Archive for category: Education

Information and stories on education.

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Improving Access to Education in Bangladesh

Education in BangladeshBangladesh has made significant progress in expanding access to education, especially at the primary level. However, many students still drop out before completing secondary school, with only around 64% continuing beyond primary education. Factors such as child labor, early marriage and limited access to quality education continue to shape these outcomes. 

These challenges affect all students, but they disproportionately impact girls, limiting their long-term economic opportunities.

Access to Education in Bangladesh

Surovi, a nonprofit school in Dhaka, makes education accessible for children who are often excluded from the system, including those living on the streets or growing up without stable family support. Founded in 1979, the organization focuses on reaching vulnerable groups who would otherwise remain out of school.

For many girls, Surovi serves as a critical entry point into education. They face higher risks of early dropout, child marriage and long-term economic dependency, making access to Surovi school especially important. However, access alone is not enough. 

The quality of education remains uneven, as limited resources and a shortage of trained teachers continue to affect how students learn and progress.

The Role of Education in Shaping Opportunities

Education plays a key role in shaping both individual futures and broader economic development, particularly in regions like South Asia, where poverty remains a persistent challenge. According to the World Bank, although Bangladesh has reduced poverty over time, many people still face economic vulnerability, especially in marginalized communities. In this context, education in Bangladesh becomes essential for creating long-term opportunities, particularly for women.

Beyond basic skills, education builds awareness, confidence and independence. More educated societies tend to be more open to new ideas and better equipped to respond to social and economic challenges. For women, this impact is even more significant. Education helps delay early marriage, improves access to employment and allows women to participate more actively in the workforce.

Research by UNESCO shows that expanding access to education can significantly reduce poverty, with studies suggesting that poverty could be cut by more than half if all adults completed secondary education. As Malala Yousafzai emphasizes, education is a powerful tool for change. In this sense, it not only provides knowledge but also creates more capable and economically active individuals who can shape their own futures.

Education and Economic Pathways in Bangladesh

Pathshala South Asian Media Institute creates an atmosphere that makes education an alternative pathway into competitive job markets, particularly within creative industries. For one female student, studying photography became a turning point after a disrupted education journey. She explained that gaining skills and confidence helped her begin building a career, even in a field where income is not immediate and requires personal investment.

A teacher at Pathshala highlighted that these experiences reflect broader structural challenges. Barriers to education remain closely linked to poverty, geographic inequality and unequal access to quality institutions, especially outside major cities. Entering the job market is also highly competitive, with networks and connections often playing a crucial role alongside skills.

However, this dynamic is gradually shifting. More students are using digital platforms, portfolios and professional networks to access opportunities in media, freelancing and small-scale entrepreneurship. According to the teacher, when education is combined with practical skills, it enables students to move from unstable, low-income work to more sustainable livelihoods. While this transition takes time and is not equal for everyone, it shows how education can support long-term economic mobility.

From Education to Economic Empowerment

The experiences of students and educators in Bangladesh show that education is not just about learning but about creating pathways out of poverty, especially for women. As more women gain access to education, they are better positioned to move beyond low-income, unstable work into more secure and independent sources of income. In a situation where economic vulnerability and social expectations continue to shape women’s opportunities, education plays a critical role in shifting this reality. 

Women who gain skills, confidence and professional networks are more likely to enter the workforce, start their own ventures or build sustainable careers over time. While challenges such as unequal access, limited resources and a competitive job market remain, they do not erase the progress being made. Instead, they highlight the need for more inclusive and practical education systems.

Closing Remarks

Ultimately, breaking barriers in Bangladesh is not only about increasing access to education but ensuring that education leads to real economic outcomes. When women in Bangladesh can turn education into income and independence, the impact extends beyond individuals and directly reduces poverty across communities and generations.

Globally, education remains one of the strongest tools to fight poverty. According to UNESCO, around 171 million people could escape extreme poverty if all students left school with basic reading skills. Expanding access to quality education, especially for women, can accelerate this progress and create more equal economic opportunities across generations.

– Elif Oktar

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

Photo: Pexels

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Community Groups Supporting Indigenous Families in Mexico City

Indigenous Families in Mexico CityMexico City can offer opportunities, but for many families it also brings new pressures. Rent is high, work can be uncertain and basic services are not always easy to access. For Indigenous families, those pressures are often intensified by displacement, exclusion and the strain of trying to preserve community and identity in a city that can be indifferent to both. 

That is why local support matters. In practice, it can mean food, shelter, help staying in school or simply the reassurance that someone is taking a family’s future seriously. Community groups supporting Indigenous families in Mexico City are, at heart, about that kind of practical support and the difference it can make.

The Indigenous Education Support Program

The Indigenous Education Support Program provides lodging and food, promotes cultural identity and supports Indigenous and Afro-Mexican youth as they continue their studies. It is aimed particularly at students who do not have local educational options in their communities. This helps address longer-term issues when poverty is not only about income but also about whether young people can remain in school without being forced to choose between education and survival.

A program like this does more than meet an immediate need; it gives families a better chance of staying stable while helping younger people move forward without losing touch with their cultural identities.

Casa Tochán

Support in Mexico City also comes through shelters and community organizations that help people rebuild and settle after periods of upheaval. Casa Tochán is one such organization that supports people in migration in Mexico City through housing, medical and psychological care, job support and cultural activities. The Unitarian Universalist Service Committee (UUSC) describes it as a place that helps people not only survive but begin to recover some sense of ordinary life.

Casa Tochán also provides paralegal advice, community health campaigns and support with local integration issues. Even though the shelter is not exclusively for Indigenous families, its work still speaks to the wider reality of exclusion in the city. Families arriving with few resources often face overlapping pressures related to housing, legal uncertainty, health and work. 

Casa Tochán’s model is useful because it treats those pressures as connected rather than separate. Its works allow families to focus on their own lives rather than becoming caught in the various bureaucratic webs these issues can create when kept separate.

The Impacts of Support 

What stands out about both the Indigenous Education Support Program and Casa Tochán is that neither treats poverty as an abstract issue. They respond to it by asking whether a child can remain in school, whether a family has food and shelter and whether people trying to build a life in Mexico City are met with respect rather than indifference. That may sound simple, but it is not insignificant.

For underrepresented families, consistent, local and humane support can shape the course of daily life. These community groups supporting Indigenous families in Mexico City are not only responding to need, but also reflecting the effort, care and quiet solidarity that help people endure and rebuild. Mexico City remains a difficult place for many families living at the margins.

However, these examples show that practical support is within reach. When organizations invest in education, shelter and everyday dignity, they make it easier for families not just to endure the city but to find some footing within it.

– Elliott Carter

Elliott is based in Mexico City, Mexico and focuses on Good News for The Borgen Project.

Photo: Unsplash

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School Readiness: Early Childhood Education in Ghana

Education in GhanaInvesting in early childhood education is one of the most effective ways to support long-term development. Research shows that experiences during the early years play a critical role in shaping how children learn, communicate and interact with others, influencing their future health, behavior and economic opportunities. In early learning settings, young children begin to develop basic literacy and numeracy skills while also learning how to engage with peers and participate in structured environments. 

These foundational experiences help children transition more successfully into elementary school. However, access remains unequal, particularly in low-income contexts, where many children miss out on early learning opportunities. Expanding early childhood education in Ghana reflects a broader effort to ensure that more children benefit from a strong start.

Expanding Access Through Free Kindergarten

A central feature of early childhood education in Ghana is the integration of two years of free and compulsory kindergarten into the national basic education system. This policy ensures that children ages 4 to 5 have access to structured early learning before entering primary school, helping them develop foundational skills in literacy, numeracy and social interaction. By making kindergarten part of compulsory education, Ghana recognizes early learning as an essential stage rather than an optional step, strengthening school readiness nationwide.

Recent national efforts continue to build on this foundation by improving coordination across sectors and expanding inclusive services that support young children’s development and well-being.

Ongoing Challenges in Early Childhood Education

Despite strong national policies, early childhood education in Ghana continues to face several challenges that affect both access and quality. Shortages of trained kindergarten teachers remain a concern, along with limited teaching and learning materials in many classrooms. In some areas, infrastructure is inadequate to support young learners and classrooms can be overcrowded. 

There are also gaps in coordination between institutions and limited data at local levels, making it harder to plan effectively. In addition, family and community engagement is not always consistent and children in rural or underserved areas are less likely to benefit fully from early learning opportunities.

Strengthening Quality Through Teacher Support

Improving the quality of early childhood education in Ghana has become a key priority alongside expanding access. National and international partners support teacher training initiatives to improve classroom practices and learning outcomes. For example, Sabre Education works with kindergarten teachers in Ghana to provide training and ongoing support in delivering the national curriculum through structured, play-based learning.

This approach helps teachers use guided activities and classroom materials to support early literacy and numeracy development. These efforts show how targeted teacher support can strengthen daily learning experiences and improve school readiness.

Building a Strong Foundation for the Future

The progress of early childhood development in Ghana shows how sustained policy commitment and targeted support can improve school readiness and long-term outcomes. By making kindergarten free and compulsory and investing in teacher training and system coordination, Ghana is strengthening the foundation of its education system. While challenges remain, continued efforts to expand access and improve quality can help ensure that more children enter elementary school prepared to learn and succeed.

– Isil Ertas Senturk

Isil is based in Oakville, Ontario, Canada and focuses on Good News for The Borgen Project.

Photo: Flickr

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Countering Educational Poverty for Dalits in India

Countering Educational Poverty for Dalits in IndiaEducational poverty for Dalits in India is a significant issue. With a caste system and ongoing caste discrimination against Dalits, the lowest castes in India’s social hierarchy, the country has the largest population of illiterate adults in the world at 287 million or 37% of the global total.

If illiteracy is considered an indicator of exclusion from education, then Dalits bear a disproportionate share of this burden, with 62% of Dalits illiterate, indicating they have likely not completed primary school. Informal data suggests that more than 60% of children who drop out of school are Dalit children.

Caste discrimination aligns with gender discrimination to fuel illiteracy. The literacy rate of female Dalits in Bihar was 38.5% in 2011. Despite widely recognizing education as the most effective pathway out of poverty, Dalit children in India continue to face systematic exclusion. 

While the caste system has been abolished in law, discrimination and prejudice against Dalits persist throughout India, including in education. Dalit families face such extreme poverty and unemployment that children are sometimes sold into bonded labor so that families can eat, preventing them from attending school. Many Dalit children who do attend school are malnourished.

In schools, Dalit children are often bullied and discriminated against. In Bihar, where there is a legal obligation to include children from all castes, schools are often abandoned or barely functioning. Dalit children who do attend are treated with cruelty or neglect. Practices of discrimination include being forced to sit at the back of the class and being prevented from touching or interacting with classmates from other castes. Accounts of verbal and physical abuse from both teachers and classmates are well-documented.

The dropout rate for girls is exceptionally high. Children already vulnerable due to caste prejudice face even greater danger, perpetuating a cycle of poverty that has remained unchallenged for generations.

Countering Educational Poverty for Dalits

Education is key to increasing prosperity, security and opportunity in any country. If the Dalit community faces exclusion from learning, the country cannot advance as a whole. Steps have been taken by several developmental bodies, including the Ministry of Social Justice and Empowerment, the National Scheduled Castes Finance and Development Corporation and other international bodies.

Numerous charities also aim to educate Dalits in India and achieve educational equality. Guru Ravidas inspired one prominent charitable movement. He was born into a Dalit family in 14th-century India. According to Chaman Lal Madahar, General Secretary of the Sri Guru Ravidass International Organization and Assistant General Secretary of the Shri Guru Ravidass Temple, Newham, London, Shri Guru Ravidass Temples in England are part of a broader movement to support Dalit education across Indian states through financial contributions.

Madahar said these organizations help Dalits in Ravidassia communities with financial support directed to education organizations established in Indian states such as Punjab, Uttar Pradesh, Rajasthan and Bihar. Funds are transferred by bank or delivered in person, with recipients required to show proper identification. He estimated that the scale of aid from a U.K.-registered charity in this network would be approximately 5% to 8% of the organization’s total resources. Two registered charities confirmed by Madahar provide financial support to Dalit communities for both education and health needs, such as hospitals and schools.

Madahar said the long-term aim is to continue support for education and health for Dalits, while acknowledging that ensuring funds reach the right institutions remains a challenge.

Looking Ahead

There are encouraging signs that efforts to counter educational poverty for Dalits are producing results over time. The Ministry of Education of India’s All India Survey on Higher Education for 2021 to 2022, the most recent available data, notes that of the 43.3 million students enrolled, 15.3% belong to the Scheduled Castes.

Official census data from 2011 suggested that 16.6% of India’s population were Scheduled Castes.

Where Dalits have been given access to education throughout their student lives, they are roughly proportionate in the student body, though there is still work to achieve full representation. These figures contrast with the situation in the 1980s and 1990s, when prejudice meant Dalits did not enjoy proportional representation in higher education. Investment and development work for Dalits appears to be slowly translating into greater higher education participation, with the potential for greater social mobility and career opportunities over time.

– Suneel Mehmi

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

Photo: Unsplash

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Improving WASH in South African Schools

WASH in South African Schools South Africa is a country where access to clean water and sanitation is not readily available to all, and this directly impacts education. Around 462 million students globally attend schools without access to water, sanitation and hygiene (WASH).

When sanitation is not safely managed, it can contaminate soil, food and water sources, spreading disease and causing death in extreme cases. South Africa’s government is taking steps to improve WASH for its next generation.

The Impact of Poor WASH on Education

Improving education has remained a major challenge for the South African government, and this is directly linked to the lack of WASH services in schools. The problem is especially prevalent in underprivileged, water-scarce areas, where students leave school without completing their education due to the inaccessibility of water and toilets within schools.

Even with South Africa investing in schools and policy reforms, WASH access differs depending on socioeconomic status and community. South Africa’s informal settlements, where citizens face limited access to housing, education and job opportunities, are often the most affected.

This disparity causes students in lower-income communities to have higher exposure to waterborne diseases, making them unable to focus properly due to dehydration, lack of privacy, illness and poor sanitation. This limits classroom time, stunting cognitive development and reducing attendance rates.

A New Sanitation Solution

South Africa has looked to other countries for help in improving WASH in its schools. A South African delegation attended the 2018 Reinvented Toilet Expo in Beijing, where a new sanitation system was showcased. The system purifies solid waste and urine, removes all pathogens and recycles the output as flushable water — a solution South Africa was ready to implement.

At the event, South Africa partnered with Enviro Loo to adapt the system for local schools. The system was installed in 2020, and Enviro Loo has since continued to install it in South African schools and informal settlements, reaching more than 41 locations with more being built.

Enviro Loo is also part of the South African Sanitation Enterprise Programme (SASTEP), a government initiative that organizes sanitation solutions and tracks new systems and technologies to increase WASH access in South African schools.

Measurable Results

The effects of the new system have been immediate. Schools now have bathrooms located in hallways next to classrooms, rather than in secluded areas.

  • Absenteeism has dropped by 80% since installation.
  • Students from informal settlements are attending class with confidence, knowing they have access to clean toilets and proper sanitation.
  • Students are arriving at school earlier and remaining in class for the full school day, improving educational outcomes.

Looking Ahead

South Africa is continuing to expand WASH access for its next generation. Indeed, with its continued partnership with Enviro Loo and the Gates Foundation, students are better able to focus on their education, and the program offers a model for addressing sanitation-linked barriers to learning in other developing countries.

– Kianna Phosouvanh-Sythong

Kianna is based in Upper Darby, PA, USA and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr

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Child Poverty in Panama Through One Woman’s Story

Child Poverty in PanamaPeople often use percentages to measure child poverty in Panama. However, it also shows up in the choices families make regarding school, work and survival. The Borgen Project spoke with a woman in her late 70s from Colón, Panama, who asked to remain anonymous for privacy reasons. 

She remembered how her childhood was shaped by church, school and carnival traditions, as well as by financial difficulties and limited opportunities. Her story is an example of a broader problem across this Central American country. A report from the World Bank and UNICEF in 2026 stated that 34.5% of children and teens in Panama live in monetary poverty, with 16% living in extreme poverty.

Employment Shaped Daily Life

The interviewee reminisced that, while daily life in Colón felt close-knit and joyful growing up, finding steady work was difficult. She discussed living in an economy where jobs paid very little. She remembered that many families depended on better wages from employment in the Canal Zone.

In her account, unemployment affected every aspect of people’s lives. Current research supports this view. According to the World Bank and UNICEF, households with children living in poverty are more likely to be led by adults with limited education and participation in the labor market, making it harder for these families to move toward financial stability.

When Poverty Interrupts Education

The woman said her family struggled to keep paying for private school and she eventually moved to a lower-cost government school. This shift shows that financial hardship can narrow a child’s opportunities early in life. Reflecting on that reality, she told The Borgen Project, “If you don’t pay, you can’t go to school.”

UNICEF says preschool and secondary education services in Panama remain hard to access in rural, peri-urban and Indigenous communities and around 30% of children still lack access to preschool education. UNICEF also reports that girls in Indigenous areas face a greater risk of educational exclusion than children in other parts of the country. When a family’s income is unstable, school becomes one more cost that is difficult to sustain.

The Burden Falls Unevenly Across Panama

Although the interview centers on life in Colón, a city with a significant Afro-descendant population, today’s data shows that child poverty in Panama is especially severe in rural and Indigenous territories. The World Bank-UNICEF report says 83% of children in Indigenous comarcas (regions) live in poverty, while 55% live in extreme poverty. In the Ngäbe-Buglé comarca, child poverty exceeds 90%.

UNESCO likewise reports that children and youth in both remote rural and Indigenous areas face lower participation rates and weaker learning outcomes compared to other students in Panama. These extreme disparities show that child poverty in Panama does not affect everyone evenly across the country. It is highly concentrated in places where families have less access to services, infrastructure and formal employment.

Cash Transfers Offer One Active Response

One existing response is Red de Oportunidades (Opportunities Network), Panama’s conditional cash transfer program. The United Nations Economic Commission for Latin America and the Caribbean (ECLAC) describes it as a national program that supports households living in extreme poverty. The program places special attention on those living in rural and Indigenous areas. 

It is designed to help impoverished mothers with children obtain sufficient schooling and health follow-ups. Programs like this are important because they ease immediate pressure on families while helping children stay connected to education and basic services. For households facing precarious financial situations, this support prevents temporary hardship from becoming further exclusion.

Early Childhood Support Could Make a Long-Term Difference

Panama is also placing more attention on early childhood. A 2024 report from the Panama Ministry of Social Development (MIDES) states that three in 10 children in Panama live in multidimensional poverty. That figure rises to nine in 10 in the comarcas. The same report notes that most early childhood centers are concentrated in urban areas and estimates that only 3% of children under 3 have access to them.

In response, MIDES says the Contigo Creciendo model is being tested in 13 pilot communities in Panamá Oeste and the Emberá-Wounaan comarca, with UNICEF’s support. MIDES, UNICEF and the Development Bank of Latin America and the Caribbean (CAF) also presented three caregiving guides in 2024 for children from birth to 47 months, designed for low-cost use in vulnerable and hard-to-reach communities. These are the kinds of interventions that can help families before poverty causes even greater damage to children’s development.

The interviewee said that access to better employment and housing would have made a significant difference for families like hers. As she put it, “Without money, you can’t do anything.” Her story shows how survival often depended on persistence, family sacrifice and adaptation, not on actual security.

Current data suggests that many Panamanian children still face those same structural barriers today, especially in more impoverished rural and Indigenous areas. However, Panama has effective tools to reduce child poverty, including cash transfer programs, early childhood initiatives and more targeted support for socially isolated communities. If these efforts continue to expand where the need is greatest, the next generation may face fewer of the limits that shaped her childhood.

– Ashirah Newton 

Ashirah is based in Brooklyn, NY, USA and focuses on Global Health for The Borgen Project.

Photo: Flickr

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Education Programs: Girls Break the Cycle of Poverty

Girls Break the Cycle of PovertyIn Cox’s Bazar, Bangladesh, a Rohingya mother made a difficult decision after schools in her refugee camp closed due to funding cuts. Without access to education, she feared for her daughter’s future and arranged her marriage at the age of 16. Her experience reflects a growing pattern in the camps, where the loss of schooling has contributed to rising child marriage among girls. This growing crisis highlights how education helps girls break the cycle of poverty and build more stable futures.

Across many developing nations, girls continue to face barriers that prevent them from attending school or completing their education. Poverty, early marriage and gender discrimination often lead families to withdraw girls from school at an early age. Education programs that support girls aim to remove these barriers and expand access to learning.

Background

Millions of girls worldwide remain out of school. UNICEF reports that approximately 119 million girls are currently out of school, particularly in regions affected by poverty, conflict and social inequality. Limited access to education can reduce economic opportunities and reinforce cycles of poverty.

Education initiatives increasingly focus on practical solutions such as financial incentives, mentorship and improved school environments. By helping girls remain in school longer, these programs aim to strengthen economic opportunities and long-term development in their communities.

Bangladesh: Long-Term Impact of Education Incentives

Bangladesh provides one of the most widely studied examples of how financial incentives can expand girls’ access to education. The Female Secondary School Stipend Program provided financial support to rural families whose daughters remained enrolled in school and delayed early marriage. Researchers found that the program significantly increased girls’ enrollment in secondary education.

Researchers continue to examine the program’s long-term impact. A 2025 study found that women who benefited from the stipend program were more likely to invest in their children’s health and education. These outcomes show how access to education can help break the cycle of poverty across generations.

Tanzania: Mentorship Programs Supporting Girls’ Futures

Mentorship programs also help girls remain in school and develop confidence. In Tanzania, the Girls Livelihood and Mentorship Initiative supports girls during the transition from primary to secondary education. The program provides mentorship, life skills training, and academic support to help girls continue their studies.

Mentorship initiatives connect girls with role models who demonstrate the long-term value of education. Programs that involve families and communities can encourage girls to remain in school and pursue leadership and career opportunities.

Addressing Health and Safety Barriers

Across the world, education programs focus on practical barriers that prevent girls from attending school. Many initiatives work to improve sanitation facilities, promote menstrual health education and strengthen school safety so girls can attend classes consistently.

Organizations are also working to support programs that address gender-based violence and school safety. Improving school environments and access to health resources can reduce absenteeism and help girls continue their education.

Education remains one of the most effective strategies for reducing global poverty. Educated girls could be more likely to participate in the workforce, delay early marriage and invest in their children’s health and education. These outcomes contribute to stronger economic growth and improved well-being for families.

Examples from Bangladesh and Tanzania demonstrate how targeted programs and policy initiatives can expand educational opportunities for girls. Continued investment in education can help more girls break the cycle of poverty and create long-term change.

– Isil Ertas Senturk

Isil is based in Oakville, Ontario, Canada and focuses on Good News for The Borgen Project.

Photo: Flickr

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Vocational Education Training Centers in Guatemala

Vocational Education Training Centers in GuatemalaThe journey to providing adequate education to the youth in Guatemala has been a tumultuous one. Vocational institutions especially lack the funding necessary to provide their students with a proper technical education. But, the salient jobs in this country, like agriculture and information technology, require solid technical foundations. So, it is clear that vocational education is becoming more prevalent than ever to its future generations. However, issues like nationwide poverty and internal political turmoil hinder the quality of these facilities. Here is more information about the state of vocational education training centers in Guatemala.

General Educational Barriers in Guatemala 

According to WorldData.Info, Guatemala has ranked 162nd out of 193 countries in the global education ranking. Only about half of students complete elementary school, and one-third finish secondary school. The issue of providing education to Guatemalan citizens stems from poverty across the country. Guatemala’s 36-year Civil War between 1960-1996 displaced hundreds of thousands of Indigenous people, which still negatively impacts their standard of living today. About 47.3% of Guatemalans live with a budget of around 64 quetzales, which in U.S. dollars, translates to about $8.30 a day.

As a result, many families in Guatemala are unable to afford sending their children to school. There is also a significant resource gap in classrooms; they are oftentimes overcrowded, or they lack teachers with the proper training necessary for instruction. These political and economic obstacles bleed into vocational schools, which prevent students from getting a good education.   

Vocational Education Training Centers in Guatemala 

Guatemalan technical institutions offer students high-demand skills learned in a wide range of subjects in culinary and pastry arts, agriculture, carpentry and computer science. The Ministry of Education stated many of them lacked proper equipment. Some schools, such as Junkabel and William Cornelius Training Center have excellent facilities. But the vast majority lack the budget, staff and infrastructure needed to run them.  

Luckily, there have been several efforts aimed at improving the quality of education at Guatemalan trade schools. Foreign aid organizations, like the Millennium Challenge Corporation (MCC), fundraised $20.6 million for Education toward the Guatemala Threshold Program, $4.2 million of which went to technical education alone. Also, the CEPA Foundation, a nonprofit organization, has partnered with another nonprofit, Fundación Corazones Libres, in order to provide vocational education to young children in Vuelta Grande. These funds are used to create new vocational high schools with modernized computers that increase accessibility.

Another nonprofit, Infinite Chance, has funded enough money to buy welding and industrial sewing machines necessary for instruction. Besides nonprofits, affluent vocational institutions in Guatemala like INTECAP have offered vocational certifications and training to secondary students to help them gain specialized skills. 

The Future of Vocational Education Centers in Guatemala 

Although there is much left to be done to improve vocational education training centers in Guatemala, such as updating curricula to fit the rapidly advancing job market, many charities and nonprofits have organized initiatives to help repair the education system. For instance, the Swisscontact Project teamed up with the Ministry of Education and Social Welfare in Guatemala in 2023 to provide students with technical courses relevant to the IT and food sectors.

The primary goals of these projects is to reduce the need for migration in the Guatemalan workforce. Guatemala wants to decrease the levels of unemployment among Guatemalan youth by providing sufficient Technical and Vocational Education and Training (TVET) to students who wish to pursue a career in the skilled trades.

More than 90% of Guatemala’s Gross Domestic Product (GDP) comes from industry, service and agriculture jobs. By promoting vocational education centers in Guatemala, future generations can hope to earn a living through these technical careers and boost their domestic economy.

– Stacie Hueter

Stacie is based in Denville, NJ, USA and focuses on Technology and Solutions for The Borgen Project.

Photo: Unsplash

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Leading the Way: Bilingual Education in Senegal

Bilingual Education in SenegalSenegal has long relied on French as the sole language of instruction. However, this approach failed to reflect the linguistic reality of its population.

According to the Gates Foundation, students in Senegal have traditionally been taught in French even though less than 1% of the country’s population speaks it at home. Around 80% of Senegalese speak Wolof. This disconnect meant that most children were learning to read and write in a language they did not fully understand.

This challenge is not unique to Senegal. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), 40% of the global population does not have access to education in a language they speak or understand, with around 250 million learners in low- and middle-income countries struggling with language barriers. The result is often lower literacy rates, reduced engagement and higher dropout rates, barriers that disproportionately affect disadvantaged communities.

A Shift Toward Bilingual Education

In response, Senegal introduced a reform in 2015. The Ministry of Education, in partnership with Associates in Research and Education for Development (ARED), launched a bilingual education model combining Wolof and French.

This initiative addressed inequality in education. Rather than abandoning French, the system integrates it alongside national languages, allowing students to build foundational literacy in a familiar linguistic environment before transitioning to broader communication skills.

UNESCO research indicates that children develop cognitive skills and master content material most easily when taught in a familiar language. These early gains are critical, as foundational literacy strongly influences long-term academic success.

Measurable Improvements in Learning Outcomes

Evidence from program evaluations shows significant improvements in literacy and comprehension. One assessment found a 29 percentage point increase in the number of students meeting oral reading and comprehension benchmarks compared to those taught exclusively in French. The bilingual model is also linked to stronger classroom participation, improved retention and long-term prospects for higher earnings.

The reform has also shifted classroom dynamics. Teachers who were previously constrained by rigid language policies now have the flexibility to communicate in languages their students understand, fostering more interactive and inclusive classrooms.

When students understand the language of instruction, they are more likely to ask questions, collaborate with peers and develop critical thinking skills.

Preserving Culture While Expanding Opportunity

Beyond academic performance, bilingual education in Senegal plays a role in preserving cultural identity. Languages like Wolof are deeply tied to heritage, community and tradition.

The Ministry of National Education is committed to the Harmonized Model of Bilingual Education in Senegal (MOHEBS), an educational reform that recognizes bilingual learning as a means of improving access to learning and strengthening students’ cultural identity.

By incorporating these languages into formal education, Senegal is promoting inclusivity while maintaining cultural continuity. Proficiency in French also provides access to opportunities in higher education, employment and international communication.

Looking Ahead

Senegal’s bilingual education model offers a broader lesson for global education systems: effective learning begins with understanding. By aligning language policy with students’ lived experiences, Senegal is reducing inequality and expanding opportunity. Its progress demonstrates that meaningful reform requires investment in teacher training, curriculum development and community engagement, and that bilingual learning can serve as a pathway to more equitable education outcomes.

– Lucy Kerr

Lucy is based in Coventry, UK and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr

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Higher Education in Greece Addresses Local and Refugee Poverty

Higher Education in GreeceIn the wake of one of the worst economic crises in European history, Greece suffers the fourth worst national poverty rate in the continent, ahead of only Turkey, Bulgaria and Romania. With 26.9% of the Greek population at risk of poverty or social exclusion in 2024, these economic setbacks have also begun to bleed into the education system. Greece shares one of the worst literacy rates in Europe, at only 94% among its adult and youth population in 2026, despite boasting one of the continent’s highest secondary-education completion rates.

Regardless of these challenges, however, higher education in Greece remains key in battling poverty and unemployment rates, with a degree or post-secondary qualification halving the unemployment rate from 24% to 12%, which in turn reduces the poverty rate from nearly 27% to 10.7%. Higher education in Greece traditionally takes the form of university education, however, since joining the European Economic Community in 1981, the country has taken steps to provide free adult education and training, in order to improve the skills of the general workforce beyond formal education. It is therefore of paramount importance to ensure as many students as possible in Greece remain within the education system, ensuring higher wages, increased literacy rates and a better quality of life.

Education and the Greek Economy

While Greece falls to the bottom of all Organization for Economic Co-operation and Development (OECD) countries in education spending per post-secondary student, at around $5,620 USD compared to the median spend of $20,234, public funding still accounts for more than 78% of higher education spending in the country.

This means that while the state contributes the appropriate proportion of funds to tertiary education, it simply can’t provide the necessary financial support for universities and educational facilities to fund necessary reforms for higher education. As a result, the higher education system suffers from complexities such as delays in qualification completions and students being pushed into studying abroad.

NGOs such as American Councils Greece and the Elix Programs are supporting these issues, promoting exchange programs and volunteering in education, environmental protection and social exclusion, in order to provide opportunities for education and qualifications outside of financial constraints.

Importantly, Greece remains in significant debt to fellow European nations, the European Central Bank and the International Monetary Fund, which offered bailouts throughout the economic crisis in order to stabilize the Greek economy. While Greece is making remarkable bounds in recovering these debts, the work of foundations and NGOs in providing accessible education is crucial in these debts being repaid. As citizens gain qualifications to enter well-paying jobs, the economy is rebuilt and vital public spending can go towards helping those at risk of poverty and social exclusion.

Refugee Education

Greece houses approximately 50,000 refugees, the vast majority of whom live below the poverty line, with its geographical location making it the primary entry point for those fleeing conflict and poor living conditions in the Middle East and Northeast Africa. With current laws in neighboring countries no longer allowing these refugees to travel further into Europe, most remain in and integrate into the country and its cultures. This includes the education system, where all children, including refugees, are required to enter compulsory education until they are 15.

However, these statistics don’t account for the approximately 15,000 refugees held on small islands as a result of the EU-Turkey migration deal, with very limited opportunities for formal education. In these circumstances, organizations such as Action for Education and the All Children in Education programme, which has reached more than 25,000 migrant children since 2021, are paramount to providing centers for education up to 23 years old, teaching local languages, relevant skills and trades, as well as providing important safeguarding measures for vulnerable people.

Once refugees have graduated Lyceum (lower secondary), they are able to sit the same examinations as locals in order to enter universities or higher technological institutions. However, for those who have completed secondary education in other countries, there are no special provisions granted for refugees to enter higher education in Greece. This is where the work of private agencies and NGOs, who provide educational services for adults, becomes so important. RefugeeEd provides English and Greek language courses for both children and adults, breaking down barriers of communication and integration and providing key opportunities for refugees to enter higher education or formal jobs. Since 2021, RefugeeEd has trained 46 community teachers and reached more than 200 students across six locations in mainland Greece and its surrounding islands.

How Higher Education Is Battling Poverty

Public and private organizations are working to improve access to higher education for both Greek nationals and refugees. This is battling poverty by addressing the country’s income inequality, providing higher returns in lower-paying, non-skilled jobs, as well as increasing the rate of citizens returning to education after initially graduating from compulsory schooling.

The role that higher education in Greece has played in addressing income redistribution is incredibly important and has become far more accessible through the valuable work that the NGOs named in this article are doing, as well as many more who continue to do invaluable work. Statistics suggest Greece’s poverty rates are gradually coming down, as their debts decrease and surpluses rise. As time goes on, Greece will transition into a far more sustainable model of public investment, allowing them to tackle poverty, immigration and education as efficiently as possible.

– Jake Crapper

Jake is based in Leeds, UK and focuses on Business and Politics for The Borgen Project.

Photo: Wikimedia Commons