in Kazakhstan, in more recent years, has reformed its systems with the support of the European Union, increasing enrollment rates in higher education. 

Since the fall of the Soviet Union, Kazakhstan has been a country in transition. This has not only affected its economy and central government but also its education system. As of 2024, more than half of children in primary education are unable to read and understand age-appropriate text. This created challenges in secondary education, which can reduce students’ motivation to pursue higher education.

Promoting Higher Education

After the fall of the Soviet Union, private schools expanded, but were later deemed to be of poor quality. During this time, the government controlled public schools and universities. Following the country’s independence, public universities introduced fees.

As Kazakhstan’s oil-driven economy grew, its need for higher education increased. This created a slight increase in enrollment in universities as employers demanded more skilled professionals. However, in recent years, employment rates among university graduates have remained low.

Driven by education reforms, the country’s 2050 Strategy pledged to diversify Kazakhstan’s economy. This strategy includes goals to improve the quality of teaching while providing access to higher education for poorer students. The European Bank for Reconstruction and Development (EBRD) has identified the need to “improve inclusion across regions and for vulnerable population groups.”

The Republic of Kazakhstan launched many bold internationalization goals within the implementation of the Academic Mobility Strategy in Kazakhstan 2012-2020. These goals focused on increasing the number of international students in Kazakhstan as well as the number of students studying abroad. To support these programs, Kazakhstan joined the Bologna Process. According to a WENR article, “The government has embraced educational reforms aimed at opening education provision to the free market.”

The European Union’s Help With Higher Education

Kazakhstan became part of the Bologna Process in 2010, which is making higher education in Kazakhstan more inclusive and accessible. The Bologna Process started with the Sorbonne and Bologna Declarations, which addressed the difficulties in the recognition of degrees in Europe. 

The Bologna Process consists of a three-cycle education system that includes bachelor’s, master’s and doctoral degrees. Among the 28 counties involved, there is an agreed system that creates a standard for qualifications and principles.

The Republic of Kazakhstan also incorporated the Paris Communiqué to create more inclusive learning approaches to learning to create more participation in higher education. The main focus of this implementation was to make university degrees more accessible to all citizens, especially those with lower representation.

When it comes to accessibility in lower-income households, the government does provide support to help improve access to primary and secondary education, but it does not target financial support for higher education. Only about 50% of students enrolled in universities in Kazakhstan receive financial support. Kazakhstan is currently introducing measures to help increase participation, but it has only adopted two of four proposed measures.

Another major program introduced to Kazakhstan was the European Credit Transfer and Accumulation System (ECTS). This allows a way to transfer loans from one institution to another, specifically if a student studied abroad. According to the Independent Agency for Quality Assurance in Education, “Currently, this system plays an additional role in the accumulation of loans, the development, description and implementation of programs.”

Current Institutions in Kazakhstan

According to the admission quota, “64,300 people study in higher education institutions.” Of those enrolled in higher education, 45.1% are in attendance in public institutions, 54.1% attend private institutions, while the last 0.7% are enrolled in foreign universities. Students are accepted based on general secondary education, technical and vocational education, and on the basis of higher education.

There are different types of organizations offered for higher education in Kazakhstan. These include research universities, academies, conservatories as well as national research universities for postgraduate degrees. Research universities offer five-year programs approved by the government, while institutions considered National Organizations of Higher Education are granted special status.​

At the national level, Al-Farabi Kazakh National University holds the highest ratings for its educational programs. The institution has been ranked in the top 3% of the best universities in Asia. On a global level, the institution is ranked 166th due to its academic reputation, graduate employment and large share of foreign students and professors.

Working Towards the Future

​Although Kazakhstan is still in a transitional period, changes are still occurring to education in order to align their education system with international standards. Still today the country’s government is working on improvements to inclusion within higher education. Scholarship programs have played a major role in establishing international partnerships providing more opportunities.

Poverty continues to be a problem in the country, as factors such as aftershocks of COVID-19 and the war in Ukraine have affected employment and inflation. There is a correlation between poverty levels and the percentage of those enrolled in higher education. As of 2023, only 25% of the bottom 40% have post-secondary education, whereas 75% of the top 60% have higher education.

Looking Ahead

Improving education systems within the country is not only beneficial to their education rates, but also to their economy. As dependence on petroleum for the economy increased, so did pledges of diversification, leading to the many reforms that have expanded higher education. As the economy continues to grow, so do the rates of education within Kazakhstan.

– Jacquelyn Orr

Jacquelyn is based in Philadelphia, PA, USA and focuses on Business and Good News for The Borgen Project.

Photo: Wikimedia Commons

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Higher Education in Iran: The Cost of Losing a Generation

Higher Education in Iran

In an increasingly precarious global position, young Iranians are choosing higher education as a path to economic opportunity, liberty and financial stability. However, for many Iranian students, this entails another shift: Recent reports suggest that up to 80% of Iranian students are considering emigration, while the number studying abroad reached a record 110,000 in 2024. Widespread concerns about the limited professional opportunities and restrictions on university life and academic growth have contributed to a growing separation between students and Iranian institutions. This emerging mass exodus highlights the hidden challenges facing higher education in Iran and the importance of supportive academic programs for young scholars.

A Growing Student Exodus

Over the past several decades, Iran has made significant progress in expanding access to higher education. Today, women make up nearly 60% of all university students, compared to just 3% of higher-education enrollment in 1978, reflecting one of the most dramatic increases in female educational attainment in the Middle East. Iranian universities have also increased their production of highly skilled graduates in STEM-oriented fields, like medicine, engineering and science. Despite these advancements, many scholars still choose to pursue their careers abroad; human rights organizations have documented restrictions on activism, disciplinary actions against scholars involved in political advocacy, and the limiting of academic expression and freedom at schools. Simultaneously, future career opportunities are becoming limited due to economic instability, leaving a hyper-competitive job market for highly-trained, highly-educated students.

According to the Financial Times, about 110,000 Iranian students chose to study abroad in places like Turkey, Canada and Germany in 2024, which is the highest number of students to date. While this represents only about 3.4% of Iran’s university student population, the figure has nearly doubled since 2020, reflecting a rapidly growing student exodus. This mass departure of highly educated scholars stunts not only the long-term development of educational institutions, but also entrepreneurship and innovation; graduates are the ones that drive the research required of economic growth and scientific progress.

The Impact on Education in Iran

This student migration can have effects beyond the labor market; universities have been shown to thrive when their students are given full academic freedom to exchange ideas and research. Ongoing concerns about academic freedom, professional opportunities and political restrictions have contributed to growing frustration among some students and scholars, limiting Iran’s ability to retain highly educated talent and fully capitalize on its educational achievements.

On one hand, though female freedoms and rights have increased within Iran, continued restriction through Iran’s religious persecution still affect women’s education, resulting in barriers in the workforce and limitations on academic or professional advancement.

However, many female graduates continue to face barriers in the workforce and limitations on professional advancement. Although women comprise a majority of university students in Iran, only about 14% of women participate in the labor force, highlighting the gap between educational achievement and economic opportunity. Researchers have found that these challenges contribute to the growing number of Iranian women pursuing educational and career opportunities abroad, adding to the country’s broader loss of highly educated talent. According to Iran’s Civil Code, a husband can legally prevent his wife from pursuing a career or opportunity if he believes it conflicts with “family interests” or his sense of dignity. Human Rights Watch argues that this restriction, when combined with barriers to certain occupations and limited protections against workplace discrimination, can render it difficult for highly educated women to participate fully in the workforce even after a performance of academic excellence.

In this case, many experts argue that educational systems do the best when all students are given the liberty to participate fully in the academic and professional sphere, and opportunities are given out based on merit. This means that the expansion of opportunities for both men and women, and their ability to participate equally, improves the educational system and contributes to national development.

Supporting Scholars and Academic Freedom

As of now, many organizations strive to ensure that students and scholars alike possess the ability to continue their education despite political barriers or restrictions on academic freedom. One such organization, Scholars at Risk, works to support threatened scholars and defend academic freedom around the world. Through resources such as advocacy initiatives, emergency assistance and temporary academic placements, the organization helps scholars continue learning, teaching and researching at host universities globally. Additionally, the organization documents attacks on higher education and provides support for students and teachers whose work has been disrupted by political instability, conflict or persecution.

Scholars at Risk has also reported on restrictions affecting academics in Iran and advocated on behalf of Iranian scholars facing threats to their academic freedom. Through these efforts, scholars are given a space to continue contributing to their fields regardless of political or social barriers. The mission of the organization is especially unique: by providing scholars with opportunities and resources to continue their academic journeys safely, it also helps preserve the valuable expertise and knowledge that higher education brings.

Looking Ahead

As shown, the future of higher education in Iran rests not only on the rates of university enrollment, but also on the functionality of education within a future career that provides economic and financial stability. Organizations like Scholars at Risk demonstrate the global cooperation necessary to expand educational opportunity and protect academic freedom. Ultimately, as more and more educated young Iranians choose to seek opportunities abroad, Iran risks losing not only a generation of researchers, innovators, and professionals, but also the people essential to the nation’s long-term development. With their support, students and scholars can continue their work despite political, economic or social barriers, resulting in the preservation of knowledge and advancement of a society. 

– Kiana Raoufiniai

Kiana is based in Franklin, TN, USA and focuses on Business and New Markets, and Politics for The Borgen Project.

Photo: Wikimedia Commons

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Continuing Access To Higher Education in Ecuador

Higher Education in EcuadorHigher education degrees have become a significant attribute in obtaining successful employment, yet at the same time it can be very difficult to acquire, especially for those in underserved communities. It can perpetuate a cycle of unequal opportunity and debt with little support resources. 

In Ecuador, these barriers are heightened due to persistent systemic and regional disparities leading to gaps in university completion rates. Government policies and scholarship programs established in recent years aim to supply more resources for improving access to higher education nationwide. Here is more information about higher education in Ecuador.

Challenges for Higher Education in Ecuador

Many students face financial and geographic barriers to earning their degrees. Research on public higher education access in Ecuador found that students from ethnic minorities including Indigenous students, students from the Pacific Coast region and students with disabilities were less likely to access the country’s top public universities. 

The study also found that students from schools with stronger learning conditions had a greater likelihood of being admitted to certain schools. These findings demonstrate how inequalities can impact educational opportunities well before the student begins the admissions process.

Affordability remains a major contributor to these challenges as well. Many students rely on financial assistance and scholarship support in order to pursue higher education. Oftentimes, financial assistance can determine whether a student attends university at all.

Government Efforts

Contrary to global trends, the Ecuadorian government increased public investment in higher education during the 2010s, becoming the country with the second largest increase in investment in higher education worldwide.

These investments expanded access to public universities, created Ecuador’s Secretariat of Higher Education, Science, Technology and Innovation (SENESCYT) programs, and increased scholarship opportunities. Additionally, there were significant expansions in the number of scholarships available through SENESCYT while reducing interest rates on student loans from 12% to 4.6%.

Between 2012 and 2017, Ecuador invested approximately $8 billion in higher education reforms. It implemented five major higher education reforms, including free undergraduate public education, scholarship programs and the creation of four new public universities.

Policymakers have implemented higher education reforms in hopes to expand educational opportunities and align universities with Ecuador’s social and economic challenges.

The reforms have focused on increasing support for all students going through the admissions process to establish stronger pathways for a future of continuous economic growth and success.

International Organizations Support

International organizations play an important role in expanding higher educational opportunities in Ecuador in several ways. 

In 2016, the World Bank approved a $90.5 million loan to support public technical and technological education programs throughout the country. The initiative aimed to increase student participation, while strengthening institutional management in Ecuador’s higher education system. According to the World Bank, the project was expected to benefit more than 38,000 Ecuadorian students in its attempt to improve access to programs designed in collaboration with local employers.

By expanding technical and technological training opportunities, students were more equipped with skills that align with the labor market to enhance longer term economic opportunity.

Continuous Progress in Ecuador

While challenges remain, recent trends suggest that higher education in Ecuador continues to move in a positive direction. Recent reforms and investments have expanded access to higher education and created new opportunities for students throughout Ecuador.

Educators and policymakers are continuing to address disparities affecting marginalized communities in hopes to create more inclusive higher education systems. Affirmative action initiatives along with student loan and scholarship programs run by Ecuador’s Secretariat of Higher Education, Science, Technology and Innovation (SENESCYT) have been crucial.

Higher education can provide students with specialized skills that create opportunity for employment and increase earnings over time. As Ecuador continues to strengthen access to educational equity, higher education remains an important tool for promoting economic mobility and reducing poverty for generations.

– India Hairston

India is based in Malvern, PA, USA and focuses on Good News and Politics for The Borgen Project.

Photo: Wikimedia Commons

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CAMFED: Education Opportunities for Women

How Education Opportunities for Women Impact the Future of Africa CAMFEDEducation equips women in developing countries with essential knowledge around reproductive health, nutritional health and disease prevention. In a world where infectious diseases remain a leading cause of infant mortality, education is one of the most important assets a mother can have to protect the health and well-being of her child.

Education Barriers for Women

A child born to a mother who can read is twice as likely to live past the age of five. However, as of 2023, national laws to protect adolescent and pregnant mothers’ right to an education exist in only half of African countries, even though more than 30% of teenagers in Africa become pregnant. Adi Radhakrishnan, Leonard H. Sandler Fellow in the Children’s Rights Division at Human Rights Watch, said that many pregnant girls and adolescent mothers in Africa are still denied their basic right to education for reasons that have nothing to do with their desire and ability to learn.

The number of girls who drop out of school because of early pregnancies is especially high in Sub-Saharan Africa. More than 6 million young women ages 10 to 19 who were pregnant or parenting were out of school in October 2024. Because of the stigma around teen pregnancy and school cultures that discourage return, fewer than 5% of girls who drop out early due to pregnancy ever return to finish their education. Regional directors of the United Nations Educational, Scientific and Cultural Organization (UNESCO) have noted that when these girls want to return to school, they are not welcomed back.

Progress in Girls’ Education

For every year that a girl stays in school, her potential future income increases by 10%. Girls in Africa who finish secondary education are more likely to be healthier, earn more money for their families, marry later and have greater knowledge around medicinal and nutritional health to pass on to the next generation.

Education opportunities for women in Africa create benefits beyond the individual — they are a catalyst for brighter futures for families, communities and the broader region. In Africa, 50 million more girls were in school in 2024 than in 2015. During the same period, infant mortality declined from 55 deaths per 1,000 live births in 2014 to 47 in 2024, suggesting a connection between expanded educational access for mothers and improved child survival rates.

Providing Education Opportunities for Women in Africa

The Campaign for Female Education (CAMFED) association is a sisterhood of African women who partner with their communities to support and mentor young girls in their journey to becoming young adults, both in the classroom and beyond. CAMFED not only sends girls to school who would otherwise be unable to attend due to poverty — it also works one-on-one to provide girls with real-world skills so they can contribute to their communities long after they finish secondary school.

One young woman whose life was affected by CAMFED’s support said that without the organization, she would have dropped out of school and her family would have gone hungry. She now works as one of CAMFED’s climate-smart agriculture guides, bringing sustainable practices and climate education into classrooms and to rural farmers. Like many other women who once received educational support from CAMFED, she is now part of the sisterhood, working to help girls who are in the same position she once was.

This sisterhood, founded in 1993 with just 32 women, aims to provide education opportunities for women across Africa. On average, each member of the CAMFED association uses her own resources to support another three girls in attending school. So far, the association has supported 646,000 students with secondary school scholarships and helped more than 1 million girls attend primary school. Since its founding, CAMFED has supported more than 9 million children in schools across seven countries in Africa.

Looking Ahead

Expanding education opportunities for women in Africa requires continued investment in policy, funding and community engagement. The progress seen over the past decade — from legislative reforms to grassroots organizations like CAMFED — demonstrates that meaningful change is achievable. Sustained commitment to girls’ education remains one of the most effective pathways to reducing poverty and improving health outcomes across the continent.

– Tommy Bass

Tommy is based in Philadelphia, PA, USA and focuses on Good News and Global Health for The Borgen Project.

Photo: Pixabay

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Rouble Nagi Transforming Indian Slums into Learning Centers

Rouble NagiRouble Nagi, an artist and educator who has established more than 800 learning centers across India, has received a $1 million award from the Varkey Foundation, in partnership with the United Nations Educational, Scientific and Cultural Organization (UNESCO), recognizing outstanding impact in teaching. Nagi, now 45, has spent more than two decades working in some of the country’s most underserved communities. Her organization, the Rouble Nagi Art Foundation (RNAF), is a registered nonprofit operating under the Bombay Public Trust Act, 1950, with a stated vision of ensuring that all children receive an education that helps them become caring, responsible and productive citizens.

Currently active across more than 20 cities and 163 slums and villages throughout India, the foundation has painted and repaired more than 150,000 homes to date and reached an estimated 45,000 children through its learning programs. Her approach, built on transforming Indian slums into learning centers, targets communities that India’s formal education system has consistently failed to reach, bringing structured learning directly into the streets, alleyways and open spaces of urban slums.

Turning Art Into Education

One of the ways Nagi educates in these open-air classrooms is by incorporating art into explaining certain topics through murals and class participation. Transforming Indian slums into learning centers means using the surrounding environment to the community’s advantage, and for Nagi, art is the tool that makes that possible. Teachers are encouraged to use art-based learning to simplify concepts and engage students who might otherwise have no access to formal education.

A former student of Nagi named Mayur runs his own art classes and a small printing business. On weekends, he volunteers with Nagi’s foundation, hoping to give other children from the community the same opportunities he received. His story is a testament to what access to education, however unconventional, can produce. Nagi has noted that the murals specifically engage local people by sparking their curiosity, with follow-up surveys conducted by her foundation showing a measurable increase in parents actively enrolling children in the learning centers after mural installations in their neighborhoods, a concrete indicator that community attitudes toward informal education are shifting.

Across areas like Colaba, large murals and inspirational quotes cover the walls of shanties, transforming the visual landscape of neighborhoods. The learning centers are often painted with bright colors and illustrate topics the children will study, featuring plants and animals from their respective kingdoms.

The Rouble Nagi Art Foundation

The foundation’s work extends considerably beyond education. Operating under the banner of its Misaal Mumbai project, which began after a major slum painting initiative in Dharavi in 2018 and has since expanded into a national program called Misaal India, the RNAF works across themes of women’s empowerment, youth employment, sanitation, hygiene and waste management, in addition to its core educational mission. The foundation employs local residents and art college volunteers in the creation of its murals, giving community members a sense of ownership over the work being produced in their own neighborhoods.

In 2025, the foundation established two new education centers and two additional women’s skill centers in Mumbai, while in Kashmir it upgraded existing skill centers, supplied new school benches and learning materials, and set up digital classrooms in Madrasa institutions in Pulwama and Tangdhar, giving students access to computer literacy for the first time. Plans are already in place to launch fully equipped digital classrooms in April 2026 in the remote border villages of Amrui and Jabri in Kupwara, near the Line of Control. The foundation’s government partners include the Government of Maharashtra, Thane Municipal Corporation, Vasai Virar Municipal Corporation and Pune Municipal Corporation, alongside corporate supporters including Bajaj Auto and ONGC.

Poverty, Exclusion and the Education Gap in India

In India, poverty and educational exclusion are deeply intertwined. Research consistently shows that children from the lowest income quintiles, those most concentrated in urban slums, are disproportionately likely to drop out before completing primary school or never to enroll at all. Families living in slums face compounding barriers: irregular income forces children into labor, frequent relocation due to eviction disrupts school attendance, and the direct cost of uniforms, books and transport places formal schooling beyond reach. It is precisely this population that Nagi’s model is designed to serve, by removing cost and distance as barriers entirely.

India has made significant strides in expanding access to schooling. By 2024, the country had sustained an enrollment rate of 98.1% for children in the 6 to 14 age group, signifying near-universal schooling at the primary level. Yet despite this progress, roughly 46 million children in the 6 to 17 age group remain out of school, representing approximately 17% of that population. Figures such as these make clear that initiatives like Nagi’s are not just inspiring stories but necessary interventions for communities that formal education systems have consistently failed to reach.

In 2010, India enacted the Right to Education Act, which mandates free and compulsory elementary education for all children ages 6 to 14 as a fundamental right under Article 21A of the Indian Constitution. In practice, however, significant gaps remain. According to the Deccan Herald, children of migrant workers, Scheduled Castes and Scheduled Tribes (SC & ST) communities, slum dwellers, construction workers and children with special needs are among those most likely to miss school entirely.

Looking Ahead

With the prize money, Rouble Nagi aims to expand the organization into new regions of India, including Jammu and Kashmir, where she grew up, with plans to broaden the curriculum to include computer skills. In a country where millions of children still fall through the cracks of a formal system, Nagi’s model of taking education directly to the streets offers a scalable, community-rooted alternative, and one that her $1 million prize may now help bring to an entirely new generation.

– Jamie Noone

Jamie is based in Dublin, Ireland and focuses on Good News for The Borgen Project.

Photo: Flickr

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The Impact of Poverty and Education in Indonesia

Children studying in a rustic Indonesian classroom, highlighting poverty in Indonesia's education system. Poverty and Education in IndonesiaIndonesia is a populous country located in Southeast Asia with more than 17,000 islands and 300 ethnic groups. According to the World Bank, Indonesia is classified as an upper-middle-income country (UMIC). Using the World Bank’s UMIC poverty line, 68.3% of Indonesians are classified as poor. Poverty limits access to education and economic opportunity, slowing long-term development.

Understanding Poverty

The World Bank measures poverty using three international poverty lines: $2.15 per day for extreme poverty, $3.65 for lower-middle-income countries and $6.85 for UMICs. These figures are calculated using purchasing power parity, which adjusts for differences in cost of living across countries.

Poverty is especially common in rural areas, where limited access to education and economic opportunity can hinder long-term development. Dompet Dhuafa, a nonprofit organization in Indonesia that aims to empower the underserved, spoke with The Borgen Project. The nonprofit said poverty must be viewed from multiple perspectives, not only income, but also accessibility, quality of life, resilience and sustainability. The organization categorizes poverty into material, spiritual, cultural, geographic and thematic dimensions, highlighting how financial hardship intersects with limited infrastructure, education and social support.

Poverty and Education in Indonesia

Poverty in Indonesia continues to shape access to education by limiting resources and creating unstable home environments that hinder learning and early childhood development. Government data from BPS–Statistics Indonesia shows the national literacy rate reached 97.10% in 2025, with a 3.12% gap between urban and rural areas. However, literacy does not necessarily reflect functional literacy. Only about 10% of Indonesians read books regularly and the national reading interest remains extremely low (0.001%).

Student achievement data further highlights these challenges. In 2025, literacy competency reached 71.81% among primary students, 72.07% in middle school and 72.89% in high school, while vocational high schools lagged behind at 66.02%. Numeracy rates were slightly lower across all levels. Limited educational quality, unequal access to school facilities and reading materials and increased reliance on digital media continue to affect learning outcomes.

Dompet Dhuafa told The Borgen Project that limited education reduces job opportunities, while limited job opportunities make education harder to afford, creating a cycle that can persist across generations. Although Indonesia provides free primary and secondary education, the organization notes that persistent challenges in curriculum quality, teacher capacity and infrastructure continue to hinder progress toward high-quality education.

Education Empowerment Programs

To address these barriers, Dompet Dhuafa runs education empowerment programs such as SMART Ekselensia Indonesia, YouLead, Ethos ID and Sekolah Literasi Indonesia. These initiatives aim to expand access to quality education while developing leadership and life skills. As of the 2023–24 academic year, Dompet Dhuafa’s education programs reached more than 53,000 beneficiaries, demonstrating the importance of investing not only in access to education but also in its quality.

Government initiatives also play an important role. The Smart Indonesia Card (Kartu Indonesia Pintar (KIP) provides financial assistance to children from low-income families through the Smart Indonesia Program (Program Indonesia Pintar (PIP). By 2025, the program had reached more than 2.6 million students, helping families cover school expenses such as books, supplies and tuition. For many families, this support makes continuing education possible, including a girl named Fedia.

Fedia is an 18-year-old girl with a dream to be an interior designer studying at Setia Budhi Community Learning Activity Center (PKBM) in Pati Regency. As a recipient of PIP aid funds, Fedia uses her funds to buy books and other school necessities. She then continues her learning to pursue her dream and enter college, majoring in interior design. As a result, Fedia’s family felt aided through PIP, especially her mother, who hopes that her child can continue studying to turn her dream into a reality.

This demonstrates how poverty impacts low-income communities—including students—and how nonprofit and governmental initiatives help relieve these hardships through community empowerment and financial aid. By expanding education access, individuals and communities receive an increase in potential earnings and reduce unemployment rates, directly contributing to national productivity tied to economic growth. Together, nonprofit and government efforts highlight the importance of sustained investment in education to break the cycle of poverty and expand long-term economic opportunity.

Economic Opportunity

Poverty in Indonesia not only affects access to education but also limits economic opportunities later in life. Limited access to quality education and skills training often results in lower-paying and unstable employment. In rural and low-income communities, individuals may enter the workforce early to support their families, reducing long-term earning potential. Dompet Dhuafa told The Borgen Project that despite ongoing empowerment efforts, internal and external challenges remain, including financial sustainability, policy dynamics, human resource capacity, governance and program development. The organization explained that “economic opportunities require human resources with sufficient knowledge and skills. However, the majority of Indonesia’s workforce still has only secondary education or lower, meaning access to economic opportunities is limited to only a small portion of society.”

These barriers contribute to the growth of informal employment, low wages and limited social mobility, allowing the cycle of poverty to persist across generations. Informal employment typically refers to work without formal contracts or legal protections, including self-employment, casual labor and unpaid family work. Data from Indonesia’s Central Statistics Agency (BPS) shows a strong link between education level and informal employment. Individuals without schooling have a 93% likelihood of working in the informal sector, compared with 17.3% of university graduates. As education levels rise, the proportion of informal employment declines, highlighting the role of education in improving economic stability.

In addition, organizations such as Dompet Dhuafa focus on economic empowerment programs that provide vocational training, entrepreneurship support and community development initiatives. Through the use of zakat, infaq, alms and waqf (ZISWAF), the organization aims to promote long-term economic independence. Dompet Dhuafa stated that these initiatives seek to build a more inclusive economy by equipping vulnerable communities with vocational skills, business knowledge and long-term support, enabling mustahik (recipients) to eventually become muzakki (donors). Increasing access to economic opportunities is essential for sustainable development. When individuals gain stable employment and financial independence, communities experience improved living standards and reduced vulnerability to poverty.

Conclusion

Poverty continues to shape access to education and economic opportunity in Indonesia, creating barriers that can limit long-term development. When these barriers persist, governmental programs such as the KIP, PIP and nonprofit organizations like Dompet Dhuafa step in to address these challenges. Through educational access, vocational empowerment and community-based development, these initiatives aim to break intergenerational poverty and create long-term social and economic resilience in Indonesia.

Continued investment in education and economic empowerment will be essential to ensuring that future generations have the opportunity to break the cycle of poverty and contribute to Indonesia’s long-term growth.

– Bianca P. Gunawan

Bianca is based in Jakarta, Indonesia and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr

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Behind the Statistics: Poverty in the Dominican Republic

A street vendor sells fruits from a cart in the Dominican Republic.Poverty in the Dominican Republic continues to affect many families despite economic growth in recent years. The World Bank states that although the Dominican Republic has experienced rapid economic growth over the past two decades, inequalities and limited access to quality jobs and public services continue to affect underserved populations. Limited access to stable employment, reliable infrastructure, affordable health care and higher education creates ongoing challenges for low-income families.

A former resident of a low-income community in the Dominican Republic, who requested anonymity for privacy reasons, described growing up in a household where survival depended on constant work. According to the source, every member of the family began working at a young age to help cover necessities such as food, clothing and utility bills.

“Every day was spent working to pay for clothes and food and keep the bills up to date,” the source said. They also stated that in a household of five children and two parents, financial pressure shaped nearly every aspect of daily life.

Economic hardship also affected social relationships and community life. Long work hours left little time for friendships, recreation or personal development. “It was just to focus on work and get money to pay bills and get food to continue living,” the source explained.

Education and School Dropout Rates

Financial hardship often creates long-term educational barriers for children living in poverty in the Dominican Republic. Families struggling to meet daily needs frequently depend on children and adolescents to contribute financially, increasing the likelihood of school absenteeism and dropout rates.

UNICEF reported that many children in the Dominican Republic continue to face educational exclusion due to poverty and limited resources. The organization found that 60% of Dominicans ages 18 to 40 had not completed school during the 2014-2015 academic period.

According to a UNICEF report, 9.9% of adolescents aged 15 to 17 were not attending school during the 2014-2015 academic period. The report also found that 24.1% of secondary students were enrolled with an overage of two or more years, increasing the risk of school abandonment and educational exclusion.

The report additionally noted that students living in rural and underserved communities face greater barriers to completing secondary education and accessing equal educational opportunities. Researchers also found that many adolescents who left school would have needed to return to primary education if they reentered the school system.

The anonymous source explained that balancing work and education created constant stress and exhaustion during childhood. Although education was valued within the household, financial hardship often took priority over long-term academic opportunities.

“In the Dominican Republic, the school systems were not the best, but it is what we had,” the source said. Financial limitations eventually prevented the individual from attending university after graduating from high school, forcing full-time entry into the workforce instead.

Education Quality and Access

Educational inequality in the Dominican Republic extends beyond school attendance to learning quality and student achievement.

According to UNICEF, education challenges in the Dominican Republic include low learning outcomes, school exclusion and unequal access to quality education, particularly among vulnerable communities. Despite increased investment in education, many students continue struggling to complete school due to poverty and limited educational resources.

UNICEF reported that only 12% of third-grade students achieved satisfactory results in Spanish language studies, while only 27% achieved satisfactory results in mathematics during the 2017 National Diagnostic Assessment. The organizations also identify school violence and unequal educational opportunities as major barriers affecting learning outcomes throughout the country.

According to UNICEF’s All Children Learn in the Dominican Republic initiative, educational programs currently focus on improving literacy and mathematics instruction, supporting vulnerable students and increasing inclusive learning opportunities for children and adolescents with disabilities. UNICEF has also worked with schools and communities to strengthen programs for peaceful conflict resolution and improve inclusive classroom practices.

These educational challenges are often closely connected to broader housing and infrastructure issues that affect low-income communities daily.

Housing and Infrastructure Challenges

The effects of poverty in the Dominican Republic also extend to housing and infrastructure. According to the source, the family lived in a crowded home where multiple people shared rooms and privacy was limited. Daily routines were often disrupted by unreliable electricity and inconsistent access to water.

“The light would always go out and there was not much access to water,” the source explained. They also described poor infrastructure in the community, including constant construction and difficult road access, which disrupted daily life.

The World Bank states that inequalities in infrastructure and access to public services continue to affect underserved populations throughout the Dominican Republic, particularly low-income communities. Limited infrastructure can also contribute to educational and health-related challenges, especially for families already struggling financially.

Health Care and Community Support

Health care expenses created major financial burdens for families living paycheck to paycheck. Instead of relying on larger pharmacies, many residents turned to smaller local “boticas,” which offered more affordable medicine options.

“When it came to someone who was ill, we would have to skip out on work or school to take them to the hospital,” the source said. Missing work to care for a sick family member often meant losing income needed for food, rent or utility bills.

In many underserved communities, churches remain one of the only reliable forms of local support. The source explained that families often depended on churches for food, clothing or emergency assistance because few organizations or social programs were available in the area.

“There were only churches; there were no types of support or organizations that would help,” the source explained.

Looking Beyond the Statistics

UNICEF continues to support educational initiatives in the Dominican Republic to improve learning opportunities and school accessibility for vulnerable children and adolescents. The organization’s programs focus on strengthening early education, improving inclusive learning opportunities and helping students remain in school. UNICEF has also supported programs designed to reduce school violence and improve educational accessibility for children with disabilities.

Although poverty in the Dominican Republic continues to limit opportunities for many families, educational initiatives and community-based support programs may help reduce long-term inequalities. Personal accounts from individuals directly affected by poverty highlight the realities behind economic statistics and underscore the importance of continued efforts to improve living conditions across the country.

– Grelby Santos

Grelby is based in Boston, MA, USA and focuses on Good News and Global Health for The Borgen Project.

Photo: Unsplash