Archive for category: Education

Information and stories on education.

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Digital Education in Developing Countries

Digital Education in Developing CountriesAccording to the Global Education Monitoring Report, developing countries are home to some 200 million young people ages 15 to 24 who have not completed primary school and need alternative pathways to gain basic skills for employment and prosperity. Low levels of education leave one in eight living below the poverty line, creating a need for digital education in developing countries.

Developing countries often have less diversified economies that rely on agriculture or raw materials such as timber, coal and oil. A country’s level of development is not determined by one singular test, but does look at the total value of goods and services a country provides. Underdeveloped and developing countries have lower Gross National Income (GNI), lower life expectancy and higher unemployment.

Digital Education in Developing Countries

Education develops skills at both intellectual and social levels. It promotes progress in health, climate resilience, sustainability and gender equality. Without these skills, people are less able to avoid poverty and pursue ecological development.

In lower- and middle-income countries, more than half of all 10-year-olds are unable to read and understand text. In 2024, there were 251 million children out of school, limiting the skills needed for labor markets. By increasing funds and resources, digital education in developing countries can help promote learning and provide children with greater chances of acquiring the skills they need.

South Africa has seen similar trends, with children under age 17, who make up 43.1% of the country’s population, among the groups most affected by poverty. According to Statistics South Africa, children remained the most vulnerable group in the country, with nearly half still living below the poverty line in 2023. Children living in rural areas face even greater challenges, as they often lack internet access and other essential educational resources.

Education remains one of the strongest investments a country can make. Research shows that in developing countries, every dollar invested in education generates $10 to $15 in economic growth. Investing in education can drive a country’s growth, increasing earning potential and decreasing poverty. Protecting children’s right to education aids local communities, creating more opportunities to thrive while promoting an equal chance at success.

Digital education supports teaching and learning through online courses, virtual classrooms and applications. Not only does this provide basic education, but it also helps improve digital skills that have become necessary amid the world’s digitalization. Online learning platforms create flexibility, making education more accessible around the world.

Current Developing Countries’ Initiatives

In 2020, Malaysia introduced its Digital Educational Learning Initiative (DELIMa), an online platform students can use to access applications, communication tools and learning resources. Malaysia’s Ministry of Education created the initiative to make learning more accessible while supporting the country’s move toward a more technology-influenced society.

DELIMa provides two programs: Future Skills For All (FS4A) and Global Citizenship Education (GCED). FS4A promotes digital development and reduces education inequalities by engaging learners through social media. GCED strengthens and grows a 21st-century mindset, encouraging learners to engage with communities on a local and global level.

South Africa has also embraced online education, increasing enrollment by more than 50% from 2020 to 2022. One of the country’s leading online learning platforms, CambriLearn, is now an Independent Examinations Board (IEB)-registered online school whose accredited courses meet benchmarks accepted by other schools worldwide.

Koa Academy has also contributed to the rise in South African education enrollment. The Koa Foundation’s initiative aims to expand high-quality education for communities facing education inequality. The foundation works to close the gap in educational opportunity by providing personalized learning that supports each student’s individual needs, easing challenges in performance and future opportunities. Current programs have supported 932 learners in strengthening their skills in mathematics and science.

In the Philippines, education is widely seen as a foundation for improving socioeconomic status, with many families believing that finishing school widens future opportunities. However, challenges include rising tuition costs and declining performance. According to the Organization for Economic Co-operation and Development (OECD), more than a third of Filipino students fall into the bottom international quintile of the socioeconomic scale, the largest such share among the groups measured.

Online schooling in the Philippines has become one of the most convenient and accessible forms of education, tailoring learning to individual students. Another challenge facing education in the country is low student retention. There is a dramatic decrease from 56.7% of children ages 10 to 14 finishing primary school to only 42.5% reaching junior high school and just 31.5% completing senior high school.

The Rise of Education Enrollment

As digital education in developing countries becomes more widely embraced, population growth and demand for education have both increased. By improving accessibility and affordability, online education now plays a crucial role in students’ schooling. Countries such as India, Iran and Pakistan have seen 7 million students enroll in online learning programs.

India alone has approximately 35% of its population enrolled in Massive Open Online Courses (MOOCs), ranking behind only the United States in enrollment. E-schools provide greater opportunities for those seeking education and employment, expanding access and improving employment prospects for millions.

With 32% of the global population lacking internet connection, expanding digital access will allow more citizens to receive quality education. Regardless of country, online education can serve as a tool for giving students an equal chance at learning and success.

– Jacquelyn Orr

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

Photo: Flickr

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How edX is Breaking Educational Inequality in India

edx in indiaIndia’s education system remains deeply fractured by geography and social identity. Although the national education Gini index improved from 72.4% in 1986 to 46.6% in 2023, inequality still exceeds 50% in six states — Rajasthan, Uttar Pradesh, Bihar, Jharkhand, Madhya Pradesh and Andhra Pradesh. Rural-urban gaps have barely narrowed; rural literacy languishes at 73.5% compared to 87.7% urban. Access to schools drops sharply from 91% within one kilometer at primary level to just 72% for upper primary and 48% for secondary, leaving millions of rural children cut off from quality learning. Where schools exist, they are crippled by extreme student-teacher ratios (70:1 in Barwani, 60:1 in Kalahandi), a shortage of trained teachers and inadequate infrastructure. About 72% of Barwani schools lack science labs and 65% lack digital tools.

PARAKH 2024 data exposes widening learning gaps between “Others” and Scheduled Tribe (ST) students. The language score gap grows from five points in Grade 3 to 13 points in Grade 9. ST students average just 47 in language compared to 60 and 32 in mathematics compared to 40. These gaps solidify early and compound over time.

How Inequality Becomes Earnings Inequality

The urban-rural divide is the primary driver, with a rural education Gini of 0.448 compared to urban 0.292. This split alone accounts for 30.1% of total educational inequality in India. Unequal resources sustain this gap: rural schools battle crumbling infrastructure and teacher absenteeism. Digital exposure can add 4.5 years of schooling but remains out of reach for many. Education quality scales tightly with household wealth, while large family sizes reduce attainment. This traps most workers in low-productivity agriculture or informal services, a cycle that perpetuates low earnings across generations.

The six states with the highest educational inequality are also India’s poorest. NITI Aayog’s National Multidimensional Poverty Index 2023 reveals that Bihar has more than 33% multidimensional poverty. Uttar Pradesh and Madhya Pradesh consistently rank near the bottom in per-capita income. In these regions, educational exclusion directly dictates economic survival. A rural child in these states faces cumulative disadvantage: poor foundational skills lead to low-skill labor. This locks families into subsistence-level incomes, passing poverty from one generation to the next. Early disadvantage compounds with caste and gender exclusions — college-level inequality remains frozen and Dalit business ownership remains negligible. Without intervention, education inequality transforms into entrenched poverty.

Educational Inequality in India

Traditional education fails due to stark rural-urban disparities: only 18.47% of rural schools have internet compared to 47.29% urban. Just 44.9% have computers compared to 68.7% urban. Only 38% of rural households have a secondary school within one kilometer. Consequently, 60% of undergraduates now choose online education based on affordability, but traditional institutions struggle to adapt. The system relies on rote memorization — 75% of what students learn is through repetition — failing to build critical thinking. ASER 2024 found 75% of Class 3 students cannot read Grade 2 text. One-size-fits-all pacing ignores individual differences, leaving about 40% of students disengaged or behind. Overcrowded classrooms (30:1 ratios) make interactive learning impossible. The half-life of skills has dropped from 26 years to just two to five years today, but semester-based systems cannot pivot. Though 98% of universities offer online classes, most use outdated pedagogy. The adaptive learning market is projected at $5.3 billion by 2025, signaling a deep misalignment with how people learn and work today.

edX: World-Class Education, Anywhere, for Less

Founded in 2012 by Harvard and MIT professors, edX offers individual courses, professional certificates and accredited degrees from more than 50 partner institutions. It remains governed by Harvard and MIT. Learners can audit courses at no cost to explore new areas risk-free, or pay for the verified track (starting at about $50) to earn official certificates recognized by employers worldwide. edX is not replacing schools but bypassing structural bottlenecks. It offers structured, university-level content that is affordable, globally relevant in technology and business and accessible via smartphones.

edX reaches 73 million learners globally, with more than 730,000 in India (11% of the total). Participation is growing rapidly in non-metro cities like Bareilly and Vijayawada. Through Emeritus partnerships with top Indian universities and Access Partnerships offering free and low-cost tech skills to marginalized communities — including women and rural youth — the platform directly tackles poverty. Career services are tied to labor market analytics, ensuring skills align with actual hiring demands. The financial impact is tangible: globally, 43% of certificate earners achieve new jobs, pay raises or promotions. Success stories — like Moses launching a cybersecurity career through free tuition and Colleen landing a full-time role post-graduation — demonstrate the model’s effectiveness.

In India, strategic partnerships scale this impact dramatically. With the Andhra Pradesh State Council of Higher Education (APSCHE), more than 590,000 students in Andhra Pradesh — one of the six high-inequality states — completed more than 318,000 credit-bearing courses in artificial intelligence (AI) and data science. For graduates, these credentials directly translate into entry-level IT roles offering salaries three to four times higher than agricultural wages. This pulls entire households out of poverty. With the National Institute of Information Technology (NIIT), programs from MIT and Berkeley meet the National Association of Software and Service Companies’ (NASSCOM) reskilling needs. Through the National Skill Development Corporation (NSDC), vocational training reaches more than 10 million learners across the country.

Looking Ahead

The economics are striking: a subsidized course costing about ₹2,000 can yield a ₹25,000 monthly salary increment. A learner in Bareilly can now access the same MIT curriculum as a student in Mumbai, effectively flattening the geographic playing field. With 68,000 boot camp graduates, more than 40,000 employment referrals and 2.4 million career touchpoints, edX is systematically working to dismantle the barriers that convert education gaps into generational poverty. By transforming education into distributed, market-aligned infrastructure, edX ensures that where a child is born need not dictate their economic destiny.

– Malak Kamel

Malak is based in Amman, Jordan and focuses on Technology and Solutions for The Borgen Project.

Photo: Flickr

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How Vocational Education in Argentina Helps Reduce Poverty

Vocational Education in ArgentinaTechnical and Vocational Education and Training (TVET) is a method of education that teaches students practical skills and offers hands-on experience in the workplace. With more than one-third of Argentina living below the national poverty line and unemployment rates increasing to levels like those recorded during the COVID-19 pandemic, access to education and employment opportunities remains critical. By providing skills that will help people acquire employment and succeed in their careers, vocational training in Argentina can help to reduce rates of unemployment and poverty.

Poverty in Argentina

Although there are many factors that contribute to poverty in Argentina, two factors that seem to be related to the risk of poverty are education level and employment status. Among Argentines who are aged 16 and older, 19.6% of those living below the poverty line do not have an education and 18.3% only have a primary education.

Additionally, in early 2025, Argentina reported an unemployment rate of 7.9%, the highest level recorded since 2021. This decrease in official employment corresponds with many workers transitioning to unreliable sources of income such as self-employment and casual jobs.

What Vocational Education Offers

TVET offers students skills and experience working in specific career fields such as:

  • Construction
  • Services (e.g., Administration, Tourism, Graphic Design, Multimedia Training and Computer Science)
  • Agriculture
  • Manufacturing (e.g., Mechanics, Energy, Electronics, Clothing and Textiles)
  • Health
  • Safety, Environment and Hygiene

TVET consists of three levels of vocational education. Secondary Technical Education combines general high school education with training in specific technical industries and teaches students about professional practices to prepare them for entering the workplace. After completing secondary education (technical or general), students can move on to Higher Technical Education, allowing them to specialize their skill set within a certain industry. Finally, Professional Training is offered to people already in the workforce so that they can improve, renew and acquire professional skills.

The Impact of Vocational Education in Argentina

After the socio-economic crisis that occurred in Argentina in the early 2000s, the government passed two laws that reestablished the importance of vocational education. In 2005, the Technical and Vocational Education and Training Law (LETP as the Spanish acronym) was passed. A year later, the National Education Law (LEN as the Spanish acronym) replaced the Federal Education Law. The main goals of these laws are to:

  • Improve the coordination in Argentina’s education system across different regions
  • Address the unique needs of various school districts while complying with federal guidelines
  • Guarantee the right to an education
  • Improve the inclusivity and quality of higher education 

The LETP emphasizes increased funding and improving the quality of vocational education through updates in the curriculum, infrastructure and technology used to teach students.

These changes within the TVET system are important because higher education has been shown to reduce the risk of unemployment and increase average wages. Among unemployed Argentines, only 4.1% of them have a post-secondary education compared to 7.8% who do not have a secondary education and 7.2% who do. Additionally, people with a post-secondary education tend to earn 63% more in wages compared to people with just a secondary education.

In the early 1980s, the nonprofit organization Star of Hope established a small school in the remote region of Namqom that continues to help people develop practical skills to gain employment. Subjects taught at this school have included hairdressing, bricklaying, electrical engineering and cooking and baking. Selsa Diaz, a cooking and baking instructor, stated that the school’s primary objective was that “each student should be able to have some income” upon graduation. The 36 students at this school learn how to bake and cook various dishes. After completing their course work, students receive a diploma as proof of what they accomplished. Diaz remarked on the work ethic of her students stating that “everybody makes an effort to learn everyday.”

Looking Ahead

As the rates of poverty and employment have continued to rise in Argentina, the importance of learning practical skills and gaining job experience has become increasingly apparent. The TVET system seeks to empower students by giving them the knowledge, skills and confidence to obtain financial stability. By providing people with higher education and a chance to acquire skills that will benefit them in the workplace, vocational education in Argentina can also provide people with the opportunity to escape the cycle of poverty.

– Lily Alexander

Lily is based in Surrey, British Columbia, Canada and focuses on Good News for The Borgen Project.

Photo: Flickr

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How 3D Printing Can Be a Resource for Developing Countries

3D Printing Can Be a Resource
For educational purposes, healthcare treatments and local production, learn why 3D printing technology is a resource for developing countries.

Across many developing countries, progress can stall when essential systems lack funding, materials, or reliable access to specialized tools. Advanced technology cannot erase those barriers on its own, but it can give communities new ways to act. 3D printing can be a resource when organizations know how to leverage this technology.

Local Production Reduces Delays

Shipping costs, customs delays, limited storage and uneven supplier access can slow a simple repair. Those delays place extra pressure on communities that already stretch equipment and materials across many users.

Instead of waiting for every small object to arrive from far away, trained teams can produce selected parts using a 3D printer and digital designs. A repair component for a water system or a teaching model for a classroom becomes easier to replace once production moves closer to daily life.

Health Systems Gain Practical Tools

Health systems in developing countries often work with limited equipment and long replacement timelines. A rural clinic may not have the tools to print complex medical devices. It may still benefit from basic models, simple supplies or selected lab items that support routine care. 

The National Library of Medicine describes 3D printing as a potential way to produce basic medical supplies, laboratory equipment, anatomical models and prosthetic limbs in developing countries. These uses place 3D printing in a supportive role within existing health systems. The technology expands what trained professionals have available for care, planning and problem-solving. While it cannot replace clinical judgment or formal medical infrastructure, health workers gain a practical resource when supply gaps limit what they can provide.

Rapid Prosthetic Production in Uganda

Children who needed prosthetic support in Uganda faced long production timelines because clinics relied on manual methods and limited specialist capacity. That delay kept patients in the hospital for extended periods and made timely mobility support difficult to provide. 

Through 3D PrintAbility at CoRSU Hospital, clinicians tested a process that used 3D scanning, digital design and 3D printing to produce prosthetic sockets and braces for children. The technology did not replace trained orthopedic professionals. Instead, it gave them a fast workflow that fit the needs of a resource-limited clinical setting.

CoRSU reported that prosthetic socket production time dropped by as much as 70%, from five days with conventional manual methods to 1.5 days with 3D PrintAbility. That improvement shows how 3D printing can strengthen care when local teams receive practical tools that support existing medical work.

Medical Training Improves

Medical education depends on strong instruction, repeated practice and access to clear learning materials. In many settings, students learn anatomy through textbooks or flat digital images because advanced simulation tools cost too much. Those resources still teach important concepts, but they can make depth and proportion difficult to judge.

Printed anatomical models address that gap. A student can study the shape of a bone or organ from multiple angles while connecting structure to function. Then, a clinician can use the same type of model during a patient conversation, so an unfamiliar diagnosis becomes easier to understand.

Education Turns Problems Into Projects

Students and researchers can use 3D printing to connect technical learning with public service. A classroom project becomes more meaningful when it responds to a local challenge. A university lab can test a low-cost teaching tool, then improve the design after a school or clinic explains how it works in practice.

That exchange strengthens both sides. Students learn that design begins with listening. Researchers gain insight from community partners who understand daily conditions better than outside observers. The finished object matters, but the shared process builds people’s problem-solving skills.

Innovations With Global Value

A printer alone cannot overcome weak infrastructure or limited public funding. Strong programs begin with people who understand the setting. Local technicians, educators, clinicians and community organizations should guide decisions about what to print and how to maintain the equipment.

Long-term success also depends on training that fits local capacity. Programs should account for the difficulty level of learning 3D printing before they introduce new equipment. With steady instruction, repair knowledge and realistic goals, 3D printing can be a resource that supports community-led problem-solving instead of creating another unused technology project.

– Kelly Schoessling

Photo: Flickr

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Higher Education for Refugees: A Scholarship for Women

Higher Education for RefugeesA refugee child is far less likely than almost any other young person to set foot in a university lecture hall, and a refugee young woman is least likely of all. Globally, just 9% of refugee youth are enrolled in higher education, compared with a global average of about 42%. One program has spent more than three decades expanding higher education for refugees, and it is now reaching more women than at any point in its history.

A Narrow Door to University

The barriers to higher education for refugees stack quickly: prohibitive tuition, legal restrictions, language obstacles and the simple cost of survival taking priority over study. Women face an additional layer. For every 10 refugee boys enrolled in secondary school, only seven girls are enrolled, which narrows the pool that can reach university at all.

The result is a sharp loss of potential. Refugee girls who leave school early are more likely to marry young, less able to support themselves and their families and less able to take part in rebuilding their communities. Higher education offers a route in the other direction, toward employment, self-reliance and leadership, but only for those who can reach it.

The Scholarship Built for Refugees

The Albert Einstein German Academic Refugee Initiative, known by its German acronym DAFI (Deutsche Akademische Flüchtlingsinitiative Albert Einstein), exists to widen access to higher education for refugees. Funded primarily by the German government and administered by the United Nations High Commissioner for Refugees (UNHCR) since 1992, it provides full university scholarships to refugees in their countries of asylum, covering not only tuition and fees but also books, transport, accommodation and health care. Since its founding, the program has supported more than 27,200 refugee students across 59 host countries.

DAFI does more than pay fees. Scholars receive academic tutoring, language support, mentoring and networking, and many graduates return to guide the next cohort. In Burundi, for example, former scholars run the DAFI Women Power Club, a mentoring initiative led by refugee women determined to help younger women into higher education. Grace, a public health graduate from the Democratic Republic of Congo (DRC) who served as president of the club, frames the mission plainly: “We still have to fight the idea that an educated woman will not make a good wife. But we keep moving forward and mentoring younger refugee girls and women who come after us so that they can become leaders and have some impact in this world.” That model of women lifting women is now central to the program’s approach.

A Record Year for Women

The focus on women is producing measurable results. In 2024, women made up 45% of all DAFI scholars, the highest share in the program’s history, up from 42% the year before, and 60% of newly awarded scholarships went to women, a sharp rise from 40% the previous year. The gains came from targeted outreach in places with the widest gender gaps. In Ethiopia, female enrollment rose by 14%, with women making up more than 75% of new scholars, supported by tutoring, outreach and financial aid for girls still in secondary school.

Kenya shows both the need and the model at work. The country hosts more than 774,000 refugees and asylum seekers, with the camps at Kakuma and Dadaab home to tens of thousands of school-aged children. There, the DAFI program is run on UNHCR’s behalf by Windle International Kenya, which prioritizes girls and women in its scholarship awards to address the gender gap directly. Yet the access gap remains stark. Across refugee settings, fewer than one in 10 eligible young people reaches higher education at all, and in camps like Kakuma and Dadaab the share has long been smaller still.

Progress Against a Funding Headwind

DAFI is the largest and longest-running source of higher education for refugees. That reach now faces a serious threat. In 2024, the number of DAFI scholars fell to 7,890, down from a record 9,312 in 2023, the first decline since the COVID-19 pandemic, driven by shrinking global humanitarian funding. Demand has not fallen with it. In 2024, around 5,000 applicants competed for just 879 new scholarships, meaning fewer than one in five was accepted.

New efforts are trying to hold the line. In 2025, USA for UNHCR launched the Building Better Futures campaign, which aims to raise $15 million by 2028 to fund 1,000 scholarships for refugee women and had already secured $3.1 million in lead gifts.

Keeping the Door Open

DAFI alone cannot close the refugee education gap, and the funding pressures are real. Even so, refugee enrollment in higher education has climbed from 1% in 2019 to 9% in 2025, and DAFI remains one of the few avenues through which a refugee woman can earn a degree at all. When a young woman in a camp like Kakuma reaches a university lecture hall, the effect reaches further than her own life, into her family and the community she will one day help rebuild. Sustained investment is what will keep it open for the next young woman in line.

– Amna Al Harrazi

Amna is based in Dubai, UAE and focuses on Good News for The Borgen Project.

Photo: Pexels

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Poverty and Higher Education in Madagascar

Higher education in MadagascarIn Madagascar, reaching university is an opportunity available to very few young people. Poverty, weak learning and school dropout prevent many students from completing secondary education. Others must work to help their families. However, higher education in Madagascar could give people the skills needed for secure employment. Education can also train the professionals needed to improve health care, education, agriculture and other essential services. Madagascar has one of the highest poverty rates in the world, with 75.2% of the population living below the national poverty line in 2022. The poverty rate reached 79.9% in rural areas. Expanding access to higher education could help address poverty.

Higher Education and Poverty Reduction

Higher education can prepare students for skilled and better-paid work. Universities and technical colleges train teachers, doctors, engineers, researchers and business professionals. These workers can earn more stable incomes and provide financial support to their families. By earning regular wages, graduates may be better able to pay for food, housing, health care and their children’s education, reducing the risk that poverty continues from one generation to the next. Their skills can also benefit the wider community.

Agricultural specialists can help farmers improve production and respond to climate change, which can increase food security and raise rural incomes. Health workers can improve people’s ability to remain healthy and work, reducing the financial pressure caused by illness.

Engineers and technology specialists can improve infrastructure, water systems and local services, making communities more productive and resilient. Teachers can strengthen the education system for future generations, helping more children gain the skills needed to escape poverty.

Graduates may also establish businesses and create jobs for other people, increasing local incomes and economic activity. However, university courses should meet the needs of employers and local communities. Practical programs in areas such as agriculture, health, tourism, manufacturing and technology could prepare students for available work. Internships and apprenticeships could also help graduates move from education into employment.

For many children, the barriers to university begin in primary school. Madagascar’s learning poverty rate is estimated at 94%. Most children cannot read and understand a simple text by age 10. Without basic reading, writing and mathematics skills, children are more likely to repeat grades or leave school.

Dropout is another serious problem. UNESCO has reported that children entering primary school have only a 33% chance of reaching its final grade. As a result, many students leave education before they can enter secondary school.

Poverty makes continuing education especially difficult. Families may need to pay for uniforms, materials, meals and transport, even when tuition is free. Private education is even less accessible due to the additional fees. Rural students may also live far from the nearest secondary school.

Some children leave school to work. International Labour Organization (ILO) data show that 29.8% of children ages 5 to 17 were involved in economic activity in 2018. Many work in agriculture, fishing, domestic service or other informal jobs. Although their earnings may help their families in the short term, work can limit the time and energy available for education. Leaving school without qualifications can then keep young people in insecure and poorly paid employment.

Helping Students Reach Higher Education

Financial assistance is one way to break this cycle. Scholarships, free materials, school meals and transport support can reduce the costs faced by poor families. Cash transfers may also reduce the pressure for children to work. The United Nations Children’s Fund (UNICEF) Madagascar’s Let Us Learn program provides a successful example. The initiative supports vulnerable students as they move from primary to secondary school, a stage when many children are at risk of dropping out. It operates as a cash-transfer supplement for families with children ages 11 to 18, helping them cover school-related costs and reducing the need for children to work.

The support is linked to continued school enrollment, so families receive financial help while children remain in education. In some cases, the money is paid regularly, such as every two months, and families can use it for expenses like school supplies, transport, food or other household needs that affect a child’s ability to stay in school. Its cash-transfer program increased overall enrollment by 7% among children ages 11 to 14. Among girls in this age group, enrollment rose by 13%.

Creating a Path Out of Poverty

Higher education alone cannot end poverty in Madagascar. Financial aid at university level is important, but it comes too late for many students. Children often need support from their first years of primary school.

Programs such as Let Us Learn show that targeted help can keep vulnerable students in school. However, long-term progress will require investment in early education as well as scholarships and university places. Expanding higher education in Madagascar begins with ensuring that children receive a strong education from their earliest school years. By improving basic learning and supporting students throughout their education, Madagascar can give more young people a real chance to reach university, gain secure employment and help reduce poverty in their communities. Helping citizens access higher education is also an investment in Madagascar’s long-term effort to reduce poverty.

– Nina Novillo Astrada

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

Photo: Flickr

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Thailand’s Zero Dropout Initiative Tackling Poverty

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

Northern Regions

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

Regions Surrounding Bangkok

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

Impact of Education

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

Zero Dropout Initiative

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

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

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

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

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

Looking Ahead

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

– Marine Baume

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

Photo: Unsplash

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How Ghana’s School Feeding Program Helps Reduce Poverty

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

School Lunches Opening Doors

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

Education Outcomes

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

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

Local Economic Impact

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

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

A Tool Against Poverty

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

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

Looking Ahead

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

– Anna Morin

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

Photo: Flickr

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Poverty Reduction in Mongolia Through Social Protection Programs

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

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

The Child Money Program

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

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

The Food Support Program

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

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

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

Current Poverty Reduction Efforts

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

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

Looking Ahead

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

– Michelle Kurniali

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

Photo: Flickr

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Higher Education in Kazakhstan and its Transitioning Economy

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

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

Promoting Higher Education

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

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

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

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

The European Union’s Help With Higher Education

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

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

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

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

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

Current Institutions in Kazakhstan

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

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

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

Working Towards the Future

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

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

Looking Ahead

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

– Jacquelyn Orr

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

Photo: Wikimedia Commons