Archive for category: Education

Information and stories on education.

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Philippine NGOs Offering Scholarships to the Underprivileged

Philippine NGOsWhen it comes to improving a country’s overall state, the masses need to be as educated as possible. An uneducated population makes it difficult for a country to progress and leaves it vulnerable to political manipulation. The Philippines is a key example of this state. While the country is beautiful and the people are renowned for their kindness and hospitality, it is also rife with corruption and the disparity between the rich and poor grows larger by the day. One way to combat this inequality is education. An educated populace will gradually improve a nation’s overall state. However, the Philippines lacks a system for cultivating an educated population. Although the country has a basic literacy rate of more than 88.5%, more than 6 million people are still illiterate. Therefore, here are some Philippine nongovernmental organizations (NGOs) that offer scholarships to the underprivileged.

TORM Philippines Education Foundation

The NGO was founded in 2007 and is devoted to promoting quality education to children from unprivileged families in the Philippines. Many rural families in the Philippines often struggle to send their children to school. Aside from low-income families, the organization also helps deserving individuals gain a college education. The organization has awarded more than 200 scholarships since its inception.

UPL

While the NGO mostly aims to help farmers in their agricultural endeavors and, in the process, provide millions of families with their daily sustenance, UPL also offers scholarship opportunities to grass-roots families. UPL predominantly offers scholarships to farming families. The scholarships are designed to enhance the farming family’s agricultural knowledge and allow them to cultivate the land more effectively and efficiently.

Project Pearls

Project Pearls is one of the Philippine NGOs predominantly aimed at feeding people experiencing poverty in the city of Tondo. While it is mostly devoted to funding feeding programs, it also has educational programs that aim to provide underprivileged children with a means of gaining education. The organization’s educational programs are predominantly aimed at teaching young people the right skills to gain jobs. These programs include livelihood programs, training seminars and workshops. The organization also provides underprivileged students with monetary help for school supplies. It has provided scholarships for more than 700 students in four communities in the Philippines.

Diwa ng Magdalo Foundation

The Diwa nang Magdalo Foundation was founded by a group known as Bagong Katipuneros. Its main goal is to promote better governance in the Philippines. The organization was first registered in 2011 and is meant to create a self-sufficient Philippines. To do so, the organization focuses mostly on the country’s youth.

Its main intent is to effect societal change and it has created various programs that help grassroots-level students meet their educational needs. A key function that the organization fulfills every year is the giving away of scholarships to unprivileged students. These scholars are usually sent to well-known colleges in the country, such as the University of the Philippines.

Aside from giving away free scholarships, the NGO is also focused on assisting its beneficiaries with financial aid and assistance during times of crisis.

Conclusion

The Philippines is a developing nation rife with corruption and poverty and many families cannot afford to send their children to school for a meaningful education. Through these Philippine NGOs, children from impoverished families are now able to attend high school and even gain a college education.

– Neil Lorenz Misola

Neil is based in New York, NY, USA and focuses on World News and Politics for The Borgen Project.

Photo: Unsplash

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Sahar: The Organization Unlocking Education in Afghanistan

Education in AfghanistanEducation is crucial for unlocking opportunities and instilling hope. It can transform lives, empower individuals and uplift entire communities. However, not everyone has the chance to experience life-changing schooling. In Afghanistan, the situation is particularly dire: 80% of girls are out of school and less than one-third have ever entered primary education. This is not by choice. Due to the Taliban’s oppressive policies, which ban formal education for girls above the sixth grade, girls are barred from formal educational facilities. Despite these restrictions, many brave individuals and organizations are working tirelessly, often at great personal risk, to provide education to Afghan girls.

Education’s Impact

Education can bring social and economic development, reduce poverty and promote gender equality. In Afghanistan, educated girls are better equipped to contribute to their communities and the country’s development. However, the benefits of education are not limited to those who receive it directly. Educated women are more likely to ensure their children are educated, creating a positive cycle.

Sahar

Sahar, a nonprofit organization, has been at the forefront of the fight to educate Afghan girls. Since its creation in 2001, Sahar has helped educate 250,000 girls through 2024. The nonprofit provides grassroots schools and underground education, with people risking their lives to teach and learn. In 2001, Sahar aimed to build connections between the United States (U.S.) and Afghanistan, gradually expanding its mission. In this war-torn country, Sahar has built and supplied 39 schools, striving to serve those denied educational opportunities. Through education, Sahar opens pathways for girls to aim for a better life, targeting the 1.1 million girls lacking access to formal education.

Founded by Julia Bolz, an international humanitarian lawyer, Sahar has achieved remarkable success through partnerships. Information about said partners is limited, as partners in Afghanistan are actively breaking oppressive laws by protecting the human right to education. However, outside of Afghanistan, Sahar collaborates with several global partners. Sahar partners with the Afghan Ministry of Education, which helps maintain schools once they have been constructed. Additionally, foundations and philanthropists like Janet Wright Ketcham support the initiative, helping to construct two schools in Afghanistan. Institutes like the University of Washington and Coe Elementary School in Seattle have also supported Sahar’s goals through architectural assistance and fundraising efforts.

The Bright Future of Education in Afghanistan

The struggle for educational access in Afghanistan is ongoing. The Taliban’s restrictive policies, combined with cultural barriers, create significant challenges. However, the resilience and determination of Afghan girls and the organizations supporting them offer hope. Sahar’s work demonstrates the power of grassroots efforts and underground education in overcoming obstacles. By continuing to support Sahar and similar organizations, we can open up education and brighter futures for young girls. The fight for educational access in Afghanistan is far from over. 

– Abby Collins

Abby is based in Massachusetts, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Addressing Child Poverty In Kiribati 

Child Poverty in Kiribati
As a country that is geographically isolated, fragmented, environmentally vulnerable and economically challenged, Kiribati struggles with degraded soil, and challenges with education access, along with overpopulation. This trickles down to the children–the heart and bulk of its society. About 21.9% of the country lives below the poverty line, living off of subsistence farming, sea-faring industries or opportunities in the urban center of South Tarawa. Child poverty in Kiribati results in a lifestyle for those who must fend for themselves.

The Current State

Kiribati is a youthful country. About 36% of the population is under the age of 15. The under-5 mortality rate sits at 48 per 1,000 live births and has one of the highest neonatal rates of mortality in the Pacific—39 per 1,000 live births. In comparison, Australia sits at three per 1,000 live births.

About 22% of people live in poverty. However, this varies based on the region, education and labor market characteristics of certain households. Kiribati’s remote, decentralized structure, makes it hard to obtain an accurate sense of the situation amongst these islands. However, there seem to be two groups of poor existing in Kiribati: those in South Tarawa, the capital, and those who live in the southern and northern divisions of the country.

Those who live in South Tarawa—a rapidly growing urban center—have access to more services, human capital and opportunities for employment and education, according to the SPC Statistics for Development Division. Those in other regions may not have access to basic needs or the possibility of economic mobility.

Geography

Kiribati is vulnerable to sudden weather changes. None of the islands rises above eight meters, the highest being Banaba (285 feet). Lower levels leave the land at risk of floods, as well as droughts, according to Britannica. In 2022, an extended drought created a scarcity of quality drinking water, putting people at risk for waterborne disease.

The bulk of Kiribati’s economy comes from the capital of South Tarawa, where tourism, agriculture and fishing provide jobs.

Overpopulation and Waste Management

Though the increasing population makes for a larger workforce, the lack of economic diversity, its remote location and reliance on imports create a situation where much of the population still lives in poverty.

South Tarawa is devastatingly overcrowded, holding upwards of 69,000 people with a density that resembles Tokyo or Hong Kong. People who live a subsistence lifestyle on the outer islands aim to move to the urban sectors. This migration to the main islands puts pressure on the structural systems of the city, leaving multitudes of citizens struggling and unemployed.

Waste and sewage management is an issue that puts freshwater sources at risk. The city holds just over half the total population of Kiribati, contributing to the water crisis. The Country holds the highest infant mortality rates in the Pacific, the deaths inevitably linked to diarrhoea, dysentery and gastroenteritis.

Education

Primary education is free for children ages six through 15. Eight out of 10 children complete lower-level secondary education, but the rate dips to two out of 10 for upper-level secondary education. Though many teachers have certification up to year 11 of secondary primary school, there have been reports of inaccurate qualifications and certifications.

Those who can send their children to secondary school do so in Tarawa, swelling the overpopulation issue. Children attending school in urban centers are isolated from their parents. This leaves them more vulnerable to different forms of neglect and abuse. In the home, corporal punishment is an accepted form of discipline, a practice that is embedded in social and cultural norms.

By law, children under the age of 14 cannot work in Kiribati and those under 16 are not allowed to work industry jobs or on sea-faring ships. As a result, many children work unofficially after mandatory school hours, producing funds by selling small items such as brooms, combs, etc.

The lack of status, education and money exacerbates child poverty in Kiribati. Many are at risk of sexual exploitation and violence. These issues have been linked to fishing vessels coming to sell food and other items. According to the U.S. Department of State, Kiribati is a “source country” for sex trafficking.

Food Poverty and Malnutrition

The malnutrition crisis is the leading cause of death for children under 5. Poor soil quality makes agriculture challenging. As a result, people rely on imported, processed foods that fail to provide adequate nutrition needs. The intake of more unhealthy food intensifies the problem, increasing levels of anaemia, malnutrition and overweight/obesity issues.

Food poverty affects many developing countries living under adverse conditions. As of 2022, one in three children (200 million globally) consume food from less than two food categories a day, as opposed to the recommended eight. Half of East Asian and Pacific children eat under four food groups, according to Global Citizen.

As for Kiribati, the situation is dire. A recent study from UNICEF found that “upwards of 90% of children live in food poverty,” Global Citizen reports. The situation could only get worse with the stagnation of the efforts to improve food security in the East Pacific.

Improving Child Poverty in Kiribati

Doctors Without Borders (MSF) began providing maternal and neonatal health care in Kiribati in 2022, focusing on Tarawa and the Gilbert Islands. It aims to reduce pregnancy-related illnesses and mortality by training local health care workers and offering clinical support. In 2022, MSF assisted 520 births and conducted 87 parental consultations.

The Child Fund helps impoverished children and their communities build self-reliance. In the Pacific, it focuses on Kiribati, Papua New Guinea and the Solomon Islands. The organization addressed the water crisis in Kiribati by installing solar water distillation units in schools and communities and educating about sanitation and hygiene, according to its website.

– Jonathan McCloud

Jonathan is based in Royse City, TX, USA and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr

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Khilo aur Barho: Education Initiative in Pakistan

Khilo aur Barho: Education Initiative in Pakistan The Khilo aur Barho initiative, translating to “Grow and Flourish,” aims to transform education for girls and out-of-school children in Pakistan. The British High Commission (BHC) launched this program as part of the Girls and Out of School Children: Action for Learning (GOAL) initiative. The initiative addresses educational access and quality in the provinces of Khyber Pakhtunkhwa (KP) and Punjab. Targeting children aged 5 to 16, this five-year program, which began in January 2023, strives to expand educational opportunities by enhancing the quality of teaching and learning outcomes. With a budget of up to £20 million, Khilo aur Barho aims to enroll at least 100,000 children in school. Additionally, the aim is to ensure that an additional 150,000 girls can read by the age of 10.

British Foreign Aid Allocation

In the 2023/24 fiscal year, the Foreign, Commonwealth and Development Office (FCDO) allocated £41.54 million in official development aid (ODA) to Pakistan. Furthermore, current plans are to increase this amount to £133 million in 2024/25. The aid strategically focuses on education, support for women and girls, humanitarian efforts and climate change initiatives. Programs like GOAL have already had a positive impact on millions of children.

Educational Challenges in Pakistan

Despite some progress in recent years, Pakistan’s education system still faces significant challenges. Both government and private schools struggle to provide quality education. A nongovernmental organization focused on women’s rights in Punjab attributes the state’s historic neglect of education to insufficient resource allocation and lack of budget prioritization. This situation highlights widespread governance failures that compromise educational standards and perpetuate public distrust in the system. Reports indicate problems such as absentee teachers, bribery for teaching positions and inadequate government oversight in private schools, all of which further exacerbate the educational crisis.

The COVID-19 pandemic has exacerbated educational challenges, resulting in 26.2 million children out of school by 2024. Girls face disproportionate effects, with only 64% in Punjab and 54% in KP ever attending school. Systemic deficiencies and socio-cultural barriers compound these ongoing challenges, as families in impoverished areas often prioritize boys’ education due to financial constraints and traditional gender roles. High education costs, including fees and related expenses, frequently push girls into labor or early marriage.

Strategies for Educational Reform

Khilo aur Barho’s approach to improve educational outcomes:

  1. Foundational Learning. The program employs accelerated and alternative learning programs (ALPs) providing access to education for marginalized, over-age and out-of-school children, enabling them to enrol in mainstream schools or gain educational certification.
  2. Reading and Maths Skills. Direct interventions aim to enhance literacy and numeracy among children, with monitoring and evaluation mechanisms in place to measure progress.
  3. School Safety and Inclusivity. Efforts to promote school safety and inclusivity involve sensitizing school administrations, parent-teacher councils, teachers and students to safeguarding principles and addressing issues such as violence, bullying and corporal punishment. Training initiatives for school stakeholders aim to foster a culture f safety and tolerance, utilizing positive storytelling, media interventions and inclusive pedagogy to cultivate empathy and build tolerance across communities.
  4. Community and Parental Engagement. Engaging communities and parents is crucial for boosting enrolment and retention rates. This includes addressing home and environmental factors that impact learning, such as lead poisoning. By involving communities in educational initiatives, Khilo aur Barho ensures that children are supported academically, emotionally and socially. This approach aims for the program’s sustainability beyond its initial funding period.
  5. Support for Marginalised Groups. The program targets marginalized children, including those with disabilities, religious minorities and girls. They provide specialized support to ensure their inclusion in the education system.

Looking Ahead

The Khilo aur Barho initiative is making strides toward addressing educational disparities in Pakistan. With the goal of enrolling 100,000 children in school and ensuring that 150,000 girls can read by age 10, this program focuses on improving access to education in Khyber Pakhtunkhwa and Punjab. By targeting marginalized groups and enhancing teaching quality, the initiative aims to create lasting change in the educational landscape of Pakistan.

– Georgia O’Keeffe

Georgia is based in Wiltshire, UK and focuses on Technology and Politics for The Borgen Project.

Photo: Flickr

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The Luminos Fund’s Second Chance Program

Luminos Fund's Second Chance ProgramThe Luminos Fund’s Second Chance program achieved significant success in Ethiopia, providing accelerated learning opportunities to more than 10,000 out-of-school children affected by COVID-19 and internal conflicts. This initiative, renowned for its innovative, child-centered teaching methods, compresses multiple years of curriculum into one, facilitating rapid reintegration into mainstream education. It addresses urgent educational gaps exacerbated by disruptions, emphasizing holistic child development alongside robust emotional and social support frameworks.

The Second Chance Program

Recent studies demonstrate significant improvements in literacy and numeracy among program participants. For example, a study conducted by the Ethiopian Ministry of Education found that children enrolled in the Second Chance program showed notable progress in their academic skills. Children who participated in the program “outperformed other students by an average of 10% across math, English and the local language (Sidama).”

Hana’s story epitomizes the transformative impact of the Second Chance program. Despite missing two years of schooling due to the pandemic, Hana not only caught up with her peers but also excelled academically. She had become a top-performing student in her class, inspiring her community and demonstrating the program’s effectiveness in restoring educational opportunities to disadvantaged children.

The Education and Life Skills Program

Moreover, World Vision Ethiopia’s Education and Life Skills (EdLS) Program is dedicated to improving developmental outcomes for children in targeted communities. It focuses on enhancing literacy skills, supporting early learning and ensuring readiness for primary education among children aged 7-14.

Throughout 2023, the program was active across 34 Area Programmes (APs), implementing three distinct project models: Learning Roots (LR) in 21 APs, Basic Education Programme (BEP) in 19 APs and Unlock Literacy (UL) in 19 APs, all aimed at achieving these crucial outcomes. With an investment surpassing $4.9 million, the EdLS positively impacted approximately 294,000 children, with a strong emphasis on benefiting more than 150,000 girls.

This significant investment underscores the program’s commitment to enhancing the educational quality and fostering a supportive learning environment, ultimately contributing to long-term educational and social development in these communities.

The Impact of the Programs

The success of the Second Chance and the EdLS programs extend beyond individual achievements to encompass community-wide benefits and offer inspiration to other organizations for a domino effect. Active community involvement and engagement have been integral to the sustainability and impact of the Second Chance and the EdLS programs. Local stakeholders, including parents, teachers and community leaders, play a vital role in supporting children’s educational journey and fostering a conducive learning environment.

The Luminos Fund’s Second Chance program in Ethiopia exemplifies the transformative potential of targeted educational interventions. By equipping disadvantaged children with essential academic skills and comprehensive support systems, the program not only addresses immediate educational challenges but also cultivates long-term resilience and prosperity within communities. Through rigorous academic studies and compelling success stories like Hana’s, the program underscores the critical role of education in empowering children and building a brighter future for Ethiopia’s next generation.

– Demi Olin

Demi is based in Huntington, WV, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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The Current State of Education in Madagascar

The Current State of Education in Madagascar Madagascar, an island country located on the Southeastern coast of Africa is the world’s fourth-largest island. It is filled with some of the most unique animals and plants such as lemurs, chameleons and baobab trees. Despite the country’s uniqueness and beauty, it is one of the poorest countries in Sub-Saharan Africa. It is also one of the only seven countries with a lower real per capita income than in 1960. This level of extreme poverty has created an educational crisis in the country, with the average Malagasy adult completing less than four-and-a-half years of school. Despite this crisis, some initiatives have been enacted recently to improve education in Madagascar.

Structure of Education in Madagascar

Education in Madagascar follows a structure similar to many Western schools, consisting of a five-year primary school, a four-year lower secondary school and a three-year upper secondary school. Education for 6 to 14-year-olds is compulsory. The students attend school from Oct. to Oct. and it typically runs from 6:30 am to 12:00 pm. Then at 2:00 pm it starts up again until 5:00 or 6:00 pm. They are given a two-hour lunch break so students can return home and come back to school by foot. Students in Madagascar take their classes in French and Malagasy. After the last year of each level of education, the Malagasy students must pass a national exam before proceeding to the next level. Madagascar education is set up for success, yet many do not finish their education.

Challenges Faced by Students and Educators

About one in three adults in Madagascar are illiterate. With 80% of the population living below the poverty line, it is hard for education to be a focal point in families. Many children have to start helping out in their homes as young as 5 years old. This keeps some Malagasy children from ever stepping foot into a classroom and for the children who do, only 60 out of 100 students will complete the full five-year cycle of primary school. However, even the students who stay in school lack literacy skills with 96% of students aged 6 to 10 unable to read a simple paragraph by the end of primary school. The lack of formal training for educators in Madagascar is seen as the cause for the poor literacy rates of those enrolled in school. 

The State of Teaching in Madagascar

Teachers in Madagascar receive minimal training and lack support from their administrations. Only about 4% of primary teachers possess the basic pedagogical and subject matter knowledge needed for effective teaching. In addition, about 80% of the Malagasy teachers have had no formal training. This disparity is largely attributed to the teacher recruitment process in Madagascar. Instead of focusing on selecting professional educators, they try to meet the demands of civil servants, leaving many of the teachers to lack formal training. This has caused the illiteracy rates to continue to be high, even for those who have been educated. 

Positive Developments in Education

Despite these educational challenges there have been strides for improvements. The United States Agency for International Development (USAID) returned to the Malagasy Education Sector in Jan. 2024 after 15 years. Their new five-year, $10 million, Lova Project, is set to work on building foundational skills for a better future. Along with the National Ministry for Education, they plan to improve literacy, math and socio-emotional instruction for 65,000 students in 500 primary schools and enhance professional development for 1,500 teachers. They also aim to develop an early-grade reading curriculum. This will provide teacher training, learning materials and remedial classes focused on basic reading and math. The Lova Project shows great steps toward building a greater tomorrow for youth and teachers in Madagascar.

Looking Ahead

Madagascar’s education system faces significant challenges due to extreme poverty and insufficient teacher training. However, recent initiatives, such as the USAID’s Lova Project, aim to address these issues by improving literacy, math and socio-emotional instruction for thousands of students and enhancing professional development for teachers. These ongoing efforts represent a hopeful step toward overcoming the educational crisis and building a brighter future for Madagascar’s youth.

– Ellie Buss

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

Photo: Flickr

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Education in Latin America: Social Development through Football

Education in Latin AmericaSoccer is deeply embedded in Latin American culture. Beyond competition and goal-scoring, its intrinsic values are also a source of national pride, tradition, social integration and development. The Fédération Internationale de Football Association (FIFA) Foundation Digital Education Program has made soccer a tool for learning to enhance education across communities in Latin America.

Foundation of the Digital Education Program

FIFA Foundation Digital Education Program is a three-year initiative that seeks to implement computer science and robotics into the curriculum of primary schools. The program aims to help 10,000 children from vulnerable communities. The FIFA Foundation founded the campaigns in collaboration with the United Nations (U.N.) Sustainable Development Goals, aim to enhance the lives of disadvantaged children and youth globally, with a focus on education. The initiative aims to enhance education in Latin America to break the cycle of poverty and stimulate sustainable development in local and regional communities.

The collaboration of football, technology and education closes the digital gap in modern curriculums. As the digital world has grown since COVID-19, employment rates and economic development depend on digital literacy, which requires technological proficiency. So, in addressing socioeconomic barriers and modern learning, the FIFA Foundation introduces programming and robotics education in the classroom.

It integrates digital education with soccer through “play-based learning.” For example, participants can apply digital creativity skills to create “robotic prototypes” that can call penalties, pass and shoot balls. Due to FIFA’s humanitarian efforts, soccer has become a fundamental element of computation thinking, problem-solving and creativity.

FIFA’s Launch in Belize

From April 22 to 26, 2024, computer science and robotics workshops were delivered across Belize, marking the official launch of the program. In July 2023, a memorandum of understanding (MOU) was signed with the Ministry of Education, Culture, Science and Technology (MOECST) and the Football Federation of Belize (FFB). This memorandum outlines the effort to enhance education with soccer. The program involves 40 primary schools and equips students aged 8 to 11 with Chromebooks, robotics kits, projectors and more tools essential to digital learning. Moreover, the program will train up to 300 teachers in computer science.

With the help of the FIFA foundation, improving resources and expertise results in Belize’s educational innovation. The President of the FFB, Sergio Chuc, reflects that the “domestic market is too small to contemplate industrialization.” He considers this partnership with the Ministry of Education as “a leap into the future with digital education.”

FIFA’s Launch in Paraguay

In June 2024, Paraguay signed this memorandum, hoping to benefit 10,000 children in Paraguayan public schools. To achieve this goal, Paraguay must ensure the “distribution and utilization of technological resources” and “the support and training for teachers.” Student engagement is another significant component of the program’s success. Fortunately, soccer’s popularity is leveraged under this initiative and it can only attract students’ entertainment and attention.

The launch of the FIFA Foundation Digital Education Program in Paraguay commences an education transformation within the country. FIFA demonstrates how soccer brings together people from different social and economic backgrounds and improves education in Latin America.

– Caroline Albright

Caroline is based in Milton, MA, USA and focuses on Good News for The Borgen Project.

Photo: Pexels

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The World Bank’s Education Reform in Africa

Education Reform in AfricaEducation is a critical area of investment for poverty alleviation and sustainable growth. The World Bank has enabled education reform in Africa by focusing on creating equitable and quality schooling systems. This article highlights successes in three countries: Rwanda, Kenya and the Democratic Republic of Congo (DRC), showcasing the World Bank’s impactful mission throughout the region.

Rwanda: Quality Basic Education 

Rwanda has made substantial strides in education reform through the Quality Basic Education for Human Capital Development (QBE) project. The World Bank has supported Rwanda’s vision of expanding and improving basic education to develop its human capital. Here are the key achievements:

  1. School Expansion: The World Bank’s funding has enabled the construction of new schools and classrooms, reducing overcrowding and improving the learning environment. This expansion is crucial for accommodating the growing number of students and ensuring that every child has access to education.
  2. Teacher Training: The QBE project has prioritized teacher training, equipping educators with the skills necessary to deliver high-quality education. The focus on continuous professional development has led to improved teaching practices and better student outcomes.
  3. Human Capital Development: Rwanda aims to build a knowledgeable and skilled workforce by investing in education. The emphasis on quality basic education is expected to contribute significantly to the country’s economic growth and development.

The Rwandan government, with support from the World Bank, has signed a $200 million agreement to further advance human capital development. This investment emphasizes the nongovernmental organization’s (NGO) commitment to education reform in Africa so that underprivileged communities can access quality schooling.

Kenya: Enhancing Secondary Education Quality

Kenya has seen remarkable progress in programs such as the Secondary Education Quality Improvement Project (SEQIP) and the Primary Education Equity in Learning Project. Key achievements include: 

  1. SEQIP: This project targets economically and educationally disadvantaged regions, focusing on improving infrastructure, teacher training and learning materials. By addressing these critical areas, SEQIP has enhanced the quality of education and reduced disparities in learning outcomes.
  2. Equity in Learning: The Primary Education Equity in Learning Project aims to bridge the gap in educational access and quality between different regions. It emphasizes inclusive education, ensuring that children from marginalized communities have equal opportunities to succeed.
  3. Higher Education Performance: The World Bank has also supported Kenya in enhancing higher education through policy reforms and investments in research and development. These efforts aim to align higher education with market needs, improve graduates’ employability and contribute to the country’s economic growth.

The World Bank’s $200 million boost to Kenya’s education sector has been pivotal in driving these reforms.

The DRC: Empowering Girls

The DRC faces unique educational challenges, but the World Bank’s initiatives have brought about notable improvements, particularly in equity and girls’ empowerment.

  1. Emergency Equity and System Strengthening in Education: This initiative aims to rebuild and strengthen the education system in conflict-affected areas. By focusing on infrastructure, teacher training and learning materials, the project has improved access to quality education for many children.
  2. Girls’ Learning and Empowerment: The World Bank’s efforts to promote girls’ education have been transformative. Addressing barriers to education and providing targeted support has empowered girls, increasing their enrollment and retention rates in schools.
  3. Secondary Education: Investments in secondary education, particularly technical and vocational training, have equipped young people with the skills needed for the job market. This focus on practical education aims to reduce youth unemployment and drive economic development.

The World Bank’s $900 million investment in the DRC is a testament to its commitment to supporting girls’ learning and empowerment, which will ultimately contribute to the country’s long-term stability and growth.

Summary

The World Bank’s initiatives in Rwanda, Kenya and the DRC highlight the significant progress in education reform in Africa. Expanding access, improving quality and promoting equity have transformed educational systems. The initiatives have contributed to broader economic development to reduce poverty levels. The successes in these countries serve as a model for other regions. They demonstrate the transformative power of strategic investments in education.

– Asiya Siddiqui

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

Photo: Pixabay

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Barefoot College India – Women Becoming Solar Engineers

Barefoot CollegeThe Barefoot College in Rajasthan, India, is working to help women who would not have previously had the chance to study and progress as engineers. It offers women from all over the world from impoverished backgrounds the opportunity to study, progress their skills and, therefore, progress their careers. Not only this, but it is also helping to create sustainable energy options for local communities that are better placed for the future.  It is proving to be good for both economic development and helping to change the narrative, specifically of the role of what women can do to help reduce poverty and to provide solutions to the issues surrounding poverty in India and wider afield.

Background

The college was first created in 1972 and is based in Rajasthan, specifically Tilonia. The Barefoot College supports women in attending classes and gaining qualifications that help their future careers, specifically in engineering. The college has helped 1,708 women from 96 countries become qualified engineers and are then referred to as “solar mamas.” The organization also assists local communities in becoming self-sufficient. It has successfully collected more than 70 million liters of water from storage tanks and ponds, providing safe water.

Empowerment

The women involved with Barefoot College become qualified not only when they graduate from the college but also when they are empowered to change their lives and those of others in the community. This, in turn, changes the social hierarchy of what women can do. Specifically, when looking at their income and careers in India, they can offer financial support to help lift their families and others out of poverty. The college is helping to drastically change the narrative for women and provide solutions to poverty.

Sustainable Energy

Women entering the workforce isn’t the only positive outcome; local communities also benefit from more sustainable energy sources. Barefoot College has played a vital role in this transformation, providing safe drinking water, electrifying 75,000 houses and 1,300 villages using solar power and preventing the pollution of approximately 45 million liters of kerosene.

Economic Development

The college also benefits the economy of India and local cities in the area. The economy benefits from more women qualified to work. The country benefits from having more people working and the college helps significantly, with the majority of its college students being women who would not previously have worked. In addition, the college offers support to other countries through its research.

Progress for the Future for Women and India

As shown, Barefoot College helps not only women or the local communities but also India in general. It helps women, in particular, pursue careers in engineering and local communities benefit from this effort. The initiative also offers advice to other countries to help develop local communities there. So, it is not only helping Indian women thrive in poverty but also aims to help other cities and countries thrive with sustainable options.

– Rosie Miller

Rosie is based in Edinburgh, Scotland and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr

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Enhancing Youth Employment in Botswana

Youth Employment in BotswanaOver the last decade, Botswana has seen modest economic growth. From 2003 to 2010, the poverty rate dropped from 17.7% to 15.4%. However, compared to nations with similar population densities, Botswana’s poverty rate remains notably high. The 2015 drought exacerbated poverty management challenges, especially affecting vulnerable populations. Rural areas, in particular, struggled due to limited employment opportunities and the drought’s impact, pushing more citizens below the poverty line.

Employment Challenges in Rural Villages

In Botswana’s rural villages, employment options are limited, particularly due to scarce internet access. Most jobs are in farming and agriculture. In smaller villages, limited educational resources often result in low literacy levels, which poses another significant barrier to securing employment.

Botswana Social Protection Program

High poverty rates in rural areas significantly impact Botswana’s overall poverty level. From 2010 to 2016, Botswana saw a significant decrease in the percentage of children under 18 experiencing poverty-related conditions, reduced from 63% to 49%. The decline reflects improvements in nutrition, housing, access to clean water and education. Children in rural areas, however, remain highly vulnerable to poverty. Botswana stands out in Africa for prioritizing public spending on education, notably through the National Development Plan 11. This plan focuses on enhancing social protection for children and raising awareness about the importance of adequate housing to prevent destitution and improve living conditions.

In Botswana, educational disparities become more pronounced as children age, with fewer progressing to secondary education. This limited educational attainment restricts youth employment in Botswana, confining many to low-wage labor jobs. Specifically, those who do not complete the Junior Certificate Examinations find little support in transitioning to the workforce, contributing to high unemployment rates among the youth.

Government Initiatives in Botswana

In 2023, Botswana’s unemployment rate reached approximately 26%, with youth unemployment also on the rise. President Mokgweetsi Masisi, in his second term, is actively targeting this issue by engaging with the country’s youth. The government has rolled out several initiatives, including the Chema-Chema Fund, aimed at supporting both existing and aspiring entrepreneurs. This fund is designed to foster financial inclusion and boost employment by providing necessary resources to young business owners and entrepreneurs.

Youth Development Fund

Like the Chema-Chema Fund, Botswana’s Youth Development Fund (YDF) is another socioeconomic initiative designed to boost startups and expand businesses. Launched in 2010, the YDF encourages young people to contribute actively to the economy. Its primary goal is to foster active involvement and representation of youth in Botswana’s socioeconomic progress, aiming specifically to create sustainable employment opportunities for them.

Supporting Youth through NGOs

The Jacobs Foundation, operating in Botswana, actively engages the youth through its Youth Impact outreach group, which is based in Gaborone. This initiative, led by young people, focuses on enhancing health and education programs for their peers. So far, it has supported more than 100,000 individuals. A notable program, Zones, involves 90-minute classes conducted in government schools aimed at promoting health awareness among children and young adults. These classes have significantly improved knowledge about HIV and reduced risk-related behavior by 50%.

Potential and Youth Employment in Botswana

According to the World Bank’s Human Capital Index, a child born in Botswana today will be 41% as productive when they grow up, if they can enjoy a complete education and proper health. Botswana’s efforts to reduce poverty and unemployment continue to focus on enhancing opportunities for its youth and addressing ongoing challenges in rural areas. Government programs like the Chema-Chema Fund and the Youth Development Fund aim to foster entrepreneurship and create sustainable jobs. Additionally, NGO initiatives aimed at improving health and education among young people could play a crucial role. Continued commitment to these ongoing strategies could be essential for achieving long-term economic growth and social development in Botswana.

– Brogan Dickson

Brogan is based in Edinburgh, Scotland and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr