Archive for category: Education

Information and stories on education.

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3 Organizations Working to End Poverty in Malaysia

Poverty in MalaysiaPoverty in Malaysia is a prevalent issue, with nearly 1.3 million people living in poverty and close to 300,000 homeowners affected. According to the Straits Times, Malaysia’s population is estimated at 34.3 million. Currently, 15 regions in Malaysia face poverty. Here are three organizations working to end poverty in Malaysia.

Hopes Worldwide Malaysia

Hopes Worldwide Malaysia is a nonprofit NGO working to end poverty among disadvantaged households and minoritized populations in Malaysia. Formed in 2000, its mission is to bring meaning, opportunity and confidence to Malaysian communities. The organization focuses on five areas: health, food, education, volunteering, and corporate partnerships. Health involves providing no-cost essential services and emotional health education to underrepresented populations. The food program offers 30-day food assistance and produce from its community garden to poverty-stricken households. Education initiatives provide school help, English reading and writing services, STEAM robotics, and academic investments for children and adolescents. Volunteering rallies individuals, families and companies to engage in community involvement. Lastly, its corporate partnerships focus on collaborating with enterprises for partnerships that benefit both populations and corporations.

My Kasih Foundation

My Kasih Foundation is a nonprofit that uses technology to supply food assistance and financial education to impoverished households. Its digital payment system ensures clarity and efficiency. The foundation also supports students through its MyKasih “Love My School” program. Founded in 2009 by Tan Sri Dr. Ngau Boon Keat and Puan Sri Jean Ngau, the foundation allows poverty-stricken households to buy food through a digital payment service using their MyKad. In 2012, Love My School partnered with classrooms, giving children the opportunity to participate in everyday academics with a sense of autonomy. The same technology provides children with food they can purchase in cafeterias and school supplies from school bookstores. Other improvement methods include technological learning, athletic development, and STEM education. Since 2012, the foundation has collaborated with government bodies, zakat organizations, private groups, and NGOs to expand its work beyond digital assistance to include wellness examinations and educational and athletic instruction in more than 100 schools. The foundation continues to implement its food assistance and academic services across Malaysia, uplifting people from all walks of life. As the welfare landscape evolves, the foundation remains guided by the belief that when people are treated with care and respect, communities blossom and thrive.

Mohd Khairi Foundation

Mohd Khairi Foundation is a nonprofit established in 2016, driven by the founders’ concerns for Malaysia. The organization aims to help students affected by poverty, as well as support households, schools, and educational institutes. It also assists supervision establishments for the elderly and disabled, temporary homes for unmarried mothers, and other NGOs aiding survivors of natural disasters and community events in Malaysia.

– Leo Hardy

Leo is based in Muncie, IN, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Education in the Urban Slums of Pakistan

Education in the urban slums of PakistanIn the extensive informal settlements on the borders of Islamabad, Rawalpindi and Taxila, children wake up not to go to school but to work. They gather recyclable materials such as plastic, glass and metal from waste sites to sell to local recyclers. They sell snacks and flowers on the roadside corner. Some of them beg, and some take care of their siblings while their parents are at work. For these children, education is a privilege rather than a right.

The Borgen Project spoke with Anoosha Malik, a social activist who works with these communities, about the barriers and challenges to education in the urban slums of Pakistan. Malik frequently visits these communities to teach the children and shared deep insights.

A Crisis by the Numbers

Pakistan is ranked second-highest in the number of out-of-school children in the world. Approximately 25.1 million children, ages 5 to 16, are out of school. In 2023, the Pakistan Bureau of Statistics census revealed the figure of 25.37 million. Among these out-of-school children, 53% are girls. Seventy-nine percent of these children never enroll in any educational institution or school.

Mostly, children do not attend school due to poverty. Pakistan’s urban slums, also known as Katchi Abadis, are considered among the poorest communities. In the urban slums of Pakistan, this problem is more concentrated. The Ministry of Human Rights report highlighted that 70% of slum children in Islamabad are out of school, totaling 2,174.

The View from the Ground

Malik, as a social activist who regularly visits the slums of Islamabad, Rawalpindi and Taxila to teach the students, witnesses the human reality behind the data. Families in these Katchi Abadis are caught in a loop; parents who never attended school find it challenging to navigate the enrollment process for their children. Many do not have birth certificates for their kids, which public schools demand at the time of admissions.

Malik said that most households in the Katchi Abadis live in chronic poverty. Families are forced to choose between food and education. The problem is not only poverty. These settlements lack trust in the government and other institutions; they have a rigid mindset that accepts they will never be included in society. Some parents even said that their children will never get a job, even if they learn. However, the consistent efforts of grassroots non-governmental organizations (NGOs) are working to change this picture.

The Citizens Foundation

The Citizens Foundation (TCF) was established in 1995. Its founders identified a lack of education as a cause of poverty. TCF started by establishing five schools in Karachi’s slums. Currently, TCF runs 2,261 school units nationwide, serving 320,000 students.

TCF has a unique faculty model, staffed entirely by women. Some 16,500 female teachers and principals make up TCF’s workforce, and TCF is one of the largest employers of women in Pakistan in this sector. This was an innovative approach and a strategic response to particular cultural barriers.

In the conservative communities of Pakistan, the concept of purdah prevails, which forbids women from associating or interacting with men to whom they are not related. Families often refuse to send their daughters to schools staffed by male teachers. TCF’s all-female faculty eliminates this objection. According to Malik, community members show trust in TCF schools because of the female-only staff.

The results of using these models show success, as TCF maintains around 50% female enrollment (p. 4). In Pakistan, only 60% of students pass the secondary threshold, compared with 96% of TCF students (p. 6). Around 70% of TCF graduates continue on to college studies (p. 6).

TCF charges a $1 fee for primary school and $1.25 for secondary school, and some students receive a fully funded scholarship. It also provides books and school uniforms. TCF students have outperformed peers in several provincial-level assessments and competitions, reflecting a structure built specifically to address the barriers to education in Pakistan’s urban slums.

Pehli Kiran Schools

Pehli Kiran Schools is dedicated to providing quality education to out-of-school children across Pakistan. It was founded in 1995 on a very small scale, with one teacher and 10 students. Development professional Sabira Qureshi started the initiative by teaching young snack sellers in the slums of Islamabad. The name of the organization, which means “the first ray of light,” reflects its aim and vision.

Pehli Kiran Schools are not conventional schools. They can move along with the residents of the slums they serve. Most Pehli Kiran Schools use mobile infrastructure that can be easily disassembled, transported and reassembled at a new site. As the organization puts it, “if children cannot come to school, the school must go to them.”

The academic model is also flexible, using a Montessori-based approach, since many of the children have never attended school before. For children who are far behind grade level, accelerated learning programs bring students to a grade 5 level within 24 months. Evening and morning shifts are both available to accommodate more children.

Currently, the organization serves roughly 3,000 students and operates eight schools. Fees range from $1 to $1.75 per month, with waivers provided to families who cannot afford them. Pehli Kiran Schools are yielding results by helping overcome barriers to education in Pakistan’s urban slums.

Looking Ahead

TCF and Pehli Kiran are effective in overcoming the challenges to education in the urban slums of Pakistan. Both organizations are innovative and address distinct dimensions of the same crisis. TCF, with its all-female teaching faculty, addresses the cultural and social barriers that prevent girls from accessing education. Its fee structure is also designed to encourage marginalized communities living in the slums to send their children to school.

Pehli Kiran Schools serve communities that are unreachable through permanent institutions. Its mobile infrastructure ensures that a child’s education continues even if the community moves. Its Montessori-based syllabus and accelerated learning programs make it more effective.

Both organizations work at different scales but share the same commitment. As Malik highlighted, grassroots NGOs treat these communities as potential partners, while other institutions treat them as problem zones. Local NGOs are successfully combating challenges to education in the urban slums of Pakistan.

– Noor Ul Ain Ameer

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

Photo: Flickr

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Technical Vocational Education Training Centers in Botswana

Vocational Education Training Centers in BotswanaTechnical vocational educational training (TVET) centers have emerged as pivotal tools to address poverty, empowering people with skills that support employment, financial independence, entrepreneurship and upward socioeconomic mobility. In Botswana, the government is actively promoting TVET to address high rates of unemployment among young people.

According to the International Labour Organization (ILO), the unemployment rate among young Botswana is nearing 40%, with 52.1% of this demographic not engaged in any form of education, employment or training. Technical vocational education training centers in Botswana offer hands-on learning and prioritizes hard skills, creating faster routes into employment compared to a more general academic course. Programs target key industries such as engineering, construction, hospitality, business, agriculture, fashion and information and communications technology. However, historic barriers have proven hard to overcome.

Barriers to Vocational Training Education Centers in Botswana

About 26% of Batswana live in rural areas, making it difficult to access vocational training education centers in Botswana. Those from low-income families may struggle to afford the course fees. Technical vocational educational training has also long been hindered by the perception that it is less valuable than academic education and primarily intended for students who struggle academically.

But that is starting to change thanks to fresh government support for TVET programs and accompanying awareness campaigns. In April 2026, Parliament adopted the revised National Youth Policy, which targets five strategic areas: digital transformation, economic inclusion, STEAM/TVET education, AI innovation and rights-based empowerment. A Tertiary Education Students Sponsorship program now covers tuition expenses and provides a monthly living allowance (P2,200/$162) for eligible students, such as orphans or rural residents.

A Student’s Perspective

The Borgen Project interviewed Warona Baboloki Kabelo, who studies welding and fabrication at Maun Technical College. A typical day runs from 8:00 a.m. to 4.30 p.m., and combines both classroom learning and practical workshop experience. His curriculum includes welding theory, technical drawing, engineering, mathematics and business enterprise.

“TVET has changed my life,” he told The Borgen Project. “Before studying welding and fabrication, I depended on other people to make or repair things. Today I have practical skills that allow me to solve problems independently.” In the future, Kabelo aims to establish his own engineering company, but his ambition doesn’t stop there: “I have an even bigger dream of helping develop locally designed vehicles. TVET gives young people the confidence and technical ability to dream beyond simply finding employment.”

Kabelo’s passion led him to found The Plug TVET, an advocacy platform dedicated to promoting TVET as a respected career pathway. “For many years, many people believed TVET was only for students who did not perform well academically,” he says. “I wanted to challenge that mindset.”

From Student to Lecturer: a Success Story

In an interview with The Borgen Project, Oagile Ompatile talked about his experience as a construction lecturer at Selebi Phikwe Technical College. It offers hands-on programs leading to a National Craft Certificate (NCC), covering courses in automotive mechanics, plumbing, carpentry, electrical installation, information technology, dressmaking and more. About 75% of the students here are male, though females account for the bulk of the textile and industry department. For many of these individuals, study is only possible due to governmental financial assistance.

“Many students are very much on their own financially. They only became interested in training when the government started providing a monthly allowance and covering tuition,” he explained. 

Ompatile points to himself as proof of the transformative power of technical vocational educational training in Botswana: “My family is not rich. I had failed my Junior Certificate [the national exam students sit at the end of lower secondary school, required for anyone wishing to pursue upper secondary education], and decided to do a trade certificate in plastering. After that, I began doing piece jobs.” When the government introduced an initiative sponsoring NCC holders for a diploma course, Ompatile jumped at the chance. He completed a diploma in architectural technology and secured an architectural post before going on to teach at Selebi Phikwe Technical College. 

Improving Lives

Today, Botswana has a number of public and private TVET institutions, offering certificate- and diploma-level programs. Among the larger public providers are Francistown College of Technical and Vocational Education, Gaborone Technical College, Palapye Technical College, Oodi College of Applied Arts and Technology, Maun Technical College, Selebi Phikwe Technical College and Jwaneng Technical College. 

Centers like these stand to benefit from increased government funding. The 2026/27 budget allocated P678 million ($49.9 million) under the Department of Skills Development to support skills training institutions and the coordination of TVET programs. A further P60 million ($4.4 million) will support the TVET Development Programme specifically.

Measuring the return on investment with TVET is extremely complex, and Botswana doesn’t offer any single quantifiable figure. However, the 2020 report by UNESCO and National Centre for Vocational Education Research, “Understanding the return on investment from TVET,” broadly estimates that every AU$1 ($0.70) invested in TVET produces a AU$0.31 ($0.21) societal benefit (after the investment is deducted).

Numbers aside, the citizens of Botswana can testify in their own words to the transformative power of this training. “We see a lot of young people on the streets, harassing members of the public and drinking alcohol,” notes Ompatile. “Many of the women quickly become mothers. This sort of training keeps them busy and improves their lives. Every student who completes a course, even those from poor families, can put something on the table with their own hands. In this way technical vocational educational training is a big success story.”

– Megan Sansom

Megan is based in Scotland and focuses on Technology and Politics for The Borgen Project.

Photo: Warona Baboloki Kabelo

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Higher Education in Somalia Since 1991

Higher Education in SomaliaAfter the collapse of the Somali government in 1991, the country was left with fractured public institutions such as the higher education system. The power vacuum gave rise to clan-based militias, violence and an absence of an effective national government. In the wake of this upheaval, universities closed, lecturers left the country and thousands of Somalis lost the opportunity to pursue a higher education. However, more than 30 years later, despite ongoing challenges, higher education in Somalia looks very different. Private and public universities have opened, new institutions have emerged and international organizations have invested thousands into the futures of young Somalis to help rebuild the country. Below are three key ways that higher education in Somalia has transformed since 1991.

Private Universities Emerged

To address the absence of a higher education system, Somali educators, business leaders and community organizations established private universities to meet the country’s urgent educational needs. Universities like Mogadishu University, Indian Ocean University and SIMAD University were established during the late 1990s and early 2000s, and collectively they helped provide opportunities to thousands of students at a time when the government could not. They were instrumental in training much of the country’s post 1991 professional workforce and laid important foundations for the recovery of higher education in Somalia.

However, while they addressed an important gap, people still had challenges accessing university. For many Somali families living in poverty – something which worsened in the aftermath of the civil war – education expenses like the high tuition fees associated with private universities left significant barriers to enrollment. Private universities provided important opportunities for the students who could afford to attend, but their expansion did not fully address the financial barriers that faced many Somalis. What they did do for these students, however, was highlight the need for more affordable and state-supported alternatives. 

Today, the Ministry of Education, Culture and Higher Education regulates universities and has continued its efforts to create a state-supported system of higher education in Somalia, but in the immediate years following 1991, private universities that developed were undoubtedly the backbone of Somalia’s higher education system for those who could afford to benefit.

Somali National University Reopens 

One of the biggest milestones for higher education in Somalia was the re-opening of Somali National University (SNU) after more than two decades. During the civil war, the campus suffered extensive damage with many buildings destroyed or abandoned, and in 2007, the African Union Mission occupied the site and turned it into a military base. In 2017, however, the campus was officially returned to the Somali government, allowing plans for rehabilitation to begin, and the start of a state governed higher education system. This was a historic moment, as though private universities had filled an important gap, the re-establishment of SNU symbolized that the government was once again capable of providing a public service.

Since gaining back the site, continued improvements to the campus have reinforced higher education in Somalia. In April 2026, for example, the government launched the reconstruction of the Gaheyr Center, which aims to improve infrastructure and student services. Phase one of the reconstruction plan includes rebuilding the perimeter wall, followed by the construction of new academic buildings, laboratories, student facilities and modern administrative infrastructure. This will strengthen the university’s research and teaching capabilities, and serves further as a demonstration of stability and hope for young people in Somalia seeking higher education in the wake of a devastating conflict.

International Aid Expands

Alongside work done by people in the country, international donors have become key partners in rebuilding higher education in Somalia, particularly with helping bridge the gap between university attendance and poverty in the nation.

International scholarships have helped address the financial barriers that prevent many Somali students from accessing higher education. For students from low-income families, the costs of tuition, accommodation, travel and living expenses can make study impossible without financial support, and this is where the Islamic Development Bank (IsDB) has stepped in.

As one of the IsDB’s classified “Least Developed Member Countries,” students in Somalia are eligible for scholarships that help to fund undergraduate degrees, master’s degrees and PhD programs. In 2024, 474 scholarships were awarded across member countries like Somalia and the money covered tuition, living costs, health insurance and travel costs where applicable. This has allowed many Somali students to pursue advanced degrees abroad, and return home with expertise in high demand fields like medicine, engineering and education, areas that will be key in the economic development of Somalia.

International organizations have also contributed to reducing gender disparities in university enrollment. Women and girls in Somalia have historically been at a disadvantage when trying to receive an education, but in 2022, the World Bank Group sought to change this by committing an additional $52 million to the Rajo Kaaba project.

This donation helped to expand access to education and skills training for 30,000 women and girls in Somalia, and though not directly linked to universities, the project helps strengthen the pipeline into higher education for women by funding skills training, improving access to postsecondary education and supporting childcare services so that young mothers can continue to study.

Looking Ahead

Higher education in Somalia has come a long way since 1991, indeed the World Bank Group reports that today, Somalia has more than 100 higher education institutions, far more than existed before the civil war. What was once a sector devastated by conflict has become a strong sign of the country’s resilience and recovery.

Though improvements have occurred, prolonged investment from the Somali government and international donors will be key to addressing challenges that still remain, including graduate unemployment, limited funding and continued unequal access to university for those in poverty and for women and girls.

As Somalia continues to rebuild its nation, universities are not only educating students, but they are also training the teachers, doctors, engineers and public servants who will shape Somalia’s future.

– Amber Bannon

Amber is based in High Wycombe, UK and focuses on Good News for The Borgen Project.

Photo: Wikimedia Commons

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BrightNest School: A Pathway out Being Poor in Sri Lanka

A group of Sri Lankan students in uniforms smiling in a classroom setting. Being BrightNest SchoolIn Northern Sri Lanka, poverty is not always visible to an outsider. Beautiful turquoise shores lie alongside the Jaffna peninsula, a rich cultural hotspot laden with Tamil heritage and lush vegetation. Yet alongside Jaffna’s beauty lies another reality.

A Hidden Struggle

Although Sri Lanka now boasts improved public school investments and a 92% literacy rate for both genders, one of the highest in South Asia, students in low-income villages still encounter barriers that hinder their academic and career prospects. Nonprofit organizations such as BrightNest are working to bridge these gaps through expanded classroom instruction, mentorship, and English lessons for local low-income children.

BrightNest’s founder Renuka Deva and her daughter, Board Chair Elect Sonali Anderson, witnessed these disparities firsthand during their annual visits to family in Northern Sri Lanka. While enjoying fresh coconut water and vibrant Nallur festival processions, they also encountered children standing along busy roads searching for spare change, snacks, and clothes.

The Scope of the Opportunity Gap

These experiences represent broader opportunity gaps across the nation. According to UNICEF Sri Lanka, only 20% of students from low-income families complete secondary education, compared with 70% of students from higher-income families. Combined with gendered expectations around work and marriage, graduation rates decline even more for young women.

More than 23,000 households in Jaffna are at or below the poverty line, and financial struggles are especially prevalent in nearby Northern villages including Killinochchi, Mullativu, and Mannar, three of the reddest zones on Sri Lanka’s poverty map. Without structured teaching or resource access, youth struggle to develop the English proficiency, critical thinking, and technical skills needed for higher education and employment.

The World Bank flags this phenomenon as “learning poverty,” or the inability to read and understand basic texts by age 10. This barrier perpetuates cyclical poverty across developing nations, limiting a person’s capacity for economic mobility, self-actualization, and intellectual growth.

Impact of BrightNest

Recognizing these challenges, Renuka Deva founded BrightNest in Kanadarodai in 2020. Since then, the nonprofit has provided English-language education, leadership training, and digital literacy support to more than 800 students between the ages of 5 and 12. Through a two-fold teaching model, the school prioritizes educating students and teachers to improve higher education and career-building opportunities for both groups.

Although English is a required subject in government schools across Jaffna, many classrooms lack sufficient opportunities for student participation, conversation, or one-to-one instruction. BrightNest works to complement English learning through small classes that prioritize teamwork, group speaking opportunities, and online practice.

As BrightNest’s director and volunteer coordinator, Sonali Anderson has watched students who initially hesitated to speak in English gradually become confident communicators and emerging leaders within their schools. Her lessons continue to reveal the value of peer support in creating effective literacy outcomes and engagement.

Looking Ahead

By combining interactive group lessons with individualized teaching, BrightNest is equipping young people with the tools, knowledge, and confidence needed for long-term educational and economic opportunities. The organization plans to expand its efforts by opening a new school that will reach even more children across Northern Sri Lanka. As the Deva family believes, every child is a spark of potential waiting to shine.

– Natasha Agarwal

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

Photo: Flickr

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Vocational Education Training Centers in Iran

Vocational Education Training In IranVocational education training centers in Iran are giving young people a direct path from the classroom to the job market. These centers teach trades such as fashion design IT and construction, connecting graduates to industries that are actively hiring. The need is urgent: young people are increasingly being pushed to the margins of unemployment, with youth unemployment in Iran among young people ages 15-24 reaching 21.9%, according to the World Bank.

The Skills Gap 

Iran has invested heavily in general education over recent decades, literacy among young men and women now sits at 99%. Vocation training, however, has not kept pace with the same progress. Many VETCs still rely on outdated equipment and teaching methods, weak links to industry are leaving graduates without a clear path to employment.

This mismatch hits young women and low income youth the hardest. Even though women make up nearly 60% of Iran’s university students, only about 14% participate in the labor force. Indicating steep barriers when women try to translate education into paid work. Economic strain compounds the problem: currency swings, internet distributions and regional tensions have all weakened business confidence and slowed hiring over the past year, and employers increasingly favor experienced workers over new graduates.

The stakes go beyond unemployment. According to the World Bank, the share of Iranians living below the upper-middle-income poverty line was projected to rise from 33.2% in 2024 to 35.4% in 2025, with a further increase to 38.8% expected in 2026, driven by economic contraction and high inflation. This means that a growing share of families, many with young people entering the job market, are struggling to meet basic needs. For young people without vocational skills, this makes the transition into stable paid work harder.

A New Partnership 

A joint project between Iran and international partners is now working to minimize this gap. Since 2023, Iran’s Instructor Training Center (ITC) in Karaj, which has trained instructors for the country’s Technical and Vocational Training Organization (TVTO) since 1974, has partnered with UNESCO and South Korea’s international development agency, on the ‘Innovating Iran’s Instructor Training Center.’

The project, which runs through 2028, aims to modernize training centers curricula and facilities so that instructors are able to teach skills that accommodate a modern labor market rather than decades-old industry standards. The program includes training across seven different sectors including agriculture, construction, fashion design and sewing. The initiative also aims to build inclusion measures for women and underprivileged youth directly into its design. The results so far reach beyond the classroom: the project directly trains 35 master trainers, 2,500 trainees and about 250 instructors. Its updated methods reach 15,000 TVTO personnel and more than 1 million trainees across Iran’s wider vocational system each year.

Formal Employment 

Vocational education training centers in Iran do more than fill classroom seats; they change how young Iranians enter the workforce. Research from the Center of Economic policy shows that after Iran faced sweeping international sanctions in 2012, workers in the most exposed industries shifted sharply toward informal employment, which typically leads to lower pay and no access to social protections. Proving that vocational training can help offset this shift, by giving workers skills that transfer directly to formal registered jobs. For a country where economic shocks keep pushing workers into the informal sectors, expanding vocational training is not just an education policy; it’s a buffer against long term economic instability.

Looking Ahead

Vocational education training centers in Iran cannot fix every barrier facing the country’s young job seekers, but they show a workable model for closing the gap between education and employment. The ITC innovation project demonstrates that modernized training paired with real support produces measurable results. As Iran’s youth unemployment crisis deepens, continued investment in Education Training Centers in Iran from both the government and international partners offers one of the clearest paths towards a more resilient economy and a more hopeful future. 

– Alana Breslin

Alana is based in London, UK and focuses on Global Health and Politics for The Borgen Project.

Photo: Unsplash

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Solar Power and Education in Rwanda

Rwandan landscape with solar panels installed on a rural building's roof. Education in rwandaOne of the most densely populated countries in Africa, Rwanda is home to nearly 5.8 million children under the age of 18. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), nearly 98% of children attend primary education, representing a drastic growth in education rates for the developing nation. Rwanda’s university rates soar with nearly 136,000 students pursuing higher education, drastically improving their rates since 2000.

Education is an imperative method to alleviate poverty. Providing students with knowledge to enter the workforce, Rwanda has expanded its school system to rural communities over the last two decades. A major reason behind this growth is the expansive usage of solar power in Rwanda to empower schools. Partnering with the company Ignite Power, the nation’s work helps millions access education. Teaching needed digital literacy, basic reading and math, this initiative alleviates poverty through strategic growth in the classrooms. This partnership helps Rwandan children grow and learn through the use of solar power.

Using Solar Power in Rwanda

Rwanda’s educational enrollment rates are at a historic high. Yet, this was not always the case. Tackling low youth development initiatives, the Rwandan government partners with Ignite Power to bring clean energy to every corner of the nation. Ignite Power is a leading solar company operating in Africa, helping other countries brighten homes and classrooms. The organization has already connected more than 2 million people across Sub-Saharan Africa to clean energy since 2014.

The terrain and lifestyle of Rwandan people make traditional electricity grids impractical. A total of 83% of families live in rural communities and lack existing infrastructure that could illuminate classrooms. This detailed expansion aims to solar-electrify 955 off-grid, rural schools, ensuring equal opportunity for the majority of impoverished students. Solar power bypasses infrastructure delays and high costs. Ignite Power utilizes solar kits to provide immediate and affordable solutions. These sustainable systems bring reliable electricity directly to rural classrooms, ushering in new modern learning.

Expanding Education in Rwanda

The new use of solar power in Rwanda elevates the abilities of rural education. By brightening classrooms, students thrive through centralized community locations in regional villages. This nationwide initiative helps nearly 400,000 students by providing them with access to modern digital literacy. Schools teach high-demand skills. Focusing on technology and daily business skills, Rwanda focuses its education priorities on applicable skills for a sustainable life.

Reliable solar power revamps education. Schools operate computers and thrive upon digital literacy programs. These programs are expected to rise from 41.1% to 65% by 2029. Ignite Power is not the only company helping to illuminate classrooms. International organizations like Little Sun and local partners like Safer Rwanda also provide solar chargers and tools, successfully reaching over 35,000 children and 800 teachers in Rwandan schools. Teachers now stay connected and can download ebooks to help increase literacy rates among children.

Connection Between Poverty and Education

Every solar panel helps bridge the opportunity gap. Each one fosters Rwanda’s emergence into the global economy. Rural students now thrive alongside their urban peers. With clean and sustainable energy, rural schools build strong connections through digital access. Solar power empowers these communities economically, teaching students to learn competitive techniques to lead the modern workforce. Furthermore, providing universal power and internet access through solar satellite terminals allows rural institutions to eliminate the digital divide, allowing impoverished students to study on an equal playing field. According to the World Bank, each additional year of schooling increases individual hourly earnings by an average of 12.4%, a finding echoed by research on solar electrification’s classroom impact.

Alleviating Poverty

Solar power in Rwanda is paving the way for a stronger education system. The benefits of renewable energy shine far beyond the final school bell. With Ignite Power’s solar power lamps, millions of new Rwandan students gain study materials and a bright environment in their homes. With millions of cumulative study hours, these students excel in their lessons. Ignite Power’s solar lamps and other local initiatives increase evening study hours for children by 28%, ultimately reducing dropout rates and improving grades. Solar energy fosters higher retention rates, better digital understanding and increases academic success. By bringing sunlight to schools across the nation, students shine the brightest and communities build long-term hope. Providing a strong path toward education through solar power, Rwandans uplift their economy and slowly break the cycle of poverty, one child at a time.

– Maya Tung

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

Photo: Pixabay

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Vocational Education in Sri Lanka

Vocational Education in Sri LankaBetween 1983 and 2024, devastation after devastation hit Sri Lanka, disrupting the economy and sky-rocketing the unemployment and poverty rates. During the height of the Sri Lankan Civil War between 1983 and 2009, upwards of 36% of youth, ages 18 to 24, were unemployed and about 23.4% of the population lived on $3 per day. Less than a decade after the war, ISIS bombed the country in 2019, drying up economic boosts tied to tourism and sinking the country into an economic crisis lasting for five years. Recently, the global pandemic and the U.S. and Iran war raised fuel prices, national unemployment and poverty rates remain high. However, both have been on a steady decline, partly due to the vocational education training centers in Sri Lanka, otherwise known as VETs.

Context of Northeast Sri Lanka

While tension between the Sinhalese and Sri Lankan Tamil ethnic groups seems to originate out of cultural disputes, British imperialism certainly provoked it. Experts suggest that the Sinhalese community felt threatened due to the Tamil group’s prosperity growth, which was partly a response to British favoritism. Following imperial rule, the Sinhalese slowly gained power in government, gradually passing laws effectively disenfranchising Tamil people. The Sinhala Only Act, for instance, made Sinhala the only official language of Sri Lanka and created barriers for Tamil people seeking employment or roles within the government.

Discriminatory practices resulted in a proposition for Tamil Eelam, a separate state for Tamils. By the 1980s, Tamils lived almost entirely separate from Sinhalese, occupying the north and east while most Sinhalese lived in southern, western and central Sri Lanka. Following riots targeting Tamils in July 1983, now known as Black July, the Sri Lankan Civil War began. It devastated the country and its economy, lasting until 2009, when the Sri Lankan government announced that it killed the leader of Tamil Eelam.

The end of the war was certainly not the end of discrimination against Tamil people. Sinhalese culture has removed Tamil culture in areas of predominantly Tamil ethnicity, replacing monuments, road signs, street and village names and places of worship. According to a report by the United Nations Development Program (UNDP), the northeast of Sri Lanka, predominantly Tamil, is multi-dimensionally poor. Large tracts of privately owned land are under military occupation, and the World Bank has noted that 500,000 people lost their jobs due to the economic crisis between 2019 and 2024.

What Are VETs?

Vocational education training centers in Sri Lanka, specific types of programs focused on technical skills for individual jobs, are actively working to reduce unemployment rates. These programs differ from typical education in a number of ways, the key one being prioritization of hands-on experiences of learned skills. Implementation of these programs has been linked with economic growth, as it supports both a skilled workforce in the technical industry and enhanced employability for graduates.

The Impact of Vocational Education Training in Sri Lanka

Vocational education training centers in Sri Lanka have existed since 1893 with the formation of the Government Technical School, but following the Vocational Training Authority of Sri Lanka Act No. 12 of 1995, several new programs were implemented, designed to increase employability. One such program is iLEAD, or the Initiative for Livelihood Education Development, which is part of Action Education. Founded in 2006, iLEAD has since trained more than 12,000 disadvantaged students and built 10 centers across the country, with five centered in northeast districts. Poverty rates have remained high in northeast Sri Lanka, where many still suffer the effects of the civil war, facing marginalization, unemployment and violence. Vocational education training centers in Sri Lanka like programs offered by Action Education have helped those affected receive certification in IT, sales and English, allowing students to obtain nationally and internationally recognized degrees and find employment.

Hope for the Economy of the Future

Focused on bridging the gap between the unemployed and access to education, programs like Action Education are slowly working to reduce poverty rates nationally. Vocational education training centers in Sri Lanka are still limited, and many don’t have proper accreditation, but others are working to increase confidence in young people, teaching them necessary competencies to perform skilled labor. Combating generational poverty that’s the result of a war, a global pandemic and an economic crisis takes time, but these programs are making a difference.

– Madalyn Youngbauer

Madalyn is based in Blaine, MN, USA and focuses on Good News and Global Health for The Borgen Project.

Photo: Pixabay

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Access to Higher Education in Ecuador Trends Upwards

Higher Education in EcuadorEcuador is an environmentally diverse and historically rich country in northwestern South America. Ecuador hosts the magnificent Andes Mountains and the Indigenous cultures that call them home, the UNESCO World Heritage site of the Galapagos Islands, where English naturalist Charles Darwin shaped his theory of natural evolution and the dense rainforests of the Amazon. Yet, despite its cultural and environmental richness, many face roadblocks to higher education in Ecuador. 

Poverty and Access to Higher Education in Ecuador

About 21.4% of the population of Ecuador lives below the poverty line. Poverty in Ecuador is higher in rural areas, 46% of Ecuadorians living in rural areas and Indigenous communities live in poverty. Those in poverty in rural and Indigenous communities face unreliable access to water and electricity, limited infrastructure, insufficient healthcare and education and poor sanitation. Young adults in poverty in Ecuador sometimes turn to joining organized crime groups or migration as there are limited options. 

Students pursuing higher education in Ecuador from disadvantaged groups (women, ethnic minorities such as Indigenous peoples from the Pacific coast region and disabled people) are less likely to have access to the best public universities. Among black and Indigenous populations, completed years of education are three to four years lower than the national average and the drop out rates for higher education among these communities are high. 

Poverty is a huge factor in student success and a significant cause in lower quality of education for students pursuing higher education in Ecuador. It affects factors in student’s lives such as their health and wellbeing, literacy, language development, access to physical resources and mobility. Preparation for higher education starts in secondary school, yet a lot of students in Ecuador have to worry about other things besides preparing themselves for higher education.

According to a study that Magali Ramos Jarrin PhD did at the University of Cambridge, “Secondary school conditions are a key element to accessing higher education. Infrastructure, teacher knowledge and student outcomes can hinder or enhance opportunities for students seeking a place at a public university.” 

Though there are still challenges, things are starting to look better for access to higher education for Ecuadorian students. 

Government Efforts

In 2010, President Rafael Correa pushed for education to be a right in Ecuador. Between 2012 and 2014, President Correa’s government closed 14 low quality private universities and replaced them with four new public universities, improving access to higher education for more students.

The Ecuadorian government increased public investment into higher education during the 2010s, making it the country with the second largest increase in higher education funding in the world. Investment into higher education was increased to 1.86% of the national GDP. These investments created scholarships, financial programs and made it so that Ecuadorian colleges under international agreements must allocate at least 25% of state funding towards scholarships and financial aid. In 2025, the “Academic Support 2025” scholarship was implemented that offered a one time grant to cover living expenses for students enrollment period at a public higher education institution.

The government also implemented laws stating that “higher education institutions must implement mandatory quotas to promote access for historically excluded groups.” 

Looking Ahead

Higher education can provide students with skills and knowledge to enter the workforce and increase their future earnings. Higher education can be a key way to help underrepresented groups out of poverty. With access to higher education in Ecuador moving in a positive direction, this trend is like a light at the end of the tunnel for thousands of students suffering from poverty.

– Danica Carmack

Danica is based in Stockton, CA, USA and focuses on Celebs and Politics for The Borgen Project.

Photo: Flickr

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3 Ways ‘Moving The Goalposts’ is Empowering Girls in Kenya

Empowering Girls in KenyaEmpowerment means having the confidence, resources and opportunities to make decisions about one’s own life. However, many women in Kenya still face significant barriers to achieving this due to persistent poverty, unequal access to education, restrictive gender norms and limited economic opportunities. The United Nations Children’s Fund (UNICEF) reports that in rural areas of Kenya only 27.6% of women are considered empowered, while girls are much less likely than boys to complete their education due to factors such as poverty, child marriage and teenage pregnancy.

To address these challenges, the nonprofit organization Moving The Goalposts (MTG) has been using football as a tool for social change since 2001. Founded in Kilifi County, MTG describes itself as “a movement powered by sport, community and purpose.” Through its sports, education and health programs, the organization has reached over 50,000 girls and young women ages 9 to 25 across Kenya. Here are three ways Moving The Goalposts is empowering girls in Kenya.

Building Female Leadership Skills

Moving The Goalposts empowers girls by developing them into leaders within their own communities. The football program trains girls as peer mentors, referees and coaches, giving them the opportunities to develop leadership and communication skills on and off the pitch. There are 6,000 women in the program serving as mentors, supporting younger girls and acting as role models in their communities. These leadership abilities build confidence and encourage girls to use their voice to advocate for their rights in education and community development, as well as improving their future employment opportunities.

This is especially important as gender inequality persists in Kenya. Women’s opportunities take a hit after an early marriage or pregnancy, closing the door to higher education. A lack of affordable, quality child care worsens this cycle. The World Bank states that about 31% of 19-year-old girls are already married or have children, a figure that jumps to 49% among the poorest. Helping girls stay engaged in education is therefore key to MTG’s mission.

Supporting Education and School Retention

Education is one of the most effective ways to reduce poverty, yet in Kenya many women leave school without completing their education. According to the World Bank, in Kenya’s poorest areas, 51.3% of women have no education, compared to a national average of 17%. The MTG education program aims to reduce the number of girls who drop out by supporting their educational development, from primary to secondary school and even through vocational training. MTG has a 90% transition rate from primary to secondary school through its academic program and has supported the education of more than 5,000 girls.

To achieve this, MTG provides essential resources such as school fees and learning materials, allowing girls from low-income backgrounds to continue their education. This also gives them the opportunity to increase their future earning potential and improve outcomes for their families, helping break the cycle of poverty.

Improving Health Knowledge

The program considers access to health care and knowledge a fundamental right and trains peer mentors to educate girls on women’s health. MTG has provided these services to more than 50,000 girls and young women. This support is particularly important as teenage pregnancy remains common among girls living in poorer communities; in Kenya, 21% of women living in the poorest communities reported having experienced a teenage pregnancy. By providing accurate health information and peer support, MTG allows girls to make informed decisions about their futures. Better health outcomes can help girls stay in school, pursue employment opportunities and improve their long-term economic prospects.

Empowering Girls in Kenya

As Kenya continues working toward greater gender equality, organizations such as Moving The Goalposts demonstrate how sport can serve as a powerful tool for social and economic development. By helping girls develop leadership qualities, stay in school and make informed choices about their health and futures, the organization is creating opportunities that extend far beyond the football field. In doing so, MTG is helping thousands of young women in Kenya build brighter futures while contributing to the long-term fight against poverty.

– Emma Wheeler

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

Photo: Flickr