Archive for category: Education

Information and stories on education.

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SDG 4 in Sudan: How Poverty and Conflict Threaten Education

SDG 4 in SudanSudan’s civil war has devastated the country’s education system, leaving millions of children without access to school. In the Northeast of Africa, Sudan has faced decades of political instability and conflict, with the current civil war beginning in 2023, leading to a vital consequence of famine and a claim of genocide in the Darfur region. Furthermore, the conflict caused damage to nearly every sector within the country, particularly the education sector. According to the UNESCO reports on the education situation in Sudan, since the Sudanese conflict began in 2023, only three out of 17 million school age children have returned to school, with fewer than one-third of schools being reopened. Here is information about the conflict and education situation in Sudan, including efforts to address SDG 4 in Sudan, which is a goal to provide accessible education to everyone.

Background of the War in Sudan

Omar al-Bashir, who was the former president of Sudan, helped form the Rapid Support Forces (RSF), known as the “Janjaweed militia,” which was a paramilitary group formed to act as a border guard force and was later moved to the capital city in 2019 to protect al-Bashir from any potential military coups and assassination attempts. However, later on, the RSF joined the Sudanese Armed Forces in overthrowing al-Bashir’s government and forming a new transitional government. The transitional government was later the main reason for the current war, due to the major power struggle between the RSF and the SAF, escalating to what is known now as the Sudanese Civil War.

Potential of Poverty Improvements in Sudan

According to the United Nations officials in Sudan, around seven in 10 people in Sudan live in poverty, compared to a percentage of 38% before the beginning of the war. Additionally, the country could potentially face a rise of extreme poverty, with the possibility of an additional 34 million people becoming impoverished if the conflict continues until 2030. However, according to the UNDP, if the country restores peace using the International Futures modeling system, Sudan’s GDP could reach $58.2 billion USD by 2043, resulting in an increased life expectancy and 17.3 million people being lifted out from extreme poverty, moving the country to a better socioeconomic situation.

SDG 4 in Sudan and the Potential of the Education Sector

SDG 4 is the goal of Quality Education under the United Nations Sustainable Development Goals (SDGs), which aims that by 2030, the world will have inclusive and equitable quality education. There are 10 targets including a focus on providing free primary and secondary education, ensuring equal access to primary and higher education and eliminating discrimination in education, along with many other goals that aim to support lifelong learning around the globe.

Due to the conflict in Sudan, there have been around 88 reports of violence in schools, resulting in harm for students, teachers and school facilities. Those violence reports included killings, injuries, torture, abduction of teachers and sexual violence. Additionally, the military have used school facilities in Sudan for active fighting and storage of weaponry, which makes it unsafe for educational use.

With this being said, in October 2023, around 19 million school-age children have been out of school, causing a severe disruption of their learning and education progress. Additionally, more than 10,400 schools have been closed, and even after an indication that around 65% of these schools were open again by January 2026, more than 7 million students remained out of school.

Addressing Education in Sudan

Despite the severity of the situation, a collaboration between Sudan’s Local Education Group and UNESCO has developed, involving more than 600 participants and more than 34 national and international organizations financially contributing to the project. The project aims to work towards a Transitional Education Plan with the goal of developing Sudan’s education system and acknowledging short-term and long-term humanitarian needs so that the Sudanese education system remains well structured and inclusive even with the current instability in the country.

Additionally, the project is focusing on creating safe learning environments, providing infrastructural support to ensure protective education facilities for school children and rebuilding and supplying equipment for schools. Moreover, it is also using temporary learning spaces to make its plans time-effective and ensure that children do not stay out of school for long periods of time during the conflict, instead, using those temporary spaces for learning during the work of the project. It is also focusing on providing training for marginalized groups to prevent skill gaps, such as for people with disabilities, and ensuring gender equality in terms of the provision of training, hoping to have a transformative impact and prevent a potential collapse on Sudan’s education sector.

Concluding Thoughts

Overall, the findings show that the Sudanese civil war has a significant impact on the Sudanese community and education system, despite the efforts to limit its influence. However, its impact is likely to decline as people, advocates and organizations shed light on it, and dedicate projects toward improving education and addressing SDG 4 in Sudan.

– Annab Ahmed

Annab is based in Riyadh, Saudi Arabia and focuses on Good News for The Borgen Project.

Photo: Unsplash

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Widening Access To Higher Education in Uganda

Higher Education in UgandaAccess to higher education in Uganda sits at the heart of one of the country’s most urgent development questions: how to turn a large youth population into a skilled, employed workforce. Uganda’s adolescents and youth aged 15 to 30 already account for about 31% of the population, roughly 14 million people, according to the Uganda Bureau of Statistics. Yet, only about 8% of adults continue education after high school, and 69% of those who stop point to cost as the main barrier, the World Bank reports. New financing schemes and bridging programs are now slowly widening that pathway.

The Weight of Poverty

Poverty shapes daily life for a large share of Uganda’s population. The World Bank estimates that about 51.5% of Ugandans lived below the international poverty line of $2.15 a day in fiscal year 2024–25, down modestly from 52.9% the year before. Agriculture accounts for 24% of GDP and employs roughly 72% of the labor force, with most workers relying on smallholder subsistence farming. The majority of jobs remain informal, low-productivity and vulnerable to climate shocks such as drought and floods, leaving household incomes unstable across much of the country.

Uganda’s national poverty rate, measured against the country’s own poverty line, stood at 20.3% according to the Uganda National Household Survey 2019/20, the latest available household survey. For families in this bracket, university fees, accommodation and the loss of a working-age child’s contribution to household income can make higher education feel out of reach before an application is ever made.

A Narrow Path After Secondary School

The path into a Ugandan university remains narrow. The National Council for Higher Education (NCHE) estimates the tertiary gross enrollment ratio at 5.3%, far below the Sub-Saharan African average of 9.4% and the global average near 38%. Most secondary leavers do not transition to tertiary study at all, and among the small group that does, Science, Technology, Engineering and Mathematics programs dominate the funded pathways. That leaves humanities students and learners from low-income or rural backgrounds with fewer financing options.

The cost of tuition, living expenses and transport often pushes higher education out of reach for households already balancing food, health care and basic schooling for younger children. NCHE Executive Director Prof. Mary Okwakol has described access for rural and economically disadvantaged students as the sector’s biggest challenge.

Government Loans Closing Some of the Gap

One direct response to the affordability gap in higher education in Uganda comes from the Higher Education Students’ Financing Board (HESFB), which Parliament created under the Higher Education Students Financing Act of 2014 and amended in 2024. The scheme provides loans and scholarships to Ugandan students admitted to accredited institutions who demonstrate financial need. Most loans cover Science, Technology, Engineering and Mathematics programs alongside a small set of humanities courses, and persons with disabilities can apply across both streams.

For the 2025/26 academic year, the Ministry of Education and Sports approved 2,047 of 7,125 applicants, according to a statement Minister of State for Higher Education John Chrysostom Muyingo delivered to Parliament on October 29, 2025. Beneficiaries include 1,196 male and 861 female students, plus 45 students with disabilities, up from 29 the previous year. The allocation formula reserves 60% of slots through a district quota and weighs the remaining 40% on socio-economic vulnerability, an attempt to spread access beyond urban centers. Parliament has since urged the Ministry to expand funding and strengthen rural outreach, citing persistent regional imbalance.

Higher Education Access Programme in Uganda

A second active solution targets students who miss direct university entry by a narrow margin. The Higher Education Access Certificate (HEAC), a one-year accredited bridging program, sits inside the Higher Education Access Programme (HEAP), a partnership between FAWE Uganda and the Mastercard Foundation. Sixty-five universities and 20 other degree-awarding institutions hold licenses to deliver HEAC, offering 89 accredited programs nationwide.

On May 9, 2026, NCHE confirmed that more than 7,000 students have enrolled in HEAC, 44% of them female. Phase II of HEAP, launched in April 2024 and running through 2034, targets 2,000 learners across 65 districts. The program reserves 80% of bursaries for young women and sets aside explicit places for refugees and persons with disabilities. FAWE Uganda awarded 700 bursaries across universities and Technical and Vocational Education and Training institutions in the academic year 2025/26 alone.

Early outcomes look promising. NCHE reports that HEAC graduates perform as well as, and sometimes better than, direct-entry students, and they show high employability within their first year of completion. International interest follows. A delegation from Zimbabwe’s Ministry of Higher and Tertiary Education visited Uganda from May 4, 2026, to May 9, 2026, to study the HEAC model for possible adoption.

Looking Ahead

Cost remains the dominant barrier to higher education in Uganda, and demand for both loans and bursaries far outstrips the supply of available slots. Even so, the combination of a national student loan scheme, an accredited bridging certificate and targeted scholarships shows that inclusive financing can move the needle. When degrees and diplomas reach students from low-income, rural, refugee and disability backgrounds and lead to formal work, higher education becomes less a privilege and more a route out of household poverty.

– Amna Al Harrazi

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

Photo: Wikimedia Commons

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Child Marriage in Hawaii: 5 Key Steps Toward Reform

Child Marriage in HawaiiWhile legal loopholes have historically allowed child marriage to persist in the United States, Hawaii is currently witnessing a powerful wave of advocacy and legislative evolution. The conversation is moving toward the empowerment of young people and the modernization of state protections. By closing gaps in the law, Hawaii is joining a global movement to ensure every child has the right to a full education and an autonomous future. Here is information about child marriage in Hawaii and efforts to address it.

Why Addressing Child Marriage in Hawaii Matters

Historically, Hawaii has faced a disproportionately high rate of child marriage compared to many other states. A landmark study utilizing American Community Survey data revealed that Hawaii ranked among the top states for child marriage prevalence, with more than 10 out of every 1,000 children surveyed having been married. This statistic highlights a deep-seated issue that many local communities overlooked for decades, leaving young individuals vulnerable to early legal unions before they could fully realize their independence.

Addressing child marriage in Hawaii is also a crucial step toward eliminating local poverty. While Hawaii boasts a thriving tourism industry, many residents face a high cost of living that drives vulnerable families into economic hardship. Research demonstrates that marrying young increases an individual’s likelihood of living in poverty during adulthood by 28 to 31 percentage points – a rate even higher than the poverty risk associated with dropping out of high school. By eliminating child marriage, the state can systematically remove a major barrier to financial stability and protect its youth from long-term economic vulnerability.

1. Strengthening the Legal Foundation 

The movement to reform the law regarding child marriage in Hawaii is gaining momentum through several key efforts:

  • Closing Legal Loopholes: While Hawaii’s standard marriage age is 18, current provisions allow 16- and 17-year-olds to marry if they obtain written consent from parents or a legal guardian.
  • Legislative Action: Advocacy groups actively work with state lawmakers to remove these age exceptions, ensuring the law acts as a definitive shield for minors.
  • Prioritizing Maturity: This proactive reform ensures that legal age requirements align with the maturity needed for a significant life commitment.

2. Ending Child Marriage in Hawaii Through Education

Advocacy groups highlight how ending the practice of child marriage in Hawaii can lead to better economic outcomes:

  • Completing Schooling: When young people delay marriage until adulthood, they have a higher likelihood of completing their education.
  • Career Stability: Higher education numbers correlate with increased earning potential and career stability.
  • Economic Investment: By protecting minors from early marriage, Hawaii invests in a future generation that is financially independent and empowered to contribute to the local economy.

3. Prioritizing Safety and Well-Being 

Currently, researchers and advocates place a spotlight on the link between age-appropriate marriage and domestic stability:

4. A Rise in Legislative Reform

Addressing child marriage in Hawaii aligns with an inspiring national trend toward total reform:

5. Advocacy and Global Support

The tireless work of organizations like Unchained at Last bolsters the progress concerning child marriage in Hawaii: 

The Push To End Child Marriage in Hawaii Continues

The momentum behind reforming the laws surrounding child marriage in Hawaii represents more than just a legal update; it is a vital step in breaking the cycle of poverty. By ensuring that every young person in Hawaii has the opportunity to complete their education and achieve financial independence, the state actively invests in long-term economic stability.

As advocacy grows and legislative efforts persist, Hawaii moves closer to a future where state laws protect, empower and give all children the tools to thrive in an autonomous life.

– Rebecca Cameron

Rebecca is based in Edinburgh, UK and focuses on Technology and Global Health for The Borgen Project.

Photo: Flickr

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Higher Education in Tonga

Higher Education in TongaHistorically, Tongan students always had to go to school in person. For college students, that meant attending one of the two accredited universities in Tonga – the University of the South Pacific (Tonga campus), or Christ’s University in Pacific – or more commonly, going overseas to places such as the United States, Australia and New Zealand. However, online schooling has reshaped the world, creating more opportunities to learn. Access to higher education in Tonga has improved due to online learning, helping many Tongans rise from challenges to success.

Background of Tonga

The country of Tonga is in the Southwest Pacific Ocean. It has 170 islands, separated into three main island groups. The south has Tongatapo, the center has Ha’apa and the north consists of Vava-u. The Tonga Islands were united in 1845, and unlike many neighboring countries, Tonga was never formally colonized. The country’s current population is 110,353, 99% of whom are literate.

Not Enough Money

Many Tongans do not make enough money to survive in their country. The average person in Tonga makes $10,800 per year, while the cost of living is just over $1,000 per month. While Tonga has free public schools, many families opt to send their children to private mission schools. The mission schools provide education to nearly 83% of primary students, and 90% of secondary students.

In the past, if these students wanted to move on from primary and secondary education to university or college, they had limited options. The two accredited universities in Tonga may not have their program of study, and it could cost a lot of money for them to go to school and live on their own. But in 2020, online education exploded as the world adapted to the COVID pandemic. This was great for Tonga, because distance learning can work well from any environment.

Distance Learning 

Distance learning has been successful in Tonga. For one thing, distance learning offers students a high-quality higher education in Tonga. For example, at the end of 2020, the completion rate for lower secondary schools for females was at 89.6% and for males was at 80.9%. In 2021, the literacy rate for female adults ages 15 and up was at 99.5%, and for male adults ages 15 and up, it was at 99.4%. For another thing, distance learning is reaching a lot of students. 

The University of South Pacific is one of two regional schools worldwide that provides higher education in Tonga to the people of many Pacific Island nations. The university has introduced distance and flexible learning starting in the 1970s by using its Extension Services. Since allowing students to enroll in their school, it continues to be committed to overcoming the obstacle of giving the best education for people despite any circumstances that make the region continue to change. The total student enrollment in 2016 was 13,475 students studying at this school. This shows the quality of tertiary education in the region.

Training in the Classroom 

Teachers need training to teach effectively online, just like in the classroom. In December 2024, 159 Tongan teachers were offered eight courses that covered practical skills for Open Distance and Flexible Learning. As a result, there was proof of positive feedback from more than half of the learners.

It also helps that the Tongan government and international partners are focused on investing in education in Tonga. UN Resident Coordinator to Fiji, Solomon Islands, Tonga, Tuvalu and Vanuatu Sanaka Samarasinha said that “Investment into education is crucial for the creation of peace, tolerance and sustainable development.”

Under these conditions, some Tongan students and academics have truly excelled. In 2025, Dr. Jean M Vaske Allen and Dr. Siobhus Tulakoi accepted the Early Career Research Excellence Award. Dr. Allen received recognition for her work in Pacific Youth well-being, digital relationship and decolonial health education. She also received a $360,000 Marsden Fast-Start Grant for a project on Virtual Voyagers, Amplifying Pacific Gamer Voices, which analyzes the impact online gaming has on Pacific Girls well-being and social connections.

Education 

Education is essential for breaking the poverty cycle. In Tonga, many children encounter barriers to getting a quality education. Through online learning, adaptability and hard work, Tongan students can accomplish many achievements in life.

– Debra Pierre

Debra is based in Miami, FL, USA and focuses on Good News for The Borgen Project.

Photo: Wikimedia Commons 

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Expanding Education Access in Rural Nepal

Education Access in Rural NepalIn many rural parts of Nepal, children face major barriers to education because of poverty and weak infrastructure. These barriers include long travel distances to schools, lack of textbooks and limited internet access. Community libraries in rural Nepal help reduce these challenges by providing learning spaces, books and digital tools that support education.

Organizations such as UNICEF Nepal report that children in hard-to-reach areas of Nepal are experiencing unequal access to quality education. Many rural schools also struggle with a shortage of qualified teachers and educational materials. Community libraries in rural Nepal help address these gaps by giving students access to computers, books and tutoring programs.

Community Libraries in Nepal

In recent years, several community organizations have set up libraries and learning centers within rural Nepal. Many community libraries in rural Nepal offer Wi-Fi, literacy programs and after-school tutoring for children who do not have a good environment for studying anywhere else.

Room to Read is one organization seeking to offer educational opportunities to Nepalese students. Room to Read has been involved in literacy projects in Nepal since its first operation in 2000, providing assistance with girls’ education programs. The organization has published numerous children’s books in regional languages to support literacy growth while establishing many libraries around the world.

In Nepal, these organizations work hand-in-hand with the community and schools to form children’s libraries filled with culturally relevant literature. In addition, the programs ensure that educators and librarians are trained to help children acquire the ability to read. The program claims that these efforts result in good academic results and increased reading.

READ Global is another organization that promotes education in rural areas. In Nepal, READ Global collaborates with local communities to create community libraries and resource centers that offer computer training, educational resources and initiatives for women’s empowerment. The group has established several community libraries across Nepal since its establishment in 1991.

Technology and Literacy Support

In Nepal, community libraries are increasingly offering digital learning opportunities. Libraries are important for children to get access to computers and educational technologies because many rural areas still have poor internet connectivity. Some provide lessons in digital literacy, teaching students how to use online learning resources and develop computer skills that might help them find work in the future.

According to the World Bank, improving education could be the key to reducing Nepal’s poverty. As the level of education and literacy of the population increases, people could get better paying jobs, which in turn helps to boost the local economy

Furthermore, libraries also allow women to access further education. Girls in rural Nepal sometimes drop out of school at an early age due to domestic issues or financial troubles. In this regard, community libraries provide motivating environments for women to engage in literacy activities.

Education Access in Rural Nepal

One of the most effective ways to fight poverty is through education. Community libraries offer Nepalese students and their families opportunities for the future while helping them overcome existing educational barriers. Access to literature, the internet and help with reading could increase students’ success in academic and career opportunities.

Organizations and local groups continue to expand access to education and resources across rural Nepal despite ongoing obstacles. These initiatives are providing kids with the resources they need to pursue higher education and improve their future employment prospects by funding neighbourhood libraries and learning centres.

Community libraries in rural Nepal show how local, community-driven solutions can reduce educational inequality and expand learning opportunities. Organizations such as UNICEF, Room to Read and READ Global continue to support these efforts by funding and developing rural education programs.

By strengthening literacy programs, improving digital access and supporting local communities, community libraries in rural Nepal help create long-term pathways out of poverty through education.

– Avery Hoadley

Avery is based in Toronto, Ontario, Canada and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr

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Sister City Partnerships and Access to Education

Sister City Partnerships and Access to EducationOften associated with cultural exchange and diplomacy, Sister city partnerships can, however, also play a meaningful role in expanding access to education in underserved communities. By connecting local institutions across borders, these programs create opportunities for students who may otherwise have limited exposure to global learning experiences. 

The partnership between San Diego and Jalalabad offers a lens through which to examine how city-to-city collaboration can support educational access while also highlighting the broader impact and limitations of these initiatives. 

Sister City Partnerships and Access to Education

Sister city programs, often coordinated by organizations such as Sister Cities International, are designed to foster mutual understanding through cultural, economic and educational exchanges. In many cases, these partnerships include student programs, school collaborations and community-led initiatives that contribute to long-term development goals. Education, in particular, serves as a key pathway through which these relationships can address inequality and expand opportunity.

Bryan Fisher, the president of the Matsuyama-Sacramento Sister City Corporation, highlighted how these partnerships function at the community level. “We have great access to high schools in the SCUSD district,” Fisher told The Borgen Project in an interview. “At C.K. McClatchy High School, we have a large economically disadvantaged population. Through our sister-city relationship with CKM, we have students who do a homestay there during the spring and summer. We also sponsor a student trip to Japan every two years with Rosemont and CKM.”

Programs like these provide students with opportunities that extend beyond traditional classroom learning. Through homestays and exchange visits, participants gain firsthand exposure to different cultures and educational environments. The Sacramento-based program, for example, hosts students from Japan and organizes trips abroad for local students every two years, allowing participants to engage in immersive learning experiences.

Building Long-Term Impact Through Exchange

These types of exchanges can have lasting educational and social impacts. According to Fisher, one of the most important outcomes is the formation of long-term relationships. “When students host students from Japan and travel to Japan, it’s a great opportunity for them to make those long-term relationships and connections,” he explained. “Many of my students do and still maintain those relationships.”

The structure of these programs contributes to their effectiveness. Unlike short-term or virtual interactions, extended exchanges allow students to build deeper connections. “The proximity and the ability to get to know the students for two weeks go beyond the superficial encounters students would get online,” Fisher said. This level of engagement can enhance cultural understanding, improve communication skills and broaden educational aspirations—particularly for students from underserved backgrounds.

In regions affected by conflict and economic instability, access to education, especially for girls, can be limited. Sister city collaborations can help address these gaps by supporting local initiatives, providing resources and facilitating knowledge exchange between communities.

Challenges Facing Sister City Partnerships

While these programs offer meaningful benefits, they are not without challenges. One of the most significant barriers is funding. “The biggest struggle we have is long-term funding and engagement from our community,” Fisher noted. Like many volunteer-driven organizations, sister city programs often rely on sustained local support, which can fluctuate over time.

Demographic shifts also present challenges. As founding members of these organizations age, maintaining momentum can become more difficult. “Our organization has been around for 45 years and the community that founded it is aging out,” Fisher said. “Finding new and younger people is a struggle.”

Access and equity within the programs themselves can also be uneven. While some schools and families are well-positioned to participate in exchange programs, others face barriers related to cost and resources. “It’s often easier to find families interested in hosting at some schools like CKM that have a student population with some wealth and with room to host,” Fisher explained. “Going beyond these types of schools and families, our organization has trouble with funding more expensive experiences that we could offer to more disadvantaged groups.”

These limitations underscore the importance of sustained investment and inclusive program design. Without adequate funding and outreach, the benefits of sister city partnerships may not reach the students who could benefit most. Addressing these gaps is essential for ensuring that educational opportunities are distributed more equitably.

Final Remarks

Despite these challenges, sister city partnerships remain a valuable tool for expanding access to education and reducing global inequality. By fostering direct connections between communities, these programs create pathways for learning, cultural exchange and long-term collaboration. When supported by consistent funding and community engagement, they can help broaden opportunities for students in both partner cities.

While sister city programs alone cannot resolve systemic barriers to education, they offer a practical and community-driven approach to expanding access and fostering connections that extend far beyond the classroom.

– Jason Hill

Jason is based in Fullerton, CA, USA and focuses on Politics for The Borgen Project.

Photo: Flickr

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Partnerships Rebuilding Education in South Sudan

Education in South SudanYears of conflict, displacement and climate-related disasters have placed immense pressure on South Sudan’s education system. Millions of children continue to face barriers to learning as schools struggle with overcrowding, damaged infrastructure and a shortage of trained teachers. Despite these challenges, international partnerships are helping rebuild access to education and strengthen the country’s long-term development. 

Organizations such as the Global Partnership for Education and UNICEF are working alongside the government of South Sudan, local communities and humanitarian partners to improve educational opportunities for children affected by the crisis. Through coordinated support, these partnerships are helping create a more resilient and inclusive education system in one of the world’s most fragile contexts.

Expanding Access to Education

Access to education remains a major challenge across South Sudan, particularly in rural and conflict-affected areas. Flooding, displacement and insecurity have forced many schools to close temporarily, while some communities lack functioning classrooms altogether, resulting in 2.8 million children unable to access education as of 2021. According to Global Partnerships for Education, many girls often experience greater barriers to education, including child marriage, which can prevent them from continuing their studies.

To address these barriers, international education partnerships, such as Education Cannot Wait, are supporting the construction and rehabilitation of schools, temporary learning spaces and sanitation facilities. These efforts are helping children return to safe learning environments even during periods of instability. Programs funded through global education partnerships are also helping provide learning materials and expand enrolment opportunities for displaced children and vulnerable families. 

By collaborating directly with local communities, aid organizations such as UNICEF ensure that education support reflects local needs and priorities. Community involvement has become essential to maintaining schools and encouraging attendance in areas heavily impacted by conflict and climate emergencies.

Improving Teaching Quality

Alongside expanding access, improving the quality of education has become a key priority. South Sudan continues to face a severe shortage of qualified teachers, particularly in remote regions. Many educators have limited formal training and often work in difficult conditions with few resources.

In response, several international partnerships are helping strengthen teaching quality by supporting teacher training initiatives, professional development programs and curriculum improvement efforts. Training programs focus on child-centered teaching methods, classroom management and inclusive education practices that better support vulnerable students. These initiatives are also helping teachers respond to the emotional and psychological needs of children affected by violence and displacement. 

In fragile settings, schools often provide more than just education; they can offer stability, protection and a sense of normalcy to children living through crisis. Strengthening the teaching workforce is critical to improving long-term learning outcomes. By investing in teachers, development partners are helping to build a stronger national education system that can better withstand future challenges. 

Supporting Inclusive and Resilient Learning

Partnership-driven education programs are increasingly emphasizing inclusion. Girls, children with disabilities and displaced learners often face the greatest obstacles to education in South Sudan. Social barriers, economic hardship and safety concerns continue to prevent many children from attending school consistently.

Collaborative initiatives are working to create safer and more inclusive learning environments through gender-sensitive policies, school feeding programs and improved water and sanitation facilities. In many communities, these measures help reduce dropout rates and encourage families to keep children in school. Importantly, these partnerships are also aligning humanitarian response efforts with long-term development goals. 

Rather than focusing solely on emergency education support, organizations are investing in sustainable systems that strengthen government capacity and local leadership.

Final Remarks

By working across sectors and alongside community organizations, international partners like UNICEF and Education Cannot Wait are helping South Sudan move beyond short-term crisis response toward lasting education recovery. While significant challenges remain, coordinated support is giving more children the opportunity to learn and helping lay the foundation for a more stable future.

As South Sudan continues to navigate conflict, displacement and climate-related pressures, sustained investment in education will remain essential. Through strong partnerships and locally driven solutions, rebuilding education is becoming an important step toward long-term resilience and development for future generations.

– Annie Hodgkinson

Annie is based in Liverpool, UK and focuses on Good News for The Borgen Project.

Photo: Flickr

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The Higher Education System in Equatorial Guinea

Higher Education System in Equatorial GuineaImproving the higher education system in Equatorial Guinea has become increasingly important as the country works to expand its economy. However, the system still faces challenges such as a shortage of resources and a lack of qualified teachers. According to a BTI Project report, only 12.8% of young people enroll in higher education, limiting long-term career opportunities and slowing workforce development. As demand for skilled workers grows, expanding access to higher education and vocational training remains a priority. 

Historical Development of Higher Education

The higher education system in Equatorial Guinea has undergone significant changes since the country gained independence in 1968. Portugal first colonized the territory between 1472 and 1778 before transferring control to Spain, which ruled the country until independence. 

After its independence, the education system suffered under the rule of Francisco Macías Nguema. Teachers and academics were arrested and some were executed. In comparison, neighboring country Cameroon established the University of Yaoundé shortly after its independence in 1962 and expanded its higher education system throughout the 1970s. Equatorial Guinea, however, did not establish a national university until 1995.

The government passed the General Education Law in 1995 to promote equal access to education. During the same period, the National University of Equatorial Guinea (UNGE) was established and introduced courses in engineering, medicine, social sciences and humanities. Despite these reforms, higher education enrollment remains low. According to the World Bank, in 2024, only 8,151 students were enrolled in higher education institutions.

Improvements and Current Reforms

  1. Digital Expansion: The launch of the Univ Connect Project in early 2026 aims to connect 17 universities and higher education institutions in Africa through a broadband network. This will provide a shared digital platform for teaching and research and is expected to benefit 80,000 students.
  2. Strengthening Regional Integration: As of 2026, regional organizations are promoting mutually recognized qualifications, credit transfers and free movement for higher education students and researchers to improve educational quality and align learning with labor market demands. The initiative includes six CEMAC member states: Gabon, Cameroon, the Central African Republic, Chad, the Republic of the Congo and Equatorial Guinea.
  3. Aligning With the Labor Market: The National Employment Strategy 2024 also intends to expand vocational training and strengthen ties between universities and industries such as agriculture and ecotourism in order to increase employment rates. The aim is for 80% of training to take place within companies to achieve this. In 2025, the prime minister set an objective of 100,000 new jobs in industries to decrease the unemployment rate among 15-to-24-year-olds.

Continuing Challenges in Higher Education

In Equatorial Guinea there is currently one university, UNGE, with campuses in Bata and Malabo. Additionally, there are currently five specialized vocational training institutions. In comparison, neighboring country Cameroon has 11 universities. Although Cameroon’s tertiary enrollment rate remains relatively low at 17%, it still exceeds Equatorial Guinea’s rate of 12.8%.  

Therefore, despite recent reforms, the higher education system in Equatorial Guinea still faces major challenges such as accessibility, funding and vocational preparation. According to a World Bank report, weaknesses in the sector continue to create employment barriers due to a lack of relevant vocational skills. The country has a very young population, 56% of which is under 25, making investment in higher education crucial for the country’s development.

Conclusion

The higher education system in Equatorial Guinea has faced many historical and structural challenges. However, recent reforms show progress in digital infrastructure and workforce preparation. Continued investment in higher education could expand employment opportunities, strengthen workforce development and encourage future generations to pursue higher education.

– Emma Wheeler

Emma is based in Valencia, Spain and focuses on Good News and Global Health for The Borgen Project.

Photo: Unsplash

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The Rise of Digital Literacy in Pakistan

Digital literacy in Pakistan Education is a constitutional right of every citizen of Pakistan; however, women’s education faces numerous challenges. Digital literacy is emerging as adult education for women. The female literacy rate is about 52.8%, which is significantly lower than the male literacy rate. Social norms, lack of resources and poverty restrict access to quality education. In recent years, girls’ enrollment in primary schools increased to 64% with 21 million enrollments, while boys’ enrollment is about 25 million. However, dropouts occur at the secondary level due to safety concerns, lack of infrastructure and resources, social barriers and poverty.

Background

Rural areas of Khyber Pakhtunkhwa are areas with more structural barriers. Around 70% of girls drop out before 10th grade. Families prioritize sons’ education due to poverty. Society considers men the breadwinners, and families consider investment in women’s education as a waste of money. Shortage of female teachers in rural and remote areas further contributes to the low enrollment rate. Women’s enrollment rate in universities and degree-awarding institutions, technical and vocational training is also less than that of men.

For adult women, barriers are more strangling. Structural challenges restrict adult women from reentering “brick and mortar” school. Poverty, domestic responsibility, and cultural mobility restrictions make it impossible for women to physically attend school. However, the rise of digital literacy is serving as a solution to these long-standing challenges. Women use smartphones beyond their communication purpose; smartphones are becoming a means of adult education. Digital Literacy is essential for economic empowerment, bridging the gender gap in education.

Digital Literacy Initiatives

The government funds the digital literacy initiatives, such as Digiskills.pk, TCF, and HEC programs, specifically designed for adults to provide basic training on the basics of computer, AI, freelancing, E-commerce and foreign languages (English, Chinese, German) accessible for free. All these programs contributed to adult women’s education and awareness and also helped them become financially independent. The success of these programs inspired more detailed programs. The educational crisis and gender gap became the reason for starting gender-specific initiatives.  One of the major shifts is the “E-Learn, She Earn” 2026 model.

The 2026 Paradigm: “E-Learn, She Earn”

“E-Learn, She Earn” 2026 model is the cornerstone for digital literacy efforts in Pakistan. The model does not require women to physically attend a vocational center, which makes it easy to access. Women can easily access learning materials and lessons via video modules on platforms like YouTube or dedicated LMS apps. Women can access lessons at any time, which makes it easy to manage learning between household chores. Laptops are not easily available in rural areas, and the curriculum is optimized for smartphones and low-bandwidth areas. Lessons and the offered training are not just theoretical learning, but it focuses on digital skills, including Social Media Marketing, Virtual Assistance and Data Entry to make women financially empowered and combat poverty.

Digital literacy in Pakistan has overcome triple barriers. The first barrier is mobility, where traditional solutions require travel, which safety concerns and cultural norms often discourage. Digital literacy crushes this barrier with access everywhere without the need to travel. Time is the second barrier, which also ends with access 24/7, which allows women to learn at their own convenience. Poverty is a major factor that restricts women’s education. Tuition fees and transportation costs are no longer a problem due to the rise of digital literacy in Pakistan. Even digital literacy is contributing to rapid monetization by making women learn skills and earn.

The Future is Decentralized

Emergence of digital literacy is the primary driver of adult education in Pakistan. It indicates a new beginning where the supremacy of one-size-fits-all school models comes to an end. The success of digital literacy initiatives shows how digital solutions can address educational challenges. “E-Learn, She Earn” further solidifies the foundation of digital literacy in Pakistan by removing the mobility, time and financial obstacles.

– Noor Ul Ain Ameer

Noor is based in Islamabad, Pakistan and focuses on Technology and Solutions for The Borgen Project.

Photo: Flickr

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Reducing School Dropout Rates In Nigeria

School DropOut Rates In NigeriaDaramola Toluwalope Oluwaseun, founder of the Menitos Charity Foundation, leads an organization dedicated to helping disadvantaged children complete basic education and pursue vocational opportunities. She notes that school dropout rates are shaped by multiple factors, including poverty, drug abuse, child neglect or abuse, limited access to opportunities and deeply rooted limiting beliefs.

Menitos introduced a feeding program in 2019, and by 2022, more than 7,000 underprivileged pupils had benefited. The organization’s outreach model is intentionally community-rooted. Most beneficiaries are identified through schools or during grassroots engagement events, and are then invited to a center where they receive empowerment materials. This approach ensures support reaches children in environments where need is most visible.

Toluwalope explained that the program equips children with essential educational tools while motivating them to pursue their academic goals. Furthermore, the school lunch intervention further boosts attendance by providing nutritious meals to children who come to school. According to Toluwalope, the foundation aims not only to tackle hunger-related barriers but also to create a supportive environment that nurtures students’ well-being.

Causes of School Dropout Rates in Nigeria

Toluwalope described school dropout rates in Nigeria as rarely a single event but rather a gradual erosion driven by a “poverty of hope.” Economic pressure often pushes children into petty trade or manual labor to support their families. Missing a few classes leads to falling behind, and many withdraw permanently. A lack of guiding figures creates a “ceiling effect,” where education is seen as a luxury rather than a pathway out of poverty.

Poverty acts as the baseline stressor. It manifests as chronic hunger, which directly affects cognitive function and classroom behavior, making it harder for children to learn and stay engaged. Menitos views drug abuse as both a cause and a symptom of school disengagement. Children in neglectful environments are more likely to be exposed to substance use by older peers or guardians, often turning to drugs as a coping mechanism for trauma, instability or boredom.

Educational neglect often appears as what Toluwalope calls “educational abandonment.” Parents overwhelmed by economic hardship may become less involved in their child’s schooling or fail to provide basic supplies. This leaves the child emotionally disconnected from the school system.

The WACANDA Program

To address rising school dropout rates in Nigeria, Toluwalope created the War Against Child Abuse and Drug Abuse (WACANDA) sensitization program. The initiative travels across schools and communities to raise awareness about drug demand reduction, child rights and reporting channels, and provides psychosocial support through volunteer psychologists and counselors.

The program is built on “hyper-local engagement.” Instead of formal lectures, Menitos uses community town halls, street theatre and peer-to-peer workshops to de-stigmatize difficult conversations. This approach brings the issue to the doorstep of communities and transforms passive bystanders into active protectors of children’s rights.

Psychosocial Support Services for At-Risk Children

Menitos’s volunteer psychologists and counselors provide trauma-informed support through three key services:

  • Individual counseling, addressing post-traumatic stress disorder (PTSD), anxiety and low self-esteem.
  • Group therapy creates safe spaces for children to process shared community trauma.
  • Crisis intervention, offering immediate emotional stabilization for families in acute distress.

The Back2School Initiative

Menitos has reached more than 2,000 children through its Back2School projects. Launched nearly a decade ago, the annual program provides essential school supplies — including textbooks, bags and uniforms — to reduce dropout rates. In its early years, the program supported more than 200 beneficiaries annually.

The initiative identifies at-risk children through community mapping. Volunteers collaborate with teachers to flag students with high absenteeism or those lacking uniforms and books. Once identified, children receive a Success Kit, which includes supplies, uniforms and a mentor. Parents also sign a Commitment Pact to ensure consistent school attendance. Sustainable funding turns one-off donations into multi-year partnerships, allowing Menitos to support a child from primary school through graduation.

Community Engagement Models

Menitos operates through a multi-stakeholder model. Schools serve as an early-warning system, parents participate in Caregiver Circles where they receive tools to support their children’s education, and Menitos partners with health care nongovernmental organizations (NGOs) to address medical needs that may hinder school attendance.

One of the most notable shifts resulting from Menitos’s work is an increase in community reporting. Residents now flag cases of abuse or neglect that previously went unaddressed. This has led to renewed interest in schooling, higher attendance rates and a decline in the normalization of drug use among teenagers.

In one case, a young boy’s father refused to buy him school supplies. After the school contacted Menitos, the team convinced the father to support his son’s return to education, assuring him that supplies and ICT fees would be covered. With the right resources, parents and caregivers become more willing to keep their children in school, reducing both dropout rates and vulnerability to drug abuse.

Challenges and the Path to Broader Access

Toluwalope identifies entrenched silence as one of the biggest challenges. In many underserved communities, drug abuse and domestic issues are viewed as private matters. Breaking through this code of silence requires patience and long-term trust-building rooted in nonjudgmental engagement.

There is also a growing need for vocational integration. For older teenagers who have missed years of schooling, traditional primary education may no longer be suitable. Bridging formal education with technical skills can create pathways to employment and long-term stability.

To maximize impact, Menitos requires mobile counseling units to reach remote areas, digital tracking tools to monitor long-term progress and temporary shelters for children in unsafe environments. Indeed, with adequate resources, Menitos can expand its reach across Nigeria and continue supporting vulnerable children through education, psychosocial care and community engagement.

– Gabriela E Silva

Gabriela is based in A Coruña, Spain and focuses on Global Health for The Borgen Project.

Photo: Flickr