Archive for category: Education

Information and stories on education.

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USAID Programs in Malawi

USAID Programs in MalawiMalawi, known as the Warm Heart of Africa, is home to several Bantu ethnic groups, including the Chewa, Lomwe, Yao, Ngoni and Tumbuka. Framed by Lake Malawi and the Great Rift Valley in Southeastern Africa, the country supports a population of 21 million people. World Bank demographic data indicates that 42% of citizens are less than 14 years old and more than 70% live below the national poverty line. For decades, USAID programs in Malawi provided critical support across health and education sectors. As a key bilateral partner, the foreign assistance agency backed healthcare initiatives through the U.S. President’s Emergency Plan for AIDS Relief (PEPFAR) starting in 2006. Twenty years later, Malawi is grappling with recent funding terminations: severe food insecurity due to climate shocks. Partners implementing PEPFAR, such as EGPAF Malawi and Partners in Hope, slashed an immediate 45% of HIV awards.

Shortcomings on Healthcare and Education

In both education and healthcare, Malawi faces severe resource and staffing shortages, that hinder long-term development and resilience. The nations’ physician density is only around 0.5 doctors per 10,000 patients. With similar underfunding issues, the educations sector closely mirrors these systemic healthcare challenges. Overcrowded classrooms and high student-to-teacher ratios leave schools ill-equipped to support young learners. In rural areas, teachers like Dinesi Namagowa emphasize this in times of disasters, when “learners can’t come to school. Classrooms, toilets, books and teaching materials are often destroyed.” Sometimes, classes are held under trees or inside leaking tents which accumulate into a national struggle with each storm and heavy rain. Returning to healthcare, the rate of new HIV infections is triple the world’s rate: 0.6 in Malawi compared to 0.2 globally, per 1,000 uninfected people, as of 2024.

Navigating Healthcare Transitions

Despite past achievements, recent global funding shifts and administrative adjustments required local healthcare providers to adapt rapidly. Historically, USAID programs in Malawi reached more than 700,000 citizens living with HIV/AIDS while expanding early grade literacy across rural schools. When budget reallocations impacted partner awards, regional health networks mobilized to safeguard these essential community services.

In a study of 72 Malawians, 78% of respondents reported significant currency depreciation and price spikes. Secondary data suggests that 435,000 Malawians could fall into extreme poverty linked to the suspension of aid.

In response, Malawian healthcare leaders and non-governmental partners decentralized care and integrated mobile clinic hubs to ensure uninterrupted treatment for vulnerable populations in rural districts and established new structural agreements.

Bilateral Agreements and Sustainable Solutions

In January 2026, the bilateral framework marked a major milestone by signing a $792 million Health Cooperation Memorandum of Understanding. This strategic arrangement commits $143.8 million annually over five years to combat HIV/AIDS, malaria and other infectious diseases.

Rather than relying solely on parallel donor delivery systems, this framework co-invests directly into Malawi’s domestic healthcare infrastructure. Local non-governmental organizations like Partners in Hope maintain frontline clinic operations to prevent treatment disruptions. Furthermore, community health networks deploying trained local advocates have successfully maintained treatment retention rates above 85% across target districts.

Fostering Long-Term Educational Progress

Educational development remains another vital area where partner support drives lasting change. Prior contributions to Malawi’s education sector generated hard-won gains for student scholarships, classroom construction and the distribution of Teaching and Learning Materials. UNICEF budget briefs highlight that maintaining continuous financial support for primary education shields young demographics from generational poverty risks and keeps children in school. Expanding this progress into secondary schools is an ideal next step for education development in Malawi.

Looking Ahead

By reinforcing community-led clinic operations and expanding sustainable co-investment models, USAID programs in Malawi continue empowering local institutions. Through strong bilateral collaboration and resilient local leadership, Malawi is establishing a durable foundation for long-term health, education and economic growth.

– Sila Elitok

Sila is based in Zurich, Switzerland and focuses on Politics for The Borgen Project.

Photo: Wikimedia Commons

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A Hopeful Vision for Higher Education in Zambia

Higher Education in ZambiaDespite high rates of poverty, with 60% of the population living poor in 2024, higher education in Zambia is developing rapidly, increasing access to education for marginalized groups. Rising education levels and incomes bring transformative potential for economic growth.

Bolstering the Higher Education Sector

Student enrolment in higher education in Zambia almost doubled from just under 120,000 in 2019 to more than 230,000 in 2024. This reflects the government’s focus on higher education in national development plans, which it considers vital for socioeconomic development. The Higher Education Authority in Zambia reports that advancements in digital infrastructure, increase in colleges and provision of government scholarships have all facilitated the pursuit of tertiary education, especially for those in remote regions and from lower-income backgrounds.

Zambia has also made progress on the quality of higher education. Close to 80% of academic staff held postgraduate qualifications in 2024, a noticeable improvement from previous years. Lecturers and teachers with educational expertise contribute to effective, competent instruction in higher education institutions.

Working Backwards

The expansion of Zambia’s higher education sector is rooted in continual efforts to reform education at primary and secondary levels. The Education-For-All policy, launched in 2018, offered free education for Zambian children, making education accessible regardless of financial background.

Building on this, UNICEF has partnered with government ministries to tackle low exam scores, below the 40% pass mark, and unsafe learning environments, where corporal punishment is a common occurrence. This involves providing technical assistance to improve teaching materials and fostering healthy student-teacher relationships, ensuring students are capable of and encouraged to continue their studies.

Tackling the Gender Barrier

Securing equitable opportunities for higher education in Zambia is a pressing issue. Under half of secondary school students enroll in tertiary education, with child marriages, teenage pregnancies and lack of knowledge in reproductive health playing a part in these low numbers. This prevents girls in particular from furthering their education.

However, with the help of UNICEF, the Ministry of General Education implemented the Zambian Girls 2030 programme, organizing career clubs, career camps and internships, educating girls on how pursuing higher education opens up a wide range of career options. The number of girls joining career clubs increased by around sixfold to close to 15,000, while enrolment numbers in the internship programme increased from 0 to more than 400. 

Lowered pregnancy rates and the near gender parity in students enrolled in higher education in Zambia in 2024, with 49% being female, validate these efforts.

Digital Support for Underrepresented Groups

Although online learning has widened the geographical scope of higher education institutions in Zambia, lack of access to the Internet and electronic devices remains a challenge to students in rural areas and impoverished households. In collaboration with UNESCO, the Ministry of Education’s EduTech for Zambia Project invests in digital technologies. The project also strives to consolidate ICT (Information and Communications Technology) standards that advise educators on digitizing the education system inclusively and sustainably.

Zambia’s commitment to a comprehensive digital education system aligns with the potential for Open Distance Education to make learning flexible and engaging. By establishing a solid foundation in digital literacy in students from a young age, Zambia’s EduTech project enables them to maximize the benefits of higher education in the future.

Improving Qualifications of Academic Staff 

With only a fifth of academic staff with doctoral degrees, Zambia’s higher education sector struggles to provide research supervisions and postgraduate courses. Furthermore, with the number of academic staff increasing at a slower rate than the number of students, the student-to-staff ratio is becoming unsustainable, resulting in massive workloads for teachers. This could cause a drop in the quality of education over time.

Recognizing this issue, Zambia aims to promote doctoral and master courses through scholarships and research funding. With new paths towards postgraduate degrees, the number of students meeting the standards for academic staff after graduation could rise as well. As more students enter higher education, Zambia is dedicated to offering excellent instruction in higher education institutions.

The Future for Zambia’s Economy 

As Zambia works towards overcoming gender, financial and technological barriers to higher education, a more educated workforce is emerging. Tertiary education not only corresponds to a greater probability of choosing entrepreneurship, but also cultivates the business knowledge necessary for commercial success. Furthermore, government initiatives, supported by international organizations, have made huge strides in bettering higher education in Zambia. With the youth unemployment rate close to 10% as of 2024, this is crucial for shaping a more prosperous and financially secure future for young Zambians, paving the way for organic economic development.

– Katy Wong

Katy is based in Hong Kong and focuses on Good News and Global Health for The Borgen Project.

Photo: Wikimedia Commons

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Mobile Libraries in Ghana and Education to Rural Communities

Mobile Libraries in GhanaA library does not always need four walls. In rural Ghana, brightly painted vans filled with books and computers bring education directly to children who would otherwise have little to no access to reading materials. This lack of educational resources is particularly significant in rural communities, where 36.7% of people are multidimensionally poor, according to the Ghana Statistical Service. Limited access to education can also make it harder to escape poverty by restricting future employment and earning opportunities. The World Bank estimates that each additional year of schooling is associated with a 12.4% increase in earnings in sub-Saharan Africa, showing how access to education can improve future economic opportunities.

Bringing Books to Communities That Need Them Most

Mobile libraries in Ghana increase access to educational resources by delivering books, digital resources and literacy programs directly to communities that lack permanent libraries or access to such materials. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), this initiative has helped more than 3,000 children per year since 2017. UNESCO reports that between 2021 and 2023, the initiative served more than 12,000 learners, 75% of them girls and young women. These initiatives demonstrate expansion in educational opportunities, encouraging children to develop a love of reading and giving students the tools they need to succeed in school.

One organization leading this effort is the Ghana Book Trust (GBT). Since 2013, GBT has partnered with CODE and the Ghana Library Authority to operate a mobile van that travels throughout the Ashanti Region. The van carries thousands of books, computers and tablets to more than 45 communities without local libraries. During each visit, children can borrow books, participate in reading activities and gain access to computers and the internet. The program also includes spelling bees, literacy games and specific lessons that help students strengthen their reading and digital skills. The program’s impact is evident in students’ reading abilities. Ashanti Regional Mobile Library Officer Ofosu Frimpong said school visits showed clear improvement in the pupils’ reading habits, with children able to “read with much confidence” compared with their reading before the mobile libraries arrived.

Helping Students Build Digital Skills

For many students in rural Ghana, learning computer skills can be challenging because schools often lack electricity, computers or internet access. To address this challenge, the nonprofit organization Electronic Information for Libraries (EIFL) partnered with the Ghana Library Authority to equip mobile library vans with solar-powered laptops and internet access. Between 2015 and 2019, the project supported more than 3,200 students in four regions of Ghana by providing hands-on computer lessons that helped prepare them for the Basic Education Certificate Examination (BECE), a key exam required for admission to secondary school. The program allowed many students to use a computer for the first time while improving their confidence in digital learning.

Libraries Without Walls Is Reaching More Children

Another initiative expanding educational access is the Foundation for Educational Equity and Development’s (FEED) “Libraries Without Walls” program. The initiative uses mobile libraries, community reading spaces and digital technology to reach children with limited access to educational resources. In 2024, UNESCO recognized the program with the King Sejong Literacy Prize for its innovative approach to improving literacy. According to FEED, the program has reached more than 20,000 children over seven years by making books, educational materials and digital resources available in underserved communities. Selina, one of the program’s beneficiaries and its first ambassador, said Libraries Without Walls “helped shape my love for reading.” She now helps younger students learn how to read, showing how the program’s impact can continue from one student to another. The recognition highlights how creative solutions can reduce educational inequalities while encouraging lifelong learning.

Mobile libraries in Ghana have also produced measurable improvements in students’ learning. According to FEED’s 2024 Annual Report, communities participating in Libraries Without Walls have recorded up to a 35% improvement in reading comprehension scores. FEED has also observed increased school attendance and girls re-engaging in learning, showing that expanding access to books and literacy programs significantly supports broader improvements in students’ education and engagement with learning.

Creating Lasting Opportunities Through Education

The success of mobile libraries in Ghana demonstrates that expanding access to education does not always require constructing new school buildings. By bringing books and technology directly to children, these programs help students strengthen literacy, improve digital skills and develop confidence in learning. Organizations such as the Ghana Book Trust, FEED and EIFL continue to show that community-based initiatives can make a significant difference. As these programs grow, they create greater educational opportunities for children in rural Ghana while helping build a stronger foundation for future generations.

– Masa Qasim

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

Photo: Flickr

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Poverty, Inequality and Higher Education in Greece

Higher Education in GreeceFrom the advent of democracy to its wide-ranging philosophical traditions, Ancient Greece was undoubtedly the blueprint for modern Western society. However, over the last decade, Greece has been experiencing substantial economic strife and political turmoil. Among the biggest blows to Greek society has been its higher education system, which faces erratic funding, organization and substantial barriers to entry. Here is more information about higher education in Greece.

The Realities of Poverty in Greece 

According to the European Union, roughly 27.5% of Greek citizens (greater than 2.5 million) are at risk of social exclusion and impoverishment, the second-highest rate in Europe in 2026. More than half of Greek citizens are unable to cover essential expenses, such as medical fees for staying healthy. Evidence indicates that people under conditions of poverty have deteriorating physical and mental health, with the suicide rate increasing to 35% and basic supplies or pharmaceuticals out of reach. 

Poverty is also cyclical, making it difficult for children to escape the misfortune of their parents. Roughly 31.5% of children are at risk of poverty and social exclusion, according to UNICEF, rendering the realization of their basic needs and rights extremely difficult. Consequently, nearly a third of children in Greece lack the necessary housing, nutrition, and education to survive, let alone achieve upward mobility.

Complex Decision-Making Processes

Higher education is highly centralized in Greece, leading to lengthy decision-making processes that can exacerbate outcomes before solutions are reached. Accusations of corruption and over-politicization of the education sector are rampant. Politicians and policymakers are unaccountable because opaque decision-making processes enable under-the-table dealings. Coupled with Greece’s persistent financial crisis, education remains underfunded, at only 3.9% of GDP, among the lowest in the EU.

Moreover, stringent economic barriers persist, depriving swaths of the Greek population of access to education. Students need to pass a series of tests to gain access to higher education, most notably the Panhellenic exams. The Panhellenic exams are extensive, requiring students to seek “shadow education” as an external means of preparation. “Frontistiria,” referring to separate private tutoring institutions and other preparatory courses, requires additional financial resources. These underlying financial strains make it difficult for students from low socio-economic backgrounds to enter higher education. 

Law 4777/2021 has created a legal framework in Greece that enables the establishment of private universities and imposed additional economic constraints on access. Private universities add an extra dimension to the two-tier education system, concentrating access to higher education among those affluent enough to afford the higher tuition fees associated with private universities. Citizens, including prominent academics, argue that the law undermines Article 16 of Greece’s constitution, which promises education at all levels as a fundamental right of Greek citizens.

Issues in Day-to-Day Maintenance 

Furthermore, the degree completion rate among eligible students, according to the Hellenic Authority for Higher Education and the EU, is only 9.6%. Meanwhile, 11.7% of students pursue higher education abroad. Even more staggering is the fact that only 52% of enrolled students are considered active.

Experts argue that the inconsistent engagement among eligible students stems from issues with the daily maintenance of schools. The underfunding of universities has led to widespread understaffing, creating gaps in student support and in curricula that are poorly oriented towards career progression.

Potential Solutions

Policymakers and relevant bureaucracies are undergoing rapid and substantial restructuring of higher education to address the multifaceted issues within Greece’s system. Officials have turned towards digital solutions, notably through the Digital School platform initiative, which is regulated by Law 5128/2024. Notably, the Digital Tutorial Program offers online lessons in core subjects for students preparing for the Panhellenic exams, providing a cost-effective solution for those facing economic barriers.

Easier Pathways Towards Higher Education

Encouragingly, the Ministry of Education’s new plan is instituting new avenues for students to enter higher education in Greece rather than relying on a single high-stakes Panhellenic exam. The proposed National Baccalaureate would instead consider students’ performance over 3 years, as well as their national examination results. Half of the consideration process would come from grades 10 and 11, and the other 50% from grade 12, including the Panhellenic exams.

A 2024 education reform bill allocated an additional 1.5 billion euros in funding for state universities through 2027. Education minister Sofia Zakari has launched the “Marietta Giannakou” program, which is set to allocate 650 million euros to bolster the infrastructure of 2,500 schools, including many state universities. Upwards of 13 “Innovation Centers” are being constructed to equip schools with technological advancements in science, athletics and even music.

Improving Student Engagement

To address the persistent issue of student disengagement, the Ministry of Education and the Directorate of Higher Education have implemented a “life-extension” policy. The policy will provide a second chance to more than 35,000 students who have formally and actively declared their continued interest in academia while simultaneously removing upwards of 280,000 students who have not. The logic is to add an imperative to keep interested students engaged while removing those who are backlogging the system.

Education remains one of the biggest predictors of upward mobility and poverty reduction. Higher education provides greater access to employment opportunities by advancing students’ collective knowledge and skills. Improved access to higher education has also been shown to have a balancing effect by enabling children to escape legacies of poverty and enabling historically excluded peoples, particularly women, to acquire the competencies needed to reduce intergenerational poverty. Establishing a familial background in higher education can encourage succeeding generations to pursue it and access its benefits.

Looking Ahead

Greece’s experiences with higher education demonstrate the interconnected nature of upward mobility, education and economic vitality. While Greece’s education ministry has taken important initiatives to address rampant issues in education, the most fundamental issue remains economic inequality. 

– Jakob Ferenc Kuhn-Olioff

Jakob is based in Montréal, Canada and focuses on Technology and Politics for The Borgen Project.

Photo: Wikimedia Commons

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Higher Education in Gaza: Learning Against the Odds

Higher education in gazaThe state of education in Gaza is close to completely devastated at each level of learning. Before October 2023, it was thriving: adult literacy stood at about 97%, among the highest rates in the world, and enrollment in higher education reached roughly 45%.

In the years since, Gaza’s education community has suffered immense losses. The Gaza Ministry of Education reported, in figures relayed by the United Nations (UN) Office for the Coordination of Humanitarian Affairs (OCHA) and not independently verified by the UN, that as of Oct. 28, 2025, more than 18,591 students and 791 education staff had been killed, while more than 27,216 students and 3,251 teachers had been injured. A January 2026 report from the University of Cambridge described students whose ambitions had narrowed to, in their words, surviving “another day.”

The Impact on Universities

Higher education has faced catastrophic devastation. A November 2025 assessment by the United Nations Educational, Scientific and Cultural Organization (UNESCO), the Ministry of Education and Higher Education and the Arab World for Research and Development found that 95% of Gaza’s 38 university campuses had been affected, with 22 completely destroyed. The loss of academic infrastructure, alongside the trauma of the war, has presented major obstacles to higher education in the region. Despite this, students hold onto hope alongside nongovernmental and intergovernmental organizations working to restore it.

UNESCO’s Educational Initiatives

The first phase of UNESCO’s Gaza Virtual Campus began in October 2025. It currently reaches up to 20% of Gaza’s higher education students, with plans to expand to about 30%, ultimately allowing more than 30,000 students to resume degree programs virtually. The learning sessions serve about 60 students at a time, with technological and academic equipment provided, acknowledging that many students have lost their homes and belongings.

UNESCO has also established five temporary higher education learning spaces in partnership with Al-Quds Open University and the Islamic University of Gaza. The UN reports that these centers serve 13,800 tertiary students, including 6,912 women, while integrating mental health and psychosocial support into their services.

Nonprofit Efforts to Support Students

Taawon, a nonprofit civic organization, plays a significant role in supporting higher education in Gaza through its ISNAD campaign, which funds scholarships for students enrolled at Al Azhar, Al Aqsa and the Islamic University. Since 2024, Taawon reports it has supported 6,274 students, with 2,261 graduating and entering the job market.

Another initiative is the collaborative HEAL Palestine and Reach Education Fund Diploma Release Program. Many students in Gaza have completed their university studies but cannot graduate due to a lack of finances, creating a barrier to employment and further education. As of this year, the organizations have facilitated more than 340 diploma releases for university students, opening new academic and professional futures for Gazans.

Why Higher Education Matters

Preserving the path to higher education for students in Gaza is part of the larger effort to address the humanitarian crisis in the region. Creating safe, supported spaces for university students to study protects the next generation of Gazan professionals, intellectuals, leaders and advocates. Initiatives by organizations such as UNESCO, Taawon, HEAL Palestine and Reach Education Fund show that educational continuity remains a critical component of humanitarian response, providing students with academic opportunities, community and hope.

– Nilani Mathur

Nilani is based in Longmeadow, MA, USA and focuses on Good News and Politics for The Borgen Project.

Photo: Pixabay

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The Cockroach Janta Party and Poverty in India

Cockroach Janta PartyThe Indian government has recently faced protests from the newly formed Cockroach Janta Party (CJP), a youth-led movement that started as an “online joke.”

When the chief justice of India, Surya Kant, stated that the nation’s “unemployed youth” were similar to “parasites” and “cockroaches,” Abhijeet Dipke, the founder, took to social media, writing, “What if all cockroaches come together?” Kant later said he had been misquoted and that his criticism targeted people using fraudulent credentials rather than young people generally.

Many people responded to the comment. The party’s Instagram page gained around 10 million followers within four days. The Cockroach Janta Party formed in May 2026.

India’s Youth Unemployment and Education System

Around 65% of India’s population is below 35 and about 40% of India’s graduates under 25 are unemployed – the urban youth unemployment rate is currently at 14%.

While high school and college enrollment has increased and gender and caste gaps have decreased, the last half decade has not generated salaried jobs in adequate numbers, meaning there are many young, educated people in the labor market but not enough jobs to support them. As the BBC notes, India has expanded education but has “not yet aligned these gains with the creation of productive, well-paying jobs.”

According to Generation India, high levels of youth unemployment can “lead to increased poverty, social unrest, and a greater burden on public resources.” The organization also describes a phenomenon called scarring, in which long periods of unemployment early in a person’s career make it harder to find work later and can lower lifetime earnings.

India’s education system is also extremely competitive. Over 2 million students sat for the 2026 National Eligibility cum Entrance Test (NEET) – India’s medical exam, for only 130,000 places. Exam leakages required many students to re-take the grueling exams, and these leakages have been connected to dozens of suicide cases in the past few years. Leaks have affected other exams as well. The Cockroach Janta Party is now demanding accountability from the government for the leakages and has called for the resignation of Education Minister Dharmendra Pradhan.

Government Responses to CJP Protests

JP Nadda, the Health Minister, met with leaders of CJP on 20 July 2026. According to the spokesperson for CJP, Saurav Das, the “10-minute meeting with Nadda ended with” the commitment that the government would investigate the issue.

Prime Minister Narendra Modi, the current prime minister of India, called for creating a secure “public examination system”. According to Parliamentary Affairs Minister Kiren Rijiju, the government took action and arrested 13 people for the exam leakages. Modi also stated that the government had carried out re-examinations successfully.

According to Rijiju, the prime minister stated that everyone should collaborate to ensure that “strict steps are taken, those guilty are punished, and a foolproof system is created” to avoid compromising the future of young people. Some critics have alleged the movement may be linked to opposition parties, citing Dipke’s past association with the Aam Aadmi Party.

When a BBC reporter asked a woman in India why the leakage of the exams was “so upsetting,” she explained that it feels “brutal” when a student succeeds on one exam only to learn it is not the one being counted. The government says an improved, secure system could reduce stress for youth and prevent people from getting an unfair advantage from leakages.

Jobs and Poverty Reduction

The protests have advocated for reform and increased awareness of the significant problems young people in India face, from education to unemployment.

With a majority of India’s population at a young age, the government has an incentive to take action. If India’s government improves the job market after these protests, supporters say it could help lift people out of poverty.

India’s extreme poverty rate has decreased to 5.3% between 2022 and 2023; however, this could be further improved. According to the International Labour Organization, “gainful employment is still the most reliable way of escaping poverty.” Job creation gives people skills, dignity and long-term income while strengthening local economies, and expanding job opportunities and improving working conditions can help reduce poverty.

Looking Forward

The Cockroach Janta Party has advocated for youth unemployment, calling on the government to alleviate the issue, and if the government can improve the future of jobs in India for youth. It has the potential to lift many people out of poverty.

– Sahana Sundar

Sahana is based in Singapore and focuses on Good News and Politics for The Borgen Project.

Photo: Unsplash

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Improving Education in Indonesia Through Access to Libraries

Education in IndonesiaEducation and poverty are inherently intertwined. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), if all students in low-income countries had just basic reading skills, almost 171 million people could escape extreme poverty. Poverty prevents access to proper education, and in turn, lack of education often leads to poverty. By improving education, individuals develop the skills, knowledge and tools to access higher-paying jobs. Education opens gateways of opportunity for the globally poor, allowing them to acquire more stable employment.

Additionally, education is useful for developing social, cognitive and emotional skills. But there is a major issue with access to education in various countries. According to the UNESCO Institute of Statistics (UIS), as of 2024, approximately 273 million children and youth across the globe do not attend school. Even those who do attend school may not be receiving an adequate education. Poorly trained, underpaid teachers, overcrowded classrooms and a lack of learning resources such as textbooks or pens and paper all contribute to this gap. In Indonesia specifically, literacy levels as a whole are significantly lower than the global average.

Education inequality is an extreme issue in Indonesia. More than 90% of schools are located in areas with limited or expensive internet connectivity. Schools in rural areas experience unequal access to education through limited accessible resources. Part of this inaccessibility is due to the costliness of online materials. Several groups in Indonesia recognize this shortcoming and the importance of proper education, and they are making efforts to improve accessibility to adequate education in Indonesia.

Digitalization and a Focus on Storytelling

Kipin is an Indonesian EdTech program used by almost 70 million young students, dedicated to improving access to education through digitalization. Working together with the Indonesian government, Kipin identified a problem with past education initiatives: They focused too much on “drilling” information and not enough on critical thinking. They recognized the burnout this method of learning caused and redirected education in a way that presents learning as a useful skill instead of a burden. Kipin aims to achieve this through digitalization, prioritizing quality and engagement. Kipin follows the National Curriculum and has produced more than 100 exclusive numeracy literacy books for students in grades one through six. Digitalization is helpful in aiding both parents and teachers to provide students with high-quality resources.

This new medium is effective because it relies on an illustrated storybook method. This method uses engaging visuals and daily scenarios to make information more digestible to students. This allows children to engage in learning voluntarily and without the fear factor commonly associated with subjects like math. It both keeps students engaged and helps them understand why what they are learning is important and applicable as a skill. Kipin’s technology also includes interactivity through the ability to annotate, encouraging development of motor skills.

This technology is available even to students in remote areas through systems such as Kipin MAX, Kipin Classroom and Kipin Perpus Desa. These systems allow students to download from a digital library of more than 60,000 curriculum-aligned materials in one visit to the village hall, for free, without needing an internet connection to access later. Along with national curriculum and literacy books, these programs also provide vocational books for workforce programs and local village information to foster community within Indonesia. This reduces education inequality, allowing students in areas most plagued by poverty to receive an equal chance at education on par with students in big cities.

“Human Libraries”

The National Library of Indonesia announced plans in 2025 to launch what it called “human libraries,” aimed at emphasizing human roles in a world increasingly shaped by artificial intelligence. This initiative was meant to keep libraries “relevant” and encourage learning outside of artificial intelligence (AI). Although AI is still a new technology, many reports show it can undermine a child’s foundational development. “Human libraries” were intended to allow individuals to seek knowledge outside of AI and interact with their communities on an intellectual level.

The National Library of Indonesia (NLI) initially planned to add 563 libraries in correctional facilities and 500 in local health centers by the end of 2025. However, the program has since been scaled back due to nationwide budget cuts. The institution distributed roughly 1,000 books total to community service locations, including correctional facilities, between 2024 and 2025. Officials said in early 2026 that the book-distribution program could not continue that year due to funding shortfalls. The NLI has said it is now working to expand collaborations with ministries, communities and international partners to sustain its literacy efforts despite the reduced budget.

Mobile Libraries and Libraries in Rural Areas

After a 2010 study done by the National Library showing how reading habits were limited, the Foundation for Mother and Child Health Indonesia, known locally as Yayasan Balita Sehat, began using mobile libraries to bring books to children, improving access to education for students in rural areas. Their solution operates with a smart car that brings books to Bojonggede, on the outskirts of Greater Jakarta, and a motorbike mobile library that delivers books to remote areas in West Timor. Additionally, the foundation operates two libraries in South Jakarta and Central Java in mother and child centers.

Similarly, the National Library of Indonesia has worked since 2007 to bring more comprehensive materials to libraries in rural communities. As of a 2014 report, the NLI had partnered with 450 district libraries to develop their collections, hardware and software, along with 160 libraries in small island and border regions and 50 libraries in coastal areas. It had also distributed 503 mobile libraries — including eight floating libraries serving seven provinces — to 33 provincial and 347 district libraries. More recent NLI data show the program has continued to expand. By 2018, the institution operated 584 mobile library vans and 80 motorcycle units. By 2024, its Social Inclusive Library Programme had partnered with more than 2,000 public libraries nationwide.

Through mobile libraries, groups in Indonesia are recognizing the education inequality caused by accessibility and affordability, and they are working to eradicate these barriers so that children on rural islands may have equal access to education.

– Arden Schultz

Arden is based in Milford, MI, USA and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr

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How Conflict Is Affecting Education in Sudan

Education in SudanFor many children, education in Sudan has become another casualty of the country’s ongoing conflict. Since fighting erupted in April 2023, millions of children have lost access to classrooms as schools have been damaged, closed or used for other purposes. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), Sudan is home to about 17 million school-age children. By August 2025, only about three million had returned to school, and fewer than one-third of schools had reopened. As the conflict continues, restoring access to education is essential not only for children’s learning but also for Sudan’s long-term recovery.

Education Challenges Before the Conflict

Even before the current conflict, education in Sudan faced significant challenges. UNESCO estimates that approximately 6.9 million children were already out of school before fighting began in April 2023, highlighting long-standing barriers to accessing education. Since then, the conflict has deepened these existing challenges by further disrupting schools and limiting learning opportunities for millions of children. What was already a struggling education system has become one of Sudan’s most urgent humanitarian concerns.

The consequences of the conflict continue to affect children across the country. According to the United Nations Children’s Fund (UNICEF), at least eight million children are currently out of school, while nearly half of Sudan’s school buildings are no longer functioning due to the ongoing violence. In regions such as Darfur and Kordofan, insecurity has made it increasingly difficult for children to access safe and consistent learning environments. As a result, many young people remain without the education and stability that schools can provide during times of crisis.

Emergency Education Support

While the challenges facing education in Sudan remain severe, international organizations are working to help children continue their education. Education Cannot Wait (ECW) supports emergency education programs that provide conflict-affected children with access to safe learning spaces, trained teachers and psychosocial support. Working alongside humanitarian partners, ECW aims to ensure that children who have been displaced or affected by violence can continue learning even throughout the ongoing crisis. These efforts help provide not only access to education but also a sense of stability and hope for children whose lives have been disrupted by conflict.

Alongside broader recovery efforts, targeted programs are helping children return to education. According to UNICEF, the Building Resilience to Improve Development and Growth in Education in Sudan (BRIDGES) program will support more than 328,000 conflict-affected children by restoring access to learning in some of Sudan’s hardest-hit communities. Launched in May 2026 by UNICEF and Save the Children, with support from the Global Partnership for Education, the initiative will also help reopen about 850 schools, support approximately 9,000 teachers and establish nearly 1,800 temporary learning spaces. The program aims to strengthen Sudan’s education system while ensuring that more children can safely continue their education.

Looking Ahead

Although rebuilding education in Sudan will take time, efforts are already underway to help children return to learning and strengthen the country’s education system. UNESCO’s Transitional Education Plan 2025–2027 provides a roadmap for reopening schools, supporting teachers and improving access to safe learning environments, but achieving these goals will require an estimated $580 million in funding and continued international cooperation. As Sudan works toward recovery, continued investment in education will be essential to ensure that millions of children have the opportunity to learn, rebuild their futures and contribute to the country’s long-term development.

– Aniya Akram

Aniya is based in Bradford, UK and focuses on Global Health and Politics for The Borgen Project.

Photo: Flickr

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How Vocational Training Centers in Portugal Address Poverty

Vocational Training Centers in PortugalVocational training centers in Portugal help workers gain practical skills that lead to employment in industries ranging from agriculture to advanced manufacturing. Portugal continues to reduce poverty and diversify its economy beyond tourism, which accounts for roughly one-fifth of Portugal’s GDP. Heavy dependence on tourism leaves workers vulnerable to seasonal employment and extremely sensitive to global disruptions. During the first half of 2020, the COVID-19 pandemic caused a cumulative GDP drop of 17%. These training centers play an important role in preparing workers for stable careers. Although nearly 1.9 million Portuguese citizens remain at risk of poverty, vocational education has expanded opportunities in sectors such as Port wine production, olive oil processing and automotive manufacturing. 

Unemployment continues to affect many workers, particularly young adults, who face an unemployment rate of 19.7%. Vocational training centers address this challenge by allowing graduates to transition into stable employment quickly. Portugal continues to expand sectors with long-term growth potential, particularly automotive manufacturing by adopting public-private partnerships through its National Qualifications system. This allows employers to shape curricula, provide apprenticeships and create employment pathways for graduates.

Industries Benefiting From Vocational Training Centers in Portugal

  1. Port Wine: Portugal’s Port wine industry employs more than 150,000 workers, from vineyard workers to logistics specialists and export managers. Vocational training centers, such as Academia Douro and Porto, and School of Port, prepare workers for careers in viticulture, fermentation technology, food safety, quality control and international marketing. These programs support both the wine industry and wine-driven tourism. As demand for Portuguese wine continues to grow, vocational education helps businesses remain competitive and creates careers that increase stability.
  2. Olive Oil: Portugal is Europe’s sixth-largest producer of olive oil, producing about 160,000 tons yearly. Vocational training programs, such as AgroB and UTAD’s Technology of Olive Oil programs, prepare workers for careers in food processing, agricultural technology, supply chain management, quality assurance and export management. As workers gain specialized skills, businesses increase productivity and create stable jobs.

Automotive Manufacturing

Portugal is investing in the expansion of sectors with long-term growth potential, such as its automotive components industry. Portugal produces parts for four major automakers: Volkswagen, Stellantis, Mitsubishi Fuso and Toyota, as well as partners with more than 220 automotive suppliers. The automotive sector currently accounts for about 5% of the nation’s GDP and employs 8% of the workforce. Portugal manufactures wiring systems, molds, electronics and precision parts. As electric vehicle popularity grows in Europe, demand for technicians, robotics specialists and industrial maintenance professionals also grows.

Government funding and partnerships with private employers finance modern training centers that focus on advanced manufacturing, agricultural technology and industrial automation. Portugal operates a National Qualifications System, with programs that focus on robotics, IT and polytechnic training. The European Union subsidizes these programs. This gives graduates the opportunity to be set up for a career path that shows long-term growth and low volatility, combating the 19% young adult unemployment rate. 

Looking Ahead

Vocational training centers in Portugal continue to strengthen the country’s workforce by preparing students for careers in Port wine production, olive oil processing and automotive technology. These programs reduce unemployment, increase incomes and diversify Portugal’s economy beyond tourism. As more workers gain technical skills and access to secure employment opportunities, vocational education will remain an important tool for reducing poverty.

– Julia M Kozin

Julia is based in Livermore, CA, USA and focuses on Technology and Politics for The Borgen Project.

Photo: Unsplash

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Fighting Poverty: Effects of Higher Education in Seychelles

Higher Education in SeychellesYouth in Seychelles can now gain their bachelor’s and master’s degrees without leaving their home countries. This is one way higher education in Seychelles is contributing to the fight against global poverty.

Seychelles is a small nation in the Indian Ocean, off the east coast of Africa, composed of more than 115 islands. One of the most significant changes in the country is the establishment of the University of Seychelles. This advancement in higher education in Seychelles is pushing poverty rates downwards.

Statistics

In 2019, the Oxford Poverty and Human Development Initiative (OPHI) found that 11.8% of Seychellois (around 10,731 to 14,319 people) were living in multidimensional poverty. The poverty index (MPI) was highest for the youth age group (15 to 24 years) at 16.46%. These youth were “particularly affected by ‘Overcrowding’, ‘Substance use/abuse’, ‘School attendance’ and ‘Youth NEET’” (Not in Employment, Education or Training).

Seychellois youth had little to work towards after their high school education—likely causing the country-wide difficulty with school attendance. Without sufficient ways to access higher education in Seychelles, it was also more difficult for residents to attain higher-paying, professional jobs.

Seychelles have been home to six post-secondary schools since the 1980s, all located on the largest island, Mahé. There was no public or private university. Not only would youths have to leave their home islands to get an education beyond high school, but the nearest public universities were all miles away in different countries. The lack of opportunity in the country was keeping Seychellois youth from moving out of poverty.

Brain Drain

Additionally, the lack of university lab facilities and jobs has caused brain drain in Seychelles. Brain drain is the loss of tertiary-educated citizens to jobs abroad—the country is losing its brightest minds. According to the World Bank’s data and IMF labor statistics, “Mauritius and Seychelles have documented the highest brain drain rates globally—both losing over half their tertiary-educated workforce to migration.”

Seychelles had to continuously fund the migration of foreign professionals into the country. Due to the continuing lack of resources, “foreign professionals typically serve [one to three] year contracts before advancing to better opportunities, creating perpetual recruitment cycles that prevent institutional development.” This is a cycle that keeps Seychellois citizens under-educated and in poverty.

University of Seychelles

In 2009, the government of Seychelles opened the University of Seychelles (UniSey) as a counter to brain drain. As the first institution of higher education in Seychelles, they originally worked with the University of London to develop curricula and train faculty, UniSey has begun developing its own programs and relationships with other academic institutions. UniSey offers 13 bachelor’s degrees, four master’s programs and two PhD programs in the business field. As of 2026, it plans to further develop its campus by 2035 with improved research facilities and sustainable infrastructure.

The Good News

UniSey is one of the most promising public universities in Africa, and it’s already having a positive effect on Seychelles. Increasing access to education is known to improve poverty rates on the national scale. The World Bank’s funds access to higher education on the basis that it “can make an important contribution to building a stronger society, ending extreme poverty and boosting shared prosperity. It can serve the community by contributing knowledge and advanced skills as well as basic competencies and research. Knowledge plays a growing role in the global economy, driving economic growth and productivity.”

The OPHDI found that the education level of the head of household directly correlated to severity of poverty in Seychelles: “those with no schooling, [have] the highest MPI (0.115), and the MPI decreases as the education level increases.” Allowing residents to access higher education in Seychelles will pull more people out of poverty.

In Seychelles, multidimensional poverty has dropped from 11.8% of the population to 0.9%. That’s a 92% decrease in only six years.

The Cost

A bachelor’s degree at UniSey can cost 65,000 to 165,000 Seychellois rupees per year ($4,860.12 to $12,337.22), and postgraduate degrees can range from 72,000 to 100,000 ($5383.51 to $7477.10). While these tuition costs are low compared to the United States, cost can still prevent impoverished people from accessing higher education in Seychelles.

UniSey offers several scholarships to students on its website, and dozens of scholarships are available on the Seychelles Ministry of Education website. Most of the fully funded scholarships focus on computer technology and machine learning, fields that are expected to continue growing in the near future. If potential students would prefer to pursue the humanities, there are also scholarships funded by foreign governments in international politics, law and business that include a job offer upon completion of the degree. 

If an impoverished student cannot get a scholarship, their other option is to take out loans. The Seychellois Ministry of Finance, Economic Planning, Trade and Investment has begun offering its own loan scheme as of 2023. The principles underpinning this choice are “the Government recognizes education as a key sector for the socio-economic transformation of our country” and “investment in our people’s education represent an investment for the future of our country.” The choice to offer a government loan for higher education in Seychelles in fields that directly benefit the Seychellois economy is a direct push against poverty.

Looking Ahead

Seychelles is continuously fighting poverty in its country, but the fight is not over. One of their biggest factors in multidimensional poverty is still schooling, and the University of Seychelles can only take small cohorts of students, usually around 300 to 400. As UniSey and the Seychellois economy continue to expand, there’s hope that more families will be able to access higher education in Seychelles and escape poverty.

– Isabella Law

Isabella is based in Pilesgrove, NJ, USA and focuses on Good News for The Borgen Project.

Photo: Flickr