Archive for category: Education

Information and stories on education.

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Transformation of Education in Zimbabwe

Education in ZimbabweZimbabwe, with a population of more than 17 million and 38.3% living below the poverty line, centers its national poverty reduction on education. President Emmerson Mnangagwa claims that strategies have already halved poverty, illustrating the country’s commitment to learning-driven change.

Early Childhood Development

The Zimbabwe Network of Early Development Actors (ZINECDA) develops children from conception to age 8. The organization shares and generates knowledge about formative years, runs training workshops and distributes information sheets to positively impact young children’s lives. Since 2012, ZINECDA has impacted the lives of more than 20,000 children. 

This highlights why education in Zimbabwe plays an integral role in eradicating poverty, as early access to learning helps children develop vital, transferable skills.

The BEAM Initiative

The Basic Education Assistance Module (BEAM) initiative supports education in Zimbabwe, especially for the most vulnerable children, such as orphans and young carers. In 2025, the initiative planned to cover funds and fees for 1.5 million children across the country.

This demonstrates the direct correlation between education and poverty. Government-funded support opens opportunities for the most vulnerable, making education accessible where it was once out of reach. Zimbabwe’s high literacy rate of 93% reflects this progress.

Angeline Gata

The Primary and Secondary Education Deputy Minister, Angeline Gata, has transformed education in Zimbabwe. She shifted the focus from exam-based learning to skill-based learning, which she believes creates lifelong, employment-ready skills. Gata encourages Zimbabwean youth by saying, “Skills pay, so make sure you invest in them.”

By prioritizing digital literacy and entrepreneurship, she helps young people become adaptable adults who can enter employment and live above the poverty line. Overall, she introduces innovative reforms that prioritize young people’s ideas, unlike previous changes that lacked consultation with those affected. By consulting young people and creating reforms they care about, she keeps them engaged. 

Global Partnership Education

The Global Partnership for Education (GPE) works to improve the quality of education in Zimbabwe. Its efforts ensure that the Zimbabwean government allocates 21% of its expenditure to education and that two-thirds of Zimbabwean children reach at least the lower secondary school level. GPE also works to fully train 98% of primary teachers, raising education quality.

GPE also focuses on girls’ education, challenging gender norms that keep young girls from attending school. With a $40.9 million grant from UNICEF and CAMFED dedicated to women’s education until 2026, GPE aims to give young girls in Zimbabwe the same opportunities as their male counterparts.

Looking Ahead

Zimbabwe’s focus on education promises to reduce poverty in the future. The government targets youth, aiming to break the poverty cycle, especially through the BEAM initiative’s support for the neediest children. Education, especially skills-based learning, develops transferable skills essential for gaining and keeping employment. 

By recognizing gender imbalances and investing in youth, Zimbabwe encourages young people to become innovators of change and empowers everyone to build a life outside of poverty. These reforms provide a lifeline for Zimbabwe’s most underserved children and open doors that would have otherwise remained closed.

– Caitlin Cooper

Caitlin is based in Aberdeen, Scotland and focuses on Global Health and Politics for The Borgen Project.

Photo: Flickr

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Ambitious Plans: Poverty Reduction in Indonesia

Poverty Reduction in IndonesiaIndonesia has created a plan to reduce its poverty levels, with the goal of reaching nearly zero percent of citizens living in poverty by the end of 2026. Local leaders have set plans in motion to achieve poverty reduction in Indonesia. These plans include providing social assistance to struggling families to ensure they obtain access to funds and resources, opening tens of thousands of local schools across Indonesia to increase access to education, and adjusting budgets to provide room for new jobs, food aid and reducing carbon emissions.

Indonesia’s Economic Landscape

Composed of more than 17,000 islands, Indonesia is the most populous country in Southeast Asia and the fourth most populous in the world. Indonesia has maintained a stable economy over the years, known for its role in managing imports. However, approximately 24.8 million people, or 8.7% of the population, were considered poor as of early 2025. Indonesia aims to target extreme poverty, planning to reduce the percentage to 7% by 2026 and 4.5% by 2029. Indonesia also plans for economic growth to increase by 5.4% to 6% over the next year to support poverty reduction in Indonesia.

Tracking Poverty Through Data

To ensure that these changes hold, Indonesia has launched the National Socio-Economic Single Data System (DTSEN), a method used to identify citizens who live below the poverty line and need social support so that assistance can be provided. The database allows for the distribution of resources to those who need them. The DTSEN provides access to food aid, health insurance and services to those who are struggling. This effort, which involves cooperation from the government as well as various social groups, seeks to benefit citizens’ well-being and increase poverty reduction in Indonesia.

Expanding Access to Education

One of the most notable parts of Indonesia’s plan is the construction of more than 70,000 school units over the course of 2026. Education is a strong focus within Indonesia’s goal to reduce regional poverty through the Indonesia Bright Program (PIP), which offers funding for hundreds of thousands of young students. The program intends not only to raise educational opportunities for young students but also to ensure that the units being built meet high-quality standards, addressing issues such as poor building structures, leaky roofs and a lack of sanitation within schools.

Budgetary Reform and Land Allocation

To make these changes work, leaders met in December 2025 to propose a new strategic framework that allows citizens to access more equal opportunities and provides those who are struggling with the resources they need. Indonesia also plans to allocate state-owned land to more than 1 million poor families in another effort to reduce poverty in the country.

Looking Ahead

Indonesia’s plan to reduce poverty by the end of 2026 is ambitious but has shown early progress. By investing in social assistance, education and economic reform, poverty reduction in Indonesia can move from a goal to a measurable outcome.

– Will Mancuso

Will is based in Lake Mary, FL, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Education and Indian Tribal Communities Fight Against Poverty

Education and Indian Tribal CommunitiesIndia prides itself on its rich cultural diversity, being home to the origin and existence of a variety of cultural groups. Indian tribal communities occupy a unique place within this diversity, with lineages and cultural practices dating back centuries. However, these Indigenous communities face poverty challenges of their own.

Moreover, their remote geographical locations further distance them from access to governmental aid. Over the years, different provisions and strategies were attempted, among which the chief focal point was improving literacy rates. Officials and some of the Indigenous groups view education as a potent long-term solution to alleviate the lives of the poor in this region.

Indian Tribal Communities and Poverty

Poverty ranks among the top socio-economic problems that the Scheduled Tribes in India encounter. A 2011 national census states that 45.3% of tribal communities in rural areas live below the poverty line, while their urban counterparts record 24.1% below the poverty line. Several social studies conducted in the last few decades also identify similar problems, along with a lack of resources, clean drinking water, sanitation and access to health care.

In historic times, records suggest that tribal communities flourished in a lifestyle centered around hunting, agriculture and barter trade systems. However, due to invasions and encroachment over centuries, many lost land and migrated to hilly regions.

The groups’ current landscape lacks resources that can nurture their survival, let alone provide a stable means of livelihood. Additionally, even those Indigenous groups that attempt to assimilate with the wider nation encounter unemployment challenges due to the existing literacy gap.

Education and Indian Tribal Communities

Indian tribal groups have a two-pronged approach toward mainstream education. One aspect views education as a means of economic and social empowerment. On the other hand, concerns about preserving cultural identity lead specific groups to show hostility toward central education.

Presently, in 2026, numerous scholars, including many from tribal origins, work toward building a more optimistic perspective. They identify issues and strategies that could help education become more culturally sensitive and accommodating of the inherent differences between tribal groups.

One particular social research study delves into several challenges in tribal communities’ education. Firstly, the lack of proper school infrastructure and accessibility poses a significant impediment. Second, economic and livelihood demands often include children as an integral part of procuring food or income.

In such cases, tribal families tend to view sending children to school as a luxury they cannot afford, despite education being free. Thus, many experts highlight the need to include Indigenous group members in the decision-making process regarding education for children in these communities.

Education’s Role in the Fight Against Poverty

While earlier sections discussed the poverty existing among tribal and Indigenous groups in India, many proposed solutions point toward education. Studies over the past century emphasize the role education can play in poverty reduction.

Nobel laureate economist James Heckman stated that early education can help break the cycle of poverty across multiple generations. A 2017 report from the United Nations Educational, Scientific and Cultural Organization (UNESCO) says that nearly 420 million people could escape poverty if they complete secondary education.

Through education, tribal communities, specifically those residing in urban areas, stand a higher chance of employment. Subsequently, this leads to improved access to basic needs such as food, health care and economic opportunity.

Moreover, education can help empower multiple aspects of Indigenous communities. For children, it opens opportunities beyond the villages and cities of their upbringing. Adult tribal men can benefit from technology and other advancements that education provides for farming, animal rearing and other means of livelihood.

Women, through education, may benefit significantly. Apart from financial independence, Adivasi women can face gender-based risks such as domestic abuse, child marriage and human trafficking. Literacy and education can help women better protect themselves from such risks and improve their economic opportunities.

Looking Ahead

Education has the potential to transform the lives of Indian tribal communities. As discussed, policymakers and nongovernmental organizations (NGOs) continue to address many factors contributing to poverty among tribal groups through education initiatives. However, experts note that strategies require culturally responsive and community-centered approaches to education. Such approaches may improve the likelihood of reducing poverty within these communities.

– Shafika Fathima

Shafika is based in Chennai, India and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr

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Vietnam and Cambodia: Mekong Plus Poverty Reduction

Mekong PlusIn the rural heartland of the Mekong Delta, severe droughts and the volatility of seasonal harvests create deep economic hardships. These environmental pressures hit countryside communities most acutely, as they must constantly adapt to an increasingly unpredictable climate.

Because of these compounding pressures, it is vital to examine the Mekong Plus approach to poverty reduction in Vietnam and Cambodia. Their model stands apart from traditional charities by prioritizing sustainable, independent community development over temporary aid.

The Mission

In 1994, Bernard Kervyn saw the urgent needs of citizens and farmers in the rural regions of Vietnam. Kervyn called for his friends, all of whom had worked previously in the French NGO ‘Frères des Hommes’ and together they formed Mekong Plus that same year. The NGO began in the tiny commune of Tiên Thành.

Mekong Plus’ mission foremost is to “eliminate poverty.” The staff of the NGO also realized that pouring internationally raised funding into these communities would only make these struggling rural citizens reliant on those distant nations. Thus, it set out to use all funding to build sustainable grassroots-level improvements within rural communities. In order to do this, the organization broke down its core mission into three clear areas: Education, Sustainability and Microcredits.

Mekong Plus Poverty Reduction

Mekong Plus considers education a core mission goal, as according to the NGO, it is the “fundamental basis for sustainable development.” To provide as much as can be, the organization split up this goal into many different sections, such as providing safe hygiene for students or making schools more accessible to children in difficult or outlying areas. They provide schools with equipment like computers, allowing children access to greater learning tools, as well as a means to interact with the larger world. To cater to the needs of students, the organization creates inclusive curricula read to target the students’ varying needs. Mekong Plus’ curricula also offer training in sectors important to the community, such as agricultural schemes, which the organization used to increase food yields by 100% in regions used to famine.

Sustainability

Sustainability is another of Mekong Plus’ core focuses, helping to create cheaper and healthier long-term living strategies. While some of Mekong Plus’ work focuses on hygiene, the NGO has equipped more than 13,000 houses with sanitation facilities. Beyond this, the organization also helps rural communities with upcycling and plastic collection efforts, where the NGO turns old recycling into classroom equipment and furniture. This even covers houses, and last year Mekong Plus built 10 houses entirely out of recycled materials. In recognition of its work promoting sustainable and healthy living, Mekong Plus received the 2021 Energy Globe Award.

Microcredits form one of the organization’s most important initiatives in rural areas. The NGO’s Microcredit scheme provides a system where citizens can take loans as small as 50 euros, providing a lifeline to businesses and families. As of this date, the organization supports 7,500 houses through the NGO’s microcredit system, in the worst-hit regions of famine and drought. The NGO has also managed to raise 35,000 people out of extreme poverty, with an impressive non-repayment rate of 1% by those taking the loans.

The Future

The success of Mekong Plus poverty reduction is important because the NGO provides a model that is not simply a charity; it is a development partner. Its cooperation with communities provides essential, everyday benefits that have lifted thousands in regions on the cusp of ecological disaster. Its model also provides a multi-dimensional means to tackle the issue of extreme poverty, showing that, just like any other crisis, fighting poverty is possible.

– Eli Thomson

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

Photo: Flickr

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Canadian Francophonie Scholarship Trains Global Educators

Canadian Francophonie ScholarshipGeorgine Grésenguet taught literature at a university in the Central African Republic. In 2014, she decided to take advantage of the Canadian Francophonie Scholarship program to come to Canada and expand on her learning to perfect her teaching methods and to share her new advanced knowledge with other teachers back home. She got a scholarship to Université du Québec à Trois Rivières, where she worked with Canadian academics who introduced her to North American education practices. When she returned home to continue teaching there, she passed the updated research methods and teaching strategies she had learned in Canada on to her colleagues.

This allowed her to modernize the content of her courses and to be a better mentor to her students and colleagues. “This internship period was like a sabbatical year, a time when an academic can devote themselves entirely to research,” she said.

Background

Global Affairs funded the Canadian Francophonie Scholarship program between 2020 and 2024 in partnership with the International Organization of La Francophonie to provide educators in developing francophone countries with vocational training in Canadian masters or doctoral programs allowing educators to transfer that training to their colleagues back home, and to expand opportunities for students (especially women).

In a statement published on the Global Affairs Canada website in 2025, former Foreign Affairs Minister Melanie Joly emphasized the importance of collaborating with and supporting developing francophone countries. “Much more than a shared language, French represents the values of peace, democracy and solidarity embodied by the Organization of La Francophonie’s member states and governments across 5 continents. This solidarity is more important than ever if we are to find solutions to the economic, social, climate and security challenges we face,” she said.

Statistics show 756 scholarship recipients trained in Canada, including 327 women, and 574 completed their programs, among them 235 women.

Examples

Kanchana Thilakoun received a grant from the Canadian Francophonie Scholarship program to come to Canada to study women’s empowerment at Université Laval in Quebec. Her research in women’s empowerment and nutritional programs is helping her design and evaluate nutrition and maternal health programs in rural Laos using science-based evidence.

This is exactly what the designers of The Canadian Francophonie Scholarship Program intended, for students to bring their acquired knowledge back to their home countries. Students have brought modern teaching methods, expanded research collaborations with Canadian universities, established new graduate programs and research and trained hundreds of students and educators in their home countries.

Canadian Francophone universities recognize the Canadian Francophonie Scholarship Program as being mutually beneficial. The students gain new experience and knowledge they can take back to their home countries, and the universities benefit from the strong capacity and leadership the students bring. As Basel Alashi, Vice President of International Partnerships at The Canadian Bureau for International Education put it, “Institutions need leaders and leaders need institutions with strengthened capacities, and this will continue to be achieved through innovative programs such as the CFSP.”

The Future

Graduates returning to their home countries often face new challenges. Limited resources could make it difficult to maintain the same standards of work they experienced in Canada, and some encounter gender-related barriers despite their advanced training. These realities highlight the importance of sustaining international partnerships that support continued learning and collaboration. One example is the Espace Francophone PLC, which connects francophone alumni so they can share knowledge and best practices after returning home.

Stories like Georgine’s and Kanchana’s drive home the true impact of these scholarships. These women were not only able to improve the learning experience of students and the material staff were teaching, but they’re also helping reshape Leadership in francophone education systems. This program in these stories shows how a new generation of women can be empowered to pursue higher education and advance inclusion in their countries.

– Caleb Dueck

Caleb is based in Winnipeg, Canada and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr

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Graduation Programs in Developing Countries

Graduation Programs in Developing CountriesPoverty, and efforts to escape it extend beyond income earned. The Multidimensional Poverty Peer Network (MPPN) captures this in its introduction to the concept of multidimensional poverty, stating that a person can suffer from poverty due to the buildup of a variety of factors that lessen quality of life, including but not limited to a lack of clean water or electricity, poor quality work or limited access to quality education.

For this reason, foreign aid in the form of transfers of cash or goods, while extremely useful in combating global poverty, might not always provide a comprehensive enough approach to ensure that as many people as possible are reached with long-term sustainability in mind.

Graduation Programs as a Solution

A solution exists in the form of graduation programs, defined by the Abdul Latif Jameel Poverty Action Lab (J-PAL) as programs that provide people living in extreme poverty not just cash assistance, but also business assets and vocational training so that they may have the chance to build financial independence and break existing cycles of poverty.

Graduation programs, according to J-PAL, were first pioneered by a nongovernmental organization (NGO) named BRAC in 2002. They are reported to yield positive societal outcomes after one to two years of funding and have been implemented in at least 20 countries.

How the Approach Works

As previously mentioned, the approach starts with providing business assets, such as livestock and supplies for trade, followed by skills training to manage those assets and consumption support. J-PAL states that consumption support consists of regular cash or food assistance for several months to one year.

These programs also provide recipients with access to savings accounts and health support in the form of health education, health care access and life skills training. To ensure participant success, frequent home visits are conducted by staff members to provide accountability and needed coaching.

The name “graduation program” is derived from the idea of “graduating” from dependence on foreign assistance within one to two years and transitioning toward financial self-reliance.

Evidence and Measured Returns

J-PAL shares empirical data showing that long-term returns generated by the graduation program approach can outweigh short-term costs. Studies measuring outcomes 18 months to three years after graduation indicate that beneficiaries saw income growth ranging from 7% to 65%, while consumption increased between 11% and 30%.

Additionally, Innovations for Poverty Action (IPA) reported results from a 2015 study consisting of randomized evaluations in six countries where graduation programs were implemented. The evaluations followed 21,000 people across Ethiopia, Ghana, Honduras, India, Pakistan and Peru over three years:

  • Ethiopia – Program cost: $1,054; Returns: 260%.
  • Ghana – Program cost: $2,135; Returns: 133%.
  • Honduras – Program cost: $1,406; Returns: -198%.
  • India – Program cost: $358; Returns: 433%.
  • Pakistan – Program cost: $1,160; Returns: 179%.
  • Peru – Program cost: $2,697; Returns: 190%.

Looking Ahead

In summation, data collected in countries where graduation programs in developing countries have been utilized demonstrate positive effects in providing more sustainable pathways to financial independence for households living in extreme poverty. The reported returns on investment also present a financial case for continued funding of graduation programs in developing countries within broader global poverty reduction efforts.

– Luca Hanlon

Luca is based in Brooklyn, NY, USA and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr

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The Struggle With Higher Education in Guatemala

Higher Education in GuatemalaGuatemala is a country in Central America with a population of 18.45 million people, of whom more than half are socioeconomically disadvantaged. Unfortunately, the one factor that could be leading them above poverty also has alarming data. It is a well-known fact that a good and complete education is vital for the eradication of poverty. In fact, every additional year of education increases a person’s income by 10% on average, contributing to the overall development and improvement of their life and their community.

However, in Guatemala, only 56.6% of 25-year-olds have completed elementary school, and 17.9% have completed upper secondary grades. When it comes to higher education in Guatemala, only 5.1% hold a bachelor’s degree and 0.4% hold a master’s degree. Some of the reasons for these low percentages are as follows.

A Weak Foundation for Higher Education 

Legally, education is free and compulsory for children up to the age of 14. However, due to the low number of educators, low quality of education and poor infrastructure, the basic education facilities are not satisfactory. Moreover, within socioeconomically challenged communities, due to family constraints and economic pressure, most children drop out and aim to contribute financially. Overall, a bottleneck exists at the base level, which leads to further declining number of students pursuing a higher education. To increase primary education among the underprivileged children, the government have created targeted scholarship programs and an early warning system, ENTRE, to identify and support students at-risk for dropping out. The long-term benefits of these measures are yet to be seen.

Diminished Access To Higher Education in Guatemala

Currently, Guatemala has only one public university, Universidad de San Carlos (USAC), and 15 private universities, such as Universidad Rafael Landívar, Universidad del Valle de Guatemala and Universidad Francisco Marroquín. For those in socioeconomically disadvantaged communities, real and holistic access to these few universities is limited. These universities are based in Guatemala City or larger towns, leading to restrictions for people all over the country, such as relocation, housing and transportation costs. These often hinder individuals from pursuing higher education. The small concentration of universities also provides fewer opportunities for these individuals. Programs and NGO funded scholarships, like PROGRESA, aim to target academically gifted, disadvantaged students, hoping to offset the access barrier.

Scarce Funding for Disadvantaged Students

Globally, governments allocate around 4.3% of gross domestic product to the education sector. Unfortunately, the Guatemalan government invests only approximately 3.1% of its GDP to education. The scholarships set aside for the socioeconomically disadvantaged community reflect this. Only 0.01% of the overall education spending goes toward scholarships for higher education. Moreover, scholarships are competitive, often targeting individuals with an excellent academic track record. Unfortunately, since the number of students who have completed both primary and secondary levels is quite low, there is a limited number of students who may obtain and benefit from these scholarships.

Language and Cultural Barriers 

Indigenous Guatemalans make up 43% of the overall population, of whom 80% live in extreme poverty conditions. These individuals face additional language and cultural barriers. A Spanish-centric and culturally non-inclusive education system leads to poor completion rates among indigenous students both at the basic and higher education levels. These students also face discrimination based on ethnicity, which leads to limited opportunities and unequal treatment and resources. Indigenous communities have created six Mayan universities, designed for their younger generations, but are yet to have their courses certified officially. Foundations, like the BFB Foundation, and programs, aim to support indigenous youth through scholarships and mentorships, so they go on to complete their higher education.

Looking Ahead

These factors are a few among many that have resulted in the poor educational levels in the country. Overall, the higher education system in Guatemala requires further investment, better policies and more refinement, such that the younger generations among socioeconomically challenged communities are empowered to rise above and uplift their communities. Steps are being taken in response, however, only time will tell how effective they are. 

– Nishtha Mahendra Kumar

Nishtha is based in London, UK and focuses on Technology and Solutions for The Borgen Project.

Photo: Unsplash

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Poverty Reduction in Romania

Poverty Reduction in RomaniaWhen talking about Romania, many people still associate the country with its communist past and its significant economic struggle, which lasted for 24 years under the rule of Nicolae Ceausescu. There are different perspectives regarding decades ago and current poverty in Romania. The communist regime fell in 1989, and Romania has changed considerably since. According to the World Bank Group, poverty reduction in Romania reached 6.9% in 2024. 

Minimum Wage in Romania and Most Affected Regions

As an European country since 2007, Romania is doing better than it did decades ago. Yet, the minimum wage of 795 euros per month may lead some to question the extent of its economic growth. This positions Romania at 43rd place among the 124 countries that have the lowest minimum wage, out of the 195 countries in the world.

Rural regions in Romania are the most affected, with rates three times higher than those in urban areas, where children never attend school, or they are forced to drop out of school at an early age so they can work various jobs in agriculture or construction, helping their family to stay afloat. People living in these poor rural regions endure hunger, malnutrition, limited access to health care and often live in homes without running water, sanitation or electricity. 

Projects Designed To Reduce Poverty in Romania

Given all of the above, there is hope on the horizon with promising news ahead. After decades of economic struggles, new developments and projects may signal a meaningful shift towards inclusion and opportunity, contributing to poverty reduction in Romania.

As a global development organization, The World Bank Group seeks to lower poverty levels below 3% of the global population by 2030 and Romania is one of the countries that benefits from its generosity. Elisabetta Capannelli, World Bank Country Manager for Romania, declares that the organization goal is “to reduce poverty and boost shared prosperity for the bottom 40 percent of the population.” The World Bank has contributed in Romania over the past two decades addressing policy and institutional constraints on poverty reduction. By promoting social inclusion and economic growth, this approach offers promise that vulnerable communities, especially in rural areas, will see real improvements.

In February 2016, the Government passed a comprehensive anti-poverty package of 47 measures to combat poverty in the country through 2020. Several key measures, including boosting employment and reducing early school leaving rates, are expected to play a crucial role in narrowing the urban-rural poverty gap.

Empowering Citizens

Another hopeful project comes from Real News for Romania’s Media Desert Regions, where “the funding helped the media to reach Romania’s three poorest regions (Moldova Southern Muntenia and Oltenia) to inform and raise awareness about corruption, misuse of public and EU funds.” This project demonstrates that addressing poverty is not just about money or jobs, but also involves informing and empowering citizens to hold authorities accountable. By reaching Romania’s three poorest regions, the project is helping people understand how public and EU funds are being used. The project used social media, guided by experts, to reach more people and set up a weekly newsletter. After doing so, those involved in the project now hope that audiences are more informed, more aware of their rights, and more engaged in improving public services for their communities.

Looking Ahead

Looking ahead, these initiatives and others yet to come, could bring lasting change by helping more families rise above poverty and improve their quality of life, ultimately contributing to poverty reduction in Romania.

Future generations of rural children may have access to education instead of working from a young age, and while challenges remain, both existing and new projects offer hope for poverty reduction.

– Elena Ghimis

Elena is based in Bournemouth, UK and focuses on Good News and Celebs for The Borgen Project.

Photo: Unsplash

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SDG 4 in Haiti: Global Partnerships Advancing Education 

SDG 4 in Haiti

Across Haiti, school closures, language barriers and chronic underfunding continue to disrupt education for millions of students. The UN’s fourth Sustainable Development Goal (SDG) focuses on “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all” by 2030. In a country like Haiti, achieving this goal is especially urgent as the population continues to face extreme levels of poverty, violence and repeated school disruptions. In recent years, however, efforts have emerged to create a more robust system that will support the overall growth of Haitian youth. International organizations and local partners play an important role in supporting progress toward SDG 4 in Haiti.

Barriers To Achieving SDG 4 in Haiti

Years of political instability and the rise of gang violence have long impacted Haiti’s education system. As of May 2025, more than 1,600 schools across four departments shut down, largely due to the escalating insecurity. In addition to these safety concerns, education is severely underfunded. Less than one-quarter of schools are public institutions. In fact, approximately 80% of primary schools are privately run. Many families do not have the necessary resources to pay for a proper education, while the government does not provide them with the adequate tools to do so.

There are also key systemic issues that hinder learning outcomes. Haiti has two official languages: French and Haitian Creole. However, in reality, only a small minority of Haitians are bilingual, with around 90% of the population only speaking Haitian Creole. Despite this reality, French remains the official language of instruction, which creates an additional barrier for the majority of monolingual students. Educational materials in Haitian Creole remain limited, further complicating classroom learning.

Proper instructor training is another ongoing concern. Many teachers do not have the proper training or qualifications needed to deliver high-quality instruction. To add on to that, classrooms are often overcrowded and lack basic resources. Millions of students lack the proper support and tools needed to succeed, making progress toward SDG 4 in Haiti particularly challenging.

UNESCO Supports Curriculum Reform in Haiti

Despite these many obstacles, international actors continue to create initiatives that aim to strengthen Haiti’s education system. UNESCO has been a major player in Haiti’s pursuit of higher quality education. The Ministry of National Education of Haiti and the UNESCO’s International Bureau of Education recently signed a $6.8 million agreement to support curriculum reform and development in the country.

This project aims to create a better system by understanding and addressing the root causes of issues. Rather than focusing solely on classroom content, it aims to address why education is delivered the way it is and who it serves. Self-described as an “endogenous” education, it aims to completely reform the way in which Haitians perceive education to a more holistic view of it, understanding the power of their environment, their culture and their realities. This approach integrates Haiti’s cultural and social context into the curriculum through a more interactive process that involves the students and their input.

The project will unfold in three phases. The program began with a diagnostic phase from 2022 to 2024. Its conclusions revealed the system’s most glaring issues including overloaded curricula, a discrepancy in teacher training, learning assessment and content, and issues surrounding the use of the language of learning. Phases II (2025-2027) and III (2026-2029) both involve an integration of the newly developed curriculum into schools, including experimentation in classrooms. The final phase will develop digital educational resources that students can access both online and offline. This is especially important in the context of Haiti today, where electricity and internet access can be inconsistent. In addition, the program will train teachers, inspectors and pedagogical advisers who will help implement and monitor the new curriculum as it is gradually rolled out nationwide.

While UNESCO’s initiative represents only one component of broader reform efforts, it is a great example of how international partnerships are helping move SDG 4 in Haiti forward.

Programs Supporting Students Beyond the Classroom

A student’s ability to focus and succeed in school is also contingent on their well-being outside of the classroom. The improvement of education outcomes therefore requires addressing broader challenges that students face such as nutrition, stability and access to basic resources among other factors. Hunger and financial hardship often reduce attendance and academic performance significantly. 

Organizations such as the World Food Programme (WFP) work to address issues surrounding nutrition. WFP helps to provide daily meals to around 420,000 students all over the country. Hunger reduces overall focus and energy, making it difficult for students to be fully present in class. On the other hand, school meal programs improve nutrition and serve as an incentive for families to keep their children enrolled in school.

Other organizations, including UNICEF, have developed programs that address emotional and stability barriers to learning. For example, UNICEF’s EDUPOL provides psychosocial care for more than 200,000 children affected by gang violence and displacement. The program also provided financial assistance to around 18,000 households and supported 33,062 students across 129 schools through water, sanitation and hygiene (WASH) services designed to improve health and well-being.

By addressing these out-of-classroom challenges, these programs help create the conditions necessary for students to succeed academically. Education improvements require addressing both classroom and societal challenges.

Looking Ahead: The Future of Education in Haiti

Haiti continues to face numerous challenges that inevitably affect the education of all students. However, educators, policymakers and international actors increasingly recognize the need for a more robust education system. Different initiatives have already improved the lives of countless students. Sustained collaboration between these different entities will be essential for these efforts to continue to expand. By addressing both systemic education barriers and the broader social challenges students face, these initiatives can help build a more resilient education system and expand opportunities for Haiti’s next generation, advancing progress toward SDG 4 in Haiti.

– Chloe Bonnefil

Chloe is based in Miami, FL, USA and focuses on Technology and Solutions for The Borgen Project.

Photo: Flickr

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Vocational Education Training Centers in Bulgaria

Vocational Education Training Centers in BulgariaAccording to the Berks Technical Institute, a vocational education training center is “often a community-based organization that offers short-term classes, workshops, or certifications aimed at specific job-related skills.” Organizations like these are vital to training the next generations of skill based workers that keep a society functioning and prosperous. A factor in the lack of development of a nation can be that it lacks the facilities and institutions that allow for the cultivation of skill based jobs that can work to give back to their societies. Bulgaria has spent the past 40 years trying to transition away from a state-run command economy under communism to a more free-market economy under a free democratic republic. Here is more information about vocational education training centers in Bulgaria.

Bulgaria’s History

Recent history of not just Bulgaria, but the entire region of the Balkan peninsula has not been in the favor of the people living there and provided a substantial obstacle for the reform and redevelopment of these institutions. After World War 2, Bulgaria became part of the Soviet Union and it imposed its same communist ideology onto its new puppet. As described in Christopher J. Smith’s thesis on the subject “A centrally planned economy was one of the main tenets of communist ideology. Working ‘for the good of society,’ industrial and agricultural output was determined not by supply and demand, but by central administrators.”

Essentially, they were to shield the negative effects of business from the economy by having the government centrally plan the entire thing. While that seems all right on paper, in reality, it diminishes peoples’ incentive to learn the skills they need for a job when the government will just assign someone to it. That philosophy resulted in the vocational institutions of Bulgaria and it worked well during that time.

Vocational Education Training Centers in Bulgaria

When communism fell and the nation was looking to transition into a free-market economy, it just couldn’t keep up. Inflation rose to historic highs, making the currency almost worthless, and people in general just couldn’t afford to get groceries or heat up their homes. However, as the years of the regime recede further and further into the past, reforms have gradually made their way into the system and the results can be seen from the databases the European Center for the Development of Vocational Training keeps on the member states.

It describes drastic measures that the Bulgarian government took in recent years to establish “centers of vocational excellence” and they are described as “funded by the Bulgarian Recovery and Resilience Plan (NRRP) and are located in leading VET schools across the country. Their aim is to equip students with high-demand skills for the evolving labor market and to foster regional innovation ecosystems.” Bulgaria has established 28 of these CoVEs already and the result is to strengthen the collaboration between education and businesses and local communities.

Mission Possible and the Bulgarian Industrial Association

A specific school in Bulgaria called Mission Possible is actively offering courses for trades such as internet maintenance and hotel services, while also serving disadvantaged communities. In June 2025 alone, 20 women in the city of Sliven who have lost their factory jobs enrolled in the program. These women never had experience with information technology before enrolling and they eventually completed their certification. The course helped these women find jobs and be able to provide for their families.

The Bulgarian Industrial Capital Association runs a more national program. It has bases providing vocational training in every major city in the country, including training in industries like business management/administration, production and architecture/construction. Students completing courses at these centers receive the equivalent of a college degree in their respective industries. This provides a fresh start for those that wish to renew their lives and have a new chance at life. 

– Alexander K. Petrov

Alexander is based in Boston, MA, USA and focuses on Business and Good News for The Borgen Project.

Photo: Flickr