Archive for category: Education

Information and stories on education.

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Higher Education in Iran: The Cost of Losing a Generation

Higher Education in Iran

In an increasingly precarious global position, young Iranians are choosing higher education as a path to economic opportunity, liberty and financial stability. However, for many Iranian students, this entails another shift: Recent reports suggest that up to 80% of Iranian students are considering emigration, while the number studying abroad reached a record 110,000 in 2024. Widespread concerns about the limited professional opportunities and restrictions on university life and academic growth have contributed to a growing separation between students and Iranian institutions. This emerging mass exodus highlights the hidden challenges facing higher education in Iran and the importance of supportive academic programs for young scholars.

A Growing Student Exodus

Over the past several decades, Iran has made significant progress in expanding access to higher education. Today, women make up nearly 60% of all university students, compared to just 3% of higher-education enrollment in 1978, reflecting one of the most dramatic increases in female educational attainment in the Middle East. Iranian universities have also increased their production of highly skilled graduates in STEM-oriented fields, like medicine, engineering and science. Despite these advancements, many scholars still choose to pursue their careers abroad; human rights organizations have documented restrictions on activism, disciplinary actions against scholars involved in political advocacy, and the limiting of academic expression and freedom at schools. Simultaneously, future career opportunities are becoming limited due to economic instability, leaving a hyper-competitive job market for highly-trained, highly-educated students.

According to the Financial Times, about 110,000 Iranian students chose to study abroad in places like Turkey, Canada and Germany in 2024, which is the highest number of students to date. While this represents only about 3.4% of Iran’s university student population, the figure has nearly doubled since 2020, reflecting a rapidly growing student exodus. This mass departure of highly educated scholars stunts not only the long-term development of educational institutions, but also entrepreneurship and innovation; graduates are the ones that drive the research required of economic growth and scientific progress.

The Impact on Education in Iran

This student migration can have effects beyond the labor market; universities have been shown to thrive when their students are given full academic freedom to exchange ideas and research. Ongoing concerns about academic freedom, professional opportunities and political restrictions have contributed to growing frustration among some students and scholars, limiting Iran’s ability to retain highly educated talent and fully capitalize on its educational achievements.

On one hand, though female freedoms and rights have increased within Iran, continued restriction through Iran’s religious persecution still affect women’s education, resulting in barriers in the workforce and limitations on academic or professional advancement.

However, many female graduates continue to face barriers in the workforce and limitations on professional advancement. Although women comprise a majority of university students in Iran, only about 14% of women participate in the labor force, highlighting the gap between educational achievement and economic opportunity. Researchers have found that these challenges contribute to the growing number of Iranian women pursuing educational and career opportunities abroad, adding to the country’s broader loss of highly educated talent. According to Iran’s Civil Code, a husband can legally prevent his wife from pursuing a career or opportunity if he believes it conflicts with “family interests” or his sense of dignity. Human Rights Watch argues that this restriction, when combined with barriers to certain occupations and limited protections against workplace discrimination, can render it difficult for highly educated women to participate fully in the workforce even after a performance of academic excellence.

In this case, many experts argue that educational systems do the best when all students are given the liberty to participate fully in the academic and professional sphere, and opportunities are given out based on merit. This means that the expansion of opportunities for both men and women, and their ability to participate equally, improves the educational system and contributes to national development.

Supporting Scholars and Academic Freedom

As of now, many organizations strive to ensure that students and scholars alike possess the ability to continue their education despite political barriers or restrictions on academic freedom. One such organization, Scholars at Risk, works to support threatened scholars and defend academic freedom around the world. Through resources such as advocacy initiatives, emergency assistance and temporary academic placements, the organization helps scholars continue learning, teaching and researching at host universities globally. Additionally, the organization documents attacks on higher education and provides support for students and teachers whose work has been disrupted by political instability, conflict or persecution.

Scholars at Risk has also reported on restrictions affecting academics in Iran and advocated on behalf of Iranian scholars facing threats to their academic freedom. Through these efforts, scholars are given a space to continue contributing to their fields regardless of political or social barriers. The mission of the organization is especially unique: by providing scholars with opportunities and resources to continue their academic journeys safely, it also helps preserve the valuable expertise and knowledge that higher education brings.

Looking Ahead

As shown, the future of higher education in Iran rests not only on the rates of university enrollment, but also on the functionality of education within a future career that provides economic and financial stability. Organizations like Scholars at Risk demonstrate the global cooperation necessary to expand educational opportunity and protect academic freedom. Ultimately, as more and more educated young Iranians choose to seek opportunities abroad, Iran risks losing not only a generation of researchers, innovators, and professionals, but also the people essential to the nation’s long-term development. With their support, students and scholars can continue their work despite political, economic or social barriers, resulting in the preservation of knowledge and advancement of a society. 

– Kiana Raoufiniai

Kiana is based in Franklin, TN, USA and focuses on Business and New Markets, and Politics for The Borgen Project.

Photo: Wikimedia Commons

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Continuing Access To Higher Education in Ecuador

Higher Education in EcuadorHigher education degrees have become a significant attribute in obtaining successful employment, yet at the same time it can be very difficult to acquire, especially for those in underserved communities. It can perpetuate a cycle of unequal opportunity and debt with little support resources. 

In Ecuador, these barriers are heightened due to persistent systemic and regional disparities leading to gaps in university completion rates. Government policies and scholarship programs established in recent years aim to supply more resources for improving access to higher education nationwide. Here is more information about higher education in Ecuador.

Challenges for Higher Education in Ecuador

Many students face financial and geographic barriers to earning their degrees. Research on public higher education access in Ecuador found that students from ethnic minorities including Indigenous students, students from the Pacific Coast region and students with disabilities were less likely to access the country’s top public universities. 

The study also found that students from schools with stronger learning conditions had a greater likelihood of being admitted to certain schools. These findings demonstrate how inequalities can impact educational opportunities well before the student begins the admissions process.

Affordability remains a major contributor to these challenges as well. Many students rely on financial assistance and scholarship support in order to pursue higher education. Oftentimes, financial assistance can determine whether a student attends university at all.

Government Efforts

Contrary to global trends, the Ecuadorian government increased public investment in higher education during the 2010s, becoming the country with the second largest increase in investment in higher education worldwide.

These investments expanded access to public universities, created Ecuador’s Secretariat of Higher Education, Science, Technology and Innovation (SENESCYT) programs, and increased scholarship opportunities. Additionally, there were significant expansions in the number of scholarships available through SENESCYT while reducing interest rates on student loans from 12% to 4.6%.

Between 2012 and 2017, Ecuador invested approximately $8 billion in higher education reforms. It implemented five major higher education reforms, including free undergraduate public education, scholarship programs and the creation of four new public universities.

Policymakers have implemented higher education reforms in hopes to expand educational opportunities and align universities with Ecuador’s social and economic challenges.

The reforms have focused on increasing support for all students going through the admissions process to establish stronger pathways for a future of continuous economic growth and success.

International Organizations Support

International organizations play an important role in expanding higher educational opportunities in Ecuador in several ways. 

In 2016, the World Bank approved a $90.5 million loan to support public technical and technological education programs throughout the country. The initiative aimed to increase student participation, while strengthening institutional management in Ecuador’s higher education system. According to the World Bank, the project was expected to benefit more than 38,000 Ecuadorian students in its attempt to improve access to programs designed in collaboration with local employers.

By expanding technical and technological training opportunities, students were more equipped with skills that align with the labor market to enhance longer term economic opportunity.

Continuous Progress in Ecuador

While challenges remain, recent trends suggest that higher education in Ecuador continues to move in a positive direction. Recent reforms and investments have expanded access to higher education and created new opportunities for students throughout Ecuador.

Educators and policymakers are continuing to address disparities affecting marginalized communities in hopes to create more inclusive higher education systems. Affirmative action initiatives along with student loan and scholarship programs run by Ecuador’s Secretariat of Higher Education, Science, Technology and Innovation (SENESCYT) have been crucial.

Higher education can provide students with specialized skills that create opportunity for employment and increase earnings over time. As Ecuador continues to strengthen access to educational equity, higher education remains an important tool for promoting economic mobility and reducing poverty for generations.

– India Hairston

India is based in Malvern, PA, USA and focuses on Good News and Politics for The Borgen Project.

Photo: Wikimedia Commons

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CAMFED: Education Opportunities for Women

How Education Opportunities for Women Impact the Future of Africa CAMFEDEducation equips women in developing countries with essential knowledge around reproductive health, nutritional health and disease prevention. In a world where infectious diseases remain a leading cause of infant mortality, education is one of the most important assets a mother can have to protect the health and well-being of her child.

Education Barriers for Women

A child born to a mother who can read is twice as likely to live past the age of five. However, as of 2023, national laws to protect adolescent and pregnant mothers’ right to an education exist in only half of African countries, even though more than 30% of teenagers in Africa become pregnant. Adi Radhakrishnan, Leonard H. Sandler Fellow in the Children’s Rights Division at Human Rights Watch, said that many pregnant girls and adolescent mothers in Africa are still denied their basic right to education for reasons that have nothing to do with their desire and ability to learn.

The number of girls who drop out of school because of early pregnancies is especially high in Sub-Saharan Africa. More than 6 million young women ages 10 to 19 who were pregnant or parenting were out of school in October 2024. Because of the stigma around teen pregnancy and school cultures that discourage return, fewer than 5% of girls who drop out early due to pregnancy ever return to finish their education. Regional directors of the United Nations Educational, Scientific and Cultural Organization (UNESCO) have noted that when these girls want to return to school, they are not welcomed back.

Progress in Girls’ Education

For every year that a girl stays in school, her potential future income increases by 10%. Girls in Africa who finish secondary education are more likely to be healthier, earn more money for their families, marry later and have greater knowledge around medicinal and nutritional health to pass on to the next generation.

Education opportunities for women in Africa create benefits beyond the individual — they are a catalyst for brighter futures for families, communities and the broader region. In Africa, 50 million more girls were in school in 2024 than in 2015. During the same period, infant mortality declined from 55 deaths per 1,000 live births in 2014 to 47 in 2024, suggesting a connection between expanded educational access for mothers and improved child survival rates.

Providing Education Opportunities for Women in Africa

The Campaign for Female Education (CAMFED) association is a sisterhood of African women who partner with their communities to support and mentor young girls in their journey to becoming young adults, both in the classroom and beyond. CAMFED not only sends girls to school who would otherwise be unable to attend due to poverty — it also works one-on-one to provide girls with real-world skills so they can contribute to their communities long after they finish secondary school.

One young woman whose life was affected by CAMFED’s support said that without the organization, she would have dropped out of school and her family would have gone hungry. She now works as one of CAMFED’s climate-smart agriculture guides, bringing sustainable practices and climate education into classrooms and to rural farmers. Like many other women who once received educational support from CAMFED, she is now part of the sisterhood, working to help girls who are in the same position she once was.

This sisterhood, founded in 1993 with just 32 women, aims to provide education opportunities for women across Africa. On average, each member of the CAMFED association uses her own resources to support another three girls in attending school. So far, the association has supported 646,000 students with secondary school scholarships and helped more than 1 million girls attend primary school. Since its founding, CAMFED has supported more than 9 million children in schools across seven countries in Africa.

Looking Ahead

Expanding education opportunities for women in Africa requires continued investment in policy, funding and community engagement. The progress seen over the past decade — from legislative reforms to grassroots organizations like CAMFED — demonstrates that meaningful change is achievable. Sustained commitment to girls’ education remains one of the most effective pathways to reducing poverty and improving health outcomes across the continent.

– Tommy Bass

Tommy is based in Philadelphia, PA, USA and focuses on Good News and Global Health for The Borgen Project.

Photo: Pixabay

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Rouble Nagi Transforming Indian Slums into Learning Centers

Rouble NagiRouble Nagi, an artist and educator who has established more than 800 learning centers across India, has received a $1 million award from the Varkey Foundation, in partnership with the United Nations Educational, Scientific and Cultural Organization (UNESCO), recognizing outstanding impact in teaching. Nagi, now 45, has spent more than two decades working in some of the country’s most underserved communities. Her organization, the Rouble Nagi Art Foundation (RNAF), is a registered nonprofit operating under the Bombay Public Trust Act, 1950, with a stated vision of ensuring that all children receive an education that helps them become caring, responsible and productive citizens.

Currently active across more than 20 cities and 163 slums and villages throughout India, the foundation has painted and repaired more than 150,000 homes to date and reached an estimated 45,000 children through its learning programs. Her approach, built on transforming Indian slums into learning centers, targets communities that India’s formal education system has consistently failed to reach, bringing structured learning directly into the streets, alleyways and open spaces of urban slums.

Turning Art Into Education

One of the ways Nagi educates in these open-air classrooms is by incorporating art into explaining certain topics through murals and class participation. Transforming Indian slums into learning centers means using the surrounding environment to the community’s advantage, and for Nagi, art is the tool that makes that possible. Teachers are encouraged to use art-based learning to simplify concepts and engage students who might otherwise have no access to formal education.

A former student of Nagi named Mayur runs his own art classes and a small printing business. On weekends, he volunteers with Nagi’s foundation, hoping to give other children from the community the same opportunities he received. His story is a testament to what access to education, however unconventional, can produce. Nagi has noted that the murals specifically engage local people by sparking their curiosity, with follow-up surveys conducted by her foundation showing a measurable increase in parents actively enrolling children in the learning centers after mural installations in their neighborhoods, a concrete indicator that community attitudes toward informal education are shifting.

Across areas like Colaba, large murals and inspirational quotes cover the walls of shanties, transforming the visual landscape of neighborhoods. The learning centers are often painted with bright colors and illustrate topics the children will study, featuring plants and animals from their respective kingdoms.

The Rouble Nagi Art Foundation

The foundation’s work extends considerably beyond education. Operating under the banner of its Misaal Mumbai project, which began after a major slum painting initiative in Dharavi in 2018 and has since expanded into a national program called Misaal India, the RNAF works across themes of women’s empowerment, youth employment, sanitation, hygiene and waste management, in addition to its core educational mission. The foundation employs local residents and art college volunteers in the creation of its murals, giving community members a sense of ownership over the work being produced in their own neighborhoods.

In 2025, the foundation established two new education centers and two additional women’s skill centers in Mumbai, while in Kashmir it upgraded existing skill centers, supplied new school benches and learning materials, and set up digital classrooms in Madrasa institutions in Pulwama and Tangdhar, giving students access to computer literacy for the first time. Plans are already in place to launch fully equipped digital classrooms in April 2026 in the remote border villages of Amrui and Jabri in Kupwara, near the Line of Control. The foundation’s government partners include the Government of Maharashtra, Thane Municipal Corporation, Vasai Virar Municipal Corporation and Pune Municipal Corporation, alongside corporate supporters including Bajaj Auto and ONGC.

Poverty, Exclusion and the Education Gap in India

In India, poverty and educational exclusion are deeply intertwined. Research consistently shows that children from the lowest income quintiles, those most concentrated in urban slums, are disproportionately likely to drop out before completing primary school or never to enroll at all. Families living in slums face compounding barriers: irregular income forces children into labor, frequent relocation due to eviction disrupts school attendance, and the direct cost of uniforms, books and transport places formal schooling beyond reach. It is precisely this population that Nagi’s model is designed to serve, by removing cost and distance as barriers entirely.

India has made significant strides in expanding access to schooling. By 2024, the country had sustained an enrollment rate of 98.1% for children in the 6 to 14 age group, signifying near-universal schooling at the primary level. Yet despite this progress, roughly 46 million children in the 6 to 17 age group remain out of school, representing approximately 17% of that population. Figures such as these make clear that initiatives like Nagi’s are not just inspiring stories but necessary interventions for communities that formal education systems have consistently failed to reach.

In 2010, India enacted the Right to Education Act, which mandates free and compulsory elementary education for all children ages 6 to 14 as a fundamental right under Article 21A of the Indian Constitution. In practice, however, significant gaps remain. According to the Deccan Herald, children of migrant workers, Scheduled Castes and Scheduled Tribes (SC & ST) communities, slum dwellers, construction workers and children with special needs are among those most likely to miss school entirely.

Looking Ahead

With the prize money, Rouble Nagi aims to expand the organization into new regions of India, including Jammu and Kashmir, where she grew up, with plans to broaden the curriculum to include computer skills. In a country where millions of children still fall through the cracks of a formal system, Nagi’s model of taking education directly to the streets offers a scalable, community-rooted alternative, and one that her $1 million prize may now help bring to an entirely new generation.

– Jamie Noone

Jamie is based in Dublin, Ireland and focuses on Good News for The Borgen Project.

Photo: Flickr

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The Impact of Poverty and Education in Indonesia

Children studying in a rustic Indonesian classroom, highlighting poverty in Indonesia's education system. Poverty and Education in IndonesiaIndonesia is a populous country located in Southeast Asia with more than 17,000 islands and 300 ethnic groups. According to the World Bank, Indonesia is classified as an upper-middle-income country (UMIC). Using the World Bank’s UMIC poverty line, 68.3% of Indonesians are classified as poor. Poverty limits access to education and economic opportunity, slowing long-term development.

Understanding Poverty

The World Bank measures poverty using three international poverty lines: $2.15 per day for extreme poverty, $3.65 for lower-middle-income countries and $6.85 for UMICs. These figures are calculated using purchasing power parity, which adjusts for differences in cost of living across countries.

Poverty is especially common in rural areas, where limited access to education and economic opportunity can hinder long-term development. Dompet Dhuafa, a nonprofit organization in Indonesia that aims to empower the underserved, spoke with The Borgen Project. The nonprofit said poverty must be viewed from multiple perspectives, not only income, but also accessibility, quality of life, resilience and sustainability. The organization categorizes poverty into material, spiritual, cultural, geographic and thematic dimensions, highlighting how financial hardship intersects with limited infrastructure, education and social support.

Poverty and Education in Indonesia

Poverty in Indonesia continues to shape access to education by limiting resources and creating unstable home environments that hinder learning and early childhood development. Government data from BPS–Statistics Indonesia shows the national literacy rate reached 97.10% in 2025, with a 3.12% gap between urban and rural areas. However, literacy does not necessarily reflect functional literacy. Only about 10% of Indonesians read books regularly and the national reading interest remains extremely low (0.001%).

Student achievement data further highlights these challenges. In 2025, literacy competency reached 71.81% among primary students, 72.07% in middle school and 72.89% in high school, while vocational high schools lagged behind at 66.02%. Numeracy rates were slightly lower across all levels. Limited educational quality, unequal access to school facilities and reading materials and increased reliance on digital media continue to affect learning outcomes.

Dompet Dhuafa told The Borgen Project that limited education reduces job opportunities, while limited job opportunities make education harder to afford, creating a cycle that can persist across generations. Although Indonesia provides free primary and secondary education, the organization notes that persistent challenges in curriculum quality, teacher capacity and infrastructure continue to hinder progress toward high-quality education.

Education Empowerment Programs

To address these barriers, Dompet Dhuafa runs education empowerment programs such as SMART Ekselensia Indonesia, YouLead, Ethos ID and Sekolah Literasi Indonesia. These initiatives aim to expand access to quality education while developing leadership and life skills. As of the 2023–24 academic year, Dompet Dhuafa’s education programs reached more than 53,000 beneficiaries, demonstrating the importance of investing not only in access to education but also in its quality.

Government initiatives also play an important role. The Smart Indonesia Card (Kartu Indonesia Pintar (KIP) provides financial assistance to children from low-income families through the Smart Indonesia Program (Program Indonesia Pintar (PIP). By 2025, the program had reached more than 2.6 million students, helping families cover school expenses such as books, supplies and tuition. For many families, this support makes continuing education possible, including a girl named Fedia.

Fedia is an 18-year-old girl with a dream to be an interior designer studying at Setia Budhi Community Learning Activity Center (PKBM) in Pati Regency. As a recipient of PIP aid funds, Fedia uses her funds to buy books and other school necessities. She then continues her learning to pursue her dream and enter college, majoring in interior design. As a result, Fedia’s family felt aided through PIP, especially her mother, who hopes that her child can continue studying to turn her dream into a reality.

This demonstrates how poverty impacts low-income communities—including students—and how nonprofit and governmental initiatives help relieve these hardships through community empowerment and financial aid. By expanding education access, individuals and communities receive an increase in potential earnings and reduce unemployment rates, directly contributing to national productivity tied to economic growth. Together, nonprofit and government efforts highlight the importance of sustained investment in education to break the cycle of poverty and expand long-term economic opportunity.

Economic Opportunity

Poverty in Indonesia not only affects access to education but also limits economic opportunities later in life. Limited access to quality education and skills training often results in lower-paying and unstable employment. In rural and low-income communities, individuals may enter the workforce early to support their families, reducing long-term earning potential. Dompet Dhuafa told The Borgen Project that despite ongoing empowerment efforts, internal and external challenges remain, including financial sustainability, policy dynamics, human resource capacity, governance and program development. The organization explained that “economic opportunities require human resources with sufficient knowledge and skills. However, the majority of Indonesia’s workforce still has only secondary education or lower, meaning access to economic opportunities is limited to only a small portion of society.”

These barriers contribute to the growth of informal employment, low wages and limited social mobility, allowing the cycle of poverty to persist across generations. Informal employment typically refers to work without formal contracts or legal protections, including self-employment, casual labor and unpaid family work. Data from Indonesia’s Central Statistics Agency (BPS) shows a strong link between education level and informal employment. Individuals without schooling have a 93% likelihood of working in the informal sector, compared with 17.3% of university graduates. As education levels rise, the proportion of informal employment declines, highlighting the role of education in improving economic stability.

In addition, organizations such as Dompet Dhuafa focus on economic empowerment programs that provide vocational training, entrepreneurship support and community development initiatives. Through the use of zakat, infaq, alms and waqf (ZISWAF), the organization aims to promote long-term economic independence. Dompet Dhuafa stated that these initiatives seek to build a more inclusive economy by equipping vulnerable communities with vocational skills, business knowledge and long-term support, enabling mustahik (recipients) to eventually become muzakki (donors). Increasing access to economic opportunities is essential for sustainable development. When individuals gain stable employment and financial independence, communities experience improved living standards and reduced vulnerability to poverty.

Conclusion

Poverty continues to shape access to education and economic opportunity in Indonesia, creating barriers that can limit long-term development. When these barriers persist, governmental programs such as the KIP, PIP and nonprofit organizations like Dompet Dhuafa step in to address these challenges. Through educational access, vocational empowerment and community-based development, these initiatives aim to break intergenerational poverty and create long-term social and economic resilience in Indonesia.

Continued investment in education and economic empowerment will be essential to ensuring that future generations have the opportunity to break the cycle of poverty and contribute to Indonesia’s long-term growth.

– Bianca P. Gunawan

Bianca is based in Jakarta, Indonesia and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr

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Behind the Statistics: Poverty in the Dominican Republic

A street vendor sells fruits from a cart in the Dominican Republic.Poverty in the Dominican Republic continues to affect many families despite economic growth in recent years. The World Bank states that although the Dominican Republic has experienced rapid economic growth over the past two decades, inequalities and limited access to quality jobs and public services continue to affect underserved populations. Limited access to stable employment, reliable infrastructure, affordable health care and higher education creates ongoing challenges for low-income families.

A former resident of a low-income community in the Dominican Republic, who requested anonymity for privacy reasons, described growing up in a household where survival depended on constant work. According to the source, every member of the family began working at a young age to help cover necessities such as food, clothing and utility bills.

“Every day was spent working to pay for clothes and food and keep the bills up to date,” the source said. They also stated that in a household of five children and two parents, financial pressure shaped nearly every aspect of daily life.

Economic hardship also affected social relationships and community life. Long work hours left little time for friendships, recreation or personal development. “It was just to focus on work and get money to pay bills and get food to continue living,” the source explained.

Education and School Dropout Rates

Financial hardship often creates long-term educational barriers for children living in poverty in the Dominican Republic. Families struggling to meet daily needs frequently depend on children and adolescents to contribute financially, increasing the likelihood of school absenteeism and dropout rates.

UNICEF reported that many children in the Dominican Republic continue to face educational exclusion due to poverty and limited resources. The organization found that 60% of Dominicans ages 18 to 40 had not completed school during the 2014-2015 academic period.

According to a UNICEF report, 9.9% of adolescents aged 15 to 17 were not attending school during the 2014-2015 academic period. The report also found that 24.1% of secondary students were enrolled with an overage of two or more years, increasing the risk of school abandonment and educational exclusion.

The report additionally noted that students living in rural and underserved communities face greater barriers to completing secondary education and accessing equal educational opportunities. Researchers also found that many adolescents who left school would have needed to return to primary education if they reentered the school system.

The anonymous source explained that balancing work and education created constant stress and exhaustion during childhood. Although education was valued within the household, financial hardship often took priority over long-term academic opportunities.

“In the Dominican Republic, the school systems were not the best, but it is what we had,” the source said. Financial limitations eventually prevented the individual from attending university after graduating from high school, forcing full-time entry into the workforce instead.

Education Quality and Access

Educational inequality in the Dominican Republic extends beyond school attendance to learning quality and student achievement.

According to UNICEF, education challenges in the Dominican Republic include low learning outcomes, school exclusion and unequal access to quality education, particularly among vulnerable communities. Despite increased investment in education, many students continue struggling to complete school due to poverty and limited educational resources.

UNICEF reported that only 12% of third-grade students achieved satisfactory results in Spanish language studies, while only 27% achieved satisfactory results in mathematics during the 2017 National Diagnostic Assessment. The organizations also identify school violence and unequal educational opportunities as major barriers affecting learning outcomes throughout the country.

According to UNICEF’s All Children Learn in the Dominican Republic initiative, educational programs currently focus on improving literacy and mathematics instruction, supporting vulnerable students and increasing inclusive learning opportunities for children and adolescents with disabilities. UNICEF has also worked with schools and communities to strengthen programs for peaceful conflict resolution and improve inclusive classroom practices.

These educational challenges are often closely connected to broader housing and infrastructure issues that affect low-income communities daily.

Housing and Infrastructure Challenges

The effects of poverty in the Dominican Republic also extend to housing and infrastructure. According to the source, the family lived in a crowded home where multiple people shared rooms and privacy was limited. Daily routines were often disrupted by unreliable electricity and inconsistent access to water.

“The light would always go out and there was not much access to water,” the source explained. They also described poor infrastructure in the community, including constant construction and difficult road access, which disrupted daily life.

The World Bank states that inequalities in infrastructure and access to public services continue to affect underserved populations throughout the Dominican Republic, particularly low-income communities. Limited infrastructure can also contribute to educational and health-related challenges, especially for families already struggling financially.

Health Care and Community Support

Health care expenses created major financial burdens for families living paycheck to paycheck. Instead of relying on larger pharmacies, many residents turned to smaller local “boticas,” which offered more affordable medicine options.

“When it came to someone who was ill, we would have to skip out on work or school to take them to the hospital,” the source said. Missing work to care for a sick family member often meant losing income needed for food, rent or utility bills.

In many underserved communities, churches remain one of the only reliable forms of local support. The source explained that families often depended on churches for food, clothing or emergency assistance because few organizations or social programs were available in the area.

“There were only churches; there were no types of support or organizations that would help,” the source explained.

Looking Beyond the Statistics

UNICEF continues to support educational initiatives in the Dominican Republic to improve learning opportunities and school accessibility for vulnerable children and adolescents. The organization’s programs focus on strengthening early education, improving inclusive learning opportunities and helping students remain in school. UNICEF has also supported programs designed to reduce school violence and improve educational accessibility for children with disabilities.

Although poverty in the Dominican Republic continues to limit opportunities for many families, educational initiatives and community-based support programs may help reduce long-term inequalities. Personal accounts from individuals directly affected by poverty highlight the realities behind economic statistics and underscore the importance of continued efforts to improve living conditions across the country.

– Grelby Santos

Grelby is based in Boston, MA, USA and focuses on Good News and Global Health for The Borgen Project.

Photo: Unsplash

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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